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.