Year 3 Update

Our Learning - Weeks 9 & 10

✍️ English

We are reading the class novel James and the Giant Peach by Roald Dahl. Students are exploring the author’s use of vocabulary and sentence structure to create memorable characters and imaginative events. Each chapter is followed by vocabulary work, comprehension discussions and opportunities to reflect on character growth and themes.

• We are making inferences about character feelings using clues from the text.
• We are identifying and explaining vocabulary using context and synonyms.
• We are sequencing key events using time-order words.
• We are exploring figurative language such as similes.
• We are buddy reading and practising fluency and expression.
• We are reflecting on key messages like bravery, friendship, and resilience.
• We are preparing to review the novel and summarise our favourite parts.

In Writing, we are focusing on sentence structure and personal reflection. Students are working on publishing recounts and choosing a favourite writing piece to edit and finalise as part of their end-of-year celebration.

• We are writing a personal recount of our Year 3 experience.
• We are revising and editing using CUPS and ARMS strategies.
• We are publishing our favourite piece of writing.
• We are writing letters to our future Year 4 teachers.
• We are strengthening our punctuation, grammar and sentence structure.

➗ Maths

We are continuing to explore measurement concepts across Term 4, building our understanding of capacity, mass, and angles through hands-on experiences, investigations, and real-life connections. Students are using practical tools such as measuring jugs, scales, and water to estimate, measure and compare. They are also learning to read scales, classify angles, and make accurate mathematical predictions.

Capacity

• We are using 1-cup measurements to compare different containers and order them by capacity.
• We are learning to read scales on measuring jugs and accurately pour amounts in mL and L.
• We are estimating and measuring capacity during hands-on challenges and relays.
• We are recording our findings using tables, tallies and diagrams.
• We are converting between cups, millilitres and litres to explore volume.

Mass

• We are using the strategy of “hefting” to compare the mass of different objects.
• We are using scales to estimate and measure the weight of objects in grams and kilograms.
• We are interpreting lines on scales and recording our measurements.
• We are developing vocabulary to describe and compare mass (e.g. heavy, light, gram, kilogram).
• We are completing mass scavenger hunts by finding classroom objects that match specific weights.

Angles

• We are learning to identify right, acute and obtuse angles.
• We are comparing angles in shapes and real-life objects.
• We are using angle vocabulary (e.g. corner, right angle, turn) to describe what we see.
• We are measuring and estimating angles using hands-on activities and visual prompts.
• We are classifying angles based on size and shape using games and interactive tasks.

🌏 Inquiry

This term in Inquiry, students are applying their learning to a hands-on Design and Technology project focused on reducing food waste. After exploring how food is made, where it comes from, and how it’s packaged and wasted, students are now challenged to design a creative machine that could help solve a real-world food wastage problem. This project gives students the opportunity to think like designers, problem-solvers and innovators.

• We are reflecting on what we’ve learnt about farms, dairy, packaging and food waste.
• We are identifying key food waste problems in our community and globally.
• We are designing creative machines that help solve a specific food wastage problem.
• We are drawing and labelling our machine ideas, explaining how they work.
• We are creating a 3D model of our machine using recycled or collected materials.
• We are preparing to share our designs with the class as part of our final presentations.

🧠 Social and Emotional Learning

In SEL,  we are focusing on understanding how we are all similar and different, and how we can cope with challenges in healthy ways. Through fun and meaningful games, we practise cooperation, empathy, and recognise how stress can affect our thoughts and bodies. We are also exploring and creating personal self-calming strategies to support emotional regulation in everyday life.

• Identifying ways we are similar and different from others.
• Practising coping strategies for dealing with stress and challenges.
• Playing games that encourage inclusion, quick thinking, and teamwork.
• Learning how to describe what stress feels like and ways to manage it.
• Developing a personal toolkit of self-calming strategies to use at school and home.

🗞️News and reminders 

Drink bottles: 

Please remember to bring a drink bottle to school every day. It saves disruption to your child's learning when this is accessible within the room. They are able to fill up their bottles in a nearby classroom.

Homework:

Students are encouraged to complete one or two activities from the homework grid each week for the rest of the term. Once an activity is completed, they just need to cross it off and write the date in the box so teachers can keep track of what’s been done.

Reading continues to be an important part of homework, and we encourage students to read for at least 10 minutes on 3 to 4 nights each week.

If you have any questions, please don’t hesitate to contact your child’s teacher.

Hats:

A friendly reminder that school hats are required to be worn during recess and lunch. Students who do not have a hat will have to spend recess and lunch under the shade sails. We also encourage wearing sunscreen and drinking plenty of water during the school day. 

Hillsmeade Heroes:

Congratulations to the following students for receiving a Hillsmeade Hero for following the the values of Kindness, Respect and Resilience.

• 3A: Patrick, Ariane & Henna
• 3B: Isaac 
• 3C: Abid & Arin 
• 3E: Amena, Teinakore & Viraj 

Celebration of Learning: