chapel hill state school

Chapel Hill State School

English Curriculum and Assessment Overview 2021

YEAR 3

Curriculum Intent

Year Level Description

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.

Achievement Standards

Spiral Progression and Alignment Developing the same concepts from one grade level to the next in increasing complexity and application.

YEAR 2

Receptive modes (listening, reading and viewing)

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)

When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

YEAR 3


By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.


Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

YEAR 4


By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.


Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Year 3 English Curriculum and Assessment Overview Chapel Hill State School

Term 1 Term 2 Term 3 Term 4

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Analysing and Creating Persuasive Texts

Students read, view and analyse persuasive texts. Students demonstrate their understanding of persuasive texts by examining ways persuasive language features are used to influence an audience. They use this language to create their own persuasive texts.

Investigating Characters

Students listen to, view and read a novel to explore

authors’ use of descriptive language in the

construction of characters. They complete a

reading log that analyses characters from the

novel. Students read an extract from the novel and

answer questions using comprehension strategies

to build literal and inferred meaning of the text.

They write a short imaginative narrative based on a

familiar theme.

Exploring Character and Setting in Texts

Students listen to, read, view and analyse

informative and literary texts. They create and

present a spoken procedure in the role of a

character. They make inferences about characters

and settings and draw connections between the

text and their own experiences. Students write a

persuasive letter that links to the literary text.

Examining Stories from Different Perspectives

Students listen to, view, read and compare a range

of stories, with a focus on different versions of the

same story. They comprehend stories and create a

spoken retell of a story from a different

perspective. They present through the use of pace,

pitch, tone, volume and gesture.

Examining Imaginative Texts

Students listen to, read, view and interpret

imaginative texts from different cultures. They

comprehend the texts and explore the text

structure, language choices and visual features

used to suit context, purpose and audience. They

create a multimodal imaginative text.

Reading, Writing and Performing Poetry

Students listen to, read, view and adapt Australian

poems. They analyse texts by exploring the

context, purpose and audience and how language

features and language devices can be adapted to

create new meaning.

Assessment

Analysing and Creating Persuasive Texts

Persuasive Response

Analysis/Comprehension - Short Answer Questions

Part A

Persuasive – Written Part B

Students examine ways persuasive language features are used to influence an audience.

* Includes Diagnostic Pre-Test

Imaginative Narrative

Imaginative Response - Written

Students write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.


Reading and Comprehension

Test

Students comprehend literal and implied meaning

in a text and identify and explain the author’s use of

language.

Persuasive Letter

Persuasive Response - Written

Students write a letter to persuade a known audience. * Includes Diagnostic Pre-Test

Procedure Presentation

Informative Response - Oral Presentation

Students create and present a spoken procedure by a character from a story, where the character is explaining how to do something.

(Linked to U1 Drama - Retell Assessment)

Retelling a Narrative from a Different

Perspective

Imaginative Response

Presentation Written Script - Part A Oral - Part B

Students prepare and present a spoken retell of a

familiar narrative from the perspective of another

character in the text.


Reading Comprehension

Short Answer Questions

Students comprehend a story, drawing on knowledge of context, text structure and language features and to evaluate language and images in the text.

Creating a Multimodal Text

Poster/Multimodal Presentation

Students create a multimodal imaginative text

overcoming a fear, using software.

Writing and Presenting Poetry

Imaginative response

Analyse - Part A

Written - Part B

Students analyse and write an adaptation of a

poem.


Cluster moderation

Achievement Standard – Elements Assessed


By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.

They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.


Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of

grammar and choose vocabulary and punctuation

appropriate to the purpose and context of their

writing. They use knowledge of letter-sound

relationships including consonant and vowel

clusters and high-frequency words to spell words

accurately. They re-read and edit their writing,

checking their work for appropriate vocabulary,

structure and meaning. They write using joined

letters that are accurately formed and consistent in

size.



They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.













size.



They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.













size.






Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.






Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.
















size.

Content descriptions for Year 3 English Review for balance and coverage of content descriptions

Language Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

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 (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)

Phonic 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 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

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)

Literacy Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

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)

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)

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

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)

The Three Dimensions of the Australian Curriculum The three-dimensional design of the Foundation – Year 10 Australian Curriculum recognises the importance of disciplinary knowledge,

skills and understanding alongside general capabilities and cross-curriculum priorities.

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in

the twenty-first century. In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas.

