Year 3

Magpie, Nightingale and Owl

Value of the Month


‘All our mistakes are forgivable if we have the courage to admit them’



Autumn Term Curriculum 2021


YEAR: 3 TERM: Autumn


This year, we will be following the International Primary Curriculum (The IPC) for much of our topic-based learning. The IPC provides thematic units of learning with accompanying activities and tasks. The units have been designed to appeal to children’s interests and help them to learn more about the world around them. The National Curriculum goals for the all Foundation subjects will be covered by the IPC over the duration of the year. This term, our units will include: The Brain, How Humans Work and Bright Sparks!


We will be learning about our brain and how we can use it to learn lots of new and different things every day, enabling us to gain the knowledge, skills and understanding that we will need to become successful now and in the future. By finding out more about how we learn, and how we can improve the way that we learn, we will be better equipped for meeting the many challenges ahead of us. We will need to be metacognitive learners, scientists and internationally minded.

How Humans Work

We will be learning about the different functions of the human body, including how we see, hear, digest, breathe and move. We will also investigate how to maintain a healthy lifestyle, and the effects of diet and exercise on the body. We will need to be scientists, nutritionists and sports instructors in order to gain a deep understanding of how humans work. Have you ever considered how your body works? And what does it really mean to be healthy?

Bright Sparks

We will be learning about electricity and its importance on our daily lives. Can you imagine how your life would be without electricity? As scientists we will investigate how electricity flows through wires and how switches work. Do you know that there are materials that don’t allow electricity to pass through them? We will also find out how electricity is produced in our countries and explore ways to save electricity.


Word: Children will be working on spelling patterns from Yr 3 Key Skills list and continue to learn words from the Year 3 spelling list.

Sentence:  As well as consolidating the skills learned so far, the children will be writing one and a half pages of writing and using a range of sentence types and conjunctions to make their writing engaging for the reader.  We will be using a range of punctuation focusing on punctuation within speech marks and commas to separate clauses.  The children will learn what relative clauses are and use them in their writing and they will be using fronted adverbials as well.

Text: Our core texts for Spring will be ‘Wombat Goes Walkabout’ by Michael Morpurgo and ‘Stories from the Billabong’ by Donald G. Payne. The children will study narrative fiction and the structures and grammatical features of a variety of non-fiction genres linked to our topics.  There will be a focus on drawing inferences about characters’ feelings, thoughts and motives and making predictions based on evidence from the text.

Maths: Key Concepts

Numbers to 10,000

Use place value to identify the value of digits, compare and order numbers and represent numbers to 10,000 in different ways.

Addition of numbers within 10,000

The meaning of ‘sum’ is to add.

Addition within 10,000 without regrouping and also with regrouping in ones, tens and hundreds.

Subtraction of numbers within 10,000

Subtraction within 10,000 without regrouping and also with regrouping in ones, tens, hundreds and thousands.

Solving addition and subtraction word problems

Translating addition and subtraction concepts into models for solving two-step word problems.

Multiplying by 6,7,8 and 9

The ‘group and item’ concept is used for multiplication facts.

Repeated addition is used for multiplication.

Short cut methods for multiplying by 6,7,8 and 9.

Using division as the inverse of multiplication.


Multiplying 2 and 3-digit numbers by 1-digit numbers.

Multiplying without regrouping and with regrouping in ones, tens and hundreds.


In science, we’ll be learning about:

●        How to look after our brain.

●        Physical similarities and differences between themselves and other people

●        The role of the different nutrients in the body

●        How our eyes and ears work

●        The different jobs our teeth do

●        The digestive system

●        The Circulatory System

●        The Respiratory System

●        The skeleton and muscles

●        Why we should eat a range of different foods.

●        How to make different electrical circuits

●        Materials that conduct electricity

●        How to build more complex circuits

●        Using electricity to make a magnet.



In geography, we’ll be learning to:

●        Be able to use a variety of sources to gather geographical information

●        Be able to identify relevant data to answer questions

●        Identify similarities and differences between different environments and industries within the host country

●        Be able to describe human activities that can cause or reduce environmental issues


We will be looking at what can we learn from the life and teachings of Jesus.

