3-4TG

Settling in

We have begun our year very well in 3-4TG. We are focusing on creating an environment in which all students can learn and teachers can teach, in line with the SJV Behaviour Code, which we refer to many times a day. We have discussed “what makes a classroom a learning space?” and also “what can interrupt our learning?”

The students have role-played scenarios, ranging from moving through our crowded space, lining up as per the new requirements, volume levels, using manners when speaking and also how to ask questions and speak to others politely.  (See pic below)

Our class has very high expectations regarding caring for our belongings in the classroom and taking care with our work presentation, in order to extend our skills and give our very best effort in all areas. 

Our Year 4 students are proving to be excellent role models for our Year 3s. 

Our Year 3s are showing interest in their new space and year level, and are being active learners by asking questions and requesting assistance when needed. 

Mrs. Glancy and Mrs. Tracey are excited to see emerging independent learners!

Getting to know you

As part of our beginning of year, it is very important for the students to spend time getting to know their new class ‘team’ mates. An art design piece that we used to facilitate conversation was the “TShirt Design” art. The students were asked to include lots of information about themselves, all in one t-shirt! 

They included elements such as their favourite colour, sport, their age, favourite food and drink AND a self portrait. Many students soon discovered commonalities in their likes/dislikes and they have produced work with a high standard of presentation. 

These designs can be found in our hallway.  

Our Family Tree

Every family is special and unique. Our students were asked to contribute to a 3-4TG Family Tree which was a wonderful way to showcase their identities and relationships with their new classmates and teachers. This also supports their sense of belonging and allows them everyone to gain insight into each child’s family dynamic.

Landscape Art

Our students have used photos of themselves to create characters and landscapes worthy of an art gallery! During this art piece, the students were shown how to create certain elements of design, how to use colour effectively and were encouraged to think outside the box when it came to their design choices! 

We have students exploring haunted houses, flying over castles, kicking goals (literally!) and swimming with sharks, just to name a few! 

It was very pleasing to see the effort all students put into their art, and the pride they showed once they had finished. This display can also be seen in the hallway near our room.   

Resilience Project 

As you are aware, our school is involved in The Resilience Project. The students went on an excursion to hear a speaker about the aims, goals and benefits of this project. The presentation was centred around gratitude, empathy and mindfulness; principles linked to positive emotions and positive wellbeing. Each student has their own Resilience Project Journal to work through in our weekly Wellbeing lessons, following the sequence of the program for the year. Their first task has been to create a page showing all the things in their lives they are grateful for. They were able to illustrate, write or glue in images to explain. The results are insightful and quite precious! Students especially enjoyed the prospect of making a very creative collage with their images of items from home.

Maths Groups/Rotations

We are focusing on building Addition & Subtraction skills in our class this week. The students share in a whole-class explicit teaching at the beginning of the lesson, then break off into groups. Our groups are: teacher group (focused group building skills), Hands On (partner games using maths skills to challenge their partner), Chromebook group (working their way through tasks on Studyladder, linked to our lesson) and Written Group (working with pencil and paper to solve problems and demonstrate their knowledge.  

The students are working well in these groups and are inclusive and supportive of each other, which is lovely to see.