sc yearly plan year 3

8/3/2019 SC Yearly Plan Year 3

http://slidepdf.com/reader/full/sc-yearly-plan-year-3 1/27

SEKOLAH KEBANGSAAN WANGSA MAJU SEKSYEN 2

SCHEME OF WORK

SCIENCE

YEAR THREE

1



SCHEME OF WORK FOR SCIENCE YEAR 3

THEME A : LEARNING ABOUT LIVING THINGS

1. Animals

WeekLearning

ObjectivesLearning Outcomes

Suggested LearningActivities

SPS/TSTS Vocabulary Note/ NV

1

2 Jan –6 Jan

2

9 Jan –13 Jan

Pupils shouldlearn:

1.1 to observeandrecognise

externalfeatures of

animals.

Pupils will be ableto:1.1.1 identify external

features of ananimal.

1.1.2 make a list of the

external featuresof an animal.

1.1.3 record theexternalfeathers of animals in atable.

1.1.4 explainsimilarities anddifferencesbetween animals

based on thetable.

Pupils observe variousanimals and list theexternal features of each animal e.g. tail,fur, feathers, scales,

beak, claws and number of legs.

Pupils discuss andconstruct a table basedon the list of external

features.

ObservingCommunicating

AttributingComparing

andcontrastingRelating

BeakClawsFeathersFur HornLegsScalesTailWings

Teacher may needto help pupils namesome of theexternal features of animals.

Discuss with pupilsthe features thatthey want to recordin the table.

NV: Being kind-hearted andcaring.

2



WeekLearning




3

16 Jan –20 Jan

4

23 Jan –27 Jan

Pupils shouldlearn:

1.2 that animalcan begroupedaccording toexternalfeatures.

Pupils will be able to:

1.2.1 group animalsaccording tosimilarities inexternalfeatures.

Pupils group the

animals in differentways based on thetable.

.

Classifying

CommunicatingObserving

AttributingComparingandcontrastingRelating

Beak

ClawsFeathersFur HornLegsScalesTailWings

Allow pupils to groupthe animals

according to antcriteria based on their table.

NV: having aninterest andcuriosity towardsthe environment.

*Cuti TahunBaru Cina(23-27 Jan 2012)

5

29 Jan –

3 Feb

1.3 that animalscan begrouped inmany ways.

1.3.1 group animals indifferent ways.

Pupils present andcompare each other’sgrouping of animals

ClassifyingCommunicatingObserving

AttributingComparingand

contrastingRelatingGrouping andClassifying

BeakClawsFeathersFur HornLegsScalesTailWings

Allow pupils to groupthe animalsaccording to anycriteria that theychoose based ontheir table.

NV: Having critical

and analyticalthinking.

*Cuti HariWilayah (1 Feb 2012)

3



2. PLANTS

WeekLearning

Objectives

Learning OutcomesSuggested Learning

Activities


6

6 Feb – 10 Feb

7

13 Feb – 17 Feb

Pupils shouldlearn:

2.1 to observe andrecogniseexternalfeatures of

plants.

Pupils will be ableto:

2.1.1 identifyexternalfeatures of plants.

2.1.2 make a list of the

external featuresof a plant

2.1.3 record theexternalfeatures of plants in a table.

2.1.4 explainsimilarities anddifferencesbetween plantsbased on thetable.

Pupils observe variousplants and list theexternal features of each plant e.g. woodyor soft stems, floweringor non-flowering, roughor smooth leaf surface,color or leaf and shapeof leaf.

Pupils discuss andconstruct a table basedon the list of external

features.


AttributingRelating

dullgreenredroughshinysmoothsoft

woodyyellow

Teachers may needto help pupils namesome of theexternal features of plants.

Discuss with pupils

the features thatthey want to recordin the table.

NV: Beingthankful to God.

*Cuti MaulidurRasul(6 Feb 2012)

*CutiThaipusam(7 Feb 2012)

4



WeekLearning




8

20 Feb –

24 Feb

Pupils should

learn:

2.2 that plant can

be groupedaccording toexternalfeatures.

Pupils will be able

to:

2.2.1 group plants

according tosimilarities inexternalfeatures.

Pupils group the plants indifferent ways based onthe table.

.


Grouping andclassifyingAnalysingComparingandcontrastingRelating

dullgreenredroughshinysmoothsoftwoodyyellow

Allow pupils to group

the plants accordingto any criteria basedon their table.