Literacy

Numeracy

ICT Capability

Critical and Creative Thinking

Personal and Social Capability

Intercultural Understanding

Ethical Understanding

The Australian Curriculum is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that

builds on the educational goals of the Melbourne Declaration. The Melbourne Declaration identified three key areas that need to be

addressed for the benefit of individuals and Australia as a whole. In the Australian Curriculum, these have become priorities that give

students the tools and language to engage with and better understand their world at a range of levels. The priorities provide national,

regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally

within learning areas.

Cross-curriculum priorities are only addressed through learning areas and do not constitute curriculum on their own, as they do not exist

outside of learning areas. Instead, the priorities are identified wherever they are developed or have been applied in content descriptions.

They are also identified where they offer opportunities to add depth and richness to student learning in content elaborations. They will have

a strong but varying presence depending on their relevance to the learning area.

Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia.

Sustainability

Learning area content that draws on cross-curriculum priorities and the general capabilities at the same time can provide very rich learning experiences for students

In Year 3, there are opportunities to engage with the following general capabilities and cross-curriculum priorities:

Disclaimer: Please use this Curriculum Map as a guide. Due to circumstances beyond our control, it may be necessary to make changes to the published timetabling, delivery or instrument of an assessment.

Unit 1:

Analysing and

Creating Persuasive

Texts

Unit 2:

Investigating

characters

Unit 3:

Exploring character

and setting in texts

Unit 4:

Examining stories

from different

perspectives

Unit 5: Examining imaginative texts

Unit 6:

Reading, writing and

performing poetry

Opportunities to engage with:


Opportunities to

engage with:

Opportunities to

engage with:

Opportunities to

engage with:

Opportunities to

engage with:

KEY

General capabilities Cross-curriculum priorities

Literacy Numeracy

Information and Communication Technology (ICT)

Capability




Critical and Creative thinking

Aboriginal and Torres Strait Islander Histories

and Cultures

Asia and Australia’s Engagement with Asia

Sustainability

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/


https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/


https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/


https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/


https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/


https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/intercultural-understanding/


https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-understanding/


https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/


https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/asia-and-australia-s-engagement-with-asia/


https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/



Maths Curriculum and Assessment Overview 2021

YEAR 3

Curriculum Intent


The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

At this year level:

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.



YEAR 2

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

YEAR 3

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 conduct simple data investigations for categorical variables.

YEAR 4

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.

Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.

Year 3 Maths Curriculum and Assessment Overview Chapel Hill State School


Unit 1 Unit 2 (and Unit 3) Unit 3 Unit 4

Number and Algebra

Number and Place Value

• Count to 1 000

• Identify odd and even numbers

• Represent 3-digit numbers

• Compare and order 3-digit numbers

• Partition numbers (standard and non-standard place value partitioning)

• Recall addition facts and related subtraction facts

• Represent and solve addition problems

• Add 2-digit, single-digit and 3-digit numbers

• Subtract 2-digit and 3-digit numbers

• Represent multiplication

• Solve simple problems involving multiplication

• Recall multiplication number facts

Measurement and Geometry

Using Units of Measurement

• Tell time to 5-minute intervals

• Identify 1 metre as a standard metric unit

• Represent a metre and measure with metres

Statistics and Probability

Chance

• Conduct chance experiments

• Describe the outcomes of chance experiments

• Identify variations in the results of chance experiments

Data Representation and Interpretation

• Collect simple data

• Record data in lists and tables

• Display data in a column graph

• Interpret and describe outcomes of data investigations

Number and Algebra


• Compare and order 3-digit numbers

• Partition 3-digit numbers into place value parts

• Investigate 1 000 and count to and beyond 1 000

• Use place value to add and subtract numbers

• Recall addition number facts

• Add and subtract 3-digit numbers

• Add and subtract numbers 8 and 9

• Solve addition and subtraction word problems

• Double and halve multiples of ten

Fractions and Decimals

• Describe fractions as equal portions or shares

• Represent halves, quarters and eighths of shapes and collections

• Represent thirds of shapes and collections

Money and Financial Mathematics

• Represent money amounts in different ways AND compare values

• Count collections of coins and notes accurately and efficiently

• Make and match equivalent combinations

• Choose appropriate coins and notes for shopping situations

• Calculate change and totals from simple transactions

• Solve a range of simple problems involving money

• Count the change required for simple transactions to the nearest five cents

Patterns and Algebra

• Infer pattern rules from familiar number patterns

• Identify and continue additive number patterns

• Identify missing elements in number patterns

Number and Algebra


• Count and sequences beyond 1 000

• Represent, combine and partition 3-digit and 4-digit numbers flexibly

• Use place value to add (written strategy)

• Represent multiplication as arrays and repeated addition

• Identify part-part-whole relationships in multiplication and division situations

• Add and subtract 2-digit numbers and 3-digit numbers

• Make models and use number sentences that represent problem situations

• Recall multiplication facts AND addition and subtraction facts

• Identify and describe the relationship between addition and subtraction

• Identify related division number facts

• Choose appropriate mental strategies to add and subtract


• Represent familiar unit fractions symbolically and compare unit fractions

• Represent and compare unit fractions of shapes and collections

• Solve simple problems involving, halves, thirds, quarters and eighths

Patterns and Algebra

• Identify number patterns to 10 000

• Connect number representations with number patterns

• Use number properties to continue number patterns

• Identify pattern rules to find missing elements in patterns


Units of Measurement

• Use familiar metric units to order and compare objects

• Measure, order and compare objects using familiar metric units of length, mass and capacity

• Explain measurement choices

• Represent time to the minute on digital and analogue clocks

• Transfer knowledge of time to real-life contexts

Number and Algebra


• Recall addition and related subtraction number facts

• Use ‘part-part-whole’ thinking to interpret and solve addition and subtraction word problems

• Add and subtract using a written place value strategy

• Recall multiplication and related division facts

• Multiply 2-digit numbers by single-digit multipliers

• Interpret and solve multiplication and division word problems


• Identify, represent and compare familiar unit fractions and their multiples (shapes, objects and collections)

• Record fractions symbolically

• Recognise key equivalent fractions

• Solve simple problems involving fractions


Shape

• Make models of 3D objects

Location and Transformation

• Represent symmetry

• Describe and identify examples of symmetry in the environment

• Classify shapes as symmetrical and non- symmetrical

• Interpret simple maps and plans

• Show full, half and quarter turns on a grid map

• Describe positions in relation to key features

• Represent position, movement and pathways on a simple grid map

Geometric Reasoning

• Identify angles as measures of turn

• Compare angle sizes in everyday situations

Assessment U1 Representing, Adding and Subtracting Numbers

Short answer questions

Recognise, represent and order numbers. Recognise the connection between addition and subtraction, and add and subtract numbers.


U1 Conducting a Simple Chance Experiment Short answer questions

Collect and interpret data from a simple chance experiment.

U2 Adding, Subtracting and Partitioning Numbers Short answer questions

Recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.


U3 Money (eAssessment)

Short answer online questions

Represent money values in various ways and correctly count change from financial transactions.


U3 Measuring Length, Mass and Capacity Short answer questions

Use metric units for length, mass and capacity.

U3 Patterning and Connecting Addition and Subtraction


Classify numbers as odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.


U3 Representing Multiplication

Project

Represent multiplication and solve multiplication problems using a range of strategies.

U3 Investigating the Relationship between Units of Time

Short answer inquiry questions

Students use simple strategies to reason and solve a measurement inquiry question.

U4 Using Unit Fractions and Multiplication Short answer questions

Recall multiplication facts for single-digit numbers, solve problems using efficient strategies for multiplication, and model and represent unit fractions.


U4 Interpreting Grid Maps (Part A),

Identifying 3D Objects (Part B)

Identifying Symmetry and Angles (Part C)


Match positions on maps with given information, and identify symmetry in the environment. Make a model of a 3D object and recognise angles in real situations.

Achievement Standard – Elements Assessed Version 8

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 conduct simple data investigations for

categorical variables.


Students count to and from 10 000. They classify







time to the nearest minute. Students make models of

three-dimensional objects. Students conduct chance

experiments and list possible outcomes. They

conduct simple data investigations for categorical

variables.



























Content descriptions for Year 3 Mathematics

Review for balance and coverage of content descriptions

Number and Algebra Unit 1 Unit 2 Unit 3 Unit 4

Number and place value

Investigate the conditions required for a number to be odd or even and identify odd

and even numbers (ACMNA051)

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to

assist calculations and solve problems (ACMNA053)

Recognise and explain the connection between addition and subtraction

(ACMNA054)

Recall addition facts for single-digit numbers and related subtraction facts to develop

increasingly efficient mental strategies for computation (ACMNA055)

Recall multiplication facts of two, three, five and ten and related division facts

(ACMNA056)

Represent and solve problems involving multiplication using efficient mental and

written strategies and appropriate digital technologies (ACMNA057)

Fractions and decimals

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

complete whole (ACMNA058)

Money and financial mathematics

Represent money values in multiple ways and count the change required for simple

transactions to the nearest five cents (ACMNA059)

Patterns and algebra

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

subtraction (ACMNA060)

Measurement and Geometry Unit 1 Unit 2 Unit 3 Unit 4

Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and

capacity (ACMMG061)

Tell time to the minute and investigate the relationship between units of time

(ACMMG062)

Shape

Make models of three-dimensional objects and describe key features (ACMMG063)

Location and transformation

Create and interpret simple grid maps to show position and pathways (ACMMG065)

Identify symmetry in the environment (ACMMG066)

Geometric reasoning

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

(ACMMG064)

Statistics and Probability Unit 1 Unit 2 Unit 3 Unit 4

Chance

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)

Data representation and interpretation

Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)

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

(ACMSP069)

Interpret and compare data displays (ACMSP070)

Disclaimer: Please use this Curriculum Map as a guide. Due to circumstances beyond our control, it may be necessary

to make changes to the published timetabling, delivery or instrument of an assessment

Three Dimensions of the Australian Curriculum

The three-dimensional design of the Foundation – Year 10 Australian Curriculum recognises the importance of disciplinary knowledge,

skills and understanding alongside general capabilities and cross-curriculum priorities.

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully

in the twenty-first century. In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas.

Literacy

Numeracy

ICT Capability





The Australian Curriculum is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum

that builds on the educational goals of the Melbourne Declaration. The Melbourne Declaration identified three key areas that need to

be addressed for the benefit of individuals and Australia as a whole. In the Australian Curriculum, these have become priorities that

give students the tools and language to engage with and better understand their world at a range of levels. The priorities provide

national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that

fits naturally within learning areas.

Cross-curriculum priorities are only addressed through learning areas and do not constitute curriculum on their own, as they do not

exist outside of learning areas. Instead, the priorities are identified wherever they are developed or have been applied in content

descriptions. They are also identified where they offer opportunities to add depth and richness to student learning in content

elaborations. They will have a strong but varying presence depending on their relevance to the learning area.



Sustainability


In Year 3, there are opportunities to engage with the following general capabilities and cross-curriculum priorities

Unit 1 Unit 2 Unit 3 Unit 4





KEY

General capabilities

Literacy Numeracy

Information and Communication Technology (ICT) Capability





Cross-curriculum priorities

Aboriginal and Torres Strait Islander Histories and

Cultures


Sustainability






















Science Curriculum and Assessment Overview 2021

YEAR 3

Curriculum Intent


The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 3, students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions.



YEAR 2

By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives.

Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.

YEAR 3

By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.

Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.

YEAR 4

By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.

Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.

Year 3 Science Curriculum and Assessment Overview Chapel Hill State School



Hot Stuff

Students investigate how heat energy is produced and the behaviour

of heat when it transfers from one object or area to another. They

explore how heat can be observed by touch and that formal

measurements of the amount of heat (temperature) can be taken

using a thermometer. Students identify that heat energy transfers

from warmer areas to cooler areas. They use their experiences to

identify questions about heat energy and make predictions about

investigations. Students describe how they can use science

investigations to respond to questions. Students plan and conduct

investigations about heat and heat energy transfer and collect and

record observations, using appropriate equipment to record

measurements. They represent their data in tables and simple

column graphs, to identify patterns, explain their results and describe

how safety and fairness were considered in their investigations.

Is it Living?

Students learn about grouping living things based on observable features and that living things can be distinguished from non-living things. They justify sorting living things into common animal and plant groups based on observable features. They also explore grouping familiar things into living, non-living, once living things and products of living things.

Students understand that science knowledge helps people to

understand the effect of actions. They use their experiences to

identify questions that can be investigated scientifically and make

predictions about scientific investigations. Students identify and use

safe practices to make scientific observations and record data about

living and non-living things. Students use scientific language and

representations to communicate their observations, ideas and

findings.

Spinning Earth

Students use their understanding of the movement of Earth to suggest explanations for everyday observations such as day and night, sunrise and sunset and shadows. They identify the observable and non-observable features of Earth and compare its size with the sun and moon. They make observations of the changes in sunlight throughout the day and investigate how Earth's movement causes these changes. Students plan and conduct an investigation about shadows and collect data safely using appropriate equipment to record formal measurements. Students represent their data in tables and simple column graphs to identify patterns and explain their results. They identify how Aboriginal peoples use knowledge of Earth's movement in their traditional lives. Students explore the relationship between the sun and Earth to identify where people use science knowledge in their lives. They create a presentation to communicate their understandings and findings about the regular changes on Earth and its rotation.

What’s the Matter?

Students understand how a change of state between solid and liquid

can be caused by adding or removing heat. They explore the

properties of liquids and solids and understand how to identify an

object as a solid or a liquid. Students identify how science is involved

in making decisions and how it helps people to understand the effect

of their actions. They evaluate how adding or removing heat affects

materials used in everyday life. They conduct investigations, including

identifying investigation questions and making predictions, assessing

safety, recording and analysing results, considering fairness and

communicating ideas and findings. Students describe how science

investigations can be used to answer questions. They recognise that

Australia’s First Peoples traditionally used knowledge of solids and

liquids in their everyday lives.

Assessment

Understanding Heat

Experimental Investigation and Report

Students conduct an investigation into the behaviour of heat to

explain everyday observations. They describe how science

investigations can be used to respond to questions. Students

describe how safety and fairness were considered and use diagrams

and other representations to communicate ideas.

Living Things

Written Task

Students group living things based on observable features and

distinguish them from non-living things

Investigating the Sun, Earth and Us

Written Report

Students explain the cause of everyday observations on Earth, including night and day, sunrise and sunset, and shadows and use diagrams and other representations to communicate ideas.

Investigating Solids and Liquids

Investigation and Written Assessment

Students conduct an investigation about solids and liquids changing

state when heat is added or taken away. They make a prediction,

record observations and suggest reasons for findings. Students

describe how safety and fairness were considered.

Achievement Standard – Elements Assessed Version 8






Students use their experiences to identify questions and make

predictions about scientific investigations. They follow procedures to

collect and record observations and suggest possible reasons for

their findings, based on patterns in their data. They describe how

safety and fairness were considered and they use diagrams and

other representations to communicate their ideas.


Students use their experiences to identify questions and make

predictions about scientific investigations. They follow procedures to

collect and record observations and suggest possible reasons for their

findings, based on patterns in their data. They describe how safety

and fairness were considered and they use diagrams and other

representations to communicate their ideas.

Content descriptions for Year 3 Science

Review for balance and coverage of content descriptions

Science Understanding Semester 1 Semester 2


Biological sciences

Living things can be grouped on the basis of observable features and can be

distinguished from non-living things (ACSSU044)

Chemical sciences

A change of state between solid and liquid can be caused by adding or removing

heat (ACSSU046)

Earth and space sciences

Earth’s rotation on its axis causes regular changes, including night and day

(ACSSU048)

Physical sciences

Heat can be produced in many ways and can move from one object to another

(ACSSU049)

Science as a Human Endeavour Semester 1 Semester 2


Nature and development of science

Science involves making predictions and describing patterns and relationships

(ACSHE050)

Use and influence of science

Science knowledge helps people to understand the effect of their actions

(ACSHE051)

Science Inquiry Skills Semester 1 Semester 2


Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated

scientifically and make predictions based on prior knowledge (ACSIS053)

Planning and conducting

With guidance, plan and conduct scientific investigations to find answers to

questions, considering the safe use of appropriate materials and equipment

(ACSIS054)

Consider the elements of fair tests and use formal measurements and digital

technologies as appropriate, to make and record observations accurately

(ACSIS055)

Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent data

and to identify patterns and trends (ACSIS057)

Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS058)

Communicating

Represent and communicate observations, ideas and findings using formal and

informal representations (ACSIS060)

The Three Dimensions of the Australian Curriculum

The three-dimensional design of the Foundation – Year 10 Australian Curriculum recognises the importance of disciplinary knowledge, skills and

understanding alongside general capabilities and cross-curriculum priorities.

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first

century. In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas.

Literacy

Numeracy

ICT Capability





The Australian Curriculum is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that builds on the

educational goals of the Melbourne Declaration. The Melbourne Declaration identified three key areas that need to be addressed for the benefit of

individuals and Australia as a whole. In the Australian Curriculum, these have become priorities that give students the tools and language to engage with

and better understand their world at a range of levels. The priorities provide national, regional and global dimensions which will enrich the curriculum

through development of considered and focused content that fits naturally within learning areas.

Cross-curriculum priorities are only addressed through learning areas and do not constitute curriculum on their own, as they do not exist outside of

learning areas. Instead, the priorities are identified wherever they are developed or have been applied in content descriptions. They are also identified

where they offer opportunities to add depth and richness to student learning in content elaborations. They will have a strong but varying presence

depending on their relevance to the learning area.



Sustainability









KEY


Literacy

Numeracy

Information and Communication

Technology (ICT) Capability







Sustainability






















HASS Curriculum and Assessment Overview 2021

YEAR 3

Curriculum Intent


Diverse communities and places and the contribution people make

The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people participate in their communities. Students study how places are represented geographically and how communities express themselves culturally and through civic participation. Opportunities are provided to learn about diversity within their community, including the Country/Place of Aboriginal and Torres Strait Islander Peoples, and about other communities in Australia and neighbouring countries. Students compare the climates, settlement patterns and population characteristics of places, and how these affect communities, past and present. Students examine how individuals and groups celebrate and contribute to communities in the past and present, through establishing and following rules, decision-making, participation and commemoration.

The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.

How do symbols, events, individuals and places in my community make it unique?

How do people contribute to their communities, past and present?

What events do different people and groups celebrate and commemorate and what does this tell us about our communities?



YEAR 2

By the end of Year 2, students describe a person, site and/or event of significance

in the local community and explain why places are important to people. They

identify how and why the lives of people have changed over time while others have

remained the same. They recognise that the world is divided into geographic

divisions and that places can be described at different scales. Students describe

how people in different places are connected to each other and identify factors that

influence these connections. They recognise that places have different meaning for

different people and why the significant features of places should be preserved.

Students pose questions about the past and familiar and unfamiliar objects and

places. They locate information from observations and from sources provided. They

compare objects from the past and present and interpret information and data to

identify a point of view and draw simple conclusions. They sequence familiar

objects and events in order and sort and record data in tables, plans and on

labelled maps. They reflect on their learning to suggest ways to care for places and

sites of significance. Students develop narratives about the past and communicate

findings in a range of texts using language to describe direction, location and the

passing of time.

YEAR 3

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.

Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

YEAR 4

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and

data from different sources, including observations to answer these questions.

When examining information, they distinguish between facts and opinions and

detect points of view. They interpret data and information to identify and describe

distributions and simple patterns and draw conclusions. They share their points of

view, respecting the views of others. Students sequence information about events

and the lives of individuals in chronological order with reference to key dates. They

sort, record and represent data in different formats, including large-scale maps

using basic cartographic conventions. They reflect on their learning to propose

action in response to an issue or challenge, and identify the possible effects of their

proposed action. Students present ideas, findings and conclusions using discipline

specific terms in a range of communication forms.

Year 3 HASS Curriculum and Assessment Overview Chapel Hill State School


Unit 1 Unit 2

Our Unique Communities

Inquiry questions:

How do people contribute to their unique communities?

In this unit, students:

identify individuals, events and aspects of the past that have significance in the present

identify and describe aspects of their community that have changed and remained the same over time

explain how and why people participate in and contribute to their communities

identify a point of view about the importance of different celebrations and commemorations to different groups

pose questions and locate and collect information from sources, including observations to answer questions and draw simple

conclusions

sequence information about events and the lives of individuals in chronological order

communicate their ideas, findings and conclusions in visual and written forms using simple discipline-specific terms.

Exploring Places Near and Far

Inquiry questions:

How and why are places similar and different?

In this unit, students:

identify connections between people and the characteristics of places

describe the diverse characteristics of different places at the local scale and explain the similarities and differences between the

characteristics of these places

interpret data to identify and describe simple distributions and draw simple conclusions

record and represent data in different formats, including labelled maps using basic cartographic conventions.

explain the role of rules in their community and share their views on an issue related to rule-making

describe the importance of making decisions democratically and propose individual action in response to a democratic issue

communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Assessment Assessment task

To investigate the significance of Anzac Day commemorations for different groups, how and why people participate and contribute to the community and aspects that have changed and remained the same over time.

