Year 3 students continue to learn through differentiated learning activities, across all areas of the curriculum. These lessons are designed to engage, challenge and motivate them. These include hands-on activities and open-ended tasks that cater to their specific needs and ongoing projects. All students are encouraged to become more responsible for their learning and set themselves realistic yet challenging goals. They are supported to identify strategies that can help them achieve success and monitor their progress each term.
Students read a range of fictional stories and compare character feelings and settings. Students apply comprehension strategies to build skill in locating literal (stated) and inferential (implied) meaning.They write persuasive texts and present their arguments orally to the class. They compose their own narratives using punctuation, grammar and creative vocabulary. They further their skill in writing information reports, explanations and procedural texts through reading non-fiction books and researching on the internet. Students focus on their public speaking skills as well as active listening during presentations.
This is the first year that students are part of the senior school. This means that they can now participate in their first athletics carnival and cross country championships.
The Year 3 camp is for one night, in Term 3. This is their first camp and we encourage all students to attend,to give them opportunities to learn many important life skills.
Our school student well being program is based on the Resilience, Rights & Respectful relationships program and we continue to develop mindfulness strategies for personal wellbeing.
We offer many exciting incursions and excursions that link to our main area of investigation for the term.
The coding program teaches EV3, making simple machines with lego, Scratch and LightBot, a puzzle game based on coding that teaches programming logic.
Our 'Swim and Survive' program is a water safety incursion, conducted by trained lifesavers.
Other activities will be placed on the Year 3 blog, as they occur.
2024 SEMESTER 2 CURRICULUM
English
Year 3 students read a variety of texts and utilised comprehension strategies to identify literal (stated), inferred (implied) and applied (using prior knowledge and the author’s perspective) meaning. They continued to explore visual, meaning and sound strategies to develop their spelling ability. Students developed their writing through producing a variety of texts such as letters, diary entries, narratives, information, procedural, poetry and persuasive texts. They took inspiration from a range of fiction and non-fiction texts, whilst analysing their key features. Students progressed their public speaking capacity in addition to active listening throughout presentations and class discussions.
English as an Additional Language (EAL) students follow a pathway of development in learning English that is different from students for whom English is their first language. EAL students deepen their understanding of the English language through practical activities and focus lessons in school. The two EAL stages are A (Early Immersion) and B (Mid Immersion). EAL students work through this continuum until they have a confident grasp of the English language.
Year 3 students ordered fractions and decimals using real life examples. They extended their understanding of multiplication and division. Students developed their proficiency with the four number operations through problem solving. They focused on telling the time and measuring the length, area, mass and capacity of objects with greater accuracy. Students explored two and three dimensional shapes, symmetry and angles, and located items according to their position. They collated, graphed and interpreted data. Students investigated the likelihood of events through chance experiments.
Humanities
Year 3 students explored important Australian and international celebrations and commemorations, and the symbols, significance and history of these events. They focused on the 2024 Olympic Games. Students compared and made links between celebrations enjoyed in their own and other cultures around the world. In Geography, they investigated the natural features, terrain and iconic monuments in Australian cities, states and territories. Students compared the characteristics of these places and described the contrasting environments.
Year 3 students explored their understanding of sizes, shapes and positions of the Sun, Earth and Moon. They investigated the movement of the Earth in relation to the Sun and the Moon in relation to the Earth. Students explained night and day in terms of the Earth spinning on its axis
Year 3 students continued to learn the recorder and developed confidence in reading rhythms and pitches presented in staff notation. They became familiar with the finger positions for B, A, G, E and D and began to use tonguing technique to articulate phrases and rhythms including the newly presented rhythm ‘tika-tika’ (four-beamed semi-quavers).
Year 3 students continued to become familiar with art room practices and used the art principles of contrast, repetition, pattern, emphasis, balance, unity, movement and rhythm as well as the Art Elements of line, form, colour, value, space, shape and texture. They found inspiration through different cultural artists, artistic styles and each other. Students explored projects such as Native American collage mixed media faces, Monet-painted water lilies, Laurel Burch cats, Japanese origami dresses, perspective-painted landscapes and henna hands.
Year 3 students developed skills in a variety of sports, improving throwing and catching, kicking and striking in games. They participated in Basketball and Soccer clinics, with some children involved in external sports days, representing the school in Basketball events. Students focused on team-based activities, teamwork and higher engagement with fitness and health decisions.
Year 3 students continued to build upon their animal, action and feeling-related vocabulary through learning the story ‘Little Chicken’. They explored some outer space words in Chinese. Students also started to make observations about similarities and differences between languages, for example, Chinese, English and the language of First Nations. They practised writing and distinguishing between similar Chinese characters and studied sentence patterns to improve their writing. Differentiated tasks were designed to cater for both Chinese second language learners and Chinese background language learners. Activities included singing, dancing, games, songwriting, Chinese Moon Festival celebrations and comparisons between Christmas and Chinese New Year celebrations.
Parents are most welcome to help in our classrooms, in the library, on excursions and camps and on our parent group committee and School Council committees.
All parents who assist in any way must have a Working With Children Check. This card must be presented at the office when parents sign in
