This product is to be purchased by school admin personnel only, not individual teachers. If you are looking to purchase a membership as an individual teacher click here.
If you wish to continue with this purchase please below
Find Australian Curriculum Resources Here SHOP NOW
By the time Term 3 rolls around, classroom routines are established, students know what is expected of them and teachers can focus on diving deeper into rich learning experiences.
Unlike Term 1&2, which is often spent building foundations and settling students into school life, Term 3 provides opportunities to connect learning across curriculum areas, tackle bigger concepts and encourage students to think critically about the world around them.
If you’re wondering what to teach in Term 3, I’ve put together a grade-by-grade guide based on the Australian Curriculum Version 9.0. These suggestions are designed to help you create meaningful learning experiences while making curriculum planning a little easier.
Term 3 in Foundation focuses on helping students understand the places that are important to them and the people around them.
Students explore special places through Geography while enjoying familiar nursery rhymes and poetry in English. Writing activities focus on rhyme and rhythm, helping young learners develop early phonological awareness and an appreciation of language patterns.
In Mathematics, students continue building their understanding of addition and subtraction while exploring measurement concepts such as length, mass and capacity.
Science investigations into moving objects provide plenty of opportunities for hands-on learning and play-based exploration.
Why I love this term:
The combination of poetry, nursery rhymes and movement-based science makes learning highly engaging for Found
Students explore persuasive texts through engaging picture books before learning how authors convince readers using facts, opinions and persuasive language.
Writing tasks can be highly motivating, with students creating their own persuasive pieces such as cereal box advertisements and product promotions.
In Mathematics, students begin developing multiplication concepts through grouping and sharing, while Science introduces the forces of push and pull through hands-on investigations.
Technology units provide opportunities for students to design toys and explore simple digital solutions.
Why I love this term:
Students naturally love sharing their opinions. Persuasive writing gives them a meaningful reason to write while helping them develop confidence as communicators.
Term 3 in Year 2 encourages students to think about the connections they have with places, people and the world around them.
Students explore their connection to Country and learn about the important relationship First Nations Australians have with the land. This theme carries beautifully into English, where students immerse themselves in poetry and experiment with language features such as rhythm, rhyme, alliteration and personification.
Writing lessons focus on creating a variety of poems, allowing students to play with language while expressing their ideas creatively.
In Mathematics, students begin developing multiplication concepts and problem-solving skills while continuing to strengthen their understanding of measurement through length, mass and capacity.
Science lessons exploring patterns in our sky are always a highlight, as students investigate the movements of the sun, moon and stars and begin making connections between what they observe and the world around them.
Why I love this term:
The combination of poetry, astronomy and connection to place sparks curiosity and imagination while helping students develop a deeper appreciation of the world they live in.
Term 3 in Year 3 focuses on helping students understand their place within their local community and the important people who help shape it.
Students explore the history of their local Indigenous community and investigate the contributions individuals have made to their community, both in the past and present. These learning experiences encourage students to develop a stronger understanding of belonging and community identity.
In English, students explore a range of poetic forms while experimenting with language features such as similes, metaphors, imagery and onomatopoeia. Opportunities to read and perform poetry help students build confidence as communicators.
Mathematics focuses on multiplication, division and problem-solving while measurement concepts continue to be developed through investigations involving length, mass and capacity.
Science lessons introduce students to Earth’s natural resources as they compare soils, rocks and minerals and investigate why these resources are important to everyday life.
Why I love this term:
Students begin making meaningful connections between themselves, their community and the wider world while developing important literacy, numeracy and inquiry skills.
Term 3 in Year 4 challenges students to think about how their choices can impact the environment and the future of our planet.
Through Geography, students investigate the sustainable use and management of renewable and non-renewable resources. These concepts are reinforced through engaging learning experiences that encourage students to consider practical ways they can reduce waste and care for the environment.
English lessons focus on persuasive texts as students learn how authors influence readers through persuasive devices, strong arguments and high-modality language. Students then apply these skills by creating their own persuasive brochures linked to their Science learning.
In Mathematics, students strengthen their multiplication facts, develop problem-solving strategies and begin exploring algorithms while continuing their work with measurement and time.
Science provides opportunities to investigate the unique features of Australian rainforests and understand why maintaining a balanced ecosystem is so important.
Why I love this term:
Students become incredibly passionate about environmental issues and love discovering ways they can make a positive difference in their school and community.
Term 3 in Year 5 explores the fascinating ways living things adapt and survive in their environments.
