Level 3: Connect

Level 3 Term 4 Newsletter 2026!

Specialist Timetable Term 4

Homework Wks 3 and 4

Mathematics

Over the past fortnight, our Level 3 students explored Data and Statistics, developing their skills in collecting, organising, representing and interpreting data. Through practical, hands-on activities, students learnt how mathematicians use data to answer questions, identify patterns and communicate their findings.

Students began by investigating how to ask clear, specific questions that could be answered by collecting data. They explored the importance of choosing suitable categories and establishing an organised system for recording information accurately. Using classroom surveys, students collected responses on topics such as favourite colours, modes of transport and other familiar choices. They practised recording results using tally marks and frequency tables,making sure their totals accurately represented the information collected.

Students then learnt how to represent their data visually by constructing column graphs. They explored the purpose of horizontal and vertical axes, labelled their graphs, selected appropriate scales and represented their results accurately. They also compared different ways of displaying information and discussed how graphs could make it easier to identify the most and least popular responses, while frequency tables helped them determine exact totals.

As their understanding developed, students interpreted data presented in frequency tables, column graphs and pictographs. They answered questions about the information, compared results and considered which representation was most useful for communicating particular findings. This encouraged students to look beyond simply recording numbers and begin explaining what the data revealed.

Students also applied their learning through a statistical investigation involving rolls of a ten-sided die. They explored the stages of the data cycle: formulating a question, collecting data, organising and representing the results, interpreting the findings, and communicating their conclusions. By recording the outcomes of repeated rolls in a frequency table and representing the results in a column graph, students investigated how experimental results could be compared with what they expected to happen.

Throughout the unit, students strengthened their mathematical vocabulary, including terms such as data, category, tally, frequency, axis, scale, column graph, pictograph and interpret. They developed greater confidence in gathering information systematically, presenting it clearly and using evidence to explain their observations.

Supporting Mathematics at home 

Encourage your child to conduct a simple survey with family members. They could investigate favourite fruits, preferred family activities or how everyone travels to school or work. Ask them to record the responses using tally marks, create a frequency table and draw a column graph. Discuss questions such as “Which category was the most popular?”, “How many more people chose this option?” and “What does your data tell you?” These everyday activities help reinforce data-handling skills and demonstrate how mathematics can be used to answer real-life questions.

Inquiry

This term, our students will become geographers as they investigate how people, places and environments are connected around the world. They will explore continents, oceans and countries, before choosing a country to research in greater depth.

Throughout the unit, students will discover their chosen country’s natural landmarks, landscapes, climate, vegetation and animal life. They will also investigate how people live and interact with their environment, comparing their findings with Australia to identify similarities and differences.

Through mapping activities, research, discussion and presentations, students will develop their geographical knowledge and understanding of how the features of a place can influence people’s lifestyles and environments. We look forward to seeing where their curiosity takes them as they explore our fascinating world!

Core Literacy 

During our Core Literacy sessions, students focused on reading and spelling words built around the Latin base form. They explored how words could be broken into meaningful parts, known as morphemes, and how understanding these parts helped them recognise, spell and understand more complex words. Students practised decoding words by breaking them down into manageable parts and encoding words by applying their knowledge of sounds, spelling patterns and word structures.

Through explicit instruction, repeated practice and dictation activities, students strengthened their ability to read, say, sound out and spell targeted words. They also continued to review previously taught sounds, word parts and spelling rules to build confidence and accuracy when reading and writing unfamiliar words.

Reading 

In reading, students explored the mentor text Dear Broccoli. They discussed their own experiences and opinions about foods they disliked and connected these experiences to the thoughts, feelings and actions of characters in the story. Students learnt how to make text-to-self connections by considering how a character’s experience reminded them of something from their own lives.

Students also developed their comprehension skills by identifying the key details of a text, including who was involved, what happened, when and where events took place, and how events unfolded. They looked closely at the language used by the author, as well as characters’ dialogue, actions and facial expressions in illustrations, to explain how they knew a character was feeling a particular way. Rather than simply naming an emotion, students practised supporting their ideas with evidence from the text and illustrations.

As the fortnight progressed, students investigated how authors created mood within a story. They explored how particular words, illustrations, settings and events influenced the way a reader felt. Students identified details that helped establish a mood and explained how these choices shaped their understanding of the story. They also continued to build their independent reading stamina and recorded their observations and responses in their literacy books.

Writing 

In writing, students explored the features and structure of persuasive texts, using Dear Broccoli as inspiration. They investigated how writers expressed an opinion, provided reasons to support their point of view and used persuasive language to convince their audience. Students identified examples of emotive language, personal experiences and facts or details that strengthened an argument.

Students then applied these skills by choosing vegetables they disliked and developing reasons to explain their opinions. They learnt to move beyond simple statements by adding descriptive language, details and examples to make their arguments more convincing. For example, rather than simply stating that a vegetable tasted bad, students were encouraged to describe its taste and explain why they disliked it.

Students also learnt how to organise their ideas into a persuasive letter. They practised clearly stating their opinion, developing at least three supporting reasons and using connecting phrases such as firstly, secondly and finally to structure their arguments. They considered how word choice and tone influenced the reader and used editing checklists to review their work, checking that their letters included a clear opinion, supporting reasons, persuasive vocabulary, capital letters and full stops.

To extend their understanding, students explored the idea of responding to an opposing point of view. After examining how Broccoli responded to Frank in the mentor text, students considered how a vegetable might defend itself against the arguments made about it. They practised writing from the vegetable’s perspective, using a more polite, confident and informative voice to present counterarguments. This encouraged students to consider different perspectives and understand how writers could adjust their language, sentence structure, punctuation and level of formality for different audiences and purposes.

Students also began exploring modal verbs and how these words communicated possibility, probability, certainty or obligation, further developing their understanding of how language could strengthen a persuasive argument.

Supporting Literacy at Home

Families could continue to support these skills by encouraging regular reading and discussing stories together. Asking children to explain how a character was feeling, identify clues from the text or illustrations, and describe how a particular part of a story made them feel can help strengthen comprehension.

Everyday conversations also provide opportunities to practise persuasive thinking. Encourage your child to share an opinion and explain their reasons, whether they are recommending a book, choosing a family activity or discussing a favourite food. Asking questions such as “What makes you think that?”, “Can you give me an example?” and “How could you convince someone who disagrees?” helps children develop their ability to explain their ideas clearly and support their opinions with reasons and evidence.