Art / Design Technology

We will be learning to:

●        Make a model with light and sound.

●        Be able to produce a final design proposal identifying appropriate materials

●        Be able to list materials, tools and techniques needed for production

●        Be able to compare their design and product explaining any differences and suggesting improvements


●        The children will be learning the recorder with Ms Vetch. Their learning will focus on instrumental technique, learning to read and play from notation, playing as an ensemble, listening and evaluating pieces of music and composing their own musical patterns.


·         In French, we will be following the Language Angels scheme. We will be recapping core vocabulary including days of the week, colours, numbers and salutations before moving on to the Seasons.


●        We will be developing our fitness with strength and conditioning exercises as well as circuit training.

●        We will be working on our coordination and developing our throwing and catching skills.


In PSHE, we’ll be learning about:

●        The different types of learning (Knowledge, Skills and Understanding)

●        The importance of practice when learning a skill

●        The brain and its connection to learning

●        How we can deepen our learning by making connections across different subjects

●        How positive thinking can help us to succeed.

●        The Human Life Cycle

●        Exercise and healthy lifestyles

●        Mental health

●        Caring for our eyes and ears

●        Oral Hygiene

●        Protecting ourselves from germs

●        Keeping safe around electricity

●        Affordable electricity for all.

●        Why it is important to learn from other children and cultures around the world.

●        Health challenges children face around the world

●        Food safety

●        Exercise in different countries.

●        How we (and others) can save electricity

Special events/ enrichment opportunities

As well as weekly recorder lessons we will be preparing for our class assembly.  Class Trip/workshop (tbc).

How parents can be involved in home learning

We appreciate parental support with reading and homework.  We want to ensure that all children are proficient in their times tables (2,3,4,5,,11) and basic maths facts so these need to be practised regularly. We will begin with recapping the times tables from year 2 (2,3,4,5,10) before moving on to the ,6,7,8,9 times tables before Christmas.

Please encourage your child to log onto the Mathletics website regularly. The site has a variety of fun games for the children to play which will help them develop greater maths fluency.


English Key Skills
Speaking and Listening

I can listen and respond appropriately to adults and my peers.

I can ask a range of relevant questions to extend my understanding.

I can answer questions using full sentences and can begin to justify my answers.

I can listen to and remember important points in discussions and stories

I can participate in conversations staying on topic, initiating and responding to comments.

I can use talk to develop understanding through speculating, imagining and exploring ideas.

I have an increasing command of Standard English.

I can participate in discussions, presentations, performances, role play and debates.

Reading (word/comprehension)

I can read all key words from Rec-Yr3.

I can apply my growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words.

I can read aloud with expression taking account of grammar and punctuation.

I can sustain silent reading to include longer more complex texts.

I can discuss which authors I like/dislike and give reasons.

I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books.

I can make predictions based on what I already know about a text.

I can summarise more than one paragraph after I have read a text and give appropriate detail.

I can draw inferences from a text such as inferring how a character feels.

I can ask questions to improve my understanding.

I can retrieve information from a range of texts to answer questions.

I can identify themes in a wide range of texts.

I can evaluate texts looking at language, structure and presentation.

I can prepare poems and play scripts to read aloud.

I can use a dictionary to check meanings of words.

Writing (composition and grammar)

I can write at least one and a half pages of text.

I can write using full stops, capital letters, question marks, exclamation marks and inverted commas for speech.

I can use commas in lists, for description and to mark fronted adverbials.

I can vary the types of sentences I use in my writing (e.g. short sentences, compound sentence), complex sentences, relative clauses who/whom/which/whose/that) e.g. The Great Barrier Reef, which is on the east coast of Australia, is a popular tourist attraction.

I can use conjunctions in sentences to express time and cause (e.g. when, so, before, after, while, because)

I can use a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters)

I can embellish sentences by including adjectives, adverb starters and fronted adverbials (e.g. Earlier in the week, we carried out a traffic survey.)

