Year Three

Year 3

In Year 3, our school curriculum includes: fluency in our red-lines; the continued development of attitudes and attributes; the ‘Come & See’ National Project for Religious Education; and, the 2014 National Curriculum. This curriculum is delivered through modules, both core and broadening, that address the prime areas of Religious Education, English, Maths and Science. The modules do not indicate lengths of time, but rather gather related themes. Within each module, the learning in the prime areas is uncovered, practiced and explored in the specific subject area and also through gaining, using and applying the knowledge, skills and understanding of other subjects of the NC, some of which will be taught discretely.

In History:

  • the achievements of earliest civilisations focusing on Ancient Egypt;
  • changes in Britain from the Stone Age to the Iron Age;

In Geography:

  • the comparison of the physical geography of the English Lake District with Switzerland;
  • develop knowledge of human and physical characteristics of the United Kingdom;
  • using an eight-point compass, symbols and keys with maps.

In French (Modern Foreign Language):

  • a study of the language of families, relationships and animals;
  • a study of the language of days of the week, months, dates & time, age;
  • a short course in Latin.

In Computing:

  • write programs that include sequences to accomplish specific goals;
  • using technology responsibly.

In Design & Technology

  • designing and making a balanced menu for a family of 4 (cooking);
  • in leisure, designing and making an artist’s easel.

In Art:

  • primitive Art;
  • the craft of weaving;
  • the modern movement in architecture.

In Music:

  • develop vocal skills and technique, employing accuracy, fluency, control and expression, in solo and ensemble contexts,  appreciating and understanding music drawn from around the world;
  • play percussion instruments accurately with control and correct technique, understanding and using standard rhythmic notation and, by listening with attention to detail with increasing aural memory, to improvise and compose rhythms;
  • develop an understanding of the history of music and works of the great composers by exploring the 20th Century Period (1900s).

In Physical Education:

  • the swimming programme;
  • balances in gymnastics;
  • track events in athletics.

Some aspects of these subjects will be taught discretely and others will form the contexts for learning in the prime areas, but all can be supported through research and conversation at home, and visits that family may enjoy during the year.

Red lines of learning

In year three, children should be using fluently the skills from preious years while mastering those shown below at home and school. 

R.E.Physical/ handwriteReadWriteMathsScience
Find texts using Biblical referencingPrinting of labels . . .Comprehend range of textsFraming ideasUnderstanding and use of ‘base 10’ number systemPredict because of observation and theory eg apply to a new situation (I think x will happen because…)

The attitudes and attributes that our children will be encouraged to develop this year are:

GENEROSITY: Organisation, Reflection, Sculpt, Interpreting (Process), Generalisation, Prediction

Core Module One
Recognise the roles and relationships within the family.Recognise headings & sub-headings as noun phrases. Recognise numbers of multiple digits in numerals and words. Play with number bonds within 20 and within 100.Engage in the world and distinguish plants from other living & non-living things
 Reveal links with your own family experience. Use headings & subheadings to identify key meaning within a section.Revisit ordering and comparing numbers (thousands).Identify the different parts of flowering plants from observation: roots, stem/trunk, leaves and flowers.
Recognise the place value of digits in numbers up to 3 digits.
Explore times of joy and sorrow as experienced by families.Use headings & subheadings as a presentation aid to group related materials.Construct a number with a given place digit in numbers and words.Predict the function of different parts of flowering plants and research the findings of scientists.
 Plan using key words;draft using simple sentences; compose a non-chronological report using headings and subheadings to organise and group related materialsConstruct any three digit number using pictorial representation.Hypothesise the function of different parts of flowering plants and investigate in experiment.
SPAG: Revision of noun phrasesSpelling: Revision of the -s and -es suffixes. Revision of the addition of suffixes to words ending in ‘e’ (-ing, -ed). Common excpetion words.
Core Module Two
Relate the New Commandment to personal experience of family life. Use the first letters in a word to locate words in a dictionary. Use a dictionary to check the definition of words.Interpret data from a table. 
 Relate Christian actions to the advice offered by St Paul in his letter to the Colossians.Proof read for spelling and punctuation errors.Interpret data from a pictogram. 
Relate St Paul’s letter to the Ephesians to the family unit.Answer literal questions by retrieving information from a non-fiction text.Interpret data from a bar chart. 
Spelling: Revision of the addition of suffixes to words ending in ‘e’ (-er, -est). Common excpetion words.
Core Module Three
Respond by reflecting upon how we show love and respect to our family. Compose 5 one idea sentences from own experience;re-draft one idea sentences focusing upon: person, place and action (5 of each)Use a ruler to construct straight lines.Observe plant growth in the world around us in order to predict conditions for plant growth.
  Re-draft one idea sentences into compound sentences;sequence compound sentences Present data using tables.Hypothesise the conditions plants require for growth
 Embed plot, character and setting within a narrative;Edit accordinglyPresent data using pictograms.Experiment with a fair test to discover the impact of different factors on plant growth.
  Present data using bar charts.Record and present data collected from investigation.
   Theorise what plants need in order to grow.
SPAG: Revision of coordinating conjunctions. Time conjunctions.Spelling: Revision of the addition of suffixes to words ending in ‘e’ (-y, -en). Revision of the addition of suffixes to words ending in ‘y’ (-ing, -ed, -s). Common excpetion words.
Core Module Four
Reflect upon what it means to belong to a group. Add and subtract 3 digit numbers & units using formal written methods.Observe the world around us to predict how new plants grow.
Recognise personal experiences of making promises. Explore a range of poetry.Add and subtract 3 digit numbers & tens using formal written methods.Test a prediction to discover whether all seeds are dispersed in the same way.
Reveal the significance of the Sacrament of Baptism, linking this to scripture.Identify patterns of rhyme in a range of poems.Add and subtract 3 digit numbers & hundreds using formal written methods.Form a hypothesis around how seeds are dispersed.
Adjust a fair test to look at how alternative plants disperse seeds (fruit plants).
Reveal the meaning of the signs, symbols and promises made at Baptism. Add and subtract using formal written methods.Theorise methods of seed dispersal.
   Explore how scientists would test by experimenting with the part flowers play in pollination.
Spelling: Revision of the suffixes to words ending in -y (-est, -en). Common excpetion words.
Core Module Five
 Respond to the promises made at Baptism by suggesting its influence on the lives Christians. Count from 0 in multiples of 4, 8, 50 & 100. 
  Write & calculate mathematical statements for multiplication using formal written methods.Engage with the world to consider rock formations.
  Write & calculate mathematical statements for division using formal written methods.Observe the world around us to predict how layers of rock are formed.
Spelling: Revision of the addition of suffixes to words ending in a single consonant (-ing, -ed, -s, -er, -est, -y, -en). Common excpetion words.
Core Module Six
 Reflect upon special religious places or places in the community based upon personal experience.Identify direct speech within a piece of text.State which units are used for measurement.Remember metamorphic rock can be formed by strata.
 Discover how the exile from the Temple led to ‘houses of worship’.Compare how direct speech is demarcated in a text compared to a play script.Read a variety of different scales.Predict why rocks are different from one another.
Explore Luke 4 to discover how Jesus taught in the synagogue.Use inverted commas to punctuate direct speech. Measure length, mass and capacity.Carry out focused observations of sedimentary, igneous and metamorphic rocks through close observation.
Relate the Old and New Testament scripture to experience of preparation.Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel.Compare lengths, masses and capacities.Suggest a classification for sedimentary, igneous and metamorphic rock.
Discover the actions of Jews when visiting the synagogue Add and subtract length, mass and capacity.Research the effect of different factors on different rocks and create a logic chart.
SPAG: Revision of vowels and consonants. Use of the present perfect form of verbs instead of the simple past. Spelling: Revision of the addition of suffixes -ness, -ful, -less, -ly. Common excpetion words.
Core Module Seven
Relate ways that both the synagogue and church are used for the wider community.Express time, place and cause using conjunctions (e.g. when, so, before, after, while, because).Place decimal numbers on a 0 -1 number line.Observe the world around us to predict how fossils are formed.
Add and subtract amounts of money.
 Respond by suggesting how the synagogue is similar to the Church in the way that the community use it. Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions. Justify this with evidence.Recognise that tenths arise from dividing an object or number into 10 equal parts.Form a hypothesis around how fossils are formed.
 Predict what might happen from details stated and implied. Count up and down in tenths.Recognise the limitations of testing fossil formation and use alternatives (leaves) to test.
  Find and write unit fractions of a discrete set of objects.Record findings using simple scientific language and labelled diagrams.
  Find and write non-unit fractions of a discrete set of objects.Theorise fossil formation.
Spelling: Adding suffixes to words of more than one syllable. Common excpetion words.
Core Module Eight
