Year 3 Term 4 Overview 2022
Term overview
Welcome back to TBSS, Term 4. We hope you all had a safe and happy holiday and look forward to a very productive and successful 10 week term. We would like to take this opportunity to tell you what your children will be learning this term and let you know some of our expectations.
Organisation
It is imperative that students are organised and that they have all equipment needed each day to be the best learners they can be. Students are required to be in class and unpacked by 8:50am so they are ready to start by 9am. An early bedtime routine (scientists recommend 10-11 hours’ sleep per night) and a healthy diet will assist your child in performing fully while at school.
Hats and Shoes
Broad-brimmed or bucket hats and shoes are compulsory at Trinity Beach, so please ensure your child always has these and that they are clearly named.
Equipment & Materials
Please check with your child regularly throughout the year to ensure they have everything they need for school, particularly consumables and easily misplaced items such as pencils, erasers, glue, rulers etc.
Religious Instruction
Religion classes will commence Monday week 2. During this time, students who do not participate in Religious Instruction, will be doing a values lesson. Please contact the front office if you wish to change your child’s religious preference.
Personal Items
Departmental guidelines stipulate that to help maintain hygiene regulations, all students are to avoid bringing personal items to school. These include toys and other items that may result in other students sharing contact with the personal items.
Homework - Reading
At Trinity Beach State School, regular Home Reading is a priority. Please read with them during the week. Children will be encouraged to borrow books from our Library for enjoyment and relaxation.
Attendance
How to report an absence:
- Email attendance@trinitybeachss.eq.edu.au or
- Call the school's absence line on 4057 1444, then press #1 and don't forget to leave a reason why your child/children are away, or
- Send a note to the classroom teacher on their return
Our schools attendance target is 95%
English
Creating a multimodal text
Students listen to, read, view and interpret traditional stories from different cultures. They explore the text structure, language choices and visual features used to suit context, purpose and audience. They create a multimodal traditional story.
Reading / spelling
Our school is implementing a systematic synthetic phonics approach that has a teaching sequence for reading and spelling which goes across the entire school. This provides teachers with an innovative, evidence-based approach to literacy and advocates that children’s literacy and learning outcomes are maximized when the areas of literacy, oral language and movement & motor skills are simultaneously targeted. With this change, we will be working with decodable texts instead of predictable texts in the teaching of reading.
Maths
Interpreting grid maps, and identifying symmetry, three-dimensional objects and angles
Students match positions on maps with given information, and identify symmetry in the environment. Students make a model of a three-dimensional object and recognise angles in real situations.
Using unit fractions and multiplication
Students recall multiplication facts for single-digit numbers, solve problems using efficient strategies for multiplication, and model and represent unit fractions.
Science
Feathers Fur or Leaves
(Biological Sciences)
What is that? Is it alive? How is it like other things I know? Humans have always sought to make sense of the world around them by grouping things they see, for example, as edible, threatening or useful. Scientists develop classification systems to try to understand the diversity of life and how species are related throughout history. As more and more species disappear from the face of the Earth, we are caught up in a race to discover what we never knew we had.
The Feathers, fur or leaves? unit is an ideal way to link science with literacy in the classroom.
It provides opportunities for students to explore features of living things, and ways they can be grouped together. Through hands-on activities, students explore how living things can be grouped on the basis of observable features and can be distinguished from non-living things. They use this knowledge to investigate the animal groups in the leaf litter of their own school grounds.
HASS
How and why are places similar and different?
In this unit, students identify connections between people and the characteristics of places. They describe the diverse characteristics of different places at the local scale and explain the similarities and differences between the characteristics of these places. Students interpret and record data, explain the purpose of rules in their community and share their views on an issue related to rule-making.
Homework
Reading - At Trinity Beach State School, regular Home Reading is a priority. Please read with them during the week. Children will be encouraged to borrow books from our Library for enjoyment and relaxation.
HPE
Students in year three will develop their fundamental movement skills to play the sport of soccer. They will learn how to dribble, pass, trap a ball and score goals.
Music
During this Term, students will reinforce knowledge from Term 1. They will play games to develop improvisation and creativity. They also will learn a number of songs and C-major scale. Students will listen to and analyse music created by Mussorgsky.
Drama
‘SPORTS’
This term students will develop improvisations based on sport and fitness activities.
They will sustain and build belief in roles and use drama elements to create effects like freeze frames and slow motion. Students will explore mime, gestures and postures and how they relate to and reveal character.
Assessment schedule
Learning area | Subject area | Unit outline | Task | Due date |
English | Re-tell | Written re-tell | Written | Week 7 |
To create a multimodal retell of a traditional story ‘The Rainbow Serpent’. | Powerpoint | Week 8 | ||
Maths | Measurement & Geometry | Interpreting grid maps, and identifying symmetry, three-dimensional objects and angles | Written Creating | Week 5 |
Number & Algebra | To recall multiplication facts for single-digit numbers, solve problems using efficient strategies for multiplication, and model and represent unit fractions. | Written | Week 3 | |
Science | Feathers Fur or Leaves (Biological Sciences) | Investigate the animal groups in the leaf litter of our school grounds. | Written/multi-modal | Week 8 |
HASS | Geography | Students identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue. | Written | Term 4 |
HPE | PE | Go for goal (Soccer) | Practical | |
Drama | Sports | Performance | ||
Music | Making — Composing Create a rhythm and write it in canon at 2 beats. Responding Responding through an aural written test that includes recognition, application and analysis of known concepts and Art and World music. | Weeks 7-8 Week 9 |
Contact information
Contact your childs teacher via email:
3A Kate Archer karch11@eq.edu.au
3B Steve Kotzikas sskot0@eq.edu.au
3C Alison Simpson-Taylor asimp26@eq.edu.au
3D Carly Smyth cxsmy0@eq.edu.au
3ETimena Rhodes – trhod8@eq.edu.au & Ariel Ballou – nabal2@eq.edu.au
3F Christina Stanfield Roche - cesta0@eq.edu.au