Curriculum Mathematics Year: Stage 2, Year 3 Teacher’s Signature:

Topic Addition Date: 25/10/2018 Time: Afternoon (45 mins)

Learning Intention: Outcome(s) Prior knowledge

MA2-6NA Uses mental and written strategies for addition and
(WALT) We are learning to solve four-digit addition with trading subtraction involving two-, three-, four- and five-digit numbers - One-, two- and three-digit
addition facts with trading
- Group work/ Collaboration
MA2-2WM Selects and uses appropriate mental or written
Success criteria:
strategies, or technology, to solve problems
(WILF) What I am looking for is a demonstrated ability to, using written strategies,
solve four- digit addition with trading

Time Teaching strategies Learning strategies Grouping Space Resources

Introduction
Teacher introduces the lesson of
5 mins addition, gauging and Teacher and students interactively Whole class Students sitting on floor Whiteboard (1)
recapitulating student knowledge discuss and explore addition facts in front of teacher
and comprehension of two- and with trading.
three- digit addition facts with
trading. Teacher introduces and
models trading strategies with four-
digit addition facts on whiteboard.

Body
Teacher introduces game of “Spin
and Add” to students. Using Students utilise written strategies to Student pairs spread “Spin and Add” game worksheet (1
20 mins written strategies, students compete solve 4-digit addition facts within Student pairs around classroom floor per student)
to create and solve 4-digit addition game play. and/or desk space Paperclip (1 per student pair)
facts. Teacher moves around room
to monitor and gauge student
comprehension.
AFL

Closure
Students complete “Addition to Students are encouraged to utilise N/A – Individually Students sitting at their Student Workbook: Maths Plus –
9999” unit in their workbooks. written strategies (trading) to solve engaged desks Australian Curriculum Edition: Year 3
20 mins Teacher moves around room to 4-digit addition facts in their (Page 124).
monitor and assess comprehension. workbooks.
Workbooks are marked and revised
as a class (Teacher facilitated).
AOL
Differentiation: Summative Evaluation

Emergent: Emergent learners to focus on two- and three-digit addition facts (with or
without trading – dependent on ability)

Advanced: Advanced learners could explore five and six-digit addition facts with trading
during game play

Teaching notes Follow up

AAL: Assessment as Learning
AFL: Assessment for Learning
AOL: Assessment of Learning
Curriculum Creative Arts: Music Year: Stage 2, Year 3 Teacher’s Signature:

Topic Rhythm – Note values and duration Date: 19/10/2018 Time: Morning (45 mins)

Learning Intention: Outcome(s) Prior knowledge

MUS2.1 Sings, plays and moves to a range of music
(WALT) We are learning to identify and perform whole, half, quarter, eighth and demonstrating a basic knowledge of musical concepts - N/A
sixteenth note valued rhythms
MA2-7NA Represents, models and compares commonly used
fractions and decimals
Success criteria:

(WILF) What I am looking for is a demonstrated ability to perform rhythmic variations

using specified note values

Time Teaching strategies Learning strategies Grouping Space Resources

Introduction
Teacher introduces the lesson of Teacher and students interactively
10 mins music, gauging student discuss and explore note values Whole class Students sitting on floor Whiteboard (1)
comprehension and guiding student in front of teacher
knowledge of rhythm and note
values (whole, half, quarter, eighth
and sixteenth notes)

Body
Using percussion instrument (or Teacher distributes percussion
hand-clapping), teacher instruments to students who are Whole class Students sitting on floor Whiteboard (1)
20 mins demonstrates rhythmic encouraged to individually observe in front of teacher
progressions of note values (from and participate in teacher Percussion Instruments (One per
whole, half, quarter, eighth and demonstrations student)
sixteenth notes) in common (4/4)
time. Teacher to monitor and assess
student comprehension. AFL

Closure
Using audio samples or songs as
15 mins backing tracks, students perform
rhythmic variations using specified
note values (whole, half, quarter,
eighth and sixteenth) with
percussion instruments. Teacher to
assess student performances. AOL
Through teacher prompts, students
are encouraged to perform along Whole class Students sitting on floor Whiteboard (1)
with backing tracks to demonstrate in front of teacher
their understanding of note values Percussion Instruments (One per
and their durations student)
Differentiation: Summative Evaluation

Emergent: Limit note-values to simplify rhythmic patterns

Advanced: Introduce shorter note values (thirty-second and sixty-forth) to allow for
more complex rhythmic patterns.

Teaching notes Follow up

AAL: Assessment as Learning
AFL: Assessment for Learning
AOL: Assessment of Learning
Curriculum Science Year: Stage 2, Year 3 Teacher’s Signature:

Topic Material World Date: 2/11/2018 Time: Afternoon (45 mins)

Learning Intention: Outcome(s) Prior knowledge

ST2-13MW
(WALT) We are learning to identify and categorise natural and processed materials - Group work/ Collaboration
Identifies the physical properties of natural and processed
Success criteria: materials, and how these properties influence their use

(WILF) What I am looking for is a demonstrated ability to identify and categorise

natural and processed materials

Time Teaching strategies Learning strategies Grouping Space Resources

Introduction
Teacher opens an interactive
discussion with students to gauge Interactively through teacher Interactive Whiteboard
15 mins knowledge of material property prompts, students are encouraged to Whole class Students sitting on floor
(wood, rubber, metal, plastic, glass share ideas and knowledge about in front of teacher Topic book: Discovering Science:
and clay). Under Teacher guidance materials – where they come from Physical Properties of Materials (page
and prompts, Students read excerpt and what they could be used for. 10-15)
from topic book (displayed on
IWB) aloud, discussing the
differences of various material
types.
Body
Using a column table template, Students collaboratively inquire the A4 “Natural or Man-made?” column
20 mins students explore and classify classroom environment in small Table groups Students exploring table template (one per student group)
materials within the classroom on groups, recording and classifying classroom learning space
the basis of their properties. materials into natural or man made
Teacher guides and facilitates properties
student inquiries, monitoring and
assessing comprehension. AFL
Closure
After revising their findings, using Under teacher guidance, students
10 mins a column table template and work together to identify and Whole class Students sitting on floor A3 “Natural or Man-made?” table
labelled cut-outs, teacher facilitates distinguish the properties of man- in front of teacher graph template and cut outs
collaborative sorting activity to made and natural materials
reflect and compare the properties
of common materials. Teacher
observes and assess student
contributions and comprehension
AOL
Differentiation: Summative Evaluation
Emergent: As well as guided inquiries, during the activity, emergent learners could be
paired with and guided by more able learners to assist with their understanding

Advanced: Advanced learners to extend their inquiries to categorise materials beyond

the classroom (within the school, local area, their house etc)

Teaching notes Follow up

AAL: Assessment as Learning
AOL: Assessment of Learning
AFL: Assessment for Learning
Curriculum Geography Year: Stage 2, Year 3 Teacher’s Signature:

Topic Australian Settlements Date: 22/10/2018 Time: Afternoon (60 mins)

Learning Intention: Outcome(s) Prior knowledge

GE2-1 Examines features and characteristics of places and
(WALT) We are learning to locate and classify settlement types within Australia environments - Group work/ Collaboration

GE2-4 Acquires and communicates geographical information

Success criteria: using geographical tools for inquiry
(WILF) What I am looking for is a demonstrated ability to geographically locate and
classify settlements within Australia
Time Teaching strategies Learning strategies Grouping Space Resources
Introduction
Teacher opens an interactive Teacher and students interactively
15 mins discussion with students to gauge discuss and explore the different Whole class Students sitting on floor Interactive Whiteboard (1)
knowledge, experience and characteristics of settlements within in front of teacher
understanding of settlement types. Australia Book: Discovering Geography by John
Under Teacher guidance and Butler (pages 8, 9 and 11)
prompts, Students read “Australia’s
Places” (displayed on IWB) aloud,
discussing the differences and
similarities each settlement type.
Body
Using mapping technology, Under Teacher guidance, students Interactive Whiteboard (1)
15 mins Teacher and Students explore take turns piloting mapping Whole class Students sitting on floor
different settlements types (City, technology to locate, discuss and in front of teacher Google Earth
Metropolitan Areas, large and classify settlement types within
small towns and isolated Australia.
settlements). Teacher monitors and
gauges student comprehension.
AFL
Closure
Using mapping technology, Ipads/laptops (1 per student pair)
30 mins students navigate and explore Students utilise mapping Student pairs Students sitting at their
settlements of Australia to technology to locate and classify desks Google Earth
complete “Settlement Types” settlement types within Australia.
worksheet. Teacher moves around Settlement Types worksheet:
room to monitor and assess student Discovering Geography by John
work. Butler
AOL
Differentiation: Summative Evaluation

Emergent: Emergent learners to collaborate with more able learners/technology users for
further guidance and understanding

Advanced: Advanced learners to consider life in a different settlement type and compare
the similarities and differences to their own life

Teaching notes Follow up

AAL: Assessment as Learning
AOL: Assessment of Learning
AFL: Assessment for Learning
AOL: Assessment of Learning