Important Dates:

• Monday 7^th October – First day of Term 4
• Monday 7^th – Friday 11^th October – Australian Ballet workshops
• Friday 1^st November – Curriculum Day – Professional Practice Day
• Monday 4^th November – Curriculum Day – Report Writing Day
• Tuesday 5^th November – Melbourne Cup Public Holiday (No school)
• Monday 11^th November – Remembrance Day Ceremony
• Thursday 21^st November – Art Show (3:30-7pm)
• Friday 20^th December – End of Term 4 (12:30pm dismissal)

In Literacy students will be:

• Expanding their understanding of adding suffixes to words and applying the ‘ti’, ‘ci’, and ‘si’ spelling patterns.
• Learning how to recognize common silent letters in words and understand the patterns in which they appear.
• Exploring the specific spelling rules for forming plurals of words that end with the letter ‘x.’
• Further exploration of homophones to understand how their different spellings affect their meanings.
• Learning how the letter ‘y’ changes to ‘i’ when adding certain suffixes.
• Exploring Latin and Greek Morphology to further understand the origins of words, such as ‘port’ and ‘bio’.
• Consolidating their handwriting skills to correctly join upper- and lower-case letters.
• Identifying and using the skills of notetaking.
• Taught to create a Single Paragraph Outline (SPO) – a tool used to plan and organize ideas for writing a well-structured paragraph.
• Exploring, identifying and using suffixes, tenses, and technical vocabulary when writing for the purpose to inform.
• Taught how to create Multiple Paragraph Outlines (MPO) – a tool used to organize ideas for writing a longer piece of text, such as an information report, that requires multiple paragraphs.
• Identifying and using quotation marks to punctuate direct speech.
• Reading nonfiction texts to expand their knowledge of Australia’s modern democracy and animal adaptations.
• Explicitly taught a range of vocabulary relating to Australia’s rules and laws and animal adaptations.
• Reading and discussing non-fiction texts that are read as a class.
• Reading for fluency, expression and understanding.

In Mathematics students will be:

• Mentally solving addition and subtraction equations using a range of strategies, such as compensation and constant difference.
• Representing money and calculating change.
• Using the bar model to represent fractions and division equations.
• Using chance language to identify likelihood of scenarios (certain, likely, equal chance, unlikely, impossible).
• Representing and interpreting data on a range of graphs, including picture graphs and column graphs.
• Using grid references and directional language to locate landmarks on a map.
• Applying the division algorithm to solve equations by 2, 3, 5 and 10.
• Conducting chance experiments, such as flipping a coin, and recording the outcomes.

In Inquiry students will be:

• Identifying and describing the differences between rules and laws.
• Identifying how and why decisions are made democratically in communities.
• Exploring and explaining the various roles found in local governments.

Wellbeing

In Term 4, we will continue to use the Respectful Relationships program to focus on emotional literacy, as mandated by the Department of Education.

Students will engage in lessons looking at Positive gender relations.

As well as these structured lessons, students will also be using the Smiling Mind program to support their development of resilience, empathy, optimism and gratitude.

With the new year fast approaching, we will spend time unpacking stressors (such as anxiety and uncertainty surrounding the changes to 2025 classes and teachers) and work together to establish strategies that students can use to relieve stress.

Important Dates:

• Monday 15^th July – First day of Term 3
• Monday 22^nd July – House Athletics
• Friday 30^th August – Curriculum Day
• Monday 16^th September – Celebration Week
• Friday 20^th September – Celebration Week Dress Up Day and Book Parade
• Friday 20^th September – End of Term 3 (2:30pm dismissal)

In Literacy students will be:

• Expanding their knowledge of homophones to understand how their different spellings influence their meaning
• Taught irregular spelling patterns like o representing the /u/ sound in words like love and ie and ei spelling rules
• Consolidating their handwriting skills to correctly form all upper- and lower-case letters
• Extending their use of coordinating and subordinating conjunctions to form complex sentences in writing
• Explicitly taught to use correct punctuation when using dialogue in their writing
• Creating a class text that includes a range of genres
• Reading nonfiction texts to expand their knowledge of Australian history
• Explicitly taught a range of vocabulary relating to Australian History and First Nations peoples
• Reading and discussing non-fiction texts that are read as a class.
• Reading for fluency and understanding

In Mathematics students will be:

• Exploring multiplication and division of 2 digit by 1-digit numbers, with and without the use of concrete materials
• Calculating area using grid squares
• Rounding numbers to the nearest 10, 100 and 1000
• Creating fractions within shapes
• Exploring symmetry and transformation of shapes and pictures
• Estimating to solve problems
• Using various addition and subtraction strategies such as finding unknown values when adding and subtracting, the jump strategy, and bar model.
• Creating 3D models (objects)
• Investigating number patterns
• Measuring the capacity of objects
• Counting collections of money
• Calculating the duration and units of time

In Inquiry students will be:

• Studying the Countries and Places of Aboriginal and Torres Strait Islander peoples and their connection to Country.
• Describing the cultural diversity of groups of First Nation peoples and how this forms cultural identity.
• Identifying and describing the characteristics of places in different locations.
• Locating Australia’s neighbouring countries on a map.

Wellbeing

We will be using the Respectful Relationships program to focus on emotional literacy.

