INFORMATION BOOKLET 2016 - GRADES 3 AND 4
Teachers:
Mrs Jane Gangell – Grade 3/4
Mr Paul Moons – Grade 3/4
Mrs Pauline Paine – Grade 3/4
Curriculum
Performing Arts
Grade 3/4G
Grade 3/4M
Grade 3/4P
Monday 12:30
Thursday 9:00
Thursday 2:30
Visual Arts
Friday 12:30
Friday 11:30
Thursday 9:00
Physical
Education
Thursday 9:00
Tuesday 10:00
Tuesday 12:30
Library
Wednesday 10:00
Wednesday 10.30
Wednesday 9:30
Computer
Friday 11:30
Friday 10:00
Friday12:30
The e5 Instructional Model
The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper
understanding of what constitutes high quality teacher practice in the classroom.
Engage
Explore
Explain
Elaborate
Evaluate
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Develops shared norms
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Determines readiness for learning
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Establishes learning goals
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Prompts inquiry
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Structures inquiry
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Maintains session momentum
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Presents new content
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Develops language and literacy
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Strengthens connections
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Facilitates substantive conversation
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Cultivates higher order thinking
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Monitors progress
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Assesses performance against standards
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Facilitates student self-assessment
Working Philosophies – those which underpin learning, wellbeing and performance:
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You Can Do It – Getting Along, Persistence, Organization, Resilience, and Confidence.
Tribes – Attentive Listening, Mutual Respect, Right to Participate, Appreciation.
Total Subject Hours – 25
Literacy - 10 hours
Maths – 6 hours
Integrated Studies – 2 hours
Performing Arts – 1 hour
Visual Arts – 1 hour
Physical Education/Sport – 2 hours
Library – 1 hour
Computer – 1 – 2 hours
Solving the Jigsaw – 1 hour. It is a Social Competencies Program.
Parents – please supply a Library bag for Library and an art smock for Visual Arts.
Literacy
In Grades 3 and 4 your child will be learning the AusVELS/Victorian Curriculum standards of Reading, Writing
and Speaking and Listening
Grade 3
Reading
Students will learn how texts can be organized using different styles depending on the purpose of the text.
They will learn how language features, images and vocabulary choices are used for different effects. They will
read texts that contain varied sentence structures, a range of punctuation procedures and images that provide
additional information. They will be learning how to identify literal and implied meaning connecting ideas in
different parts of a text. They will learn how to select information, ideas and events in texts that relate to their
own lives and to other texts.
Writing
They will be writing a variety of texts that include writing and images to express and develop in some detail
experiences, events, information, ideas and characters. They will be expanding their understanding of
grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.
They will learn how to use knowledge of sounds and high-frequency words to spell words accurately, checking
their work for meaning. They will legibly write using consistently sized joined letters.
Speaking and Listening
Students will be learning how to listen to others’ views and respond appropriately. They will be learning how
language features are used to link and sequence ideas. They will learn how language can be used to express
feelings and opinions on topics. They will be creating a range of texts for familiar and unfamiliar audiences.
They will be asked to contribute actively to class and group discussions, asking questions, providing useful
feedback and making presentations.
Grade 4 (in addition to Grade 3)
Reading and viewing
Students will be learning that texts have different structures depending on the purpose and audience. They
will learn how to explain that language features, images and vocabulary are used to engage the interest of
audiences. They will learn how to describe literal and implied meaning connecting ideas in different texts.
They will develop preferences for particular texts, and respond to others’ viewpoints.
Writing
Students will learn how to use language features to create coherence and add detail to their texts. They will be
developing ways in which to express an opinion based on information in a text. They will learn how to create
texts that show understanding of how images and detail can be used to extend key ideas. Students will learn
how to create structured texts to explain ideas for different audiences. They will learn how to write with a
better understanding of grammar, select vocabulary from a range of resources, use accurate spelling and
punctuation rules and edit their work to improve meaning.
Speaking and Listening
Students will learn how to listen for key points in discussions. They will learn the use of language features to
create coherence and add detail to their texts. They will learn how to express an opinion based on information
in a text. They will learn to create texts that show understanding of how images and detail can be used to
extend key ideas. Students will learn to 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.
See link below “Year 3-6 literacy tips” for ways in which you can assist with your child’s literacy skills.
http://www.education.vic.gov.au/Documents/school/parents/primary/201years3to6literacytips.pdf
Also, please visit the link below for more information on the ‘Seven Steps of Writing’ and check the weekly
articles within the school newsletter. http://www.sevenstepswriting.com/what_are_seven_steps.html
Reading Strategies Program – CAFÉ – Comprehension, Accuracy, Fluency and Expression.
NUMERACY
In Grades 3 and 4 your child will be learning the AusVELS/Victorian Curriculum components of Number,
Measurement and Geometry, and Statistics and Probability.
Number and Algebra
Grade 3
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What makes a number odd or even and identify odd and even numbers.
Recognise, make, write and order numbers to at least 10 000
Apply place value to separate, rearrange and regroup numbers to at least 10 000 to help solve maths
problems
Know and explain the connection between addition and subtraction
Remember addition facts for single-digit numbers and related subtraction facts to develop better
mental maths strategies.
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
calculators to assist.
Model and represent repeated ½’s, ¼’s, 1/3’s, 1/5’s to a complete whole.
Grade 4 (in addition to Grade 3)
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Recall multiplication facts up to 10 x 10 and related division facts.
Investigate and use the properties of odd and even numbers.
Investigate number patterns involving 3’s, 4’s, 6’s, 7’s, 8’s, and 9’s.
Develop efficient mental and written strategies and use calculators for multiplication and division
problems where there is no remainder.
Investigate equivalent fractions used in contexts (e.g four quarters = 1 whole pizza)
Count by quarters halves and thirds, including with mixed numerals.
Locate and represent these fractions on a number line
Recognise that the place value system (units, tens, hundreds) can be extended to tenths and
hundredths.
Make basic connections between fractions and decimal notation (e.g 1/2 is the same as 50%)
Measurement and Geometry
Grade 3
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Measure, order and compare objects using metric units of length, mass and capacity.
Tell time to the minute and investigate the relationship between units of time.
Make models of three dimensional objects and describe key features.
Make and read simple grid maps to show position and routes.
Identify symmetry in the environment.
Identify angles as measures of turn and compare angle sizes in everyday situations.
Grade 4 (in addition to Grade 3)
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Convert between units of time
Use am and pm notation and solve simple time problems.
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Compare objects using familiar metric units of area and volume.
Compare the areas of regular and irregular shapes by informal means.
Compare and describe two dimensional shapes that are made from combining and splitting common
shapes, with and without the use of digital technologies (e.g a rectangle cut diagonally makes two
triangle)
Use simple scales, legends and directions to read information within basic maps
Make symmetrical patterns, pictures and shapes with and without use of computers.
Compare angles and classify them as equal to, greater than or less than a right angle.
Statistics and Probability
Grade 3
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Carry out chance experiments, identify and describe possible outcomes and recognise different results.
Plan ways of collecting and recording data data, organise into categories and create displays using lists,
tables, picture graphs and simple column graphs, with and without the use of computers
Read and compare data displays.
Grade 4 (in addition to Grade 3)
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Describe possible everyday events and order their chances of happening.
Recognise everyday events where one thing cannot happen if the other happens.
Recognise events where the chance of one will not be affected by the occurrence of the other.
Select and try out methods for data collection, including survey questions and recording sheets.
Make suitable data displays, with and without the use of computers, from given or collected
information.
Include tables, column graphs and picture graphs where one picture can represent many data values.
Debate the effectiveness of different displays in showing data features.
Please visit the link below for ways in which you can help your child with their Maths skills at home.
http://www.education.vic.gov.au/Documents/school/parents/primary/201years3to6mathstips.pdf
SCIENCE /HISTORY
Term
Title
Term 1 Title – Healthy Mind,
Even
Healthy Body
Biological Science
Key Question –What do
we do to keep our
minds and bodies
healthy.
Term 2 Title – Knox, how it
Even
came to be what it is
today.
Historical
Understanding
Key Question – How did
the city that we live
come to be?
Term 3 Title – The States of
Even
Matter.
Chemical Science.
Key Question –How and
Knowledge and Understanding
Students investigate living things, they explore
their life cycles, body systems, structural
adaptations and behaviours, how these
features aid survival, and how their
characteristics are inherited from one
generation to the next. Students are introduced
to the cell as the basic unit of life and the
processes that are central to its function.
Students develop an understanding of the
heritage of their community and of their ability
to contribute to it. They become aware of
similarities and differences between people
and become more aware of diversity in the
wider community as well as the concept of
change over time.
Activities
Brainstorm what does
being healthy mean and
different ways to keep
healthy
Keep a healthy food diary
for weeks 3-8, making
improvements of healthy
choices throughout the
term.
Look at food pyramid to
determine healthy choices.
Explore the qualities of
different foods and their
benefits to the body.
Data handling using body
measurements: height
chart
Jigsaw sessions to promote
healthy well-being.
Explore the human body:
identify parts of the body
and where they are
positioned, introduce body
systems (digestive,
cardiovascular and
respiratory)
Introduce practices of
Mindfulness.
Watch Osmosis Jones, to
further explore the human
body.
Watch Inside Out, to
explore emotions and
having a healthy mind
Investigate their heritage.
Study historical photos of
old Knox.
Interview old residents of
Knox.
Seek a speaker to inform
the students.
Students classify substances based on their
properties, such as solids, liquids and gases, or
their composition, such as elements,
compounds and mixtures. They explore
physical changes such as changes of state and
dissolving, and investigate how chemical
Pre-test children’s
knowledge – mind map.
List the states of matter.
Scientist Incursion to
illustrate matter changes.
Create posters illustrating
why does matter
change?
Term 4 Title – Our Indigenous
Even
People.
reactions result in the production of new
substances.
How societies, events, movements and
developments that have shaped world history
from the time of the earliest human
communities to the present day.
matter changes.
Conduct class experiments
with food substances to
show change.
Guest speaker –
Murrindindi to speak to
the children about
Aboriginal culture.
Aboriginal folklore.
Interaction between the
Aboriginals and the white
man.
NAPLAN
NAPLAN will be conducted during the second week of May commencing on the 10th.
Children will be tested on:
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Reading
Writing
Language Conventions
Maths
EXCURSIONS/INCURSIONS
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Term 1 – Swimming Program.
Term 2 – Excursion relating to Ambleside.
Term 3 – Book Week – Incursion – writer to visit the whole school. Scientist – incursion.
Term 4 – Incursion – Murrindindi.
HOMEWORK
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Regular weekly Maths and language practice using the Mathletics and Literacy Planet Programs.
Children can gauge their own progress. It will also be gauged and rewarded at school.
Regular nightly home reading.
Children, in Homework books, will also have tables and spelling homework.