NV: having aninterest andcuriosity towardsthe environment

9

27 Feb – 2 Mar

2.3 that plantscanbegrouped inmany ways.

2.3.1 group plants

in differentways.

Pupils present andcompare each other’sgrouping of plants


Grouping andclassifyingAnalysingComparingandcontrastingRelating.

dullgreenredroughshinysmoothsoft

woodyyellow

Allow pupils to groupthe plants accordingto any criteria thatthey choose basedon their table.

NV: having criticaland analyticalthinking.

5



10

5 Mar – 9 Mar

UJIAN FORMATIF 1(6 – 9 Mac 2012)

11

12 Mar – 16 Mar

CUTI PERTENGAHAN PENGGAL 1(10 – 18 Mac 2012)

6



THEME B : LEARNING ABOUT THE WORLD AROUND US

1. MAGNETS

Week LearningObjectives

Learning Outcomes Suggested LearningActivities


12

19 Mar – 23 Mar

Pupils shouldlearn:

1.1 that magnetcan attract or repel eachother.


1.1.1 demonstrate thatmagnets canattract or repeleach other.

1.1.2 state thatmagnets canattract or repel

each other.

Pupils explore avariety of magnetse.g. bar magnets,horseshoe magnets,cylindrical magnets,circular magnets.Pupils observe whathappens when theyput two magnets near

each other.

ObservingCommunicatingExperimentingPredicting

AttributingRelatingGrouping andclassifying

attractironmagnetplasticrepelsilver woodensteel

Teachers mayintroduce the wordsnorth pole and southpole of a magnet.

NV: Being diligentand preserving.

13

26 Mar – 30 Mar

1.2 to handlemagnetsproperly.

1.2.1 demonstrate theproper way tohandle magnets.

Pupils discuss theproper way to handlemagnets duringactivities.

Pupils discuss theneed to handlemagnets properly.

ObservingCommunicatingPredicting

RelatingVisualising


Remind pupils not todrop or knock amagnet as this willcause a magnet tolose its magnetism.

NV: Being confidentand independent.Daring to try.

7



WeekLearning




14

2 Apr –

6 Apr

15

9 Apr – 13 Apr

Pupils shouldlearn

1.3 that magnetattracts somematerials.


1.3.1 demonstrate thatmagnets attractsome materialsbut not others.

1.3.2 record their finding in atable.

1.3.3 state the objectsthat are attractedby magnets.

Pupils explore avariety of objectsmade from differentmaterials and areasked to predict whichobjects will beattracted by themagnet.

Pupils investigate tofind out whether their predictions arecorrect.

Pupils group thematerials according towhether or not theyare attracted by amagnet.

PredictingCommunicatingExperimentingClassifying

AttributingRelatingAnalysingGrouping andclassifying


Teachers may usethe same type of object made of different materials for this activity e.g.wooden spoon,plastic spoon andsilver spoon.

NV: Being confidentand independent.Having critical andanalytical thinking.

8



WeekLearning




16

16 Apr –

20 Apr

Pupils shouldlearn:

1.4 that magnetshavedifferentstrengths.


1.4.1 design a fair test

to compare thestrengths of different magnetsby deciding whatto keep the same,what to changeand what tomeasure.

1.4.2 carry out the testand record theobservations.

1.4.3 form a conclusionbased on the

observations.1.4.4 explain how they

arrive at theconclusion.

Pupils design a fair testto compare thestrengths of differentmagnets.Pupils have to decidehow to measure thestrength of a magnete.g. how many paper clips the magnet canattract and hold or howclose to a paper clip amagnet has to be toattract it.

Pupils carry out their

tests and record thefindings in a table.

Pupils form aconclusion based onthe observations e.g.magnet A is thestrongest because itcan hold the mostnumber of paper clips.

CommunicatingControllingvariablesMakinghypothesisExperimentingObservingPredicting

AttributingRelatingComparingand

contrasting

attractpoleironmagnetplasticrepelsilver woodensteel

Accept all plans.Allow pupils to modifytheir plans if theyface difficulties whencarrying out their tests.

NV: Having criticaland analyticalthinking.Daring to try.

9



WeekLearning




17

23 Apr –

27 Apr

18

30 Apr – 4 May

Pupils shouldlearn:

1.5 the differentuses of magnets.


