Year 3 Home Learning Statements

Term Four


This term students have been exploring poetry. So far students have looked at a range of poems, have identified the structure and language features of different poems, and have concluded that there are lots of different types! They have noticed and analysed how some poems use rhyme, alliteration, personification, and other language devices to engage and entertain the reader. Students have begun to draft different poems, such as haikus, where the structure of the poem is key. Throughout the term, they will be using their knowledge of rhyme, syllables, and descriptive vocabulary to write shape poems, sensory poems, and found poems.

At home you can:

  • Widen the range of books your child is reading to include poetry –you can look for poems online.
  • Try to build your child’s vocabulary by introducing them to interesting descriptive words.
  • Provide a space and paper at home to encourage your child to write.



Number: This term students have explored odd and even numbers. They have determined the ‘rules’ for adding and subtracting odd and even numbers, i.e. odd + odd = even, or even – odd = odd. More recently, students have been identifying and continuing number patterns. This has helped students revise number patterns involving skip counting, i.e. 3, 6, 9, 12. There have also been opportunities for students to identify and continue number patterns involving multiplication, i.e. 2, 4, 8, 16. Towards the end of the term students will be revising their knowledge of fact families, i.e. 15 + 5 = 20 so 20 – 15 = 5, and fractions, working on identifying halves, thirds, quarters, fifths and eighths.

At home you can:

  • Identify odd and even numbers in their environment e.g. numbers on houses.
  • Identify patterns in their environment, using shapes and numbers.
  • Look at fractions in real life, i.e. ½ a cup of flour or thirds on a netball court.
  • Revise multiplication and division facts of 2, 3, 5 and 10. i.e. 3 x 5 = 15 so 15 ÷ 5 = 3.


Measurement: Students have been identifying angles in their environment, labelling them as acute (smaller than right angles), right (like a square’s corner), or obtuse (bigger than right angles). Throughout the term students will be exploring capacity and mass. Students will be comparing and ordering different containers by their capacity, and noticing how the height of a container does not necessarily relate to its capacity. This will relate to our inquiry topic, where students will have to make accurate measurements of different liquids for experiments.

At home you can:

  • Let your child help you cook, give them the opportunity to measure different ingredients.
  • Look at and discuss angles you see in the environment around you, i.e. angles on analogue clocks.


Term Three


In writing, students will be focusing on composing letters. Students began the term by writing a letter to their classroom teacher to tell them about the holidays. Students have been exploring the features and structure of letters through different texts, such as ‘The Day the Crayons Quit’ and ‘Dear Greenpeace’. They will also be exploring the different purposes for letter writing; invitation, greeting card, to persuade someone, or to communicate. Throughout the term, a big focus will be using ARMS (Add. Remove. Move. Substitute) for students to revise their work, and CUPS (Capitalise. Use of Verbs. Punctuation. Spelling) to edit their work.


Students have worked with their classroom teacher to assess an area for improvement and create a writing goal. For example, ‘I can use adjectives to add description to my writing’. Students will be supported to achieve this goal through one-on-one conferences and small group work.


To support this at home you can:

  • Encourage your child to write letters (cards, invitations for play dates, to argue for more TV time) at home to friends or relatives.
  • Ask about formal or informal words (i.e. ‘from’ or ‘sincerely’ to sign off).
  • Explore the structure of letters and envelopes received in the mail (i.e. address, date, post stamp).
  • Write a letter to your child and have them reply.
  • Notice and praise their writing behaviours (i.e. using paragraphs, capital letters, revising or editing).



This term, the number focus will be exploring fractions and decimals. Students will be using and connecting their understanding of division and multiplication to help explore this concept. We have already explored that fractions are equal parts of a whole and will continue to develop their understanding with the use of concrete materials such as paper folding and 3D shapes. Students will learn to represent fractions as part of a whole, a collection, and on a number line.


To support this at home you can look for fractions in real life contexts using appropriate vocabulary. For example,

  • One quarter of a collection of objects
  • Thirds in a netball court
  • How is the time in a football game divided?
  • Half a cup in a recipe
  • Use hands-on activities to divide into equal partsg. roll a worm made out of playdough or plasticine. Cut it in half, cut each part in half again. What do we call each part?

Because of the connection between fractions and multiplication/division, it is always beneficial to revise recall of multiplication and division facts of 2, 3, 5 and 10.


Term Two


In term two students have been revising their knowledge of narrative and persuasive writing –focusing on engaging and entertaining their reader through descriptive language and persuasive devices. For the remainder of term two, Year 3 students will be exploring an integrated writing approach. We will focus on script writing and storyboards. This will culminate in a Claymation film based on the life cycle of a plant or animal. This will involve students collaborating in small groups to research and note-take information, create settings and Claymation figures, record their script and produce and direct their movie.


How can you support this at home?

  • Share comic strips and discuss how the story is told in panels.
  • Look together on the web for Claymation or Stopmotion e.g. Wallace and Gromit, Shaun the Sheep, Boxtrolls.
  • Ask how your child might adapt a picture book as a play. What stage directions would be needed? Who would be the characters? What scenery would you have?
  • Support your child to read scripts and/or comics, focusing on pace, expression, and noticing and using punctuation as a reader.
  • Discuss the features of scripts and/or comics that make them different to other stories you have read.



In term two, students have been consolidating their understanding of subtraction. They have been revising their place value knowledge by using the split strategy to solve subtraction equations.

E.g. 345 – 32 can be broken down to 345 – 30 = 315, 315 – 2 = 313.

Students have also been applying their addition and subtraction knowledge through solving worded problems and in this way revising written and mental addition and subtraction strategies.


Students will also explore multiplication, where they will use arrays to solve amounts of equal groups and their total. Students will explore strategies for mental recall of multiplication facts (e.g. double for 2s, double add one more group for 3s, double double for 4s, x10 and half for 5s). They will also work on written strategies for solving multiplication problems of larger numbers.

As part of multiplication students will also explore related division facts, i.e. 3 x 5 = 15 therefore 15 ÷ 5 = 3.


How can you support this at home?

  • Students can roll two dice, draw a matching array, and solve the multiplication problem.
  • You can make flash cards to revise multiplication recall.
  • You can access Fuse, a Department of Education website, and explore multiplication games.


Term One

In Year 3 we have been setting up the reading workshop. Students have been looking at choosing ‘Just Right’ books using the iPick strategy. We have been looking at what independent reading is; what it looks like, sounds like, feels like. We have been establishing with the students how to monitor their own comprehension and listen to their inner conversation while reading. Students have been using sticky-notes or their reading journals to show their thinking.


We will be continuing to work through reading strategies, such as questioning, connecting, visualising, with students to re-inforce the inner conversation necessary for independent comprehension.


Take home readers have been made available for all students within the Year 3 classrooms. These are to be borrowed and returned regularly and independently.


At home you can:

  • Encourage your child to read regularly from a reader or their own iPick book.  Can they explain why it is a ‘just right’ book?
  • Have casual conversations about what they have read.
    • Explain how to track your thinking while reading.
    • Who is the main character?
    • What do you think might happen next?
    • If you could change something, what would it be?
    • Do you have any questions about the text?
  • ReadingEggspress passwords will be sent home, we encourage you to explore this website with your child before allowing them independent learning time.


In Year 3 we have been revising and extending students’ understandings of the value of place in numbers, from 0 to 10,000.  In maths, every digit in a number has a place valuePlace value can be defined as the value represented by a digit in a number on the basis of its position in the number.


We are working with students to develop a flexible understanding numbers and how they can read. E.g. 258 may be written as it is or as 25 ten 8 ones. Students have been given opportunities to be self-motivated learners through open-ended learning tasks where they can challenge themselves. They will be using their place value knowledge to assist in addition and subtraction calculations, and when exploring number patterns resulting from addition or subtraction.


In measurement we have been exploring length and how to use formal units of length, including centimetres and metres. Time is being introduced with a focus on revising analogue time to o’clock and half past. We will extend this to the closest minute as students show readiness for this more challenging concept.


At home you can:

  • Ask your child to teach you some of the maths games they have enjoyed in class (such as, 5 moves to 100, Greedy Pig, Mastermind).
  • Rename numbers.
  • Play games using addition and subtraction e.g. War
  • Use tape measures inside and outside.
  • Discuss patterns seen in your environment (e.g. odd and even numbers in streets, tile patterns in kitchens, etc.), have casual conversations about maths you notice at home.
  • Practise reading time using and analogue clock.