The assessment will gather evidence of the student’s ability to:

• describe how significant individuals, events and aspects of the past are remembered today

• identify a point of view about the importance of different celebrations and commemorations to different groups

• explain how and why people participate in and contribute to their communities

• pose questions and locate and collect information from sources, including observations to answer questions

• sequence information about events and the lives of individuals in chronological order

• communicate their ideas, findings and conclusions in written forms using simple discipline-specific terms.

Assessment task

To identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and action in response to an issue.

The assessment will gather evidence of the student’s ability to:

• identify connections between people and the characteristics of places

• describe the diverse characteristics of different places at the local scale (for example, the student’s school versus an overseas

school) and identify similarities and differences

• interpret data to identify simple distributions and draw simple conclusions

• represent data in different formats, including labelled maps

• explain the role of rules in their community and share their views on an issue related to rule-making

• describe the importance of making decisions democratically and propose individual action in response to a democratic issue

• communicate their ideas, findings and conclusions in visual and written forms using simple discipline-specific terms.

Achievement Standard – Elements Assessed

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities. Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline specific terms.

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.

Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Content descriptions for Year 3 Humanities and Social Sciences Review for balance and coverage of content descriptions

Knowledge and Understanding

Unit

1 2

Diverse communities and places and the contribution people make

The importance of Country/Place to Aboriginal and/or Torres Strait Islander

Peoples who belong to a local area (ACHASSK062)

How the community has changed and remained the same over time and the

role that people of diverse backgrounds have played in the development

and character of the local community (ACHASSK063)

Days and weeks celebrated or commemorated in Australia (including

Australia Day, Anzac Day, and National Sorry Day) and the importance of

symbols and emblems (ACHASSK064)

Celebrations and commemorations in places around the world (for example,

Chinese New Year in countries of the Asia region, Bastille Day in France,

Independence Day in the USA), including those that are observed in

Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon

Festival and Ramadan) (ACHASSK065)

The representation of Australia as states and territories and as

Countries/Places of Aboriginal and Torres Strait Islander Peoples; and

major places in Australia, both natural and human (ACHASSK066)

The location of Australia’s neighbouring countries and the diverse

characteristics of their places (ACHASSK067)

The main climate types of the world and the similarities and differences

between the climates of different places (ACHASSK068)

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live

there, and people’s perceptions of these places (ACHASSK069)

The importance of making decisions democratically (ACHASSK070)

Who makes rules, why rules are important and the consequences of rules

not being followed (ACHASSK071)

Why people participate within communities and how students can actively

participate and contribute (ACHASSK072)

Inquiry and Skills

Unit

1 2

Questioning

Pose questions to investigate people, events, places and issues

(ACHASSI052)

Researching

Locate and collect information and data from different sources, including

observations (ACHASSI053)

Record, sort and represent data and the location of places and their

characteristics in different formats, including simple graphs, tables and

maps, using discipline-appropriate conventions (ACHASSI054)

Sequence information about people’s lives and events (ACHASSI055)

Analysing

Examine information to identify different points of view and distinguish facts

from opinions (ACHASSI056)

Interpret data and information displayed in different formats, to identify and

describe distributions and simple patterns (ACHASSI057)


Inquiry and Skills

Unit

1 2

Evaluating and Reflecting

Draw simple conclusions based on analysis of information and data

(ACHASSI058)

Interact with others with respect to share points of view (ACHASSI059)

Reflect on learning to propose actions in response to an issue or challenge

and consider possible effects of proposed actions (ACHASSI060)

Communicating

Present ideas, findings and conclusions in texts and modes that incorporate

digital and non-digital representations and discipline-specific terms

(ACHASSI061)

The Three Dimensions of the Australian Curriculum The three-dimensional design of the Foundation – Year 10 Australian Curriculum recognises the

importance of disciplinary knowledge, skills and understanding alongside general capabilities and

cross-curriculum priorities.

The general capabilities play a significant role in the Australian Curriculum in equipping young

Australians to live and work successfully in the twenty-first century. In the Australian Curriculum, the

general capabilities are addressed through the content of the learning areas.

