Go to page Content

Year 3: Night and day

Australian Curriculum summary tables

Students will be provided opportunities through the activities to engage with aspects of the following content descriptions, through their elaboration in this unit of work.

Australian Curriculum: English

Strand: sub-strand Content description Elaboration in this unit of work

Language
Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences). ACELA1478

Sequence 5: Investigating language features of information reports.

 

Understand that paragraphs are a key organisational feature of written texts. ACELA1479

Sequence 6: Using paragraphing when writing.

Expressing and developing ideas

Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense. ACELA1482

Sequence 6: Understanding timeless present tense when writing information reports.

Literature
Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons. ACELT1594

Sequence 8: Comparing the ways characters are represented in different versions of the same story.

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle. ACELT1601

Sequence 10: Innovating on a text by acknowledging different points of view and creating a different ending.

Sequence 12: Creating an imaginative text based on the folktale genre.

 

Create texts that adapt language and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue. ACELT1791

Sequence 12: Creating own folktale on the Sun or Moon using the folktale genre as a model.

Literacy
Texts in context

Identify the point of view in a text and suggest alternative points of view. ACELY1675

Sequence 11: Identifying the points of view of the different characters in the folktale

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. ACELY1676

Sequence 5: Justifying choices and collaborating with others in decision-making situations.

Sequence 6: Creating a group poster outlining key concepts when writing an information report.

 

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume. ACELY1792

Sequence 1: Recounting sunset experience.

Sequence 7: Presenting sunset and sunrise descriptions orally.

Interpreting, analysing, evaluating

Use strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features. ACELY1680

Sequence 9: Examining the message in a story or text.

Sequence 10: Using evaluation of text to create an alternative ending.

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose. ACELY1682

Sequence 6: Planning, drafting, writing, editing and publishing an information report.

Sequence 12: Planning, drafting, writing, editing and publishing a folktale about the Sun or Moon.

 

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation. ACELY1683

Sequence 12: Using recommended editing practices to edit own and others’ work.

 

Write using joined letters that are clearly formed and consistent in size. ACELY1684

Sequence 12: Publishing a folktale in a hand-written form (if applicable).

 

Use software, including word processing programs, with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements. ACELY1685

Sequence 9: Recreating The Magic Brocade as a digital story.

Sequence 12: Publishing a folktale in digital form (if applicable).

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)

Australian Curriculum: Science

Strand: sub-strand Content description Elaboration in this unit of work

Science understanding
Earth and space sciences

Earth’s rotation on its axis causes regular changes, including night and day. ACSSU048

Sequences 3, 4 and 5: Investigating what causes day and night.

Science inquiry skills
Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge. ACSIS053

Sequences 3 and 5: Posing questions regarding the cause of day and night.

Communicating

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports. ACSIS060

Sequences 3, 4, 5 and 6: Demonstrating acquired knowledge and understandings in a variety of formats.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)