1.5.1 state where

magnets areused.

1.5.2 explain what amagnet is usedfor.

1.5.3 Make a toy, agame or a deviceusing magnets.

Pupils bring things thatmade use of magnets,e.g. magnetic pencilbox, toys and fridgemagnets.

Pupils discuss abouthow magnets are usedin the things they bring.

Pupils make a toy, agame or a device usingmagnets e.g. fishing

with a magnet,magnetic dancer andmagnetic fastener.

CommunicatingObserving


attractironmagnetplasticrepelsilver woodensteelpole

Accept all plans.Allow pupils to modifytheir plans if theyface difficulties whencarrying out their tests.

NV: appreciatingthe contribution of Science andtechnology.

*Cuti Hari Pekerja

(1 Mei 2012)

10



2. ELECTRICITY

Week Learning Objectives Learning OutcomesSuggested

Learning ActivitiesSPS/TSTS Vocabulary Note/ NV

19

7 May – 11

May

Pupils should learn:

2.1 how to make abulb in circuitbrighter or dimmer.


2.1.1 suggest way tomake a bulb in acircuit brighter.

2.1.2 design a circuitthat makes thebulb light upbrighter.

2.1.3 useperseverance in

making a circuitthat makes thebulb brighter.

2.1.4 explain thecircuit.

2.1.5 draw the circuit.2.1.6 design a circuit to

make a bulbdimmer.

Pupils are givenbatteries, batteryholders, connectingwires, bulbs and bulbholders.

Pupils build a circuitto make a bulb lightup.

Pupils discuss waysto make the bulb inthe circuit brighter and dimmer.

Pupils test their suggestions.

Pupils draw thecircuit that theymade.

CommunicatingControllingvariablesPredictingHypothesisExperimentingObservingMakinginferences

AttributingRelatingComparing ancontrasting

brighter dimmer circuitbulbbatteryholder wirebulb holder

Accept all pupils’plans.Allow pupils tomodify their plans if they face difficultieswhen carrying out thetests.Remind pupils to useonly batteries and notelectricity from themain supply to carryout experiments as itis dangerous.Teachers guidepupils to concludethat the bulb is brightwhen more electricityflows through it.

NV: Being diligentand preserving.Daring to try.Being systematic.

11



20

14 May –

18 May MINGGU ULANGKAJI

21

21 May – 25 May

PKSR 1

(21 – 24 Mei 2012)

22&23

26 May – 10 June

CUTI PENGGAL 1(26 Mei – 10 Jun 2012)



12



24

11 June –

15 June


2.1 how to make abulb in circuitbrighter or dimmer.


2.1.1 suggest way tomake a bulb in acircuit brighter.

2.1.2 design a circuit

that makes thebulb light upbrighter.

2.1.3 useperseverance inmaking a circuitthat makes thebulb brighter.

2.1.4 explain thecircuit.

2.1.5 draw the circuit.

2.1.6 design a circuit tomake a bulbdimmer.

Pupils are givenbatteries, batteryholders, connectingwires, bulbs and bulbholders.

Pupils build a circuitto make a bulb lightup.

Pupils discuss waysto make the bulb inthe circuit brighter and dimmer.

Pupils test their suggestions.

Pupils draw thecircuit that theymade.

CommunicatingControllingvariablesPredictingHypothesisExperimenting

ObservingMakinginferences

AttributingRelatingComparing ancontrasting

brighter dimmer circuitbulbbatteryholder

wirebulb holder

Accept all pupils’plans.Allow pupils tomodify their plans if they face difficultieswhen carrying out the

tests.Remind pupils to useonly batteries and notelectricity from themain supply to carryout experiments as itis dangerous.Teachers guidepupils to concludethat the bulb is brightwhen more electricity

flows through it.

NV: Being diligentand preserving.Daring to try.Being systematic.



13



25

18 June – 22 June


2.2 that somematerials conductelectricity.


2.2.1 predict whichmaterials canconductelectricity.

2.2.2 build a circuit totest whichmaterial conductelectricity

2.2.3 record thefindings in a table

2.2.4 form conclusionsbased on thefindings.

Pupil’s list materialsthat they think willconduct electricity.

Pupils plan a circuitto investigate whichmaterials conductelectricity.

Pupils build a circuitto test whichmaterials conductelectricity.