Literacy

Numeracy

ICT Capability





The Australian Curriculum is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that builds on the

educational goals of the Melbourne Declaration. The Melbourne Declaration identified three key areas that need to be addressed for the benefit of individuals

and Australia as a whole. In the Australian Curriculum, these have become priorities that give students the tools and language to engage with and better

understand their world at a range of levels. The priorities provide national, regional and global dimensions which will enrich the curriculum through development

of considered and focused content that fits naturally within learning areas.

Cross-curriculum priorities are only addressed through learning areas and do not constitute curriculum on their own, as they do not exist outside of learning

areas. Instead, the priorities are identified wherever they are developed or have been applied in content descriptions. They are also identified where they offer

opportunities to add depth and richness to student learning in content elaborations. They will have a strong but varying presence depending on their relevance

to the learning area.


Asia and Australia’s Engagement with Asia. Sustainability



Unit 1 Unit 2



KEY


Literacy

Numeracy

Information and

Communication Technology (ICT) Capability







Sustainability






















Additional Learning Areas Curriculum and Assessment Overview 2021 YEAR 3


THE

AR

TS

Visual Art - Unit 2 Inspiring Artists

Students follow instruction, plan and make artworks that are inspired by the artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.

Drama - Unit 1 Procedure in Character

Students use dramatic traditions to devise, perform and respond to a procedure from a familiar narrative

(Linked to English Unit 3)

Dance – Unit 1 Celebrating Dance

Students choreograph, perform and respond to dance.

Assessment: Observations checklist, Marking Guide Assessment: Observations checklist, Marking Guide Assessment: Observations checklist, Marking Guide

Music Participate in beat and rhythm work, solfa sounds, hand signs, staff notation and elements of music.

Music Develop understandings of beat and rhythm work, solfa sounds, hand signs, canon work and staff notation.

Music Instruments of the Orchestra-Woodwind, Brass and Percussion families

Music Ostinati (rhythmic and melodic).Instruments of the Orchestra-Woodwind, Brass and Percussion families

Assessment: Teacher observations • Reading/ writing/ playing rhythms • Reading, writing and performing solfa sounds

Assessment: Teacher observations

Assessment: Teacher observations and checklist

Assessment: Teacher observations and checklist • Reading/ writing/ playing rhythms - Ostinati • Reading, writing and performing • Instruments of the Orchestra

TEC

HN

OLO

GIE

S

Design and Technologies - Unit 1 Repurpose it Repurpose an item to create another useful item • Investigating properties of materials and technologies • Investigating and generating designed solutions • Evaluating design

Digital Technologies - Unit 1 (Part A) What Digital System do you use?

• Explore and use a range of digital systems including peripheral devices • Explore and describe how digital systems are used and meet the needs at home, in school and in the local community • Define problems and identify needs

Assessment: Folio of Work including Work Booklet and Marking Guide Assessment: Marking Guide

HP

E

Positive Behaviour for Learning (PBL) Developing and maintaining a safe and supportive school environment

Together for Humanity

Developing an inclusive environment, learning to deal with differences and fostering intercultural understanding.

Health - Life Education Program (Mind Your Medicine) Students develop an understanding of medicines and their safe use, positive communication, strategies for managing conflict, stress, and bullying and how feelings influence the choices that we make. • Factors that influence someone’s self-worth • Techniques for effective communication • Identifying the impact of different factors on health and wellbeing • Strategies for managing stressful situations • Medicines as drugs and the consequences of their misuse

Health - Unit 1 Good Friends

Students recognise strategies for managing change and identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others.

Assessment: Short Answer Test – Marking Guide

Physical Education - Fitness and Ball Skills • Develop the skills of passing (chest, bouncing, dribbling,

shooting) and kicking (passing, controlling, striking, dribbling) using various-sized balls

• Participate in physical routines to participate in the cross-country (locomotive skills e.g. run, jump)

Physical Education - Ball Skills & Athletics • Continue to develop the skills of passing (chest, bouncing,

dribbling, shooting) and kicking (passing, controlling, striking, dribbling) using various-sized balls

• Participate in team games to promote health and wellbeing • Introduction to athletic skills

Physical Education - Athletics • Introduction to athletics skills

Physical Education - Aquatics Stroke correction • Apply appropriate techniques to swim freestyle, backstroke,

breast stroke using kickboards • Stroke correction and diving is a focus for the unit. • Participate in the school swimming carnival and time trials

Assessment: Observations/checklists Assessment: Observations/ checklists Assessment: Observations/ checklists Assessment: Observations/checklists


chapel hill state school

Documents