Students will engage in lessons looking at:

• Positive gender relations

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix.

Additionally, student will be participating in this year’s National Day of Action Against Bullying and Violence (Friday, August 16^th) and RUOK Day? (Thursday, September 12^th).

Important Dates:

• Wednesday 24^th April – ANZAC Day ceremony
• Thursday 25^th April – ANZAC Day (Public Holiday)
• Friday 26^th April – Curriculum Day
• Thursday 9^th May – Mother’s Day/Special Person stall
• Monday 10^th June – King’s Birthday
• Wednesday 26^th June – Three Way Conferences

In Literacy students will be:

• Explicitly taught spelling generalisations for words containing the ‘ors’, the ‘I’ sound at the end of the word, the 111 rule and spelling choices for homophones.
• Engaging in daily activities that involve manipulating sounds and forming words when reading a range of fluency passages.
• Learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• Introduced to the Core Knowledge units of Ancient Rome, The Vikings and The First Australians, where students will answer a range of literal, inferential and evaluative questions.
• Participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• Identifying and upgrading verbs within a complete sentence, and identifying the tense of a verb.
• Adding detail to expand simple sentences (who, what, when, where, why, how).
• Locating and using a range of conjunctions to connect ideas within a sentence (and, so, but, or).
• Engaging in genre writing, exploring the text structure and features of an informative, persuasive or narrative text.

In Mathematics students will be:

• Exploring the connection between multiplication and division.
• Extend their understanding of addition and subtraction.
• Comparing, ordering, counting, making, naming and recording numbers to 5 and beyond.
• Defining angles and identify the direction of lines.
• Telling the time to the nearest minute.
• Estimating, measuring and comparing lengths.
• Identifying fractions of collections and shapes.
• Creating models of 3D objects, such as prisms and pyramids, and describing their features.

In Inquiry students will be:

Exploring further the Core Knowledge units of Ancient Rome, The Vikings and The Solar System with a focus of History, Geography and Space.

Wellbeing

We will be using the Respectful Relationships program to focus on emotional literacy.

Students will engage in lessons looking at:

• Developing positive coping strategies for their emotions.
• Developing gender identity and positive gender relations.
• Using Smiling Mind for lessons and meditation.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix.

Â鶹¹û¶³ Learning

In addition to supporting your child to complete the Expected Â鶹¹û¶³ Learning tasks each week, you may also like to encourage your child to select one or more of the following tasks:

• Timestables.com or Times Tables Rockstars, practicing multiplication for automatic recall.
• Addition and subtraction practice (flip cards and quickly add or subtract the numbers verbally – can combine cards to make 2-3 digit numbers for written computation).
• Help with mealtime preparations (measuring ingredients, reading a recipe, giving instructions…)
• Researching a family holiday (calculating costs, creating a timeline/itinerary, reading timetables)
• DIY project – building something, crafting or assembling furniture (write a procedure explaining how it was made or how it functions).
• Free choice writing (write any genre, ensuring punctuation, spelling, sentence/paragraph structure are accurate and that ideas flow. E.g. narrative, procedure, biography/autobiography, persuasive…).

Important Dates:

• Wednesday 6^th March – Photo Day
• Monday 11^th March – Labour Day
• Monday 18^th March – House Cross Country
• March 13 – 25 – NAPLAN testing
• Thursday 28^th March – Last Day of Term 1

In Literacy students will be:

In Term 1, Grade 3 students will be engaged in Core Knowledge units, reading The Wind in the Willows followed by World Rivers. Students will listen to the text being read aloud to them and then answer comprehension questions both verbally and written, to show their understanding of the text.

For Writing, we will be focusing on sentence level writing working on verbs, subject, tense, using apostrophes for contractions, converting fragments to full sentences, and identifying the 4 sentence types (command, statement, question, exclamation). We will also be looking at writing a persuasive text as part of our genre study unit.

Students will also be continuing their learning of phonics and spelling. They will learn to spell words that contain homophones, words with more than one-syllable and recognise the difference between open and closed syllables.

In Mathematics students will be:

In Term 1, students will be learning about Place Value. Students will read, write and model numbers up to 10,000. They will expand numbers and regroup numbers in different ways using MAB materials. Students will also participate in lessons involving Addition and Subtraction and they will learn about the relationship between addition and subtraction. They will learn the vertical addition and subtraction algorithm with and without regrouping. Students will also be learning to recall multiplication facts for 2s, 5s and 10s to help them with their timetable knowledge. They will learn how to recognise and represent 1/2, 1/4, 1/3, 1/5, 1/10 and combined fractions to make a whole. Students will be continuing to learn how to read analogue and digital time to the nearest five minutes. They will be posing questions to collect and represent data in various forms.

In Inquiry students will be:

In Inquiry this term, students will engage in lessons about cyber safety and cyberbullying. They will learn about how to stay safe online and how to recognise unsafe behaviours on online platforms.

Wellbeing

We will be using the Respectful Relationships program to focus on emotional literacy.

Students will engage in lessons looking at:

• understanding, expressing and managing emotions.
• learning about their personal strengths, including participating in cooperative games and setting goals.
• looking at positive coping strategies and learning about understanding strong emotions.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix.