Term 4

Class Learning Updates

Please see this page for updates on the learning taking place in our Year 3 classrooms!

Week 8 & 9

In Week 8 and 9, we continued our Multi-Genre unit in Literacy, focusing on planning and drafting both our nonfiction and fiction pieces. In Maths, we began a revision unit to help consolidate and strengthen our understanding of previous learning. In Challenge Based Learning, students started researching for their group projects in response to our challenge: to create a timeline showing significant changes to the Australian environment throughout history.

reading

In Reading, we practised summarising nonfiction texts using a range of strategies. One strategy involved recording three main points in a graphic organiser and then turning them into a paragraph in our own words. We then shifted our focus to identifying the features of a narrative, such as the beginning, problem, solution, characters, setting and message. After that, we acted out stories to deepen our understanding. We also compared and contrasted the features of different narratives, including Dreaming stories.

writing

In Writing, we revised and edited our nonfiction texts and then began publishing them. Students chose their preferred publishing method, such as creating a poster, handwriting their work, or typing it in an app. After that, we moved on to planning our fiction pieces. Students chose to write narratives, comics and other text types, using a story mountain to organise their ideas before drafting their sizzling start and rising action.

numeracy

In Maths, we completed our unit on patterns by exploring patterns that involve halving and doubling. We also wrapped up our data unit by analysing different graphs and answering questions about the information shown. The following week, we began our revision unit, starting with partitioning to add and subtract three-digit numbers. We then focused on telling time, practising both quarter-hour times and telling the time to the minute.

challenge based learning

In CBL, we explored different perspectives on Australia Day and Survival Day, watched videos, read examples, and wrote our own opinion letters. We also learned about other significant Indigenous dates, such as NAIDOC Week, and created mini posters to share our research. In Week 9, students worked in groups to investigate different time periods in Australian history. Using books, videos and online resources, each group started researching for their section of the class timeline, practising collaboration and summarising information in their own words.

Week 6 & 7

Over the past two weeks, our Year 3 students have been busy wrapping up their unit on persuasive writing and diving into an exciting new Multi Genre unit in Literacy. In this unit, students have the opportunity to choose a topic of personal interest and create one fiction and one nonfiction piece based on it. In Maths, we concluded our Place Value unit and begun exploring Number Patterns, along with an applied unit on Data. In CBL, students have been learning about the first interactions between Indigenous Australians and early European settlers. During this time, they have also been completing a range of assessments across all subject areas to demonstrate the progress they’ve made throughout the semester.

To top it all off, the students participated in a vibrant Fun Run, where they were sprayed with coloured powder as they ran to help raise money for our school. It was a wonderful way to build community spirit. We raised $16,540 for our school!

the fun run

Reading

In Reading, we have been building our understanding of literal and inferred meaning in texts. Students worked on inferring emotions and responding to comprehension questions. When making inferences, we use our prior knowledge along with clues from the text to make a judgement about something that isn’t directly stated.

In Week 7, we began our Multi Genre Unit by exploring different genres. Students analysed a text to determine its genre, the author’s purpose, and key features. Following this, we focused on interpreting visuals in nonfiction texts, such as photographs and diagrams.

writing

In Week 6, we revised and edited our persuasive letters, using a persuasive rubric to guide and improve our work. Once our edits were complete, we published our writing by neatly handwriting our final letters on lined paper.

In Week 7, we began our Multi Genre Unit, where students choose a topic of interest and write both a nonfiction and a fiction text about that topic. In our first lesson, we brainstormed possible ideas, which helped students select a topic they were excited about. We then moved on to planning and drafting our nonfiction piece. Students chose a range of text types, such as information reports, procedures, and more. They were enthusiastic about having the freedom to explore a topic they are passionate about!

The students brainstormed ideas to help them choose a topic for their Multi Genre projects.

The students published their persuasive letters by neatly writing their letters on lined paper.

numeracy

In Week 6, we wrapped up our unit on Place Value. Students used number expanders to practise renaming numbers in different ways and deepen their understanding. We then began our Data unit, where students created a question and planned a method for collecting data. The following week, they conducted surveys to gather their data and used Excel to graph their results. In Week 7, we started our unit on Number Patterns, with students practising how to identify the rule of a pattern and continue it accurately.

challenge based learning

In CBL, we explored how the arrival of the First Fleet changed the environment and impacted the First Nations peoples who had lived on the land for thousands of years. By watching episodes of My Place and comparing how the same place changed over time, we learned about the effects of colonisation and how people’s lives and the land were used differently. We also learned about the Stolen Generations and how government policies caused families to be separated and culture to be lost. Students showed their understanding through class discussions, Venn diagrams and more.

