Grade 3

Literacy

In Literacy, students have been continuing to develop their sentence writing and reading comprehension skills. They have been learning to write complex sentences by combining independent and dependent clauses, using conjunctions to add detail and connect ideas. Students have also been exploring how to write summary sentences that capture the main idea of a text, using the questions who, what, where, when and why to help identify the most important information.

Additionally, students have been learning to use the conjunctions because, but and so to show relationships of reason, contrast and result within their writing. They have been practising selecting the most appropriate conjunction to connect ideas and ensure their sentences make sense. These skills are helping students develop more detailed, cohesive and meaningful sentences while strengthening their ability to communicate ideas clearly.

Maths 

In Mathematics, students have been exploring probability and developing their understanding of chance and the likelihood of different events occurring. They have been learning to identify events that are certain, impossible, likely and unlikely, using everyday examples to explain their thinking. Students have also been conducting chance experiments with two possible outcomes, recording their results and discussing how outcomes can vary between experiments.

Students have extended their understanding by conducting chance experiments involving more than two possible outcomes. They have been collecting and recording results, comparing outcomes and identifying variations between different experiments. Through these hands-on activities, students have been developing their ability to make predictions, recognise patterns and understand that chance experiments can produce different results, even when the same experiment is repeated.

Spelling 

In Spelling, students have been developing their spelling skills by exploring tricky and useful words, including word, talked, walked, colour and caught. They have also been learning about open and closed syllables and applying this knowledge to spelling ‘rabbit’ words, which contain a double consonant in the middle to help with pronunciation. Through explicit teaching, spelling activities and opportunities to practise, students have been strengthening their understanding of spelling patterns and building confidence in applying these strategies to their independent writing.