Stage 2 Year 3

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					  Stage 2 Year 3




Content and General
   Information

       2010
                                                    Year 3 Overview
      This is an overview of the teaching and learning content for Year 3 children.
      This will be the third year of the National Testing which has replaced the Basic Skills Test. These tests will
      take place in May: Tuesday 11th - language/writing, Wednesday 12th - reading, Thursday 13th - maths.
      General Expectations
      Children will be guided to develop a greater awareness of personal responsibility and greater consideration of
      others. Children will be encouraged to become actively involved by learning to reflect on their choices,
      actions, their achievements and areas for improvement.

      Following are general learning expectations of the key curriculum areas.
      ENGLISH
      Reading
      The children will:
         read and respond to a wide range of written and visual literary and factual texts – including
          information and stories about other places, times and cultures.
         read fluently and with expression after preparation. They will use a variety of self correction strategies to
          identify unknown words in more complex texts e.g. sounding out, looking at words in context. They will
          develop their knowledge of syllables, word families and common prefixes and suffixes.
         identify how texts such as narrative, information reports, discussion, recounts and reviews are organised
          according to their purpose. They will distinguish between fact and opinion.
         discuss the use of reported and quoted speech. They will identify the subject of a clause and recognise
          how pronoun and word chains maintain the cohesion in a text.
      Writing
       The children will:
       jointly construct and independently write a variety of texts with emphasis placed on narratives,
          information reports, discussions, literary recounts and literary reviews.
        use their knowledge of nouns, verbs, adjectives and adverbs to improve their own writing. Common
           punctuation such as full stops, capital letters, question marks and commas will be used. Children will
           develop their knowledge of letter patterns and spelling rules to spell unknown words. The will learn how
           to write using NSW Foundation Style.
        identify ways their writing suits a targeted audience. Children will learn how to research information
           using pro-formas.
        identify positive features of their writing and suggest ways to improve areas of weakness. They will
           explain spelling rules they have applied.
      Talking and Listening
      The children will:
       engage in activities that involve many structured speaking and listening situations. They will participate
         in partner, small-group and class discussions
       perform giving consideration to voice and gesture and use group discussion strategies.
       identify how language is used for different purposes e.g. to persuade an audience.
Teaching of grammar is integrated with other English activities.




                                                                                                                          2
MATHEMATICS
Number
The children will:
       investigate place value, sequencing, comparing and rounding 3 and 4 digit numbers, to reinforce skills
        important for mental calculation. They write 4 digit numbers.
       develop mental and written strategies to add and subtract numbers with up to three digits- including money.
        They use this knowledge to choose efficient strategies.
       develop a range of mental strategies to recall multiplication and division facts. They develop a range of
        strategies to apply their knowledge of table facts to solve a problem, such as $32x7 can be solved by $30x7
        added to $2x7.
       build their understanding of common fractions and are introduced to decimal fractions. They work with
        tenths in measurement.
       identify possible and impossible outcomes in a given situation. They list all possible outcomes and relate
        fractions to likelihood of events.
 Patterns and Algebra
       The children write rules e.g multiplying by 1 and identify and describe patterns in multiplication facts e.g.
        nines. They balance addition and subtraction equations and write numbers to show situations that represent
        inequality and use equality (=) and inequality (≠) symbols.
 Data
       The children will construct and interpret a frequency table, a picture graph, a column graph and Venn
        diagrams. They will use language such as category, most often, when explaining information represented in
        graphs and tables.
 Measurement
 The children will:
  measure in centimetres and express lengths in metres and centimetres. They use and work with decimals e.g.
     2.4 m is 240cm.
  describe a square metre, draw polygons to match a given area in square centimetres and use a grid to calculate
     the area of a given polygon in centimetres.
  identify items measured in litres and millilitres and solve problems using litres and millilitres. They relate
     fractions such as ½ litre to 500 millilitres. Children count cubes to calculate the volume of prisms.
  identify items measured in kilograms, read a scale shown as a number line and solve problems using kilograms
     and fractions of a kilogram. They relate grams to kilograms and combine parts of a kilogram to form one
     kilogram.
  recall time facts such as 52 weeks in a year. They read digital and analog times. They read and write times past
     the hour and to the hour.
 Space and Geometry
 The children will:
  match a net to a given prism or pyramid and describe their properties. They will identify 3D objects from
     different view points.
  identify shapes that are polygons. They flip, slide and turn a polygon according to instructions. Children
     develop their understanding of symmetry and use this understanding to identify shapes as symmetrical or
     asymmetrical. They identify horizontal, vertical surfaces and lines. Children recognise parallel and oblique
     lines. They describe the size of an angle as a fraction of a turn and identify right angles.
  follow the language of direction, such as clockwise and anticlockwise. They identify and plot grid references
     on an alphanumeric grid. Children interpret a legend and conventional symbols and use compass points to give
     or follow directions.




                                                                                                                        3
COGS UNITS AND OTHER KEY CURRICULUM AREAS
Term One and Two – Our Fleeting Past
          In HSIE children will research the exploration of Australian to the early settlement. They will investigate
           the impact the arrival of the early settlers had on the Aboriginal people.
           In science, the focus will be on gathering information and recording data to classify and report on
             Australian native animals.
           In visual arts, children will explore botanic drawings and experiment with a variety of techniques and
             media to draw Australian wildlife. In music, children students will develop their awareness of duration,
             pitch, dynamics and tone colour. All children will have the opportunity to try out for the year three choir.
           In PD, children will develop skills in making appropriate behaviour choices. In PE, the skills of catching
             and throwing will be taught. Friday sports provide children with opportunities to implement these skills
             in a variety of games.
          An excursion to Elizabeth Farm and Experiment Farm will support this unit.
Term Two – Machines
       In HSIE, children will complete the unit of the early settlement of Australia.
       In science the children will focus on sound as a form of energy. They will explore, experiment and
         observe how sound travels. Children will make models of machines.
       In visual arts, children will sketch and draw machines. In dance, they will incorporate sound and rhythm
         to portray e.g. a fantasy machine. In music, children will learn the recorder and continue their exploration
         of duration, pitch, dynamics and tone colour.
       In PD, child protection will be the focus. In PE, athletics skills will be introduced and for Friday sports,
         children will choose from a range of skills and sports at the YMCA.
Term Three – Understanding Each Other
       In HSIE, children will learn about the culture and beliefs of the Aboriginal people and the beliefs and
         practices of major world religions.
       In science, children will develop their understanding of the earth’s rotation. They will investigate
         shadows and research information about the planets.
       In music, children students will continue their exploration of duration, pitch, dynamics and tone colour.
         In visual arts the focus will be perspective.
       In PD, the children will learn about the safe use of medicines. In PE, ball games will be a focus. Friday
         afternoon sports provide a variety of skills and sports.
Term Four – Being Australian
             In HSIE, children will identify the symbols, values and culture that “make us” Australian.
             In technology, the children will use digital media to design and develop an information product, such as a
              video clip, about an Australian inventor.
             In music children will perform in unison and parts, continue their exploration of duration, pitch,
              dynamics and tone colour and develop their recorder skills.
              In visual arts, they will create portraits of famous Australians. In dance, they will explore cultural dance.
             In PE, the skill of catching and throwing will be taught. Friday sports provide children with opportunities
              to implement these skills in a variety of games.




                                                                                                                               4
       Library
        Mrs Morrison provides a library lesson each week. Children require a library bag. Children are given the
        opportunity to become proficient in library procedures, learn research skills and explore literature and
        authors.
This timetable shows the weekly activities for Year 3 and individual classes where appropriate.
                               Monday           Tuesday         Wednesday        Thursday         Friday
            Library                                                     3J          3S, 3T
            Music                                3J                   3S, 3T
            Computers                            3J                                     3S
            P.E                                                      3S, 3T             3J
            Sport                                                                                    All Year 3
            Assembly                                                                                 Even weeks

      Assessment
     Continuous assessment in the forms of formal and informal observation, class and grade
     based testing will be used throughout the year. Spelling and number facts are assessed
     weekly. In May, children will sit for the National Tests.

      ROUTINES
      Homework
      During the year the children will develop study skills, consolidate learning, responsibility and self-discipline through a
      homework program. Spelling and mathematics will be given on a weekly basis. The focus of homework for Year 3 is
      on consolidation of number facts, spelling rules, comprehension and grammar. Children are encouraged to read each
      night and talk about the text they read. Research projects will also be included at times throughout the year. Any
      uncompleted work at school may be sent home to be finished.
      Homework procedures are outlined in the front of the homework book and should be completed within forty minutes
      per day. The majority of this work is designed for the children to complete independently. Please assist your child to
      focus on his/her area of greatest need and discuss homework modifications with the teacher, if necessary.
      Absence Notes
      Please ensure that notes are sent to explain absences (a Department of School Education requirement). Also send a note
      if the child is late or is to be collected early.
     Parent Participation
     Help will be required for excursions, working bees, class gardens and a variety of other activities throughout the year.
     Any assistance you can provide will be appreciated.


      PLEASE READ ALL NOTES CAREFULLY AND SEND BACK NOTES / MONEY ONLY ON THE DAYS
      STATED ON THE NOTES. PERMISSION NOTES NEED TO BE HANDED IN SEPARATELY FROM
      MONEY.

      Year 3 team of teachers:
      Class teachers: Sapna Singh, Jenny Steel, Mandy Thomas
      Specialised Activities Teachers: Mrs Morrison (library), Mrs McLellan (music and choir), Mrs Orchard (computers),
      Mrs Yong (HSIE)




                                                                                                                              5
6
                                              New arrival surveys T1, 2 &4
  *Prepare and plan special days-                                                        New Arrival assessment for ESL
                                              Annual survey T3
  multicultural and harmony.                                                             support
                                              In school accessible student
  *Monitor excursions across school-                                                     Reports – written in collaboration
                                              data – NESB list on network
  ESL groups are included where                                                          with class teacher according to
                                              Timetabling for ESL support
  appropriate.                                                                           departmental guidelines.



*Prepare materials for
teacher/student for in class
                                                                                                 Attend, plan and present ESL
and independent support
                                                                                                 input to:
*Teach and prepare for
                                                                                                 -Parent meetings
phase 1 students- from                            ESL TEACHERS                                   -Staff meetings
survival English                              Liz Calf, Emma Rollason, Kim Hudson
                                                                                                 -Grade meetings
onwards
                                                                                                 - ESL team meetings
*Teach and prepare for
withdrawal and In Class
Support lessons for                    Parents can help their children by:
identified students.                   - being positive about the new school and new
                                          language.
                                       - read to or with your child in English for a
                                          short time each day.                                  The ESL team provides support
                                       - take your child out to interesting places at           for students with English as a
                                          the weekend and talk in English for a little          second language who may need
                                          while about what you did.                             some assistance with their
                                       - help your child prepare ‘news’ for school for          English language in order to cope
                                          their designated day.                                 with their school work. Inclusion
                                       - join a local children’s club or group.                 in the program is based on need
                                       - invite an English-speaking friend home.                as assessed by the ESL staff.

				
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