 Reflect upon personal experience of visitors. To retrieve & record information from non-fiction textsTo recognise and show, using diagrams, equivalent fractions 
 Explore the joys and demands that visitors can bring. To simplify fractions. 
Recognise the symbolisation of the Jesse Tree. To identify right angles. 
Relate the Old and New Testament scripture to experience of preparation. To recognise that two right angles make half-turn, three make three quarters & four make a complete turn. 
  To identify whether an angle is greater or less than a right angle (acute, obtuse & reflex). 
SPAG: Word familiesSpelling: Adding prefixes to show negative meanings (un-, dis-, mis-). Common excpetion words.
Core Module Nine
 Reveal, through scripture, the events surrounding the birth of Jesus. Read time from an analogue clock.Predict components of soil by handling and closely observing it.
 Relate scripture to the Christian belief of Jesus being for all. Read time from a 12 hour clock.Devise an experiment to find composition of soil using physical properties (comparing beach to river bank).
Hypothesise what soil is made up of.
Respond by suggesting ways that Christians prepare for the coming of Jesus during Advent Read time from a 24 hour clock.Carry out a fair test of sand, soil and compost.
Record findings through labelled, scientific diagrams.
Theorise findings of soil composition and report new questions.
Spelling: Adding the prefixes ‘in-‘ and ‘sub-‘. Common excpetion words.
 Broadening Module One
Reveal links with family traditions on special celebrationsRecognise simple organisational devices in non-narrative material independently Identify the representation of numbers in the context of time; Roman numerals; temperature; timelineEngage in the world and recognise that humans and some other animals have skeletons
  Recognise customs and traditions associated with different local annual events  Read a range of non-fiction texts to identify how structure, presentation & language contribute to meaning  Estimate numbers using different representations. Predict why humans and some animals have skeleton (support/protection);Remember basic needs for survival and hypothesise purpose of skeleton (need to move it)Investigate how muscles move the skeleton
Explore the ordinary times of the year/lifeUse organisational devices to plan, draft and compose a non-chronological report  Use numbers in different representationsIdentify and group animals with and without and different types of skeleton
 Assess the effectiveness of their own and others’ writing; Suggest improvements  
Spelling: Adding the prefix ‘re-‘. Common excpetion words.
Broadening Module Two
 Reveal the significance of the Church’s liturgical year      Spell further homophonesSolve two-step problems using information presented in more complex tables 
Ask questions to improve understanding of a text  Solve two-step problems using information presented in more complex pictograms 
 Solve two-step problems using information presented in scaled bar charts 
Spelling: Spell words that are often misspelt. Common excpetion words.
Broadening Module Three
Appreciate the significance of the feasts of Our Lady throughout the Church yearIdentify plot structure within an existing textIdentify and draw regular and irregular 2D shapesObserve human diet through the use of a food journal
 Reveal the psalms for each liturgical season  Compose 5 sentences focusing upon: person, place and action;re-draft sentences focusing upon improving vocabulary  Recognise 3D shapes in different orientations & describe themPredict what humans and animals require to have adequate nutrition
Respond by suggesting links between Christian belief and the celebration of particular Church feastsRe-draft sentences into compound and complex sentences, including speechMake 3D shapes from modelling materials Research the findings of scientists to discover what humans need to stay healthy
 Suggest changes to grammar & vocabulary to improve consistency;Edit accordingly Recognise how human and animal diets differ to other living things
   Hypothesise how humans and animals stay healthy
SPAG: Revision of subordinating conjunctionsSpelling: Adding the prefix ‘inter-‘. Adding the prefix ‘super-‘. Common excpetion words.
Broadening Module Four
Recall times when listening has been important   Estimate answers to calculations with up to three digitsTest hypothesis by creating a meal to match ‘ideal’ nutritional content
 Explore personal experiences of sharing  Recognise different forms of poetry Check answers to calculations using the inverse operationRecording findings using: simple scientific language; drawings; labelled diagrams
 Prepare poems to read aloud and perform, showing understanding of intonation, tone, volume and actionEstimate answers to calculations and use the inverse operation to checkTheorise what humans need for a nutritionally balanced diet
Spelling: Adding the prefix ‘anti-‘. Adding the prefix ‘auto-‘. Common excpetion words.
Broadening Module Five
Reveal the elements of gathering for the celebration of Mass Solve missing number multiplication problems 
Understand the significance of the Gloria    Solve missing number division problemsEngage with the world to discover practical changes between light and darkness
 Reveal the meaning of the Liturgy of the Word, linking this to Christian belief Solve missing number division problemsObserve the world around us to identify sources of light, both natural and manmade
Spelling: Adding the suffixes ‘-ation’ and ‘-sion’. Common excpetion words.
Broadening Module Six
Reveal the significance of the gifts offered at Mass.Read and orally retell a range of stories from across different genresCompare & order unit fractions, & fractions with the same denominationsPredict how we see things
  Discover the words and actions carried out during the Eucharistic Prayer Ask questions about a character’s feelings, thoughts and motives to improve understanding of a range of textsRevise finding fractions of a set of objects  Experiment with mirrors to discover how light travels 
Relate words and actions carried out during the Eucharistic Prayer to meaningUse a varied range of sentence structures to suggest answers to another’s questionsRecognise & use fractions as numbers (unit fractions)Hypothesise how light travels
 Complete character studies, applying a range of sentence structuresRecognise & use fractions as numbers (non-unit fractions) 
Spelling: Exceptions around the addition of the suffix ‘-ly’. Common excpetion words.
Broadening Module Seven
Relate the presence of Jesus in the Eucharist.Select books for a particular purpose (library visit).Add fractions with the same denominator within one whole.Test hypothesis to discover that light travels in straight lines.
 Respond by reflecting upon how sharing in the Eucharist impacts the lives of Christians.Discuss and record ideas. Subtract fractions with the same denominator within one whole.Theorise how light travels.
    Present ideas to a group, controlling tone and volume so that meaning is clear.Recognise angles are a property of shape or a description of a turn.Identify the dangers of sunlight to health.
Recognise members of the local community who give their services to help others. Identify horizontal and vertical lines and pairs of perpendicular & parallel lines. 
Spelling: The difference between words ending in ‘-sure’ and ‘-ture’. Common excpetion words.