Pupils record their

findings in a table.

Pupils discuss andform conclusions.

Pupils share their findings.

CommunicatingControllingvariablesPredicting

HypothesisExperimentingObservingMakinginferencesInterpretingdata

AttributingRelatingGrouping and

classifing

metalplasticwoodglass

conductor

Teachers guidepupils to understandthat when a materialthat conducts

electricity completesa circuit, the bulb willlight up.

To test whether amaterial conductselectricity, pupils mayuse objects made of different materialssuch as woodenrulers, metal rulers,

plastic spoons etc.

NV: appreciatingthe contribution of science andtechnology.



14



26

25 June – 29 June


2.3 that a switch isused to completeor break a circuit.


2.3.1 make a circuitwhich allows abulb to be turnedon or off.

2.3.2 explain how thebulb can beturned on or off.

2.3.3 state that aswitch is used tocomplete or break a circuit.

2.3.4 create a simpleswitch.

Pupils make anincomplete circuit.

Pupils discuss howto complete thecircuit to allow the

bulb to be turned onor off.

Pupils build thecircuit and test it.

Pupils examinedifferent types of simple switches andtry to explain howeach type of switch

works.

Pupils discussdifferent ways that abulb can be turn onor off.

Pupils create asimple switch usingeveryday objectse.g. spring andpaper clips.

CommunicatingPredictingHypothesisExperimenting

ObservingMaking

inferencesDefiningoperationally

AttributingRelatingComparingandcontrasting

brighter dimmer circuitbulb

batteryholder wirebulb holder

Teachers guidepupils to understandthat a bulb will lightup when a circuit is

complete and will notlight up when acircuit is incomplete.

NV: Having aninterest andcuriosity towardsthe environment.Appreciating the

contribution andtechnology.

15



3. SPRINGS

WeekLearning




27

2 July –

6 July

Pupils should

learn:

3.1 that a springreturns to itsoriginal sizeand shapeafter beingbent, twisted,stretched or squeezed.


3.1.1 state that a springreturns to itsoriginal size andshape after beingbent, twisted,stretched or squeezed.

3.1.2 state that it iseasier to bend,twist, stretch andsqueeze somesprings thanothers.

Pupils bend; twist,stretch or squeezesprings of differentlengths and diameters.

CommunicatingDefiningoperationallyExperimentingObserving


bendshapesizespringsqueezestretchtwist

NV: Having criticaland analyticalthinking.

*Cuti Peristiwa2(2 Julai 2012)

WeekLearning




16



28

9 July – 13 July

Pupils shouldlearn:

3.2 that springsstretch

differently.


3.2.1 design a fair testto find out whichspring stretchesthe most by

deciding what tokeep the same,what to changeand what tomeasure.


3.2.3 form a conclusionbased on theobservations.

3.2.4 explain how theyarrive at theconclusion.

Pupils discuss

a) what type of springsthey want to teste.g. springs of

different lengths or springs of differentdiameters?

b) How to test whichspring stretches themost e.g. byhanging an objectof the same weightat the end of thespring andmeasuring ho much

it stretches.c) How to record their findings.

Pupils carry out their tests and record their findings.

Pupils form aconclusion based onthe findings e.g. thelongest spring

stretches the most.

CommunicatingPredictingControllingvariable

HypothesisExperimentingObserving


bendshapesizespring

squeezestretchtwist

Accept all plans.Allow pupils to modifytheir plans if theyface difficulties when

carrying out the tests.

Pupils can use non-standard tools suchas strips of paper tomeasure how muchthe spring stretches.The strips of paper can be used as arecord of how muchthe spring stretches.


17



WeekLearning




29

16 July –

20 July

Pupils shouldlearn:

3.3 the uses of springs


3.3.1 state where

springs are used.3.3.2 explain what the

spring is usedfor.

Pupils bring things thatuse springs e.g.

mechanical pencils andhandball-pens.

Pupils discuss howsprings are used inthese things.


Definingoperationally


bendshape

sizespringsqueezestretchtwist

NV: appreciatingthe contribution of

science andtechnology.

30

23 July – 27 July

UJIAN FORMATIF 2 / PERCUBAAN UPSR(23 – 27 Julai 2012)

4. ABSORPTION

18



WeekLearning




31

30 July – 3 Aug

Pupils shouldlearn:

4.1 That somematerials canabsorb water.


4.1.1 identifymaterials thatabsorbs water.

