Year 3 Newsletter, Term 1 Week 10

Dear Parents,

As we are at the end of our first term, I would like to say a big congratulations to the students. They have settled into the expectations of Year 3 beautifully and they have worked extremely hard. You should be very proud of them.

Students have now begun to use the See-Saw application in class, uploading examples of their learning and new knowledge from this term. We know that they are very excited to share their classroom experiences with their families and we are looking forward to launching See-Saw with our parents at the start of Term Two. Watch this space!

Curriculum Overview


Over the term, students have been doing activities based from the Red Reading Box. This reading comprehension covers a variety of text types including narrative, expositions, reports, recounts and procedures. Students read a text, then answer questions including literal, interpretive, inferential and critical levels. In keeping with the curriculum, an effort has been made to provide questions that test proficiency across these levels. It also provides students with language practice with a range of vocabulary, grammar and phonics activities. It is an opportunity for students to build self-management and independent marking providing immediate feedback. It is levelled according to their ability and they can progress over the course of the term. Ask your child how they have gone this term and what they have improved in throughout the term.

Next term we have a focus on writing to persuade, to inform and to entertain (P.I.E). They will be planning, drafting and publishing a range of texts demonstrating increasing control over the structure and language features that are appropriate to the audience and purpose. We will also be entering our stories into a writing competition which will provide the extra motivation and encouragement for the students.


We have been finishing off our iMaths investigation into mass known as Kilogram Quest. Students have been learning about multiplication and division. This has been a difficult concept for some students to grasp. If you find you have time over the holidays some revision on their 2s, 3s, 5s and 10s times tables and the associated division would be beneficial to all. I.e. 21 ÷ 3 = ?.

Next term we will be covering two of the more challenging concepts fractions and money. Here are some activities you can do to get them thinking about these topics:

  • Fractions: If you are cutting a cake, talk about how many pieces you need (e.g. 16) –  cut it in half and then ask how many pieces now need to be in each half (e.g. 8 in each half) –  then cut in half again and ask how many pieces need to be in each quarter (e.g. 4 in each). Talking the language of fractions will help familiarise students with the concepts we will be studying.
  • Money; when buying simple items ask your child to calculate the total, then if you were to pay with a note what change should you expect back from the cashier. E.g. milk is $37, and bread is $21 how much is it in total? If I pay with a $100 note what change will I get back? If you catch a taxi and the fare is $42.50 and you pay with a $50 note, what change would you get from the driver?


We have finalised our unit on Commemorations and Celebrations for both Australian and International events. With Easter around the corner, our students have been discussing the similarities and differences between cultures and religions and how they impact people’s celebrations and commemorations.

Ask your child about which Commemoration or Celebration they selected or were allocated. Which format did they choose to present in and what did they find interesting about the event they researched?