Year 3 Religious Education Overview

Overview

The Year Three Religion curriculum involves four strands:

Sacred Texts, Beliefs, Church and Christian Life.

These strands are interrelated and should be taught in an integrated

way; and in ways that are appropriate to specific local contexts.

Religious Knowledge & Deep Understanding

In Year 3, students develop their understanding of God’s relationship

with people as individuals and as community, and the presence and

action of God in daily life experiences, as they engage with a variety of

texts (including key stories from the Torah and images of God used in

Old Testament texts). They develop an appreciation of the order and

harmony of creation. They learn about the cultural contexts in which

the Gospels were written and the text types used in the New

Testament to develop their understanding of the life and teaching of

Jesus and the Christian belief that Jesus is the Messiah.

Religious Skills

Students develop an appreciation of the Scriptures as a basis for

Christian moral living, and acknowledgement of our

responsibilities in particular to the poor and disadvantaged.

They learn about significant features of a parish and diocese, past

and present.

They learn about the significance of the Sacraments of Initiation

(Baptism, Confirmation, Eucharist) for the Church community.

They investigate prayers of thanksgiving and prayers of praise,

including psalms and doxologies, to develop an appreciation of the

significance of these forms of prayer for Christians.

Language Literature Literacy

Language Variation and Change

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Language for Interaction

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Text Structure and Organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Identify the features of online texts that enhance navigation (ACELA1790)

Expressing and Developing Ideas

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Phonics and Word Knowledge

Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)

Literature and Context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Responding to Literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Develop criteria for establishing personal preferences for literature (ACELT1598)

Examining Literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)

Creating Literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Texts in Context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Interacting with Others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Interpreting, Analysing, Evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating Texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

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YEAR 3 – MATHEMATICS OVERVIEW Number and Algebra Measurement and Geometry Statistics and Probability Proficiencies

Number and Place Value Using Units of Measurement Chance Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry Fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions Problem Solving includes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns Reasoning includes using generalising from number properties and results of calculations, comparing angles, creating and interpreting variations in the results of data collections and data displays

Investigate the conditions required for a number to be odd or even and identify odd and even numbers Recognise, model, represent and order numbers to at least 10 000 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems Recognise and explain the connection between addition and subtraction Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation Recall multiplication facts of two, three, five and ten and related division facts Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies

Measure, order and compare objects using familiar metric units of length, mass and capacity Tell time to the minute and investigate the relationship between units of time

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

Fractions and Decimals Shape Data Representation and Interpretation

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

Make models of three-dimensional objects and describe key features

Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies Interpret and compare data displays

Money and Financial Mathematics Location and Transformation

Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents

Create and interpret simple grid maps to show position and pathways Identify symmetry in the environment

Patterns and Algebra Geometric Reasoning

Describe, continue, and create number patterns resulting from performing addition or subtraction

Identify angles as measures of turn and compare angle sizes in everyday situations

Achievement Standard

Knowledge and Understanding Skills By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.

Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables.

What is that? Is it alive? Is it similar to other things I know? Humans have

always sought to make sense of the world around them by grouping things

they see, for example as edible, threatening or useful. Scientists develop

classification systems to try to understand the diversity of life and how

species are related throughout history. As more and more species

disappear from the face of the Earth, we are caught up in a race to discover

what we never knew we had.

The Feathers, fur or leaves unit provides opportunities for students to

explore features of living things, and ways they can be grouped together.

Through hands-on activities, students explore how living things can be

grouped on the basis of observable features and can be distinguished from

non-living things. They use this knowledge to investigate the animal groups

Year 3 Science Overview

Heat is important to us in many ways in our everyday lives. We use heat in practical

ways, such as drying our hair, cooking our dinner and warming our water. We enjoy

the feel of the Sun’s warmth on our skin on a spring day or the satisfying warmth of

holding a cup of hot chocolate on a cold winter’s night. But we also know about the

dangers of heat and react instinctively when we touch a hot stove or walk

barefooted on hot sand. However, heat also preoccupies us. We worry about things

being too hot or too cold—the daily temperature, our coffee, our food, the water in

the shower, how we sleep.

The Heating up unit provides opportunities for students to investigate different heat

sources and how heat moves from one object to another. Through hands-on

activities, students investigate the difference in conductivity of materials.

Physical Sciences- Heating up

Biological Sciences – Feathers, fur and leaves?

Every day we see or use things that have been melted or frozen, heated or cooled. All

around us are items that we find both useful and attractive that have been moulded

into different shapes using heating and cooling. These can range from cast iron frying

pans and plastic rubbish bins to chocolate bilbies. Understanding the properties of

materials and how they change state under different conditions can help materials

scientists to develop even more extraordinary products to help improve our quality of

life.

While exploring how solids or liquids are influenced by temperature, students

experience the way items from their everyday lives can change. Through hands-on

investigations, students investigate how the size of the pieces affects the melting time

of chocolate.