Pupils carry out anactivity to find out whichmaterials absorb water.

CommunicatingDefiningoperationallyExperimentingObserving

AttributingRelatingVisualisingGrouping andclassifying

absorbclothcoinspebblestissue paper

Pupils can useeveryday objectsmade of differentmaterials for thisactivity e.g. coins,cloth, pebbles, paper and tissue paper.

NV: Thinkingrationale.

WeekLearning




19



32

6 Aug – 10 Aug

Pupils shouldlearn:

4.2 that somematerials can

absorb morewater thanothers.


4.2.1 design a fair testto test the abilityof differentmaterials in

absorbing water by deciding whatto keep thesame, what tochange and whatto measure.


4.2.3 form a conclusionbased on the

observations.4.2.4 explain how theyarrive at theconclusion.

Pupils discussa) what materialsthey want to teste.g. differentmaterials or different types of

tissue paper.b) How to find outwhich materialsabsorb the mostwater.c) How to recordtheir findings.

Pupils carry out thetest and record their results in a table.

Pupils formconclusions based ontheir findings e.g.tissue paper A is themost absorbentbecause it absorbedthe most amount of water.

ObservingCommunicatingDefiningoperationally

AttributingRelatingComparing andcontrasting

absorbclothcoinspebbles

tissue paper

Accept all plans.Allow pupils to modifytheir plans if theyface difficulties when

carry out their tests.

NV: Thinkingrationale.

WeekLearning




20



33

6 Aug – 10 Aug

4.3 the uses of theability of materials toabsorb water.

4.3.1 explain the usesof the ability of materials toabsorb water.

Pupils discuss whythe ability of materialsto absorb water isuseful for certain jobse.g. a mop needs tobe absorbent to mop

up water.

ObservingCommunicatingClassifyingPredictingMakinginferences

ExperimentingMakinghypothesis

AttributingRelatingcommunicating

absorbclothcoinspebblestissue paper

NV: appreciatingthe contribution of science andtechnology.

34

18 Aug – 26 Aug

CUTI PERTENGAHAN PENGGAL 2(18 – 26 Ogos 2012)

5. SOIL

21



WeekLearning




35

27 Aug – 31 Aug

Pupils shouldlearn:

5.1 what soil is madeup of.


5.1.1 describe what soilsis made up of

5.1.2 State thedifferencesbetween soilsamples fromdifferent places.

Pupils mix some soilwith water in a tallcontainer.

Pupils shake themixture and allow it tosettle.

Pupils observe thelayers that are formed.

Pupils draw, label and

describe what theyobserve.

Pupils repeat theprocess using soilsamples form differentplaces.

CommunicatingObservingClassifyingMakinginferencesPredictingExperimenting

AttributingRelatingComparingand

contrastingAnalysing

Clay soilgarden soilsandsoil

Teachers guidepupils to understandthat soil containsliving things and non-living things.

NV: Realizing thescience is a meansto understandnature.

*Cuti HariKemerdekaan(31 Ogos 2012)



22



36

3 Sept – 7 Sept


5.2 the flow of water through differenttypes of soil.


5.2.1 design a fair testto compare howwell water moves through

sand, clay andgarden soil bydeciding what tokeep the same,what to changeand what tomeasure.


5.2.3 form a

conclusion basedon theobservations.

5.2.4 explain how theyarrive at theconclusion.

Pupils carry out anactivity to find outwhich materialsabsorb water.

CommunicatingControllingvariablesMaking

hypothesisPredictingExperimentingObservingMakinginferences

AttributingRelatingComparingandcontrastingAnalysing


Accept all plans.Allow pupils tomodify their plans if they face difficulties

when carrying out thetests.

Pupils should get thesame amount of sand, clay andgarden soil.

NV: Having aninterest andcuriosity towardsthe environment.



23



37

10 Sept – 14 Sept

38

17 Sept – 21 Sept


5.3 that certain soil ismore suitable for plant growth.


5.3.1 design a fair testto compare thegrowth of greenbeans in clay,

garden soil andsand by decidingwhat to keep thesame, what tochange andwhat tomeasure.


5.3.3 form a

conclusionbased on theobservations

5.3.4 explain howthey arrive at theconclusion.

