PARENT INFORMATION EVENING YEAR 3, 2016

Year 3 Take a chance and explore the possibilities

COMMUNICATION
Throughout the year it is our hope that you will feel welcome to see us about any positives, queries or concerns
that you may have. It is usually best to make an appointment as needed; however we are always happy for you to
drop in for a quick chat if we are available. We are also available via email. We look forward to a happy and
productive year and thank you in anticipation of your support.
VISIBLE LEARNING
In Year 3, we aim to foster a love of learning. We are always promoting self-confidence,
trust, pride, risk-taking, responsibility and independence through positive relationships
with your children and with you. We encourage the children to make good choices inside
and outside the classroom.
Learning is a life-long journey that continues beyond the classroom. We want to value this journey and work
towards more independence as the year progresses. We want them to set goals for themselves by asking these
sorts of questions:
Where am I with what I am learning?
What do I need to do now to be successful?
How will I get there?
The process of learning is important and has implications for future learning. As learners, we learn more about
ourselves, how we learn and effective strategies that might help us in the future through the effort and
persistence of a task than by the end product viewed in isolation.
We want the children to experience success in many ways.
We want learners to build on skills and knowledge and to strive to improve a little all the time. They are given
feedback to help them on their way and we encourage them to ask questions of clarification. Feedback can be
given verbally or in a written form and can be given by teacher, parent or peers. We learn from each other.
Reflection helps us to gain some clarity to our thinking. A form of reflection is our weekly journal where the
children will think about their week and write about their experiences.
HOMEWORK
The recommended time allocation for homework for children in Year 3 is 15 minutes of
reading and 15 minutes of written work per night. Learning of basic facts is essential
in Year 3. Family life always comes first and we simply require a note from you to
excuse homework.
Homework is sent out on Mondays and should be returned on Fridays. It will consist of
Spelling Conventions book unit of work 2 pages please complete over at least three nights
Mathletics set tasks plus basic fact practice (Mathletics Live).
Reading home readers. Books from the library and home can be used to supplement reading to at least
the equivalent of 15 minutes per night. Please complete reading log.

Basic fact practice count ons, rainbow facts, 10 strategy, doubles, near ten strategy, doubles
plus/take 1, counting in 2s,5s,10s,3s
Spelling practice. We do not necessarily need to see evidence of the words being written out using the
Look, Say, Cover, Write, Check method so be creative and use different mediums e.g. whiteboard pens,
chalk, colours, letter tiles, typing on computer.
Sometimes incomplete class work may be sent home to be finished. Please return any such items the
following day even if they are still incomplete so as not to further disrupt class work. Thanks.

RELIGIOUS EDUCATION
This is an integral part of the everyday life at our school, where the focus is Making Jesus
Real and the Habits of the Heart are at the centre of our focus. We reflect regularly on how
we have made Jesus real for others, and how others have made Jesus real for us. We offer
thanks to God.
Throughout the year, the children will also be involved in liturgical experiences including
school and class Mass and daily prayer. Class Masses will be 3A and 3B combined.
We deepen our understanding of events in the liturgical year such as Lent, Holy Week, Easter and Christmas.
The Religious Curriculum is broken into four strands which are interrelated and taught in an integrated way:
Sacred Texts: Stories from the New Testament and Old Testament (focus is the Torah).
Beliefs: Holy Trinity, order and harmony in Gods Creation.
Church: Sacraments of initiation and Reconciliation, Parish History.
Christian Life: Connections between Scripture and moral life, our responsibilities as Christians and prayer and
spirituality.
ENGLISH
Together, the English strands of the Australian Curriculum focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating.
In Year 3, we consolidate and extend the work covered in previous years. Spelling strategies, phonics, grammar,
punctuation, handwriting, reading strategies and comprehension are the focus. There is an increase in the
complexity and length of texts which are both read and written.
Spelling development is supported through use of

soundletter relationships

knowledge of high-frequency words

spelling rules

compound words

prefixes and suffixes

adding s,-ed, -ing

word contractions -apostrophes of contraction are used to signal missing letters

Children in Year 3 learn how to

join their letters in cursive script.