Students investigate the structural and behavioural adaptations of animals and discover how these features help living things meet their needs. This creates a natural link to English, where students research an animal of their choice and write an informative report showcasing their learning.
Speaking and listening activities provide opportunities for students to present their research confidently while developing important communication skills.
In Mathematics, students continue building their multiplication skills while applying their knowledge through mathematical modelling and real-world problem-solving tasks. Measurement concepts are extended through investigations involving perimeter and area.
Economics lessons introduce students to concepts such as needs, wants, scarcity and resources, helping them develop a greater understanding of how people make decisions.
Why I love this term:
Students are naturally fascinated by animals and their unique adaptations, making this one of those topics that consistently captures attention and generates enthusiastic discussion.
Term 3 in Year 6 encourages students to think critically about the choices people make and the impact those decisions have on society and the environment.
Students explore Australia’s democratic system through Civics and Citizenship, developing an understanding of how government works and why active citizenship is important.
In English, persuasive texts take centre stage as students analyse persuasive techniques and apply them in their own writing. The focus on environmental sustainability links beautifully with Science as students investigate the delicate balance of ecosystems through the study of the Great Barrier Reef.
Mathematics lessons continue to strengthen students’ understanding of fractions, multiplication, division and algebra while measurement investigations help develop problem-solving and reasoning skills.
Visual Arts activities provide opportunities for students to creatively respond to their learning and further explore themes connected to marine environments.
Why I love this term:
As students prepare for the transition to secondary school, this term encourages them to think deeply about responsibility, leadership and the role they can play in shaping the future.
Final Thoughts
One of the things I love most about Term 3 is how naturally the learning areas connect.
From exploring special places in Foundation to investigating sustainability in Year 4 and examining Australia’s democratic system in Year 6, students are encouraged to think deeply about their world and their place within it.
Remember, these suggestions are simply one way to organise the Australian Curriculum. Every school and classroom is different, and the best planning approach is always the one that works for your students.
If you’d like help planning your term, don’t forget to grab our free Term Planners from the Free Resource Library. They’re designed to help Australian teachers map out their curriculum with confidence and spend less time staring at planning documents.
If you’re ready to #ditchthegrind and start strong this year, explore our linked Term 1 units – ready to teach, curriculum-aligned, and classroom-tested.
(and how to get your calm and clarity back in the classroom)
If you’ve ever stared at your lesson plans thinking, “Something isn’t quite working…” – you’re not alone.
Between curriculum updates, leadership expectations, and trying to make learning fun, it’s easy to lose sight of what really matters: clarity, confidence, and calm.
Here are five tell-tale signs your planning might need a little pedagogy reset – and how small tweaks can make a big difference.
Your students don’t know why they’re learning something
When students can’t explain the purpose of a lesson, engagement drops and so does understanding. It’s not that they don’t care – they just can’t see the “why.”
Try this: Start every lesson with a clear Learning Intention and co-created Success Criteria. It grounds your students and keeps your teaching focused.
👉 In Module 6 of Back to Basics, we unpack exactly how to write success criteria that make learning visible and achievable.
Your lessons feel rushed or run overtime
Sound familiar? You’re halfway through a task when the bell goes… again. That’s often a sign that activities aren’t sequenced for gradual release.
Try this: Use the I Teach → We Practise → You Practise framework to give lessons rhythm and flow. It helps students move from guided to independent learning without chaos.
👉 We explore this in depth inside Module 4: Lesson Structure Made Simple.
You’re drowning in marking – but still unsure what your students actually learned
Collecting data isn’t the same as collecting evidence of learning. If your feedback loop feels endless, it’s time to simplify.
Try this: Use quick, meaningful checkpoints – mini whiteboards, exit tickets, quick writes – that show understanding in the moment.
👉 Module 5: Assessment Without the Overwhelm will show you how to collect evidence without losing your weekends.
You’re constantly re-planning from scratch
If every new topic feels like reinventing the wheel, chances are you’re missing a strong planning structure.
Try this: Use the Australian Curriculum v9.0 as your map, not a maze. Start with the content descriptor, unpack the verbs and nouns, then plan backwards from the success criteria.
👉 Bonus Module B in Back to Basics walks you through how to plan with the curriculum step-by-step.
Your classroom feels busy… but not productive
Sometimes everything looks like learning – but no one’s really deepening their understanding. That’s often a mismatch between pedagogy and content.
Try this: Choose the right approach for the learning goal. Not everything needs to be inquiry or group work; sometimes explicit teaching is the most effective route.
👉 Module 2: Pedagogical Matchmaking shows you exactly how to make those decisions with confidence.
