Year 3/4 Curriculum Overview Term 3, 2017

Dear Parents/Guardians, Welcome to Term 3. This term our unit of work, ‘Change Detectives’ has a Science focus. Please find below an overview of our curriculum for Term 3. Kind regards, The Year 3/4 Team - Matt Eason-Jones (3/4E), Molly Hedditch and Marcia Evans with ESS Nicola Welham (3/4H), Michelle Jordan (3/4J), Joel Kitchen with ESS Julie Lance (3/4K), Anna Swan (3/4S and Team Leader) and Emil De Vries (3/4T)

LITERACY MATHS INTEGRATED UNIT

Reading • Shared, Modelled and Partner Reading • Independent Reading and continued

selection of “Just Right” books • Reading strategies • Guided Reading • Readers’ Theatre and comprehension

activities

• Finding the main idea

• Navigating texts online

• Building literal meaning and the use of images

• Making inferences

• Figurative language

Writing • Poetry and Narrative writing (leading to an

animation project) • Sizzling Starts, Ban the Boring, Dynamic

Dialogue, Exciting Endings and planning for writing

• VCOP Openers and ambitious language • VCOP Big Write • Focus on punctuation and proof-reading for

meaning • Editing to improve ideas and spelling

Speaking and Listening • Sharing and reporting learning through short

oral presentations • News (Show & Tell) • Listening strategies and responses (Willy

Kids) • Reflecting on learning during share time

Spelling • Weekly Spelling/Word Study – personal

words, ambitious words, theme words • Phonological sounds and common letter

patterns • Medial vowels with consonants in 3 and 4

letter words

Handwriting • Focus on correct letter formation, consistent

size and slope, and letter placement

Number and Algebra • Revise addition and subtraction • Multiplication and division using

efficient mental and written strategies

• Automatic recall of multiplication facts to 10x10

• Investigate fractions and decimals represented on a number line and find equivalent fractions.

• Understand and convert improper fractions to mixed numbers and make connections between fractions and decimals.

Measurement and Geometry • Make models of three-dimensional

shapes and describe their key features.

• Compare the geometric properties of two-dimensional shapes and three-dimensional objects.

• Identify symmetry in the environment, creating patterns, pictures and shapes.

• Use am and pm notation to tell the time, and solve simple time problems.

• Measure order and compare objects using familiar metric units of length.

Statistics and Probability • Design surveys and collect data, and

represent the data using various methods.

• Interpret and compare data displays.

Change Detectives The whole world is made up of particles that are constantly moving and reacting to one another in fascinating ways. This unit will provide students with the opportunity to explore melting, evaporating, dissolving, burning and chemical reactions. Students’ understanding of the factors that influence the rate of change will be developed through hands on activities and student planned investigations. Students will become detectives who identify and explain physical changes in everyday materials. They will investigate changes in state and identify solids, liquids and gases. They will perform experiments to model simple chemical changes and identify the indicators of a chemical change. They will be encouraged to predict, observe and explain their observations using the language of particle theory. They will also develop their understanding of how scientists work and the role of science in their everyday lives.

L.O.T.E. (ITALIAN)

The Year 3/4 team will focus on using the Italian language with: • Greetings – hello, goodbye,

good morning, good afternoon, how are you?

• Numbers 1-30 • Months of the year • Days of the week

Year 3/4 Curriculum Overview Term 3, 2017

SPECIALIST CLASSES

Our 3/4 students will continue to explore the worlds of music, art and physical education throughout 2017.

Music (Faye Ferry) Students will create and record a story to demonstrate their knowledge of dynamics and sound effects in music. They will continue to read music and perform a piece they have learnt on the keyboard. Students will be introduced to drama including physical body use and warm-up, voice, basic script reading and improvisation.

Physical & Health Education (Paddy Gallivan) In Physical Education, students will learn to perform confidently and efficiently in a range of movement environments. They will maintain regular participation in moderate to vigorous physical activity through their involvement in units focusing predominantly on foot skills. Students will also further develop a positive attitude towards exercise, healthy eating and a healthy heart with their involvement in the ‘Jump Rope for Heart’ program.

Art (Joanne Wilson) Through the eyes of local historians, students will use a range of mediums and technique to create pieces of art with a Willy feel for the Seaside Fair.

LEARNING AT HOME

Homework will continue to be completed in a workbook, which will be sent home in a plastic pocket. It will generally be sent home on a Monday and is to be returned back to the class teacher on Friday of the same week. Students will be expected to practise 10 spelling words and the nominated times table, complete a word puzzle and read for 20 minutes a night. Students will be required to present a project based on the Science unit.

EXTRA-CURRICULAR ACTIVITIES / SPECIAL EVENTS Pupil-Free Curriculum Day – Friday 4th August House Athletics Carnival – Tuesday 8th August Family Science Night – Thursday 10th August, 6:30pm Science Week – Monday 14th August to Friday 18th August Camp Information Night – TBC Dr. Karl Presentation – Wednesday 16th August Science Day Activities – Friday 17th August

Book Week & Fair – Monday 21st August to Friday 25th August Book Week Dress-Up Day – Friday 25th August Father’s Day Stall – Thursday 31st August Kids’ Share Open Afternoon – Wednesday 13th September Footy Day – Friday 22nd September

WILLY KIDS ARE FRIENDLY KIDS CHILD WISE / RESPECTFUL RELATIONSHIPS

WEEK 1: Bouncing Back (Resilience) FOCUS 1: Safe & Unsafe Touch - What is the difference between safe and unsafe touch? When might safe touch make us feel uncomfortable, but be necessary? (i.e. doctors) Does all unsafe touch hurt? What should we do if we identify unsafe touch?

WEEK 2: Including Others

WEEK 3: Feelings

WEEK 4: Negotiation/Cooperation FOCUS 2: Secrets & Surprises – What is the difference between a secret and a surprise? What are some different situations where there would be a secret or a surprise? What should we do if someone asks us to keep a secret that makes us feel unsafe?

WEEK 5: What is Bullying?

WEEK 6: Being Assertive

WEEK 7: Saying “No”

WEEK 8: Managing Strong Emotions FOCUS 3: Assertiveness & Saying “NO” – What does it mean to be assertive? Why is it important? What are the different ways we can be assertive? WEEK 9: Stop/Think/Do

WEEK 10: Who Can Help Me? FOCUS 4: Online Safety – What does it mean to be safe online? How can I identify unsafe online situations? What actions can I take to be safe online or to react when I feel unsafe?