YEAR 3 · NSW STAGE 2

Writing

Shape your ideas for a reader.

YOUR STUDY YEAR

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Not sure where to begin?

This is the first topic in this year’s curriculum with an available lesson. It is a starting point, not a personal assessment.

Start with Investigate roots, affixes and spelling choices →

W3.1 · First available lesson

Investigate roots, affixes and spelling choices

Spelling and morphology

Year 3 writers use increasingly complex sound–letter patterns and meaningful word parts.

2 lessons

Choose a lesson →W3.2

Craft varied sentences and coherent paragraphs

Grammar, punctuation and sentence craft

Year 3 writers control complete simple and compound sentences and begin using complex sentences with clear main and dependent clauses.

2 lessons

Choose a lesson →W3.3

Develop paragraphs for narrative, explanation and persuasion

Writing composition and process

Year 3 writers plan for purpose and audience, develop focused paragraphs and revise at more than one level.

2 lessons

Choose a lesson →

Term / weeks	Teaching focus	Evidence to look for
T1 / 1–2	Component-level entry checks. Target decoding and sentence gaps.	Personal learning record.
T1 / 3–4	Multisyllabic words and meaningful parts. Phrasing across a paragraph.	New passage plus repair explanation.
T1 / 5–6	Main idea and supporting detail. Distinguish summary from retell.	Three-sentence summary.
T1 / 7–8	Build a focused paragraph. Develop a reason with an example.	Classroom proposal paragraph.
T1 / 9–10	Word families and suffix changes. Transfer spellings to a short draft.	Delayed pattern check.
T2 / 11–12	Infer a motive from actions. Integrate clues across paragraphs.	Claim–clue–connection response.
T2 / 13–14	Setting and mood in fiction. Compare a changed setting detail.	Explained alternative scene.
T2 / 15–16	Apostrophes and clear pronouns. Introduce accurate dialogue punctuation.	Edited character exchange.
T2 / 17–18	Plan a problem and response. Revise the ending’s connection.	Short multi-paragraph narrative.
T2 / 19–20	Listen for main points. Explain and answer follow-up questions.	Two-minute talk.
T3 / 21–22	Nonfiction structure and headings. Explain a sequence or process.	Information text for a younger class.
T3 / 23–24	Word meaning and register. Compare a precise and vague description.	Vocabulary application check.
T3 / 25–26	Poetry sound and imagery. Perform and explain an interpretation.	Poem response with evidence.
T3 / 27–28	Identify claims and relevant reasons. Test an absolute statement.	Counterexample explanation.
T3 / 29–30	Compare two headlines. Identify selected and omitted details.	Balanced event report.
T4 / 31–32	Compound sentences and meaning. Introduce supported complex sentences.	Two versions, compared for emphasis.
T4 / 33–34	Write for two audiences. Revise tone, examples and explanation.	Paired short messages.
T4 / 35–36	Read a short play. Rehearse dialogue and implied feeling.	Performance with commentary.
T4 / 37–38	Gather project notes from supplied texts. Create and present a class guide.	Source-aware information project.
T4 / 39–40	Complete Year 3 checkpoint. Delayed recheck and portfolio review.	Year 4 priorities by strand.

Term / weeks

Teaching focus

Evidence to look for

T1 / 1–2

Component-level entry checks. Target decoding and sentence gaps.

Personal learning record.

T1 / 3–4

Multisyllabic words and meaningful parts. Phrasing across a paragraph.

New passage plus repair explanation.

T1 / 5–6

Main idea and supporting detail. Distinguish summary from retell.

Three-sentence summary.

T1 / 7–8

Build a focused paragraph. Develop a reason with an example.

Classroom proposal paragraph.

T1 / 9–10

Word families and suffix changes. Transfer spellings to a short draft.

Delayed pattern check.

T2 / 11–12

Infer a motive from actions. Integrate clues across paragraphs.

Claim–clue–connection response.

T2 / 13–14

Setting and mood in fiction. Compare a changed setting detail.

Explained alternative scene.

T2 / 15–16

Apostrophes and clear pronouns. Introduce accurate dialogue punctuation.

Edited character exchange.

T2 / 17–18

Plan a problem and response. Revise the ending’s connection.

Short multi-paragraph narrative.

T2 / 19–20

Listen for main points. Explain and answer follow-up questions.

Two-minute talk.

T3 / 21–22

Nonfiction structure and headings. Explain a sequence or process.

Information text for a younger class.

T3 / 23–24

Word meaning and register. Compare a precise and vague description.

Vocabulary application check.

T3 / 25–26

Poetry sound and imagery. Perform and explain an interpretation.

Poem response with evidence.

T3 / 27–28

Identify claims and relevant reasons. Test an absolute statement.

Counterexample explanation.

T3 / 29–30

Compare two headlines. Identify selected and omitted details.

Balanced event report.

T4 / 31–32

Compound sentences and meaning. Introduce supported complex sentences.

Two versions, compared for emphasis.

T4 / 33–34

Write for two audiences. Revise tone, examples and explanation.

Paired short messages.

T4 / 35–36

Read a short play. Rehearse dialogue and implied feeling.

Performance with commentary.

T4 / 37–38

Gather project notes from supplied texts. Create and present a class guide.

Source-aware information project.

T4 / 39–40

Complete Year 3 checkpoint. Delayed recheck and portfolio review.

Year 4 priorities by strand.

Writing

Not sure where to begin?

Investigate roots, affixes and spelling choices

Craft varied sentences and coherent paragraphs

Develop paragraphs for narrative, explanation and persuasion

Prepare an organised presentation and response

Your writing workshop

Suggested 40-week sequence