HOW WE ORGANIZE OURSELVES

Students will explore how innovation drives sustainable communities. They will inquire into how creative thinkers can become agents of change and develop solutions for sustainability. Through research and communication, students will understand the interconnectedness of systems within communities and the role of creativity in shaping the future. They will investigate real-world examples of sustainability and learn how to innovate and contribute to their own communities, guided by the concepts of function, connection, and change.

PERSUADE TO PROTECT

Students will learn to write persuasive texts by using clear reasons and facts to support their opinions. They will explore strategies like identifying their audience, structuring their argument with an introduction, evidence, and a conclusion, and using persuasive language such as “because” and “should.” By reading persuasive texts, asking questions, and connecting vocabulary, students will strengthen their ability to craft convincing arguments. They will also practice using appropriate punctuation and linking words to enhance their writing.

FRACTIONS

Students will explore fractions as parts of a whole. They will use fraction names and symbols to describe and compare parts like halves, quarters, and thirds. Students will recognise simple mixed fractions and place them on a number line. They will see how some fractions are equal and learn to use diagrams to show this. Through hands-on activities, students will connect fractions to division and build a clear understanding of how parts and wholes work together.

NUMBER & NUMBER SENSE

In this unit, students will explore three-digit numbers using the base-10 system. They will count to 1,000, skip count, and understand place value. Students will read, write, and compare numbers, round them to the nearest 10 or 100, and identify odd and even numbers. They will build skills to count forward and backward by ones, tens, and hundreds. Through hands-on practice, students will deepen their understanding of how numbers work and relate to each other.

EXPLAINING IDEAS AND PROCESSES

In this unit, students will explore procedural texts, with a particular focus on recipes, understanding how language and organisation can guide actions and explain processes clearly. Through reading and analysing different recipes and instructions, they will identify purpose, structure, ingredients or materials, steps and sequencing language. Students will follow, explain and produce procedures, making choices about vocabulary, detail and organisation appropriate to the purpose and audience. Oral language, images, diagrams and other visual elements will be used to clarify instructions and support comprehension. As they plan, test, revise and improve their texts, students will develop increasing accuracy, independence and awareness of effective communication.

The exploration of procedures may also foster connections with ideas of organisation, solution-building and process improvement present in the How We Organise Ourselves Unit of Inquiry.

TEAMWORK, STRATEGY AND INNOVATION

Students will develop their skills through Games and Swimming, with a focus on teamwork, strategy, communication, cooperation, and responsible participation. Integrated with the Year 3 How We Organise Ourselves Unit of Inquiry, students will explore how innovation, systems, shared responsibilities, and problem-solving can help groups work effectively toward common goals. Through games, they will create and adapt strategies, take on different roles, and consider how new ideas can improve team performance. In swimming, they will explore how routines, safety systems, cooperation, and individual responsibility contribute to a safe and supportive aquatic environment. As part of their stand-alone PE learning, students will develop ball-handling and movement skills, follow and explain game rules, perform with increasing speed and accuracy, take on different team roles, share responsibilities fairly, and support others while working toward common goals.

YAYOI KUSAMA

In this Unit of Inquiry, students will explore the artwork and deisgns of the artist Yayoi Kusama. They will study her life, work and contribution to her artwork. Students will also have the opportunity to analyze a variety of her work including paintings and sculptures. They will then create a mixed media artwork incorporating elements from their study. Finally, students will have the opportunity to create a sculpture as well. 

Learning Outcomes:

• Become an engaged and responsive audience for a variety of art forms

• Identify the formal elements of an artwork 

• Consider your audience when creating an artwork 

• Use appropriate terminology to discuss artwork 

COMPOSITION (PART 2)

In the integrated Year 3 digital composition unit, students use GarageBand to independently construct and layer multi-track (timbre) compositions with loops (pattern), contrasting sections (form), and varied textures. They follow the design cycle to personalize their tracks and reflect on how digital tools let them communicate their individual musical voice. This is an integrated unit through the concept of innovation. 

Learning Outcomes:

• Read and write music using non-traditional notation. 

• Reflect upon how their music expresses their personal voice and the impact it has on others

• Express themselves as individuals through musical composition.

• Reflect on and communicate their reactions to music using musical vocabulary.

• Create and record a composition focusing on form, structure and style to give more meaning to their message

• Describe the process used to create their own music and compare it with others, in order to improve their compositions.