Level 3: Connect

Level 3, Term 3 Newsletter, 2026!

New Specialist Timetable Term 3 and 4

Homework 

Swimming Timetable

Literacy

In Reading, students have been developing their prediction skills using the text Looking After Country: Learning from Elders. They practised making predictions before, during and after reading by using clues from the title, illustrations and the text itself. Students also explored important vocabulary including Country, medicinal, sustainability, resources and ecosystem. Through comprehension activities, students strengthened their ability to answer literal, inferential and evaluative questions while reflecting on the importance of caring for the environment.

In Writing, students began learning about the structure and purpose of a recount. They explored the key features of a recount, including an orientation, a sequence of events and a conclusion. Using holiday experiences as inspiration, students planned and began writing their own recounts while focusing on time connectives, descriptive language and emotive language to make their writing more engaging for readers. They also explored how authors organise events in a logical order to clearly communicate past experiences. 

During our spelling and word study sessions, students investigated the Latin base word"form" and explored how understanding word parts, prefixes and suffixes can support reading, spelling and vocabulary development. Through morphology, decoding and encoding activities, students strengthened their understanding of how words are constructed and how their meanings can change.

Mathematics

This past fortnight in Mathematics, students began learning how to use vertical addition algorithms to solve two-, three- and four-digit addition problems. They explored the importance of place value when aligning numbers and practised renaming (regrouping) strategies to solve more challenging calculations. Students also participated in daily number fluency and retrieval activities to strengthen their mathematical knowledge and confidence. Key vocabulary included addition, renaming, regrouping, vertical algorithm and strategy.

Inquiry- Where We Are in Place and Time

Our new Inquiry unit explores how celebrations, commemorations and cultural practices help people express their culture, history and connection to Country, and how these have changed over time in Australia. Students considered what they already know about Aboriginal and Torres Strait Islander cultures and began creating questions they would like to investigate throughout the term. 

Students explored the deep connection Aboriginal and Torres Strait Islander Peoples have to Country, culture and community. Through class discussions and learning activities, students developed an understanding of how cultural practices help maintain connections to land and identity.

Students also investigated the similarities and differences between a Welcome to Country and an Acknowledgement of Country, completing a compare-and-contrast task to build their understanding of these important cultural protocols and the respect they show to Traditional Owners and First Nations Peoples. 

In addition, students began learning about the significance of storytelling in Aboriginal and Torres Strait Islander cultures. Through Dreaming stories, students explored how stories pass on knowledge, culture and connections to Country from one generation to the next. Using the story Clever Crow, students identified examples of the special relationship Indigenous Australians have with Country and reflected on the important lessons shared through storytelling.

Wellbeing-My Best Self

This term, the Level 3 students will be participating in My Best Self, a movement-based wellbeing program. Each Thursday throughout Term 3, students will take part in a dance session where they will learn and practise choreography while exploring important wellbeing concepts.

Through movement, discussion and reflection, students will develop skills in emotional awareness and regulation, resilience, confidence, positive relationships, teamwork and respectful communication. The dance activities are designed to help students experience and apply these wellbeing skills in an engaging and supportive environment.

The program complements our Physical Education and Wellbeing curriculum by providing students with regular opportunities to build social, emotional and physical wellbeing through movement and dance.

At the end of the term, we will invite parents and carers to join us for a celebration of learning, where students will share some of the wellbeing concepts they have explored, along with the movement and dance they have learned throughout the program. Stay tuned for more information!