Our writing tasks for Semester One will be using the narrative and persuasive genres. In Year 3, children use
and understand that paragraphs organise written texts. In planning, drafting and publishing their imaginative,
informative and persuasive texts, children begin to reread and edit texts for meaning, appropriate structure,
grammatical choices and punctuation. They understand how language features, images and vocabulary choices
are used for different effects.
Reading will include many different genres with explicit teaching of skills for understanding and finding the
meaning. In Year 3, children identify literal and implied meaning by connecting ideas in different parts of a
text.
Comprehension skills include

finding the main idea

reading for details
skimming
meaning of vocabulary
understanding sequence
making inferences and judgements

In year 3 children are learning to automate ways they

can make sense of print by monitoring what they are
reading and using the skills of
predicting
confirming

rereading
reading on

importantly self-correcting as needed

Children continue to learn to use language to effectively interact with others. In Year 3, the expectation is
that they contribute actively to class and group discussions. We would ask that you help your child to prepare
for any speaking activities which they present to an audience. Please have MANY practices at home! More
detailed information will be sent home as tasks are set.
MATHEMATICS
The Australian Curriculum has three content strands in mathematics:
o Number and Algebra
o Measurement and Geometry
o Statistics and Probability
These content strands are taught within the proficiency strands of understanding,
fluency, problem solving and reasoning.
Year 3 concepts include
Exploring number to 10 000
Classifying numbers as odd and even
Increasing efficient mental strategies for computation through
o Recall of single digit addition basic facts
o Knowing the related subtraction facts
Recall of multiplication facts of two, three, five and ten
o Knowing related division facts
Problem solving
Fractions half, quarter, third, fifth and their relationship to a whole
Representing money in various ways and exploring change
Number patterns and the associated rule
Telling the time to the minute
Measurement - centimetres and metres, millilitres and litres, grams and kilograms
Investigating 3D objects including prisms and pyramids
Interpreting grid maps
Investigating symmetry
Considering possible chance outcomes
Collecting, recording and interpreting data
HEALTH AND PHYSICAL EDUCATION
Students are continuing to develop safe, healthy and active choices through:
Using decision making and problem solving skills
Refining fundamental movement skills throwing, aiming, dodging
Discussing the influences on healthy and safe choices
understanding the benefits of being healthy and physically active
Students are encouraged to do this by:
Applying strategies for working cooperatively
Applying rules fairly
Across the year the children will be involved in - swimming and circuit/fitness activities, gymnastics, Gala
Sports (AFL), cross country, athletics and skipping.

SCIENCE

Science involves making predictions, investigating and evaluating results to describe

patterns and relationships. The children represent data using tables and simple
column graphs, and communicate ideas and findings using diagrams, physical
representations and simple reports. Through inquiry, the understandings students work
towards are:

Biological Living things can be grouped on the basis of observable features and can be distinguished from nonliving things.
Physical Heat can be produced in many ways and can move from one object to another.
Chemical A change of state between solid and liquid can be caused by adding or removing heat.
Earth and Space Earths rotation on its axis causes regular changes, including night and day.

HISTORY
The Year 3 curriculum provides a study of identity and diversity in both a local and broader context.
Students explore the historical features and diversity of their community as represented in symbols and
emblems of significance, and celebrations and commemorations, both locally and in other places around the
world.
The key inquiry questions for Year 3 are:
How has our community changed?
What is the nature of the contribution made by different groups and individuals in the community?
How and why do people choose to remember significant events of the past?
GEOGRAPHY

Places are both similar and different continues to develop students understanding of place by examining the
similarities and differences between places within and outside Australia.
The key inquiry questions for Year 3 are

How and why are places similar and different?

What would it be like to live in a neighbouring country?
How do peoples feelings about places influence their views about the protection of places?

The Geographical Knowledge and Understanding for Year 3 includes

The main climate types of the world and the similarities and differences between the climates of
different places

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia

The representation of Australia as states and territories

Australias major natural and human features
Maps have a legend, title, and north point.
Describing the location of places and their features using simple grid references and cardinal compass

points.
Exploring how feelings about places are the basis of actions to protect places and environments that

are of special significance to them or other people.

