A fully sequenced, ACARA v9.0-aligned after-school curriculum for students. Year 3 marks the transition to middle primary — extending reading into critical analysis, writing into structured genres, and numeracy into multiplication fluency and formal measurement. Every session is intentional. Every week builds on the last.
Year students extend their reading beyond decoding into critical analysis. Understanding main ideas, making inferences, identifying author's purpose, and building reading stamina become core. Writing evolves into cursive handwriting and structured paragraph composition. Numeracy enters the thousands: place value to 9999, regrouping in addition and subtraction, multiplication facts fluency. Enrichment: Visual Arts and Architecture — perspective drawing, architectural study, art history.
Running record with individually matched chapter book or levelled text. Comprehension interview: 'What was the main idea? How did the character change? Why did the author write this?' Establish reading levels for group formation. HFW flash 101–150. Reading Journal introduction: title, author, favourite part, question about the book.
Three-digit confidence. MAB blocks: represent 347 three ways. Compose and decompose: 450 = 4 hundreds 5 tens 0 ones. Compare numbers: 352 vs 325, use <, >, = symbols. Order a set of 5 three-digit numbers. Foundation for extending to 9999 in W03.
Revisit Year 1 and Year 2 self-portraits from portfolios. Create new portrait: pencil underdrawing with mirror, then watercolour wash for skin tones and detail. Reflection: 'What do you see differently about yourself as a Year 3 Scholar? What have you learned? How have you grown?' Portrait opens Term 1 portfolio — evidence of growth.
Read a narrative or expository passage. Teach: main idea is the BIG idea about the whole text. Details are supporting sentences. Title often predicts main idea. Find the main idea: ask 'What is this whole text mostly about?' Not just 'What happened?' Distinguish: main idea vs interesting detail. Sort sentences into main/detail categories. Write one main idea sentence from a passage read aloud.
247+156 = ? Teach with MAB: 7 ones + 6 ones = 13 ones → trade 10 ones for 1 ten → 4 tens + 5 tens + 1 ten = 10 tens → trade for 1 hundred. Result: 403. Repeat with open number lines: 247 + 100 = 347, then + 50 = 397, then + 6 = 403. Multiple representations. Conceptual focus — not yet formal algorithm.
Introduce one-point perspective. Every parallel line converges at a vanishing point on the horizon. Demonstrate with hallway or room. Students draw horizon line, place vanishing point, use ruler to connect. Draw a receding corridor or street. Key concept: distance creates depth. Connect to architecture: how do buildings appear to recede in photographs?
Authors don't tell you everything — good readers infer (guess intelligently using text clues + prior knowledge). Read a passage: 'Sarah's eyes got wide. She jumped up and down.' Infer: How does Sarah feel? What happened? Use text evidence + own experience. Practice with 5 short passages. Build an inference anchor chart. L4+: discuss how different readers infer differently and why both can be correct with text support.
Build 1 thousand from 10 hundreds. Introduce four-digit numbers: 4256 = 4 thousands, 2 hundreds, 5 tens, 6 ones. Use MAB bundles or place value cards. Represent on place value chart. Compare 3247 and 3274. Order four numbers to 9999. Extend number lines to 10,000. L4+: compose numbers in expanded form (4000+200+50+6).
Take sketch pads to observe school buildings or ask for high-quality building images. Identify: entrance, columns, arches, symmetry, repetition, materials. Pencil sketch with attention to proportions and features. Layer with watercolour. Discuss: why do architects make these choices? Connect to math: bilateral symmetry, parallel lines, repeated shapes.
Every author has a reason for writing (PIE: Persuade, Inform, Entertain). Tone is the author's attitude (happy, serious, sarcastic, worried). Read three short texts with different purposes. Identify: 'Is this story meant to entertain? This article informs.' Analyse word choices: funny words vs serious words. Write: 'The author's purpose is ___ because ___. The tone is ___ because the author chose words like ___.'
532–248: cannot subtract 8 from 2 ones. Regroup 1 ten as 10 ones → 12 ones – 8 = 4 ones. Now 2 tens – 4 tens: cannot. Regroup 1 hundred as 10 tens → 12 tens – 4 tens = 8 tens. Then 4 hundreds – 2 hundreds = 2 hundreds. Result: 284. Use MAB, number lines, and empty number lines. Multiple representations. Model 5–6 examples. Conceptual understanding foundation.
Gather magazine images of buildings, architectural details, bridges, houses. Tear or cut to explore texture and form. Arrange on paper to create composition — study balance and proportion. Add drawn elements: arches, windows, doors, people for scale. Discuss: how does collage technique create visual interest? How can you show scale and depth in a flat composition?
Year 3 introduces cursive. Begin with lowercase letters: a, c, d, e, o. Teach flow and connection between letters. Model with whiteboard: demonstrate consistent slant (about 5 degrees right). Letter size height between lines. Practice sentences: 'My name is a scholar. I love to read.' Copy a mentor text (5 sentences) in cursive. Build stamina and flow. Not speed — legibility and fluency are goals.
Build using arrays and skip counting. 2×6 = skip count by 2s six times (2, 4, 6, 8, 10, 12). Equal groups: 5 groups of 3. Commutative: 3×4 and 4×3 same answer. Daily fluency drills: racing against previous times, fact flash cards, multiplication songs. Teach: 5× facts always end in 5 or 0. 2× facts are even. Goal: automatic recall by W10.
Study one famous architect: Frank Lloyd Wright (organic architecture), Zaha Hadid (curves and flow), or a local architect. Examine 3–5 buildings they designed. Analyse: what style do they use? Repeated elements? Materials? Girls sketch one building in the architect's style. Create an architect profile page: name, style description, 2–3 building sketches, why you like their work.
Four sentence types: (1) Declarative — tells information (ends .). (2) Interrogative — asks a question (ends ?). (3) Exclamatory — shows strong feeling (ends !). (4) Imperative — gives a command (ends . or !). Create anchor chart with example of each. Then conjunctions: and (add), but (contrast), because (reason), or (choice). Write: 'I like to read AND write. I am good at math BECAUSE I practice. Do you like art OR music?' Identify sentence types and conjunctions in read-alouds.
10× rule: 6×10 = 60 (just add a 0!). Teach pattern: 1×10=10, 2×10=20... 9×10=90. Now use flexibility: to solve 3×6, think 3×5=15 (from 5s facts) +3 more = 18. Or use commutative: 9×3 is hard, but 3×9 easier (9 groups of 3 easier to visualise than 3 groups of 9). Build mental maths and strategy awareness. Daily fact drills — target 10s, 2s, 5s, then 3s, 4s by end of week.
Bilateral symmetry: left side mirrors right side. Study architecture photos — count symmetrical buildings. Teach: fold line creates symmetry. Girls design a symmetrical building using fold-and-cut technique: fold paper, draw half a building design, cut, unfold to reveal complete symmetrical design. Or: use ruler and mirror line, draw one side, mirror to complete. Discuss: why do architects use symmetry? Balance, beauty, strength.
Teach three patterns: (1) Doubling — short vowel, single consonant → double the consonant before adding -ing or -ed. (stop→stopped, run→running). (2) Drop-e — word ends in e, drop it before -ing or -ed (write→writing, hope→hoped). (3) Plurals — regular: add s (cats). Ending in s/x/z: add es (boxes). Ending in consonant+y: change y to i, add es (berries). Word sorts for each pattern. Dictation: 12 words per pattern.
Minute hand (long) points to minute. Hour hand (short) points to hour. Count by 5s around clock: 5, 10, 15, 20... to tell minutes. Read: 3:47. Elapsed time: from 2:15 to 3:45 = how long? Jump forward: 2:15 → 3:00 = 45 min, then 3:00 → 3:45 = 45 min. Total = 1 hour 30 minutes. Use number lines with time. Story problems: 'School starts at 8:30. We play for 45 minutes. What time is recess over?'
Design challenge: build a mini building from your favourite architect's style or an original design. Materials: cardboard paper towel tubes, foam blocks, balsa strips, tape, paint. Size: 20cm×20cm base max. Apply what you learned about proportion, symmetry, and structure. Include a label explaining your architectural choice. Discuss: what is scale? How did you maintain proportions from a larger building?
Verbs show time. Past tense: what already happened (walked, talked, jumped). Most regular past: add -ed. Present tense: what is happening now (run, jump, sing). Future: what will happen (will jump, will dance). Anchor chart showing one verb in three tenses: walk (walked, walk, will walk). Practice: sort 12 verbs into past/present/future. Write sentences: 'Yesterday I walked. Today I walk. Tomorrow I will walk.' Identify tenses in texts read aloud.
Coins: 5c, 10c, 20c, 50c, $1, $2. Notes: $5, $10, $20, $50, $100. Skip count coins: start with quarters (25c = $0.25) if teaching that. Make 87c with fewest coins: $0.50 + $0.20 + $0.10 + $0.05 + $0.02 = $0.87? Or explore multiple solutions. Give change: cost is $3.50, customer gives $10, change is $6.50. Shopping simulation: 'Pick 3 items, your budget is $15, how much left?'
Many buildings have repeated decorative patterns — art deco designs, tessellating tiles, repeating arches. Study images. Create an architectural pattern using tessellating shapes (triangles, squares, hexagons) or a stylised motif (starbursts, spirals, geometric flowers). Design the unit, then repeat it on a large paper or use carving/stamping to print. Colour or leave in black and white. Discuss mathematics of pattern and repetition.
Year 3 HFW are words students must know instantly without sounding out. Examples: before, because, under, after, around, against, between, through, without, especially, until, though, however, thought, enough. Daily fluency: racing reads, bingo, flash cards. Cumulative: review HFW 1–100 and add 101–150 this week. Next week, 151–200. Application: use in sentence writing. Story: 'Use 5 HFW 101–150 in a paragraph about your week.' L4+: identify HFW in read-alouds and predict pronunciations of similar words.
Problem bank: represent 5847 three ways → place value to 9999. Add: 267 + 348 with regrouping. Subtract: 603 – 157 with regrouping. Multiplication: facts 2×1 through 10×10 — timed drills. Time: 'It is 7:28. In 1 hour 37 minutes, what time will it be?' Money: 'Three items cost $12.50, $8.25, $14.00. What is the total? How much change from $50?' Mixed word problems. Target 10–15 problems. This week refines and consolidates before formal assessment W10.
Review all Term 1 artwork. Select 6–8 pieces that show growth and your best work. Arrange chronologically if possible. Write an artist's statement for each: 'I made this using ___. I tried ___. I learned ___. I am proud of ___ because ___.' Create a term cover page. Prepare pieces for mounting/framing ahead of W10 exhibition. Practise 30-second tour-guide introduction: walk someone through your work and explain your artistic choices.
Running record: individually matched chapter book. Comprehension interview: 'What was the main idea? Make an inference about the character. Why do you think the author wrote this?' HFW flash 1–200. Cursive handwriting sample: copy a 6-sentence paragraph in cursive. Grammar check: 5 sentences with varied types (declarative, interrogative, exclamatory, imperative) and conjunctions. Spelling: 10 words using term-taught patterns. Assign final L1–L6 Term 1 benchmark in Literacy.
Written assessment: write four-digit number in expanded and standard form, compare 3729 and 3279 with symbols, solve addition problem (247+358 with regrouping shown), solve subtraction problem (605–238), multiplication facts timed check (50 facts in 10 minutes target), tell time to minute on 5 clock faces, elapsed time problem (from 1:45 to 3:30), money problem (make $27.50 two ways, give change from $50). Oral: skip count by 2s, 5s, 10s from any starting point. Justify a strategy choice. Assign L1–L6 Term 1 benchmark in Numeracy.
Open house gallery: families invited to view Term 1 artwork. Each girl stands with her portfolio, ready to explain. 30-second introduction: 'My name is ___. I made ___ pieces this term.' Walk guests through selected work: 'This is my self-portrait. I learned ___. This perspective drawing shows ___.' Answer questions about process and learning. Display includes artist's statements and learning goals. Refreshments. Celebratory closing remarks by staff and Year 3 scholars together.
Curiosity becomes methodology. Girls move into informational reading and writing — analysing text features, learning from experts, conducting research. Numeracy expands into multiplication fluency (facts 6/7/8/9), division concepts, fractions on number lines and equivalency, area and perimeter, capacity and volume. Enrichment: STEM and Robotics — simple machines, coding basics, engineering challenges, science fair projects.
Examine 3 non-fiction books on STEM topics. Identify: heading (main topic), subheading (sections), caption (picture labels), glossary (word meanings), index (find topics quickly). Teach: headings help you predict — read heading and guess what the section will teach. Practice: 'Find information about simple machines using the index.' 'What does friction mean? Check the glossary.' Create a mini-glossary of 8 STEM terms from this week's reading.
6× facts: 6×1=6, 6×2=12 (double 6=12)... 6×10=60. Use known facts (doubles from 5×). 7× facts: 7×1=7, 7×2=14... 7×10=70. Link to 7 days a week, 7 colours. Arrays: 6 rows of 4 dots. Equal groups: 6 groups of 3 objects. Daily drills: racing, fact cards, songs. Cumulative: review 2s, 3s, 4s, 5s, 10s daily while introducing 6s and 7s.
Simple machines make work easier. Lesson 1: Levers — seesaw is a lever (fulcrum in middle). Demonstrate: use a ruler as a lever to lift a pencil, moving the fulcrum position. What changes? Build: ruler + block fulcrum, try to lift a weight from different fulcrum positions. Record observations: what makes it easier? Lesson 2: Pulleys — wheels with a rope. Build a simple pulley with a paper cup. Test: how many pulleys make lifting easier?
Research means finding information. Steps: (1) Pick a topic. (2) Read 2–3 sources. (3) Take notes — only main ideas, not copy sentences. (4) Organise notes into categories (e.g. what it is, how it works, where to find it). Teach: use columns — Source | Main Idea | Category. Example topic: 'How do simple machines work?' Sources: picture book, website article, video. Notes: write in own words. Practice organising 8 facts into 3–4 categories.
8× facts: recognise that 8×4 = double of (4×4)=double of 16=32. Use doubling strategy. 9× facts: pattern — 9×1=09, 9×2=18, 9×3=27, 9×4=36, 9×5=45... Notice: ones place decreases (9,8,7,6...), tens place increases (0,1,2,3...). Fingers trick: hold hands, bend the finger for the number you're multiplying by. Cumulative timed tests: all facts 2×–10× daily. Goal: 100 facts in 15 minutes by W20.
Inclined plane = a ramp. Test how angle affects speed: roll a ball down a 30° ramp vs 60° ramp. Record times. Friction investigation: try different surfaces — smooth cardboard, carpet, sandpaper. Which has most friction? Why? Apply: why are wheelchair ramps at shallow angles instead of vertical stairs? Record: angle, time, surface, friction rating. Graph results.
Paragraph structure: (1) Topic sentence tells main idea. (2) Body sentences support with facts/details (3–5 sentences). (3) Closing sentence wraps up and links to topic. Model: 'Simple machines help us do work. A lever uses a fulcrum to move heavy things. A pulley lifts objects using a rope and wheel. Without simple machines, many tasks would be very hard. Simple machines are important inventions.' Provide paragraph frame. Girls write one research-based paragraph from their W12 notes about a simple machine or invention.
Division splits into equal groups. 23÷4 = how many groups of 4 are in 23? 4 groups of 4 = 16. 23–16 = 7 left over. But 4 doesn't go into 7, so remainder is 3. Write: 23÷4=5 R3. Real-world: 23 cookies, 4 children. Each gets 5 cookies, 3 left over. Use arrays and counters to model. Story problems: sharing, equal distribution. Focus on meaning before procedure. Teach: remainder must be smaller than divisor.
Introduce algorithmic thinking using block-coding. Platform: Code.org, Scratch Junior, or Bee-Bot (physical robot). Start simple: 'Write a program to move forward 3 steps.' Then: 'Turn right 90 degrees. Move forward 2 steps.' Introduce loops: 'Repeat 4 times: move forward 1 step.' Debug: 'Your program didn't work. Why? Let's fix it.' Key concept: computers follow exact instructions. One mistake and program breaks. Build confidence with puzzle-style progression.
Teach formal letter structure: (1) Date (top right). (2) Recipient's address (left). (3) Greeting: 'Dear Dr. Patel:' (colon). (4) Body: 3 sentences — introduce purpose, main question/request, closing remark. (5) Closing: 'Sincerely,' or 'Respectfully,'. (6) Signature. Model: 'Dear [Local Engineer], I am interested in learning about bridges. How do you decide if a bridge is safe? Thank you for your time. Sincerely, [Name]' Girls write one formal letter requesting information from a STEM expert or local organisation. Proofread together. Mail if possible!
Partition (divide) a number line from 0 to 1 into equal parts. Halves: 0, 1/2, 1. Thirds: 0, 1/3, 2/3, 1. Quarters: 0, 1/4, 1/2, 3/4, 1. Locate: where is 2/3 on a thirds number line? Colour or mark. Compare: which is bigger, 1/2 or 1/3? Use number line to show visually. Order: 1/4, 1/2, 2/4 on same line — see they match. Teach: 2/4 = 1/2 (equivalent fractions begin here conceptually).
Constraint engineering: span a 20cm gap, hold a 500g weight minimum. Materials: straws, popsicle sticks, string, tape (weight limit 25g). Plan (5 min): sketch design. Build (10 min): assemble. Test (5 min): hang weight slowly. Did it hold? If not, why? Iterate: redesign and rebuild. Debrief: what structural principles matter (triangles, overlap, distribution, material choice)? Graph results: which designs held heaviest loads?
Persuasion means convincing someone to do or believe something. Analyse persuasive texts: advertisements, public service announcements, campaigns. What techniques do they use? Emotional language ('amazing,' 'exciting'). Evidence ('studies show'). Repetition (same message over and over). Urgency ('limited time'). Target audience (who wants this?). Read: 'Learn to code! You'll have an amazing career. 95% of tech companies need coders. Sign up before Friday!' Identify techniques. Then write persuasive sentences about STEM topics: 'You should learn about simple machines because they help you understand the world.'
1/2 = 2/4 = 3/6 = 4/8 = 5/10. Use area models (fold paper): fold in half → 1/2. Fold same paper into quarters → see 2/4. Same amount! On number line: 1/2 and 2/4 at same location. Pattern: multiply numerator and denominator by same number → equivalent fraction. 1/2 ×2/2 = 2/4. Simplify: 4/6 = ? What divides both 4 and 6? 2. So 4/6 ÷ 2/2 = 2/3. Teach concept before procedure.
Choose a testable question about STEM from term's work. Examples: 'Does angle of ramp affect speed?' 'Which surface has the most friction?' 'Can a paper tower hold more weight if it's shaped like a square or triangle?' Steps: (1) Testable question. (2) Predict: what do you think will happen? (3) Plan: how will you test? (4) Test: collect data. (5) Conclusion: what did you find? (6) Display: poster board, title, question, methods, data, conclusion. Girls will continue through W20 and present for Science Fair in W20.
How-to writing explains steps in order. Key language: First, Then, Next, After that, Finally. Each sentence is one step. Model: 'How to Code a Simple Loop.' First, open Code.org. Then, click on the puzzle-play section. Next, drag a repeat block onto your workspace. After that, put commands inside the repeat block. Finally, press play to test your code. Girls write step-by-step instructions for their science fair experiment or a coding sequence. Must be clear enough that a peer could follow.
Area is the space inside a 2D shape. Unit: square centimetre (1cm × 1cm = 1cm²). Formula: length × width. Rectangle that is 5cm long and 3cm wide: area = 5cm × 3cm = 15cm². Measure classroom objects: windows, papers, book covers. Calculate areas. Compare: which has bigger area — a rectangle 6cm × 4cm or 7cm × 3cm? 24cm² vs 21cm². Build shapes: 'Make a rectangle with area of 12cm².' How many ways? (1×12, 2×6, 3×4).
Run experiment 5–10 times. Record each trial. Create data table with columns: Trial #, Test Variable (angle, surface, etc), Observation/Result. Then create graph: line graph for continuous data, bar graph for comparisons. Analyse: what patterns appear? Is data consistent or scattered? Draw tentative conclusion: 'My data shows that ___ affects ___ by ___.' Begin writing conclusion section of science fair report. Display cards with title, question, hypothesis, procedure, data table, graph ready for final assembly.
Consolidation week before assessment. Comprehension game: guess main idea, play inference card game, match text to text feature. HFW fluency: timed flash drills targeting 1–200 — goal is 100 words in 1 minute. Reading stamina: begin independent reading time with chapter books matched to reading level. 20 minutes silent sustained reading, no stopping. Build habit. Record: title, pages read, favourite part, question about the book. Build confidence and love of reading before formal assessment.
Perimeter is the distance around a shape. Measure all sides and add. Rectangle: length 8cm, width 5cm. Perimeter = 8+5+8+5 = 26cm. Or: 2×length + 2×width = 26cm. Story problems: 'A rectangular playground is 12m by 8m. If you run around it once, how far did you run?' Perimeter = 40m. Compare area vs perimeter: a shape can have same area but different perimeter, or vice versa. Build intuition through measurement activities.
Polish project display board: title (large and clear), question, hypothesis, procedure (numbered steps), data table and graph, conclusion. Write conclusion paragraph: 'My question was ___. I hypothesised ___. My data shows ___. This means ___.' Practise 1-minute presentation talk with emphasis on findings. Q&A practice: what if someone asks 'What would you test next?' Answer strategies. Build confidence for W20 presentations to families and peers.
Daily 20-minute independent reading of matched-level chapter books. After reading, respond in reading log: write main idea of chapter, make one inference, identify author's purpose if clear. Short responses (2–3 sentences). Build automatic comprehension application. Monitor: are students reading with understanding or just word-calling? Conferences: quick individual chats about books — 'Why did the character do that? What was the author's message?' Model thinking aloud when needed. Celebrate reading progress and stamina growth.
Capacity is how much a container holds. Standard units: litre (L) for larger amounts, millilitre (mL) for smaller. 1 litre = 1000 millilitres. Measuring containers: water bottles often 500mL, milk cartons 1L, juice glasses 250mL. Measure water into various containers and record capacities. Compare: which holds more — a 750mL bottle or 1L bottle? Pour problems: a 1L jug poured into 100mL cups — how many cups? (10 cups). Story problems: 'A sink holds 15L. How many 500mL jugs fill it?' (30 jugs).
Peer review protocol: pairs exchange posters, give feedback using checklist. Checklist: Is question clear? Can you find the hypothesis? Are data and graph visible and labelled? Does conclusion answer the question? Is display attractive and organised? Revise based on feedback. Practise presenting: first to a partner, then to small group, finally full class. Feedback: speak clearly, make eye contact, pace yourself, let audience read poster before talking. Record presentations on phone for self-assessment if possible. Build confidence and polish for showcase.
Review week before formal assessment. Comprehension game stations: predict main idea (show 3 options, pick correct), make inference (given evidence, infer character feeling), identify text features (match feature to description). HFW flash automacity check — targeting 100% of 1–200. Informational text features: label a page with heading, caption, glossary entry. Paragraph structure: identify topic sentence, supporting sentences, closing sentence in a model paragraph. Reading fluency check: 1-minute read of grade-level passage. Identify what needs more practice before W20.
Review all Term 2 concepts. Multiplication facts timed drill: 50 facts in 10 minutes target. Division with remainders: 35÷4=, 28÷3=. Fractions: locate 2/3 on a thirds number line, equivalent fractions 2/4=1/2. Area & perimeter: rectangle 7cm by 4cm has area ___ and perimeter ___. Capacity: 1.5L in mL = ___. Mixed word problems pulling from all concepts. Problem-solving strategy review: what do I need to find? What information matters? What operation? Self-check: does my answer make sense?
All posters on display in Science Fair area. Final touch-ups: titles need better lettering? Graphs need clearer labels? Data tables accurate? One last rehearsal of presentation. Reminder: tomorrow (W20) families and judges come. Key points for presenting: speak to your poster, don't read it verbatim. Make eye contact. Enthusiasm shows! Answer question thoughtfully. If you don't know answer, it's okay to say 'I wonder about that too.' Build anticipation and confidence. Science Fair opening time, logistics, and photo opportunities explained.
Running record on individually matched informational text (non-fiction level L–N). Comprehension interview: 'What was the main idea? What can you infer from the text? Why do you think the author wrote this?' HFW automacity test: 200 flash cards, timed, 100% accuracy goal. Informational paragraph writing: prompt: 'Write a paragraph about a simple machine. Include a topic sentence, 3 supporting facts, and a closing sentence.' Girls write on paper without support. Analyse for structure, vocabulary, sentence control, spelling accuracy. Assign L1–L6 Term 2 benchmark in Literacy.
Multiplication facts timed test: 50 facts (mix of 2–10×) in 10 minutes, 100% target. Division with remainders: written — 47÷5=, 23÷3=, solve and write remainder notation. Fractions: given 2/3, locate on thirds number line; given 4/6, simplify to equivalent; compare 1/4 and 1/2 using number line. Area & perimeter written: rectangle 6cm × 4cm, calculate both. Capacity problems: 2.5L = ___ mL; if glass holds 250mL, how many glasses in 1L? Oral: explain one multiplication strategy. Assign L1–L6 Term 2 benchmark in Numeracy.
Open house: families invited to Science Fair. Scholars stand at their posters ready to present. 1–2 minute presentation: 'My question was ___. I tested ___ by ___. My data showed ___. This means ___. One thing I learned was ___.' Families read poster, ask questions, celebrate. Judges may award ribbons for best hypothesis, most creative design, clearest data. Refreshments. At closing, Year 3 scholars stand together and deliver a collective statement about what science and STEM means to them. Celebratory moment. Term 2 exhibits taken down, work added to portfolios.
Expression becomes art form. Girls move into narrative and poetry writing with deliberate craft — punctuating dialogue, crafting vivid descriptions, experimenting with poetic forms (haiku, acrostic, limerick, free verse). Public speaking and peer editing become core practice. Numeracy extends into shape classification (acute/obtuse/right angles), 3D objects and cross-sections, symmetry and transformation (flip/slide/turn), data interpretation (column graphs, dot plots). Enrichment: Performing Arts — ensemble music (recorder/ukulele), drama devising, choreography, culminating in Term 3 Concert.
Every story has three parts. (1) Orientation: who is the character? When and where? What is their normal life? (2) Complication: what problem or challenge arises? (3) Resolution: how does the character solve it? What is the new situation? Model with a picture book or mentor text. Teach: these parts don't have to be equal length. Some stories spend more time on complication. Create a story map: boxes for each part. Girls fill in their own story idea. Then draft: write 2–3 sentences for orientation, 3–4 for complication, 2–3 for resolution.
Angles are measured in degrees (°). Acute angle: less than 90° (sharp). Right angle: exactly 90° (corner of a square). Obtuse angle: more than 90° (wide). Straight angle: 180° (straight line). Look at shapes: square has 4 right angles. Triangle might have one right angle (right triangle), or all acute (acute triangle), or one obtuse (obtuse triangle). Quadrilaterals: classify by angles. Use a right angle checker (corner of paper) to identify. Sort shapes by angle type.
Choose recorder or ukulele focus for class. Recorder: learn notes G, A, B through songs and finger charts. Practise breathing and tone. Ukulele: hold correctly, learn basic chords (C, G, Am). Simple strum pattern. Either way: introduce reading music notation (staff, notes, rhythm). Play simple melodies together as group. Build listening skills and ensemble awareness. Daily 10 minutes in enrichment time plus focused ensemble rehearsals 2× per week outside Scholar Studio.
Dialogue is what characters say. Punctuation rules: (1) Opening quotation mark before first word of speech. (2) Closing quotation mark after punctuation. (3) Dialogue tag (she said, he asked) — can come before, after, or in middle. Examples: 'Look out!' he cried. She asked, 'What time is it?' 'I love this,' she said happily. Vary dialogue verbs: exclaimed, whispered, giggled, wondered, complained, cheered. Model real conversations: how do people actually talk? Edit sample dialogues for correct punctuation. Write a short conversation between two characters with 5+ exchanges using varied dialogue verbs and correct punctuation.
3D shapes (solids): cube (6 square faces), sphere (no flat faces, round), cylinder (2 circular faces, 1 curved face), cone (1 circular face, 1 curved face, point), prism (2 matching polygon faces, rectangle faces between). Count: faces (flat surfaces), edges (lines where faces meet), vertices (corners). Cross-section: if you slice a 3D shape, what 2D shape appears? Slice a cube horizontally = square. Slice a cone horizontally = circle. Slice a cylinder vertically = rectangle. Use clay models or slicing diagrams. Hands-on exploration builds understanding.
Intensive learning of ensemble concert piece. Separate rehearsals: melody group and harmony group learn independent parts. Combined rehearsals: blend parts together. Conductor cues: conductor gives cue for entrance, shows tempo with baton, signals dynamics (loud/soft). Listening skills: can you hear harmony while playing melody? Musicality: not just playing notes — add expression and shape. Build confidence and ensemble identity. Rehearse 2–3 times this week outside Scholar Studio in dedicated music time.
Poetry has form and sound. Haiku: Japanese form, 5-7-5 syllables, captures one moment in nature. 'Leaves fall gently down, / Yellow and red float in wind, / Earth waits for spring sun.' Acrostic: choose a word, write it vertically, each line starts with the letter. 'Spring brings new colours, / Pretty flowers bloom, / Robins sing again.' Limerick: humorous, 5 lines, rhyme scheme AABBA, bouncy rhythm. 'There once was a girl who could read / Stories and poems with speed / She laughed and she'd cry / At every pun's sigh / She's exactly the scholar we need.' Write one haiku, one acrostic, one limerick. Emphasis on listening to rhythm and sound.
Symmetry: line of symmetry divides shape into two matching halves. Bilateral: most common (like butterfly wings). Find lines of symmetry in shapes. Transformations change position, not shape. Flip (reflection): mirror image across a line. Slide (translation): move without turning. Turn (rotation): rotate around a point. Show with pattern blocks or dot paper. Example: flip a triangle across a vertical line — what do you see? Predict: if I flip this square, will it look different? (No, it's symmetric!) Practise all three transformations with multiple shapes. Visualisation and prediction skills deepen.
Devising means creating a scene together from a prompt or improvisation. Give a scenario: 'You're explorers discovering a new island.' Small groups create a 2–3 minute scene with beginning, middle, end. Techniques: freeze frames (static tableau showing a moment), flashbacks, dialogue, physical storytelling (movement instead of words). Rehearse: what works? What needs clarity? Combine: can we add music? Can recorder/ukulele underscore the scene? Build courage to perform and creativity. Scenes will be integrated into Term 3 Concert performances.
Free verse has no rhyme or regular rhythm — freedom to express ideas in your own voice. Focus on imagery (sensory language): visual (colours, light), auditory (sounds), olfactory (smells), gustatory (tastes), tactile (textures). Examples: 'The rain tastes like petrichor (earth-scent), cool and clean on my tongue.' 'The violin whispers secrets.' 'Silk against my skin feels like clouds.' Write free verse using all five senses. Prompt: 'Write about a place you love. Don't rhyme. Show, don't tell.' Compare with haiku and limerick — different forms, same goal: evoke feeling and understanding through carefully chosen words.
Column graph (bar graph): vertical bars, height shows quantity. Read title ('Favourite Sports'), axis labels (sport names, number of students), scale (count by 2s or 5s). Questions: 'How many chose soccer? Which sport got the most votes? How many more chose soccer than tennis?' Dot plot: horizontal line, dots above numbers, each dot = one data point. Questions: 'How many people had 5 pets? What number had the most dots?' Collect class data: 'How many siblings do you have?' Create a column graph or dot plot together. Interpret: what story does the data tell?
Choreography is planned movement set to music. Groups listen to a piece of concert music. Design a 8–16 count movement phrase that reflects the music's mood. Counts: counts match beats. Movements: walk, skip, sway, reach, turn, jump (simple vocabulary). Layer: combine movements. Spacing: how are you arranged in space? Formations change? Practise precision: start on count 1, stop together. Record: what does your dance say about the music? Rehearse multiple times. Integrate into concert performance — dance and music together create full effect.
A speech has structure. Hook: opening sentence captures attention. 'Did you know Year 3 scholars learn to code?' Main idea: state your topic. 'I will tell you three reasons why robotics is awesome.' Supporting points: three clear points with details. 'First, robots solve problems. Second, coding teaches logic. Third, working as a team is fun.' Conclusion: memorable ending. 'Now you see why robotics rocks! Thank you.' Delivery: practise aloud, use expression, make eye contact, stand still (don't sway), speak clearly. Give a 1-minute speech about a topic from this term: STEM, poetry, music, or performing arts. Peers listen and give feedback using a rubric.
Patterns repeat or grow. Visual: ★ ▲ ★ ▲ ★ ▲ — rule is alternation. Number: 2, 4, 6, 8, ___ — rule is 'add 2' or 'count by 2s.' Growing: 2, 5, 10, 17, ___ — rule is add 3, then add 5, then add 7 (the difference increases by 2). Identify rule, extend pattern, predict far ahead. Create own patterns: write rule, show pattern, have peer extend it. Algebraic thinking foundation: patterns show relationships and rules that predict future values.
Full dress rehearsal of concert program. Sequence: opening ensemble piece (music), solo/small group performances (music or drama), choreography piece (dance to music), finale ensemble (all together). Transitions: how do we move from one piece to next? Where do performers stand? Timing: how long does each piece take? Do we run over? Tech cues: if there are lights, when do they change? Mistakes happen — keep going! Band-aid for dropped note: keep ensemble going. Attitude: celebrate what's working. This is the final week of intensive rehearsal before concert.
Editing means improving writing. Peer edit: read classmate's narrative or poem. Feedback: (1) 'I like ___' (praise specific strength). (2) 'I wonder ___' (ask clarifying questions). (3) 'What if ___?' (suggestion, not command). Writer listens, decides what to use. Revision: add details, reorder sentences, stronger word choice, correct punctuation. Model: show a narrative, give peer feedback, revise together. Then: students exchange drafts, give/receive feedback, revise independently. Self-edit: proofread for spelling, punctuation, capitals, spacing. Final copy: rewrite or type cleanly. Celebrate: read final narratives and poems aloud to class.
Review stations or mixed problem practice. Angle classification: identify acute, right, obtuse in shapes. 3D objects: name shapes, count faces/edges/vertices, predict cross-sections. Symmetry: find lines of symmetry, draw reflection. Transformation: show flip, slide, turn of shapes. Data: read column graph and dot plot, answer questions, find patterns in data. Patterns & rules: identify rule, extend sequence, predict far values. Problem-solving: use multiple concepts in word problems. Consolidate understanding. Identify any gaps before formal assessment W30.
Each performance piece: final touches. Music: tone quality, intonation (are notes in tune?), dynamic control (follow conductor cues for loud/soft), expression. Drama: character consistency, clear dialogue, appropriate pacing, emotional authenticity. Dance: synchronisation with music (all move together), spacing (use full stage), energy (not sleepy, but not frantic). Watch video rehearsal if possible — self-assessment: what's strong? What needs more work? One more full rehearsal run-through. Build confidence. Tomorrow (W30) is opening night!
Celebrate reading and literature. Daily 20-minute independent reading (no assessments, just joy). Respond: write 2–3 sentences about what you read. 'The main idea was ___. The character changed by ___. The author wanted me to think about ___.' Literature circles (groups of 3–4): choose same book, discuss: 'What was your favourite part? How did the character solve the problem? Would you recommend this book?' Build love of reading and literature discussion. Bring books from home, share recommendations. Reading festival feel — celebrate all readers.
Complex, multi-step problems require strategy and reasoning. Example: 'A baker has 48 cookies. She puts them in boxes with 8 cookies each. How many boxes does she need? If she sells each box for $5, how much money will she make if she sells all boxes?' Steps: (1) Divide 48÷8=6 boxes. (2) Multiply 6×$5=$30. Show working. Explain strategy: 'I used division because I needed to make equal groups.' Justify: 'This makes sense because 6 boxes of 8 equals 48 cookies total.' Real-world connection: bring in scenarios from STEM projects, shopping, cooking. Develop mathematical reasoning — not just answer, but why and how.
Final dress rehearsal in concert attire (black pants, white shirt / performance costume). Run entire concert from opening to closing. Stage setup, lighting cues (if available), sound check, all logistics. No stopping — let mistakes happen and move on. Technical crew (Year 3 scholars assigned roles): stage managers, lighting operators, curtain pullers. Everyone is essential. After rehearsal: debrief: what went well? What will we remember to do tomorrow? Rest and hydration. Tomorrow is opening night for families!
Daily 20+ minute independent reading. Build stamina and love of literature. Comprehension focus: as you read, silently ask yourself 'What is the main idea of this section? Can I infer why the character did that? What is the author's purpose?' Record in reading log: title, pages, main idea, inference, or personal connection. Literature is joy — not assessment. But monitor: if a girl is just word-calling without comprehension, nudge toward understanding with questions. Build confidence and fluency before formal assessment W30.
Review stations or problem banks: Angles — identify acute, right, obtuse, classify shapes. 3D objects — name, count parts (faces, edges, vertices), predict cross-section. Symmetry — find lines of symmetry in shapes. Transformations — show flip, slide, turn and predict outcome. Data — read column graph and dot plot, answer questions. Patterns — identify rule, extend sequence. Mixed word problems pulling multiple concepts. Identify any remaining gaps. Consolidation focus: what do you understand? What needs one more practice round? Build confidence for formal assessment.
Opening night was success! Celebrate together. Discuss: 'How did you feel performing? What worked well? What was challenging? Did you feel the ensemble energy?' Appreciation: acknowledge effort and growth. Who was brave? Who supported peers? Who remembered blocking perfectly? Self-reflection: 'My performance strength was ___. I grew by ___. Next time I will ___.' Prepare for W30 final assessment concert performance — this is encore/final chance to show families our learning. Build anticipation and pride.
Review week before assessment. Narrative writing: model strong narrative, review story structure (orientation, complication, resolution). Poetry: reread haiku, acrostic, limerick examples. Identify strengths of each form. Comprehension strategies game: main idea, inference, author's purpose. Public speaking: practise 1-minute speech delivery with feedback. Reading fluency: 1-minute cold read on grade-level passage — track WPM (words per minute) and accuracy. Identify what needs one more practice before W30. Build confidence and automaticity.
All Term 3 concepts in final review. Angle identification: name and classify angles in shapes. 3D objects: identify, count faces/edges/vertices. Symmetry: find line of symmetry. Transformations: predict and show flip, slide, turn. Data: read graphs and answer interpretive questions. Patterns: identify rule and extend. Mixed problem-solving with multiple concepts. Timed drill if needed for automaticity. Identify gaps: does a girl struggle with angle classification? Focus there. Does she struggle with data? Extra practice. Build confidence entering W30 assessment.
Final run-through of all concert pieces. Polish: refine tone quality, timing, choreography precision, emotional authenticity. Celebrate: acknowledge how far the ensemble has come since W21. Ensemble identity is strong. Confidence is high. Logistical check: costumes ready? Programs printed? Audience seating arranged? Technical crew knows their jobs? Everything is ready for W30 Performance Night. Tomorrow is the final concert performance for families, friends, and your school community!
Running record: individually matched chapter book at reading level. Comprehension interview: 'What was the main idea? Make an inference about the character. Why did the author write this book?' Narrative writing: prompt: 'Write a story with a clear beginning, middle, and end. Include dialogue.' Girls write on paper without support. Poetry: analyse for form, imagery, and voice. Score for structure, vocabulary, originality, and mechanics. Public speaking sample: deliver 1-minute speech to class. Scored for clarity, expression, eye contact, pacing. Assign final L1–L6 Term 3 benchmark in Literacy.
Angle classification: identify acute, right, obtuse angles in provided shapes, classify triangles and quadrilaterals by angles. 3D objects: identify shapes (cube, sphere, cylinder, cone, prism), count faces, edges, vertices, predict cross-section. Symmetry & transformation: find line of symmetry, sketch flip/slide/turn transformations of shapes. Data interpretation: read column graph and dot plot, answer 4 questions (quantity, comparison, pattern). Pattern: identify rule from sequence, extend pattern, predict far value. Written and oral components. Assign L1–L6 Term 3 benchmark in Numeracy.
Grand performance evening: families, friends, your school community gather. Program: (1) Opening ensemble piece (instrumental music). (2) Vocal selections and drama pieces. (3) Choreography/dance ensemble. (4) Solos and small group performances. (5) Finale: all together, celebration. Each Year 3 scholar performs confidently. After concert: ensemble gathers. Girls deliver collective reflection: 'This term we learned ___. We grew by ___. We are proud of ___.' Celebratory moment. Certificates of participation. Photo memories. Term 3 and concert complete!
Agency becomes leadership. Year 3 scholars synthesise all learning into independent projects and community-facing work. Writing focuses on reports, biographies, media literacy, and digital presentation. Numeracy becomes application: problem-solving strategies, financial literacy (budgets, change, profit/loss), chance and probability, mixed measurement projects. Enrichment: Entrepreneurship and Community — business plan development, Market Day simulation, leadership portfolios, community service projects, celebration of the Year 3 scholar identity.
Reports inform readers about a topic. Structure: (1) Introduction — what is your topic? Why is it interesting? (2) Body — organise by subtopic with headings. Each paragraph is a subtopic. (3) Conclusion — summary and final thought. Model: report on 'How Entrepreneurs Help Communities.' Gather facts. Organise into body sections: Types of Entrepreneurs, Skills Needed, Community Impact. Write introduction, 3 body paragraphs, conclusion. Use topic sentence in each paragraph. Include facts from research or term learning. Girls write report on a Year 3 learning topic (STEM, simple machines, performing arts, or another topic from term).
Different problems need different strategies. Guess and check: try a solution, check if it works, refine guess. Problem: 'I have 23 coins. Some are dimes (10c) and some are quarters (25c). If I have $3.80 total, how many of each coin do I have?' Guess: 20 dimes, 3 quarters = $2.75 (too low). Adjust. Work backward: start with answer, reverse operations. Problem: 'After I gave my friend 8 stickers, I had 12 left. How many did I start with?' Work backward: 12+8=20. Multiple strategies empower problem-solving. Practise both with word problems. Choose strategy based on problem type.
What is entrepreneurship? Creating a business to solve a problem or meet a need. Examples: girl scouts sell cookies (meet need for treats), lemonade stand (solve thirst), tutoring service (solve learning gap). Girls brainstorm business ideas. Consider: What problem does my business solve? Who will buy from me? What will it cost? Can I make a profit? Simple business plan template: Business Name, Problem Solved, Target Customer, Product/Service Description, Price, Why Customers Will Buy. Rough draft planning this week. Market Day happens W40.
Biography is the true story of a person's life. Read short biographies of women entrepreneurs or leaders (Oprah, Harriet Tubman, Malala, etc). Identify: birth and family, challenges overcome, accomplishments, impact on world. Structure for writing: (1) Introduction — who is this person? (2) Early life — where born, family, challenges. (3) Accomplishments — what did they achieve? (4) Impact — how did they change the world? (5) Conclusion — why are they inspiring? Girls write biography of inspiring woman (real or from research). Use past tense throughout. Sequential language: first, then, after, finally.
Budget is a plan for money. Income (money coming in): allowance, earnings. Expenses (money going out): snacks, books, gifts. Remaining = Income – Expenses. Create simple personal budget: 'I get $10 allowance. I spend $2 on lunch, $3 on book, $1 on stickers. How much left?' ($4.) Shopping simulation: 'You have $25. Item A costs $8, B costs $12, C costs $6. Which can you buy? What's your change?' Make change from different amounts. Profit: selling price – cost of production = profit. Loss: cost higher than selling price = loss. Build financial understanding for Market Day business.
Business plan becomes more detailed. What is your product or service? Cost to make/provide? Selling price? Profit per item? Forecast: how many items will you sell? Total profit? Prototype: make a sample or model of your product. Test it. Does it work? Get feedback. Service: practise delivering your service (hairbraiding, fortune telling, joke-telling). Create a one-page business plan summary with costs, prices, and profit projection. Design a logo and name. This will be your Market Day business. Refine throughout Term 4 until W40 Market Day.
Advertisements try to persuade you to buy. Analyse: What product? Persuasive techniques (emotion, celebrity, 'limited time')? Target audience (kids, parents, girls)? Accurate or exaggerated? News articles inform. Distinguish: facts (verifiable) vs opinions (beliefs). Example fact: 'Sarah scored 3 goals.' Opinion: 'Sarah is the best player.' Source credibility: is the author an expert? Do multiple sources agree? Bias: does the author favour one side? Read advertisement and news article. Identify techniques, facts, opinions, bias. Discuss critically. Develop informed consumer and citizen thinking.
Chance is whether something might happen. Probability language: certain (definitely will), likely (probably will), possible (might), unlikely (probably won't), impossible (definitely won't). Experiments: flip coin 20 times — predict how many heads/tails? Record actual. Compare. Roll dice 30 times — count how many times you get 6. Is 6 equally likely to other numbers? Draw coloured cards from bag — is drawing red equally likely? Real experiments build intuition. Record outcomes, make predictions, test predictions. Foundation for Year 4 formal probability.
Market Day is W40! Design advertisement for your business. Poster: eye-catching, clear product, selling message, attractive. Tagline: short, memorable phrase ('Sweet Treat Delight!' for cookies). Elevator pitch: 30-second speech selling your business to a customer. 'Hi! I'm selling friendship bracelets. They're colourful, affordable, and make great gifts. Buy one today!' Set up booth: table, signage, products displayed, change ready. Practise pitch. This week is promotion and preparation. Next week (W34) is actual Market Day setup and business operations.
Create a digital presentation (Google Slides, PowerPoint, or poster software) about your Year 3 learning. Slides: (1) Title: 'Year 3 Reflection — [Your Name]'. (2) Three Things I Learned. (3) How I Grew. (4) My Favourite Project. (5) Year 3 Highlights (photos or drawings). (6) Looking Forward to Year 4. Each slide has title, bullet points or sentences, and visuals (images, drawings). Reflection prompts: 'What was most exciting? Most challenging? What are you most proud of? How are you different from the Year 3 girl who started Term 1?' Girls present to class or small group. Practice digital literacy and public reflection.
Real-world projects combine measurement concepts. Project: Design a garden. Constraints: budget $50, must include a fence (perimeter), space for plants (area), water feature (capacity). Plan: sketch garden, measure dimensions, calculate perimeter (for fence cost), area (for plant cost), capacity of water feature (in litres). Show all working. Adjust design if over budget. Alternative project: design a Room — area for flooring, perimeter for walls, capacity of storage. Measurement mathematics applied to authentic design challenges. Develops spatial reasoning and practical maths application.
Market Day begins! Booths set up throughout Scholar Studio. Each girl operates her business: (1) Greets customers. (2) Explains product/service. (3) Conducts transaction: customer pays, you give change. (4) Records sale. Operating rules: be honest (quality products/services), fair pricing, respectful to customers. After Market Day hours: calculate profit/loss. Revenue (money in) – Costs (money out) = Profit/Loss. Debrief: What sold well? What was challenging? How many customers? Will you adjust for W40? Build real entrepreneurial experience through simulation and practice.
Reading should be joy, not chore. Daily 20-minute independent reading. Reflect: Which books did you love? Why? Favourite author? Genre you love most (mystery, adventure, fantasy, realistic fiction)? Set Year 4 reading goals: 'I will read ___ books. I will try a new genre. I will read a book by a female author of colour. I will read for 25 minutes daily.' Write personal reading goals. Share with families. Celebrate reader identity. Build lifelong love of reading.
Final numeracy focus: problem-solving with justification. Multi-step problems pulling all Year 3 concepts. Example: 'A bookstore has 135 books. They sell 48. They then buy 72 new books. How many do they have now?' (135–48+72=159.) Justify: 'I subtracted sales first, then added new purchases.' Real contexts: business (profit/loss), measurement (area/perimeter), data (interpreting graphs), patterns (extending rules). Explain strategy and reasoning. Develop mathematical thinking — not just answers, but the logical thinking behind solutions. Builds confidence for Year 4 maths.
Market Day week 2: continue selling. Track: Daily sales, total profit to date, customer feedback. Question: Should you reinvest profits (make more inventory, expand product line) or donate to community? Introduce service learning: use profits to help others. Examples: donate to animal shelter, buy books for younger students, fund community project. Girls vote on community service project and allocation of profits. This builds entrepreneurial thinking beyond money — social responsibility. Service project planning for W36–W38.
Document service project through writing. Narrative: what happened? Who benefited? Reflection: how did giving help others? How did you feel? Impact statement: what change did you create? Write 3–5 sentences of reflection. Include photos if possible. Girls present their service project to class. Share stories of giving and impact. Connect: being an entrepreneur isn't just about making money — it's about using your talents to help others.
