Year Three and Four

Term Three

In reading, students will work on developing their understanding of how content can be organised using different text structures depending on the purpose of the text. They will explore the features of poetry, letter writing and biographies. Through exploring these text types, they will develop their understanding of how language features, images and vocabulary choices are used for different effects. They will also consider why authors write certain text, which connects with learning how to identify literal and implied meaning connecting ideas in different parts of a text. Lastly, they will  select information, ideas and events in texts that relate to their own lives and to other texts.

In writing, the students will first learn about poetic language, rhythm, and alliteration, and then explore haiku and cinquain poems. Next, students will learn about the structure and features of procedural texts. Following this, students will be provided with the opportunity to write letters to friends and organisations, and learn about the structural and language differences between formal and informal letters. Toward the end of the term, students will learn how to research and write biographies about someone who inspires them and a family member. In the final week of term, the students turned the focus to themselves and wrote autobiographies.

In mathematics, students will explore chance and probability, and learn about how to describe the likelihood of events in random and controlled situations, then move on to broadening their knowledge and ability to use directional language to describe movement, maps, and the location of objects. The major focus in term three will be our unit on multiplication, where students will further develop their understanding of the operation moving from making groups towards strategies to solve multi-digit multiplication problems. The term ends with a focus on division, using our multiplication knowledge to better understand the inverse operation.

In integrated studies, our students will explore global issues of sustainability and understand how they can take responsibility at a local level. Students will participate in a local excursion to CERES where they will be supported to build knowledge, foster connection to the Earth and learn new skills/actions to avoid waste and respect the earths’ natural resources.

To introduce the students to a project-based learning approach, students will conduct a research project about,’ War on Waste,’ and present their findings in a presentation to an authentic audience.

Term Four

In reading, students will continue to Identify features of online texts that enhance readability including text, navigation, links, graphics and layout. They will discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques. Next students will compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other. In spelling, students analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating. When reading they will also monitor for meaning, predicting, rereading and self-correcting. Lastly they will focus on how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

In mathematics, students will experience a broad range of activities to build their capacity around time and timing, before launching into our major unit on fractions and decimals. In this unit, students will learn about parts of a whole number, and how to convert between fractions, decimals, and percentages. 

In writing, the students will first learn about the structural and language features of recounts and then write a recount of their holidays. They will then learn about different fiction types, and the writing crafts, styles, and foci of different authors and illustrators. Finally, the students will then learn about persuasive language and be presented with the opportunity to create and present an advertisement to their class.

In integrated studies, students will begin the term by participating in the ‘Talk the Talk’ program as part of our health unit, and then continue on with learning about health (both physical and mental) through our Health Harold program. Students will then will begin their ‘Resilience Project’ where they will learn about positive mental health strategies to manage challenges and changes in our lives, find a way to express themselves through a range of media (be it song writing, poetry writing, pictures or journaling), understand the key terms gratitude, empathy and mindfulness, develop their knowledge about health and wellbeing including exercise, nutrition, hydration and sleep, and the impact poor habits around these areas can have on our bodies and minds. 


Grade 3 and 4

In the Grade 3 and 4 learning area, the year starts with settling students into the new learning area. We begin with our First 20 days of Reading and Writing Program to establish behaviours, norms and a focus on ‘reading is thinking’ skills to support students with their independent reading.  With the introduction of the one to one laptop program starting in Grade 3, Cyber Safety with all our students is of paramount importance to ensure our school agreement is explored in detail with the students and that everyone is clear on using technology safely and responsibly.

As part of the 3/4 integrated curriculum in Semester 1, students are introduced and revisit our growth mindset approach to learning. We cover such concepts as ‘the learning pit,’ ‘the power of yet’ as part of our start up program and this continues weekly to develop concepts around gratitude, empathy and mindfulness to build resilience, explore emotional regulation and embracing the challenges learning provides.

Our Origins is a short topic that we explore through our narrative focus, looking at myths and legends from around the world and connecting with our own personal origins and history. Students are encouraged to have discussions at home about their heritage and this underpins our history project in term 2.

Term 2’s history project will delve into First Explorers and the rich history of discoveries that changed the world. Students learn about Captain Cook and other influential explorers of Australia and the reasons why exploration began.

In mathematics students deepen their understanding of the place value system with ordering, representing, renaming and partitioning of numbers up to and beyond 10,000.  They build strategies that strengthen mental and written computation in addition and subtraction. Length, mass, volume and capacity are our measurement and geometry skills developed this semester with a strong focus on practical, hands-on learning.