Curriculum Overview
In Year 3, our students are given opportunities to become more independent and communicate more effectively with others. They continue to build and consolidate the essential knowledge and skills from previous years.
Year 3 students explore the following subjects/topics:
- English: Students will experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They will interact with peers and teachers from other classes. Students will engage with a variety of texts for enjoyment. They will listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. Texts explored will encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.
- Mathematics: Students will connect number representations with number sequences, partition and combine numbers flexibly, represent unit fractions, use appropriate language to communicate times and identify environmental symmetry. They recall multiplication facts, use familiar metric units to order and compare objects, identify and describe outcomes of chance experiments, interpret maps and communicate positions. Students will formulate and model authentic situations involving planning methods of data collection and representation, make models of three-dimensional objects and use number properties to continue number patterns. They will compare angles and create and interpret variations in data collections and displays.
- Science: Students will observe heat and its effects on solids and liquids and begin to develop an understanding of how energy flows through simple systems. They will develop an appreciation of regular and predictable cycles. Students will order observations by grouping and classifying; in classifying things as living or nonliving they begin to recognise that classifications are not always easy to define or apply. They will quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. Students will use their understanding of relationships between components of simple systems to make predictions.
- HASS: Students will investigate how places are represented geographically and how communities express themselves culturally and through civic participation. They will learn about diversity within their community, including the Country/Place of Aboriginal and Torres Strait Islander Peoples, and about other communities in Australia and neighbouring countries. Students will compare climates, settlement patterns and population characteristics of places, and how these affect communities, past and present. They will examine how individuals and groups celebrate and contribute to communities in the past and present, through establishing and following rules, decision-making, participation and commemoration.
- Technologies: Students will have the opportunity to create designed solutions in some of the following contexts: Engineering principles and systems; Food and fibre productions and Food specialisations; and Materials and technologies specialisations. They will experience designing and producing products, services and environments. Students will explore digital systems in terms of their components, and peripheral devices such as cameras and interactive whiteboards. They will collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation.
Term Overviews
For more Information about Year 3: