Guide on Year 3 English

Welcome to Year 3, the next phase in your child’s English education. We recognise that understanding the curriculum might be tough, but don’t worry – we’ve outlined the main parts and facts that you and your kid will need to know about their learning for the forthcoming year.

This page gives a succinct description of the curriculum’s primary learning areas, new skills your kid will learn, the types of texts he or she will encounter and produce, and achievement benchmarks he or she should reach by the conclusion of year 3 English tutoring.

Year 3 English curriculums are separated into three sections:

  • language
  • literature
  • literacy

These subjects place a focus on students’ knowledge and mastery of the abilities required for listening, reading, speaking, and writing. The students will be taught fundamental concepts in each of these areas and will understand how they are connected before attempting to combine all three into their own writing by the end of the year.

All three curriculum themes are intended to expand on what the student learnt in year 1-2, and our teacher at Masterclass will study these subjects in ways that polish the student’s current abilities while also providing them with tools they will use throughout their English education. Let’s take a closer look at each one.

1. Language

The Language section of the syllabus is an important component of the curriculum since it serves as the basis for the rest of your child’s English education.

  • Language Variation and Change

Importantly, the students will be exposed to language diversity and change, as well as how languages may have separate written and visual communications (such as words and signs), auditory traditions, and ways of generating meaning.

  • Interaction

Teachers will then utilise this as a jumping off point to expose students to language as a means of engagement. Students will be taught the importance of language in social rules like ‘turn-taking’ and conversational formality.

The students will be able to use these abilities in the classroom for the first time by participating in countless conversations about literature and other themes.

  • Improving on Word Knowledge

Students’ vocabulary will grow throughout the course of the year. Students will be introduced to a broader range of prefixes and suffixes, as well as identify and write the vast majority of high-frequency words (words that occur often in written texts).

Our teachers will also help enhance students’ past understandings of word patterns and letter-sound correlations, allowing them to decipher words while reading and spelling.

Teachers will lead students through an investigation of the usage and structure of clauses in written texts, as well as the numerous ways in which verbs might reflect different activities (doing, thinking, speaking). In order to base his or her writing in the past, present, or future, your kid will be exposed to time and tense ideas.

  • The Application of Their Knowledge

Finally, the students will be able to apply all of these language skills to understand and produce text. Students will be exposed to a range of texts and will learn how different text kinds are utilised to communicate different information depending on their purpose and context.

The students will understand text structure and will explore further into paragraphs as an important part of text structure.

In summary, the Language component of the curriculum seeks to: 

• broaden your child’s understanding of language construction; 

• assist your child in improving interaction and discussion skills; and 

• enable your child to integrate all of these language skills by analysing and constructing their own texts.

2. Literature

The Literature section of the curriculum is intended to expose students to larger literary themes in order for them to have a better sense of context and purpose.

  • Examining Various Texts

Our students will examine how different people, events, and surroundings are presented in various works. They will be encouraged to question the reason for these portrayals in order to get a better grasp of purpose and how to change their own depictions to fit their own needs.

  • Linking Stories to Personal Experiences

Making connections between tales and personal experiences is also an important part of the curriculum. Our teachers will encourage students to draw parallels between the tales they read and the people, places, events, and ideas they contain.

Importantly, the students will be exposed to the notion of ‘the moral of the story’: they will interact with morally charged tales and discuss difficulties that they identify.

This will allow students to apply concepts more broadly in their own life and identify connections between truth and fiction. They will subsequently be able to assess their own literary tastes (for example, non-fiction against fiction, fantasy versus science fiction, and so on).

  • The Application of Their Understanding

Again, this will provide our students with the tools he or she needs to write his or her own messages! Your youngster will be taught how language, surroundings, and people form events and determine narrative tone.

Students will be able to illustrate the motives, behaviours, and traits of a character, as well as define their surroundings and habitats.

They will be able to write imaginative writings about individuals, places, and events from their own lives and civilisations, as well as those from other cultures! Students will create written and visual texts and explore with perspective, distance, angle, layout, tone, conversation, and sound.