Week 4 & 5

In Week 4 and 5, we continued our Literacy unit on Persuasive Texts, began a new Numeracy unit on Place Value, and carried on with our Applied Maths unit on Chance. During this time, students completed a range of assessments in reading and across different areas of mathematics. In Week 4, we also went on an excursion to CERES (Centre for Education and Research in Environmental Strategies) on Wurundjeri Country, Naarm (Melbourne), where students explored Indigenous perspectives.

ceres excursion

In Week 4, the Grade 3 students went on an excursion to CERES. They took part in a range of activities that helped them connect with Aboriginal and Torres Strait Islander cultures. Students learned about the local Wurundjeri People and discovered the meaning of their name. “Wurun” means Manna Gum tree and “djeri” means Witchetty Grub.

During the excursion, students tasted bush food such as lemon myrtle and warrigal greens (native spinach) and took part in a reenactment of the Dreaming story “Tiddalick the Frog.” They also explored the meanings of Aboriginal symbols through ochre painting.

As part of their CBL learning, students reflected on their excursion by creating a mind map about their experiences. In the following lesson, they learned about Indigenous perspectives on Captain Cook’s arrival in Australia and the often negative encounters between European settlers and Aboriginal people.

reading

In Reading, we focused on identifying the main idea in nonfiction texts and justifying our thinking by recording supporting details. Students also learned about similes and metaphors and practised recognising these in a range of texts. Additionally, they developed their comprehension skills by responding to questions about texts.

writing

In Writing, we continued working on our persuasive letters, completing our body paragraphs and concluding with a paragraph that thanked the reader and included a call to action. We also learned about modal words and discussed the importance of using high-modality language to make our writing stronger and more convincing.

numeracy

In Maths, we began our unit on Place Value, learning how the value of each digit depends on its position within a number. Students explored five-digit numbers by creating, representing, and reading them in different ways. They also applied their understanding of place value to order five-digit numbers on a number line.

In our Chance unit, students conducted experiments and made predictions about possible outcomes. They used appropriate chance language to describe the likelihood of events. In one activity, students flipped coins a set number of times to record how many heads and tails appeared, then reflected on their results.

Week 1, 2 & 3

Welcome to Term 4! The students have quickly settled back into their routines as we commenced a busy and exciting term of learning. In Literacy, we’ve started a new unit on persuasive texts, and in Numeracy, we’re exploring the Four Operations — addition, subtraction, multiplication, and division — as well as a new unit on Chance. Our Big Idea in CBL this term is Environment, with a focus on learning about Australia’s history.

In Week 3, we enjoyed a special event: KABOOM Sports! Students had a fantastic time participating in a variety of fun and energetic activities.

kaboom sports

reading

In Week 1, we began our unit on persuasive writing and started reading our class novel, The One and Only Ivan — a story about a gorilla living in a shopping centre with other animals. Students practised making connections to texts, including:

Text-to-self – when the text reminds us of something from our own life
Text-to-text – when it connects to another book or story
Text-to-world – when it relates to real-world events or issues

In Week 2, we focused on identifying the author’s purpose — the reason an author writes a text. We learned there are three main purposes:

To entertain – to amuse or engage the reader with a story or poem
To inform – to give the reader information or facts
To persuade – to convince the reader to think or act in a certain way

In Week 3, students practised responding to questions about nonfiction texts to strengthen their comprehension skills. They also learned how to summarise a text using a single-paragraph outline.

writing

In Week 1, we learned about the structure and features of persuasive texts and discussed the difference between fact and opinion. Students practised making persuasive points and supporting their opinions with reasons and explanations.

In Week 2, we analysed the features of a persuasive letter and began planning our own letters on the topic of animals in captivity. Students wrote their introductions, including the sender’s and recipient’s addresses, a greeting, and an opening paragraph introducing themselves, the topic, and their opinion.

In Week 3, we continued developing our persuasive letters by writing a paragraph to support our main argument, using the PEPS structure – Point, Explanation, Proof, and Summary.

numeracy

In Week 1, we began a new unit on the Four Operations: addition, subtraction, multiplication, and division. We started by practising different addition and subtraction strategies and worked on interpreting and solving worded problems. In Week 2, our focus shifted to multiplication and division strategies. We also began learning about Chance, using chance language to describe the likelihood of different outcomes.

Above: The students used the equal groups strategy and the number line strategy to solve a multiplication problem.

challenge based learning

This term in CBL, our Big Idea is Environment. Over the past three weeks, students have explored what land and Country mean to both Aboriginal and Torres Strait Islander peoples and to themselves.

We began by reading the picture story book, Somebody’s Land and discussing who lived on this land before us. Students used a KWL chart to record what they know, wonder, and learned about Indigenous peoples’ deep connection to Country.

Next, students reflected on their own connection to the land by drawing and writing about a place in nature that’s special to them and how they can care for it.

Finally, through videos and class discussions, students learned that Country includes land, water, animals, and stories. The students wrote a class Acknowledgement of Country to show respect for Traditional Owners. The students also practised sketch-noting to record facts about Captain Cook's journey to Australia and the events that lead to colonisation.

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