The location of Australias neighbouring countries and their diverse characteristics.

TECHNOLOGY
Children will be given the opportunity to:

 Continue to develop basic computer skills finding files, saving files and program skills typing, changing
font, adding pictures
Technology is integrated into all curriculum areas
JAPANESE
Whose pants are these?"
The focus is to introduce students to simple Japanese greetings and customs (for example, bowing) and some
frequently used classroom language.
Through identifying the pants of popular characters such as SpongeBob, students will learn to express
ownership and use the question word "who". Students will then apply their learning to express ownership of
items in the classroom in a variety of ways. The concepts will be reinforced by the action song "Oni no pantsu"
(Monster Pants). Cultural links will be made to the Japanese festival "Setsubun".
The emphasis is on joining in and having fun with new language for familiar concepts.
INTERGRATED ARTS

Mrs Donna Gray takes the students for 1 hour a week for the integrated arts program, where the students
engage in a variety of Arts Learning Areas and learn by exploring, planning, designing, creating and reflecting on
both their own artworks and the artwork of others. This process provides opportunities for students to
communicate and share their ideas, emotions, observations and experiences.

We look forward to a wonderful and successful year ahead with your children.

Gina Cantarella

Therese OSullivan
Debbie Trembath

HOW YOU CAN HELP YOUR YEAR 3 CHILD AT HOME

Speak positively about school in front of your child.

Encourage and praise your child.

Encourage your child to take responsibility for their own organisation and time management.
Encourage your child to make use of the local and school libraries.
Let your child see you reading and writing. Discuss events in the news or in the paper is it local, national or

international?

An Australian and world map visible in the house is useful.

Have a dictionary readily available at home and use it often! Use a calendar regularly

Look for patterns in everything.

Teach your child to play games card games, jigsaws, dice and board games, computer games

Problem solve whenever possible.

HOMEWORK

Find a quiet spot and Turn off the television

Encourage but let your child work independently. Encourage them to complete all the activities they can before
coming to you for help.

Help your child develop a routine. (It will help in the future studies.)

Encourage and praise your child for independent, focused efforts.

READING

Listen to your child read aloud twice a week if they are competent readers or each night
if they need help. Practice is the key. Encourage your child to read aloud using
expression, pausing at full stops, emphasizing bold words. Direct speech can always have

expression added.
Read with or to your child
Check your childs understanding and comprehension of the book when they have
finished reading it. Ask them to tell the story in their own words or ask them some questions. Does that make
sense? Why do you think the character said that? What might happen next? - Talk about the start of the
story, what happened by the end of the story, the people in the story ....- Find me the part that tells me .....Was
there an interesting beginning to the story? What was the complication and how was it resolved? Does this give you

any ideas for your story writing?

WRITING

Encourage your child to write things down. Reading and writing go hand in hand. Good readers
are generally good writers.

Letter writing, sending postcards, making lists all encourage writing for a purpose.

Encourage your child to proofread and edit their writing if someone else is going to read it.

Encourage your child to attempt all words even if they are unsure of the spelling. Underline
words they think might be spelt incorrectly. Use a dictionary if not sure. (If the first three
letters of a word are known, the word can usually be found easily enough.)
SPELLING

Hear your childs spelling remembering that spelling is a written activity. LOOK, COVER, SAY, WRITE,

CHECK
Expect that your child will use the correct spelling of any homework words in any written work.
Expect that any words already visible on a page will be spelt correctly.

MATHEMATICS

Encourage and work with your child to help them to learn basic facts and perform mental computations.

Spend 5 minutes daily and say them whenever possible e.g. in the car
Talk measurement at home this includes time, calendar, litres, millilitres, metres,

centimetres, kilograms, grams.

Cooking measuring, estimating, timers;
Shopping estimate cost, count money, change
Use all coins and notes to make up different amounts of money
Telling the time using digital and analogue clocks, finding out the time of television shows, talk about time e.g. half
an hour, how long is it until we go swimming, what time will it be in ten minutes, how long is it until