The Year 3 curriculum includes a broad range of texts, including spoken, written, and multimodal texts (texts made of many forms of text). The teachers will walk students through aesthetic ideas while also expanding their knowledge of informative and persuasive writing.

• Classic and contemporary literature from around the world;

• Dramas

• Film and other digital/multimodal texts; 

• Oral narrative traditions from Aboriginal, Torres Strait Islander, and Asian cultures; 

• Picture books; 

• Rhyming verse and poetry; 

• Simple chapter books.

By the end of year 3, the Literature section will teach the students how to: 

• Understand the context and purpose of texts by comparing and contrasting texts from various cultures; 

• Discover the meaning of texts, including moral messages and parallels between fiction and reality; 

• Use all of these tools to create their own works, including written and visual texts.

3. Literacy

Literacy, the curriculum’s last component, integrates critical thinking abilities, creative writing, and discussion and interaction practices.

  • Different Points of View

The notion of assessing literature from numerous viewpoints will be presented to the students. Teachers will urge students to analyse the views of multiple characters within the same narrative, such as major vs subsidiary characters, and will help your kid realise that different individuals experience the same events differently.

Students will be better prepared to participate in textual analysis if they can identify the audiences and goals of creative, persuasive, and informational texts.

  • Active Participation

Students will then combine these talents with interaction and conversation skills!

Students will participate in group and whole-class discussions, presenting their results and sharing viewpoints on books and the information they learn from them. They will be able to blend English education with successful teamwork and communication as a result of this.

Our students will also learn how to communicate particular information via organised presentations, as well as the varied speaking and listening abilities necessary for various professions (for example, note-taker, group leader, reporter). 

  • The Application of Their Understanding

Students will next write and rewrite their own texts (a recurring theme throughout all three curriculum areas, we’re sure!). The students will design, draw, edit, and publish innovative, informative, and persuasive pieces using information from their books and other sources, such as their peers.

Our students will be encouraged to develop their ideas and plans and get a better knowledge of text structures and features by cooperating with others and sharing their thoughts.

The Literacy component also aims to raise students’ understanding of and competency with software such as word processing applications, as well as to improve their writing abilities, especially their ability to employ linked letters (cursive handwriting).

Finally, the Literacy segment will: 

• Introduce our students to critical thinking and presenting ideas; 

• Encourage the students to broaden their horizons by considering different perspectives and analysing texts from multiple angles; 

• Improve students’ communication and collaboration skills by facilitating active discussion in class;

• Expand students’ persuasive, informative, and imaginative writing range, as well as introduce them to both technical and creative writing.

Assessment / Evaluation Methods For Year 3 English

Throughout year 3, students will be exposed to and requested to generate a range of texts for evaluation. They will write a range of creative, informative, and persuasive texts, including: expositions, narratives, performances, poetry, procedures, and reports and evaluations. 

English Language Standards for Year Three

There are two types of accomplishment standards that may be used to assess your child’s progress during the school year. There are two types of modes: Receptive and Productive.

Modes of Reception:

This refers to a student’s ability to hear, read, and observe. By the end of Year 3, students should be able to:

• Understand how texts are formed and ordered according to their purpose; 

• Be able to utilise linguistic elements, imagery, and word choices to achieve varied effects; 

• Feel at ease reading texts with a variety of sentence structures, punctuation, and grammatical norms, and be able to employ phonics (correlating sounds with symbols/letters) to deconstruct and understand complicated words, particularly when reading aloud;

Productive Modes: 

These assess students’ ability to communicate, write, and be creative. 

• Using language to link and sequence ideas, convey feelings, and express opinions; 

• Creating texts that demonstrate in-depth experiences, events, information, ideas, and characters; 

• Contributing meaningfully to class discussions by asking questions, providing useful feedback, and presenting; 

• Understanding grammar and selecting language and punctuation according to the aim of a document; 

• Recognising syllable patterns;

Masterclass English College is an experienced English tutor for Year 3 students in Sydney’s North Shore. Talk to us about your child’s English learning goals and our teaching method today.