Year 3 Home Learning Statements

Term One


Students have spent time setting up their home reading folders, choosing IPICK (good fit) non-fiction and fiction books, and filling in their reading logs. In class, students will be learning how to activate their prior knowledge, make connections and ask thought provoking questions about what they are reading.


To support this learning at home:

  • Allow your child to see you read at home: encourage a love of reading.
  • Read to your child.
  • Encourage your child to read aloud to you.
  • Share a reading experience together: you read to them, they read to you.
  • Encourage incidental reading; shopping lists, streets, signs, maps.
  • Encourage your child to fill in their reading logs at home.
  • Ask your child to talk about their book.



Students have been building on their understanding of persuasive writing. They have analysed and annotated rich examples of real-life persuasive pieces and learnt that people express themselves in different ways when there is passion behind a cause. Students will be encouraged to use persuasive devices in their writing to help convince their reader of a topic they have a strong opinion about.


Throughout the term, students will continuously work on their seed writing to focus on the enjoyment of writing, using multiple stimuli to generate brainstorms and ideas. 


Students will work through the stages of the writing process to complete a piece of writing from a seed prompt and a persuasive text.


To support this learning at home:

  • Read a variety of texts with your child to experience different written languages.
  • Allow your child to see you read and write.
  • Provide your child with writing materials at home (pencils, pens, paper, notebooks, etc.)
  • Encourage your child to set up a designated place to write at home.
  • Encourage the correct use of full stops and capital letters.
  • If your child asks for something, encourage them to write down three reasons to support their request.



Students have been revising and building on their place value knowledge by representing digits as words and using various materials, such as MAB. Students are ordering and renaming numbers to the tens of thousands as well as comparing numbers using greater than and less than symbols.


Students will also explore number patterns. They will look at the properties of odd and even numbers, and patterns resulting from addition and subtraction.


Students have been consolidating and extending their ability to read analogue clocks to the nearest 5 minutes, or minute. Later in the term they will explore 3D objects and identify their properties.


To support this learning at home:

  • Encourage your child to make numbers. Roll a 2, 3, 4, or 5 digit number and work out the largest and smallest possible number.
  • Encourage your child to recognise the properties of numbers. Roll a 2, 3, 4, or 5 digit number and work out the amount of ones, tens, hundreds, thousands and ten thousands that make up that number.
  • Encourage your child to read numbers. Enter a 4 or 5 digit number on the calculator, or make flash cards, and ask your child to read the number and write it in words.
  • Practise counting backwards from 2s, 3s, 5s and 10s from a three-digit number.
  • Practise reading time on an analogue clock.