Chemical Sciences – Melting moments

What causes night and day? The rising of the Sun and the Moon are daily reminders

of the awe and wonder, beauty and power of the universe. Studying the

relationships between the Sun, Earth and Moon helps us understand how we

experience day and night on Earth. It also helps us understand directions in terms of

North, South, East and West, how time is based on the apparent movement of the

Sun across the sky and how time can be determined using a sundial.

Students explore the sizes, shapes, positions and movements of the Sun, Earth and

Moon. They investigate how shadows change throughout the day and link these

changes to the Sun’s apparent movement across the sky. Students role-play the

movements of the Earth in relation to the Sun and Moon. Through investigations,

they explain night and day in terms of the Earth spinning on its axis.

Earth Sciences – Night and Day

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YEAR 3 – HISTORY OVERVIEW – Community and Remembrance

The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills.

Historical Knowledge and understanding

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children.

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.

Historical Skills

Sequence historical people and events

Use historical terms and concepts

Identify questions to inform an historical inquiry

Identify and locate a range of relevant sources

Locate information related to inquiry questions in a range of sources

Compare information from a range of sources

Identify points of view in the past and present

Develop texts, particularly narratives and descriptions, which incorporate source materials

Use a range of communication forms (oral, graphic, written) and digital technologies

Community and Remembrance The Year 3 curriculum provides a study of identity and diversity in both a local and broader context. Moving from the heritage of the local area, students explore the historical features and diversity of their community as represented in symbols and emblems of significance, and celebrations and commemorations, both locally and in other places around the world. The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. . The key inquiry questions at this year level are: •Who lived here first and how do we know? •How has our community changed? What features have been lost and what features have been retained? •What is the nature of the contribution made by different groups and individuals in the community? •How and why do people choose to remember significant events of the past?

Geographical Knowledge and Geographical Inquiry and Skills

Understanding

The representation of Australia as states and territories, Observing, questioning and planning

and Australia’s major natural and human features Develop geographical questions to investigate and plan an inquiry

The many Countries/Places of Aboriginal and Torres Strait Collecting, recording, evaluating and representing

Islander Peoples throughout Australia Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example,

people, maps, plans, photographs, satellite images, statistical sources and reports

The location of Australia’s neighbouring countries and their Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams

diverse characteristics Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale

maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as

The main climate types of the world and the similarities appropriate

and differences between the climates of different places

Interpreting, analysing and concluding

The similarities and differences in individuals’ and groups’ Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions,

feelings and perceptions about places, and how they

patterns and trends, and infer relationships to draw conclusions

influence views about the protection of these places

The similarities and differences between places in terms Communicating

Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using

of their type of settlement, demographic characteristics

geographical terminology and digital technologies as appropriate

and the lives of the people who live there

Reflecting and responding

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the

expected effects of their proposal on different groups of people

Places are both similar and different continues to develop students’ understanding of place by examining the similarities and differences between places within and outside Australia. The concept of place is developed through examining the major natural and human characteristics of Australia the Countries/Places of Aboriginal and Torres Strait Islander Peoples, and Australia's neighbouring countries. Students use the geographic concepts of environment and space to examine the similarities and differences between places in terms of the climate and the types of settlements. Students should be given the opportunity to imagine what it would be like to live in a different place to their own, and then think about their own and others’ feelings about places and the extent to which these are similar or different. They explore how feelings about places are the basis of actions to protect places and environments that are of special significance to them or other people. Students’ mental maps of the world and their understanding of place are further developed through learning about the representation of Australia and the location of Australia’s neighbouring countries, and comparing places both within and outside Australia. The key inquiry questions for Year 3 are articulated below •How and why are places similar and different? What would it be like to live in a neighbouring country? •How do people’s feelings about places influence their views about the protection of places?

Year 3 Geography Overview

Year 3 Health and Physical Education Overview Personal, Social and Communal Health Movement and Physical Activity

Being Healthy, Safe and Active

Explore how success, challenge and failure strengthen identities (ACPPS033)

Explore strategies to manage physical, social and emotional change (ACPPS034)

Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)

Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)

Communicating and Interacting for Health and Wellbeing

Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)

Investigate how emotional responses vary in depth and strength (ACPPS038)

Discuss and interpret health information and messages in the media and internet (ACPPS039)

Contributing to Healthy and Active Communities

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)

Participate in outdoor games and activities to examine how participation promotes a connection between the community,

natural and built environments, and health and wellbeing (ACPPS041)

Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)

Moving Our Body

Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)

Practise and apply movement concepts and strategies with and without equipment (ACPMP045)

Understanding Movement

Examine the benefits of physical activity to health and wellbeing (ACPMP046)

Combine elements of effort, space, time, objects and people when performing movement sequences (ACPMP047)

Participate in physical activities from their own and other cultures (ACPMP108)

Learning Through Movement

Adopt inclusive practices when participating in physical activities (ACPMP048)

Apply innovative and creative thinking in solving movement challenges (ACPMP049)

Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)

Music Overview

Year 3 children will know the full pentatonic scale and be able to sing, play and write songs using 5 notes. They will perform and write “tika-tika” (four sounds on one beat) and “to-o” (one sound that lasts 2 beats – minim). They will use the expressive elements of staccato and legato.