Pupils discussa) how to

compare thegrowth of a

green beanin clay,garden soiland sand.

b) How torecord their findings.

Pupils carry out thetest and record their findings.

Pupils form aconclusion based ontheir findings.

CommunicatingControlling

variablesMaking

hypothesisPredictingExperimentingObservingMakinginferences

AtributingRelatingComparingandcontrastingGrouping andclassifyingAnalysing


Accept all plans.Allow pupils tomodify their plans if they face difficulties

when carrying out thetests.

NV: Being honestand accurate inrecording andvalidating data.

*Cuti Hari

Malaysia(17 Sep 2012)

6. MIXING SUBSTANCES

24



WeekLearning




39

24 Sept – 28 Sept

Pupils shouldlearn:

6.1 that differentsubstanceshave differentproperties.


6.1.1 state the propertiesof differentsubstances in termof appearance,smell, feel andcolour.

6.1.2 describe the resultsof mixing differentsubstances withwater.

6.1.3 describe the resultsof mixing different

substances withvinegar.

6.1.4 state the differentsubstances havedifferent properties.

Pupils are givendifferent substancessuch as wheat flour,tapioca flour, sugar,salt, baking powder and milk powder.

Pupils observe andrecord theappearance, smell,feel and color of thesubstances.

Pupils test thesubstances withwater and vinegar and record their observations.

CommunicatingObservingClassifyingPredictingMakinginferences


bakingpowder milk powder tapioca flour vinegar water wheat flour

Pupils should nottouch, taste or mixsubstances unlessthe teacher tells themit is safe to do so.

Pupils should testonly the smallamount of eachsubstance.

Pupils may find that

their finding might notbe enough to form aconclusion.

NV: having aninterest andcuriosity towardsthe environment.

WeekLearning




25



40

1 Okt – 5 Okt

41

8 Okt – 12 Okt

Pupils shouldlearn:

6.2 that somesubstances areunsafe and

should behandled withcare.


6.2.1 identify labels for unsafesubstances.

6.2.2 explain themeaning of the

labels.6.2.3 list unsafe

substances.

6.2.4 state the need tolook at labels or ask an adultbefore touching or tasting anysubstance.

6.2.5 list the harmcaused by unsafe

substances.

Pupils are shownlabels for someunsafe substances.

Pupils discuss the

danger of touching,smelling or tastingthese unsafesubstances.

Pupils watch a videoon how unsafesubstances causeharm and how theseunsafe substancesshould be handled.

Pupils list unsafesubstances and tellwhat harm they cancause.

CommunicatingPredictingObserving

Attributing

RelatingAnalysing

bakingpowder milk powder tapioca flour vinegar

water wheat flour

Teachers need onlydiscuss labels onhouseholdsubstances such asdetergent, bleaching

agent and medicine.

NV: Beingresponsible aboutthe safety of oneself, others and theenvironment.

WeekLearning




26



42

15 Oct – 19 Oct

43

22 Oct – 26 Oct

Pupils shouldlearn:

6.3 that amixture of substances

can beseparated.


6.3.1 plan how toseparate amixture of substances.

6.3.2 present their

processes of separating themixture in wordsor diagrams.

6.3.3 give reason whythe methods areable to separatethe mixture.

6.3.4 compare differentmethods of separating themixtures

6.3.5 explain why onemethod of separatingmixture may bebetter thananother.

Pupils are given amixture of substancese.g. fine sand, smallstones, smallpolystyrene balls, saltand paper clips.

Pupils are challengedto separate themixture in the shortestpossible time.

Pupils discuss ingroups on howmixtures can beseparated.

Pupils carry out their plans to separate themixture.

Pupils evaluatemethods of separatingthe mixture presentedby others.

CommunicatingPredictingObservingExperimentingMakinginferencesMaking

hypothesis

AttributingRelatingComparingandcontrastingAnalysing

bakingpowder milk powder tapioca flour vinegar water wheat flour

Teachers discusspossible methods of separating mixturese.g. using filter paper, magnets,sieve etc.


*Cuti Berganti(25 Oktober2012)

*Cuti Hari RayaHaji(26 Oktober 2012)

4429 Oct – 2 Nov

MINGGU ULANGKAJI (29 Okt – 1 Nov 2012)

455 Nov – 9 Nov

PKSR 2 (2 – 7 Nov 2012)

27

sc yearly plan year 3

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