Comprehensive review before final assessment. All Year 3 concepts: (1) Place value to 9999, ordering, comparing. (2) Operations: addition, subtraction, multiplication, division with remainders. (3) Fractions: halves, thirds, quarters, equivalency. (4) Measurement: area, perimeter, time to minute, money to $100, capacity. (5) Data: graphs, dot plots. (6) Shapes: angles, 3D objects, symmetry, transformations. (7) Patterns: identifying rules, extending sequences. (8) Problem-solving with multiple strategies. Mixed practice problems. Identify any last gaps. Build confidence for W40 assessment.
Carry out community service project. Examples: visit younger Year 1 or Year 2 class with books purchased from profits. Make cards for animal shelter. Deliver baked goods to community centre. Read stories to younger students. Service project shows entrepreneurship with purpose — using business profits to improve community. Younger students meet Year 3 mentors. Community organisation receives support. Year 3 scholars experience the satisfaction of giving. Celebrate impact together. Debrief: how did you make a difference?
Leadership portfolio celebrates Year 3 growth and readiness to lead. Pages: (1) Leadership roles: What jobs did you hold? (Journal leader, literacy helper, tech support?) (2) Community service: What service project did you complete? Impact? (3) Business journey: Market Day business, what you learned, profit, decision-making. (4) Personal growth: What changed from Year 3 W01 to now? (5) Year 4 goals: What's next? Will you mentor younger Year 2 scholars? Try a new activity? Celebrate scholar identity and leadership growth. Girls share portfolios with families. Reflect on transition to Year 4 as experienced scholars.
Final skill check: which concepts are automatic? Which need review? Multiplication facts: can you do 6×7 instantly? Division: can you solve 35÷4 with remainder? Fractions: can you simplify 4/6? Measurement: can you calculate area and perimeter quickly? Data: can you read graphs? Shapes: can you name and classify? Problem-solving: can you justify your strategy? Identify strengths and growth areas. Set Year 4 goals: 'I want to master multiplication to 12×12' or 'I want to understand decimal fractions' or 'I want to solve harder problems faster.' Goal-setting builds ownership of learning and anticipation for Year 4 maths challenges.
W40 is Year 3 Showcase + Market Day Finale. Prepare presentations. What will you showcase? (1) If you have a business still selling, final Market Day setup and sales. (2) If you have a service story, presentation or poster about impact. (3) Personal reflection on Year 3 growth. (4) Leadership roles and achievements. (5) Transition readiness to Year 4. Girls prepare 2–3 minute presentation or visual display. Families will circulate through booths/displays. This is celebration and closure of Year 3.
Continue daily 20+ minute independent reading. Reading circle: gather, share favourite books. 'What was your absolute favourite book in Year 3? Why? Which author do you want to read more of? What genre excites you?' Celebrate readers: display student recommendations, favourite book covers, reviews written by students. Honour reader identity. This week is celebration and closure for reading community. Girls leave Year 3 as confident readers ready for Year 4 reading challenges.
Final review week: complex, multi-step problems. Example: 'A baker buys 4 dozen eggs at $2 per dozen. She uses 3/4 of eggs to make cakes. Cakes sell for $8 each. If each cake needs 6 eggs, how many cakes can she make? How much will she earn?' Steps: (1) 4×12=48 eggs total. (2) 48×3/4=36 eggs used. (3) 36÷6=6 cakes. (4) 6×$8=$48 revenue. Justify each step. Emphasise reasoning. Building mathematical thinking — the ability to tackle unfamiliar problems confidently. Last chance to strengthen before formal assessment.
Final week of preparation for W40 Year 3 Showcase and Market Day Finale. Rehearse presentations: 2–3 minute delivery with poise and confidence. Technology: if using slides/videos, test equipment. Displays: final touches on posters, booth setups, Market Day goods arranged. Setup plan: where will each booth be? What's the traffic flow? Families arriving tomorrow — excitement building! Last dress rehearsal. Build confidence. Celebrate the Year 3 journey about to close and Year 4 beginning.
Final confidence-building day before formal assessment. Running record practice: read a passage aloud, focus on fluency and accuracy. Comprehension: answer questions about main idea, inference, author's purpose without support. Writing sample practice: given prompt, write narrative or report. Speech delivery: deliver personal reflection in 1–2 minutes with expression and eye contact. Celebrate: 'You've learned so much this year! Narrative writing, poetry, dialogue punctuation, public speaking. You're ready!'
Final confidence-building day. Multiplication facts timed drill: 50 facts in 10 minutes. Division, fractions, measurement, data, shapes, patterns mixed practice. Identify any lingering concerns. Extra support if needed. Celebrate: 'You can multiply! You understand fractions! You solve complex problems! You're ready for Year 4 maths!' Build confident mindset.
Grand celebration event begins. Families, friends, your school community gather. (1) Welcome & opening remarks. (2) Market Day finale: families shop, Year 3 entrepreneurs run businesses. (3) Portfolio & business showcases: families tour booths, see projects, hear presentations. (4) Leadership & service stories: Year 3 scholars present achievements. (5) Closing ceremony: reflection on Year 3 journey, transition to Year 4. (6) Celebration: refreshments, photos, goodbyes. Scholars are proud, families celebrate growth, community witnesses Year 3 completions. Year 3 official closure and Year 4 launch!
Running record on individually matched chapter book (level L, M, or N+). Comprehension interview: 'What was the main idea of the book? Make an inference about a character's decision. Why did the author write this book?' Writing sample: given prompt, write narrative or report independently (15 minutes). Score for structure, word choice, sentence control, mechanics. Speech delivery: 1–2 minute personal reflection on Year 3 learning journey. Scored for clarity, expression, eye contact, pacing. Assign final L1–L6 Literacy benchmark for year-end. Generate comprehensive Year 3 and full-year report.
Comprehensive assessment: (1) Place value to 9999 — represent, compare, order. (2) Operations — addition/subtraction with regrouping, multiplication facts to 10×, division with remainders. (3) Fractions — identify, locate on number line, equivalent fractions. (4) Measurement — area & perimeter, time to minute, money to $100, capacity (L/mL). (5) Data — read and interpret graphs, answer questions. (6) Shapes — angle classification, 3D objects (faces/edges/vertices), symmetry, transformations. (7) Patterns — identify rule, extend sequence, predict. (8) Problem-solving — multi-step, with strategy justification. Written and oral components. Assign final L1–L6 Numeracy benchmark for year-end. Generate comprehensive year-end report.
Final celebration ceremony. (1) Certificate presentation: each Year 3 Scholar receives Year 3 Completion Certificate. (2) Leadership acknowledgment: celebrate students who held roles, took responsibility, guided peers. (3) Whole-group reflection: 'We started as new Year 3 scholars. Now we're ready for Year 4. What we learned. How we grew. What we're proud of.' (4) Scholar's Pledge delivered together one final time as Year 3 class. (5) Transition moment: families take photos, celebrate milestone. (6) Closing: 'You are Year 3 Scholars. You are ready for Year 4. Welcome to your next chapter!'
L1–L6 assessed formally at Weeks 10, 20, 30, and 40. Calibrated above ACARA Year 3 standard. Every girl is working at or above expected level.