Ready to Reset?
If you nodded along to even one of these, you’re not broken – your planning process just needs a bit of scaffolding.
That’s what Back to Basics is all about: giving Aussie teachers a clear, practical system for planning, teaching, and assessing without the overwhelm.
Back to Basics: Teaching with Clarity and Confidence
7 self-paced modules
3 bonus curriculum + assessment modules
Downloadable templates and workbooks
Lifetime access + PD certificate
Just $49 AUD
👉 Join the course waiting list here and take the guesswork out of great teaching (PS those on the waiting list will be offered an exclusive launch discount!).
If you’ve spent any time on teacher Facebook groups lately, you’ve probably seen a lively debate about explicit teaching and Direct Instruction.
Some teachers praise it as the key to improving student outcomes. Others roll their eyes, remembering scripted lessons that sucked the joy out of teaching. So, what’s actually going on here? Why do these two phrases seem to spark such strong reactions – and why are so many teachers using them interchangeably when they’re not the same thing?
Let’s break it down.
Direct Instruction (DI): A Specific Program
Direct Instruction (capital D, capital I) isn’t just a way of teaching — it’s a branded program developed in the United States by Siegfried Engelmann and Wes Becker in the 1960s.
It’s highly scripted and sequenced. Teachers follow exact wording, lessons are tightly paced, and student responses are choral and rehearsed. The idea was to guarantee consistency and eliminate variation between teachers.
In Australia, DI was implemented most notably in remote and Indigenous schools, such as the Cape York Aboriginal Australian Academy and the Flexible Literacy for Remote Primary Schools program.
Despite initial optimism, government reviews found limited evidence of long-term success. Attendance and engagement actually declined in some schools, and teachers often felt disempowered by the program’s rigidity.
As a result, the Australian Government ceased federal funding for DI in 2017.
Explicit Teaching: A Broader Pedagogical Approach
Explicit teaching (or explicit instruction), on the other hand, is not a program — it’s a framework for effective teaching.
It’s based on decades of research, including Rosenshine’s Principles of Instruction, Barak Rosenshine (1982), and Anita Archer and Charles Hughes (2011), and it forms the backbone of many evidence-informed classrooms across Australia today.
Explicit teaching is all about:
Clear learning intentions and success criteria
Modelling and “think-alouds” by the teacher
Guided and independent practice
Frequent feedback
Gradual release of responsibility (“I do, We do, You do”)
Unlike DI, explicit teaching is flexible. Teachers still design their own lessons, adapt to their students, and use professional judgement. It’s not a script — it’s a structure.
Why the Confusion?
Here’s where things get messy:
Some advocates of DI use the term explicit instruction to describe their work, which blurs the boundaries.
Some teachers experienced DI firsthand and now associate explicit teaching with that same scripted approach.
Media and policymakers often conflate both under the “back-to-basics” banner, making it sound like one single movement.
The result? Teachers hear “explicit teaching” and think “rote learning.” Others hear “inquiry learning” and think “chaos.” In reality, neither is accurate.
What Experienced Teachers Know
Seasoned teachers know that no single pedagogy is the silver bullet.
The most effective classrooms combine clarity with creativity – using explicit teaching when introducing new or complex concepts, and inquiry or project work when deepening understanding or applying knowledge.
As one teacher recently put it:
“The best teachers I’ve met know that quality teaching isn’t one approach or another – it’s a combination of styles, adapted to student needs.”
That’s the sweet spot.
So Where Does This Leave Us?
It’s time to stop treating teaching methods like opposing camps.
Explicit teaching gives us the structure students need. Inquiry and exploration give us the curiosity and joy.
We don’t have to choose between them – but we do need to understand what we’re talking about.
So next time the conversation turns to “explicit teaching” or “Direct Instruction,” remember:
Direct Instruction = scripted program
Explicit Teaching = clear, structured pedagogy
They share a few family traits – but they’re not the same thing.
Want to Learn More?
If you’d like to explore how to use explicit teaching well – without losing creativity or connection – you’ll love my upcoming professional learning course: Back to Basics: Teaching with Clarity and Confidence.
It’s designed for Australian teachers who want to bring structure and joy back into their classrooms – without getting caught up in the pendulum swings of pedagogy.
The start of the school year can feel like standing at the base of a mountain – fresh faces, new routines, and the pressure of setting the tone for the months ahead. Term 1 is all about building foundations – both academically and relationally.
To make life easier, we’ve mapped out exactly what each year level should be focusing on in Term 1 across every subject area of the Australian Curriculum v9.0 – complete with direct links to our ready-made, curriculum-aligned units so you can skip the planning panic and focus on connection, confidence, and classroom community.
👉 Why this combination works: Early numeracy and personal-identity themes help children feel secure while you establish routines at the start of the year. The combination of these HASS, Visual Arts and Health units complement one another nicely, making teaching and learning more meaningful.
👉 Why this combination works: Revisiting personal experiences through English, HASS and Health strengthens oral-language and time concepts – perfect for the start of the year.
👉 Why this combination works: Literacy and Art are linked to aide students with making connections between subjects. To help them see patterns between stories and creativity. Data is explored in Digital Technology as well as in Maths. Basic number concepts are also necessary to be covered early in the year to ensure students are set up for success later in the year.
👉 Why this combination works: Term 1 in year 3 capitalises on enthusiasm – “superhero” narratives and pop art combined with national identity build community and pride right from the start. Basic number concepts are also necessary to be covered early in the year to ensure students are set up for success later in the year.
👉 Why this combination works: Storytelling and Australian history work together to deepen empathy and understanding – a strong start for respectful classrooms. The drama unit for Year 4 also complements these concepts thoughtfully. Make sure you also start the year with decimals as this will be a concept revisited many times throughout the year.
👉 Why this combination works: Persuasive writing, health and media arts connect beautifully – students practise argument and perspective from the get-go. Starting the year with basic number concepts as well means students are set up to dive deeper into Maths later in the year.
👉 Why this combination works: Starting the year with basic number concepts helps your students throughout the year as Maths concepts get more complicated. Exploring Data and the Binary System can also work hand in hand as these concepts are closely related. Starting the year with the Managing Relationships health unit also sets your students and classroom up with fundamental relationship skills to assist in developing respectful relationships.
Term 1 is about connection, confidence, and clarity. Start with familiar, high-interest topics and build academic momentum gently. When your planning is mapped and linked, you can focus on what really matters – forming relationships and setting your class up for success.
If you’re ready to #ditchthegrind and start strong this year, explore our linked Term 1 units – ready to teach, curriculum-aligned, and classroom-tested.
Picture books are a great way to connect with our students. A relatable character’s experiences can provide reassurance or help voice complex emotions. Events in books can generate excitement for what’s to come or be a tool for reflecting on what’s happened. The start of school is filled with emotions for kids; every year is a transition of some sort. When I was in the classroom, I loved selecting books that would resonate with my students as the school year began, to help ease them back into the classroom and welcome them into the learning environment you have so carefully crafted for them. If you’re looking for such picture books that will inspire your students, check out our 10 most favourite back to school picture books of all time!
Old Friends, New Friends by Andrew Daddo
In Old Friends, New Friends, a young child embarks on what I suspect is her second year of primary school. She’s excited about going back to school and seeing all her best friends from last year only to walk into her new classroom and discover that none of her friends are in the same class as her this year.
For a young child, this is one of the most troubling discoveries and one that has the potential to cloud their perception of school. In Old Friends, New Friends, Daddo and Bentley have weaved the perfect story to give children (and adults alike) a fantastic arsenal of tools and coping mechanisms to not only overcome these problematic realisations, but to embrace change and make new friends.
The Pigeon HAS to go to School by Mo Willems
Mo Willems has done it again with our old friend Pigeon. But now he is embarking on a new adventure… Going to School! Why does the Pigeon have to go to school? He already knows everything! And what if he doesn’t like it? What if the teacher doesn’t like him? What if he learns TOO MUCH!?! Ask not for whom the school bell rings; it rings for the Pigeon!
First Day by Andrew Daddo
With endearing illustrations drawn upon lined paper, and contemporary references to BFFs and a first day selfie, this book is perfect for children of Gen Z. But First Day is also an ideal book for parents to read as they help to prepare their child for their first day of school. After all, first day anxieties are not limited to children.
The story sees a conversation take place between a mother and her daughter as they get ready on the first day of school. What seems like comforting affirmations from a parent to a child are actually reassurances from the child to her mother.
Our Class is a Family by Shannon Olsen
Our Class is a Family is a book that will help build and strengthen that class community. Kids learn that their classroom is a place where it’s safe to be themselves, it’s okay to make mistakes, and it’s important to be a friend to others. When hearing this story being read aloud, students are sure to feel a special sense of belonging.
When I Grow Up by Andrew Daddo
When I Grow Up is a delightful picture book celebrating endless dreams and possibilities. As the title suggests, When I Grow Up is an exploration of the endless possibilities that await children when they grow up and tackle the professional working world. It pays homage to the big dreams we all have as kids, while clearly demonstrating that anything is possible for everyone, no matter race, colour, gender. The only inhibitor to your future, is your imagination. Goal setting for the year would be a great activity to follow on from the reading of this book.
A Letter From Your Teacher: On the First Day of School by Shannon Olsen
This heartwarming picture book helps teachers in welcoming their new group of students on the first day of school. Through a letter written from the teacher’s point of view, students are given the message that their new teacher is someone they will get to form a special bond with. Their teacher is not only there to help them academically, but also to cheer them on, and to provide a caring, safe environment for them to learn and grow.
There is a blank space on the last page for teachers to sign their own name, so that students know that the letter in the book is coming straight from them. With its sincere message and inclusive illustrations, A Letter From Your Teacher is a valuable addition to any primary school teacher’s classroom library.
The Colour Monster Goes to School by Anna Llenas
This book follows The Colour Monster on a brand new adventure, as he navigates his way through his first day at school! But what exactly is school? A spooky castle filled wIth terrifying animals? A place in the sky, amongst the rainbows and clouds? From music lessons, to lunchtime, to making new friends, the Colour Monster’s first day of school is filled with exciting new adventures.
The Crayon Box that Talked by Shane DeRolf
The Crayon Box that Talked considers questions about discrimination, prejudice, cooperation and identity. A girl goes into a shop and overhears crayons arguing. Yellow and Green hate Red and no one likes Orange. So the girl buys the box of crayons and uses all colours to make a picture, showing all the colours how each of them contributed to create something beautiful. This book is a great one to introduce at the beginning of the year to introduce the idea of each of your students being unique but an equally important member of the whole class.
All Are Welcome Here by Alexandra Penfold
Every child deserves to attend a school as beautiful in spirit as the one in this book. Families of every color and composition cross a city street together to greet diverse, smiling teachers. Children move through each aspect of the first school day to an echoed refrain, “All are welcome here.” While there are obvious opportunities for sharing this book as a classroom read aloud, enjoying it one-on-one is worthwhile as well, as kids will want to pore over details in the illustrations.
Starting School by Jane Godwin
Starting School gives children a very realistic picture of what to expect of school. Five diverse children approach their first day of school differently, each with unique thoughts, worries and experiences. Although the story is a whole, it can be read separately, with each page representing a different aspect of school from ‘Getting Ready’to ‘Doing Work’.
Anna Walker has created beautiful pages combining her watercolour illustrations with intricate collage details using photo imagery, patterned paper and stationery.
What book will you share with your students as they head back to school this year?
Back to school time is almost here! Get ready for the first day of school or your parent/teacher night with these creative {and sometimes yummy} treats for students.
Get Readyto Shine!A multi-pack of Glowsticks from Kmart make the perfect little gift for your new little shining stars!
2.This Year is Going to be Sweet!Admittedly these are a little on the more expensive side but if your school allows you to hand out lollies as gifts to your students then you may like to consider this fun little gift for your students.
3.A Colourful School Year! You could replace these pencils with crayons or textas, depending on your style but they are a great little gift that your students an put to use in the classroom straight away.
4.Dough-lited! These particular labels are designed to fit the cheap Kmart brand mini playdough tubs but there is room to cut the circle a smidge bigger to allow for different sized tubs from other brands as well.
5.Make No Mistake!Any eraser could be used to accompany these labels. The erasers pictured here were purchased from Kmart.
6.We are going to have a ball! Children love bouncy balls! These ones were again purchased from Kmart’s party section in a bag of 6 from memory.
7.Let’s stick together!Instead of this sticky hand (purchased from Kmart’s party section) you could use a glue stick if you preferred.
8.You’re Just Write! These pencils could be replaced for a biro perhaps for the upper primary students.
9.Bubbling to Meet You! Kmart’s party section has the goods again in the form of these mini bubble wands. A very inexpensive purchase as they come in a mini pack of 8.
10.Highlight of My Day! This may be a better one to give to your students at the end of the first day or at the end of your parent/teacher night.
There you have it – so many back to school gift ideas that are easy and inexpensive to pull together. Which one will you be gifting to your students this year? Don’t forget, all the templates for these gifts can be found in our Free Resource Library.
Get the inside word on all things Ridgy Didge by becoming a VIP.
You’ll be the first to know about new releases, specials & curriculum updates. Plus insights and tips to put the fun back into the Australian Primary School Curriculum.