I can write in the 1st/3rd person and tense consistently through a piece of writing.

I can write consistently in a range of genres: narrative, poetry, play scripts, reports, instructions, recounts, and letters.

I can identify and use the correct features for each genre.

I can plan what I want in a variety of ways (e.g. flow charts, story maps, story mountains, mind maps…)

I can compose my sentences orally before I write them.

I can use paragraphs as a way to group related material.

I can self correct and edit my writing to make improvements.


I can apply spelling rules for adding suffixes (e.g. –ing, -ed, -ation, -ly, -ous, -tion)

I can apply spelling rules for adding prefixes (e.g un-, dis-, mis-, in-, re)

I can begin to place the apostrophe accurately in plurals and understand the rules (girls’, children’s).

I can spell homophones and near homophones (accept/except, affect/effect, rain/rein/reign).

I can generate synonyms for common words.

I can spell words with silent letters.

I can begin to identify and use collective nouns (e.g. The bundle of clothes lay on the bed.)

I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.


I can hold a pencil with the correct grip, sit up straight and steady my work.

I can use correctly formed cursive script in all areas of the curriculum.

I can present my work neatly in all areas of the curriculum.

Consolidate: finger spaces, letter, word, sentence, statement, question, exclamation, command, full stops, capital letter, question mark, exclamation mark, speech bubble, speech marks, bullet points, apostrophe, commas for lists and descriptions, singular/plural, suffix, adjective, noun, noun phrase, verb, adverb, imperative verbs, tense (past/present/future, connective, alliteration, simile –‘as’/ ‘like’

Introduce: word family, conjunction, adverb, preposition, direct speech, inverted commas, prefix, consonant/vowel, clause, subordinate clause, determiner, synonyms. Relative clause, pronoun, imperative, colon for instruction.

Maths Key Skills

Number – number and place value

Pupils should be taught to:

  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number; recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  • compare and order numbers up to 1000;
  • identify, represent and estimate numbers using different representations;
  • read and write numbers up to 1000 in numerals and in words;
  • solve number problems and practical problems involving these ideas.

Number – addition and subtraction

Pupils should be taught to:

  • add and subtract numbers mentally, including:

a three-digit number and ones

a three-digit number and tens

a three-digit number and hundreds

  • add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
  • estimate the answer to a calculation and use inverse operations to check answers solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Number – multiplication and division

Pupils should be taught to:

  • recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables;
  • write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit
  • numbers, using mental and progressing to formal written methods;
  • solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

Number – fractions

Pupils should be taught to:

  • count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10;
  • recognise, find and write fractions of a discrete set of objects: unit fractions and non unit fractions with small denominators;
  • recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators;
  • recognise and show, using diagrams, equivalent fractions with small denominators;
  • add and subtract fractions with the same denominator within one whole for example, 5/7 + 1/7 = 6/7
  • compare and order unit fractions, and fractions with the same denominator and solve problems that involve all of the above.


Pupils should be taught to:

  • measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml);
  • measure the perimeter of simple 2-D shapes;
  • add and subtract amounts of money to give change, using both £ and p in practical Contexts;
  • tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks;
  • estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight know the number of seconds in a minute and the number of days in each month, year and leap year;
  • compare durations of events [for example to calculate the time taken by particular events or tasks].

Geometry – properties of shapes

Pupils should be taught to:

  • draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them;
  • recognise angles as a property of shape or a description of a turn;
  • identify right angles, recognise that two right angles make a half-turn, three make, three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle;
  • identify horizontal and vertical lines and pairs of perpendicular and parallel lines.


Pupils should be taught to:

  • interpret and present data using bar charts, pictograms and tables
  • solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.
Learn At Home

Mr Desborough

Year Team Leader

Mr Mason

Class Teacher

Miss Taylor

Class Teacher

Ms Macaldowie

Trainee Teacher

Mrs Lau

Teaching Assistant