Year 3

Magpie, Nightingale and Owl

Value of the Month


Hope is an orientation of the spirit that enables us to live each day believing that we can be strong, that there is a good future ahead, that together we can make a difference.

Read more.



Spring Term Curriculum 2020

Topic Title: Who’s afraid of the very kind wolf?


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. 

Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates.

Sentence:  We will continue our work on writing direct speech and using a variety of sentence starters to keep the reader engaged.  We will be learning how to effectively plan our writing and how to edit our work to make it even better.  We will learn how to use conjunctions for time and cause and learning the difference between simple, compound and complex sentences.

Texts: The children will be using spider diagrams and flow diagrams to organise our non-fiction report writing on volcanoes and New Zealand.  We will be rewriting alternative versions to well-known fairy tales and will take great pleasure in writing a variety of forms of poetry, including kennings, haikus and tankas.

Handwriting: The children will continue to practise their cursive script. The children are always expected to produce work to a high standard of presentation.

Reading:  In Destination Reader we will be reading Mr Gum, non-fiction texts and poetry to continue our work on inference, prediction, summarising and clarifying.


Our objectives for maths are to:

·         Use a formal method for division with regrouping in hundreds, tens and ones

·         Solve one and two step word problems involving multiplication and division.

·         Learn strategies to solve arithmetic problems mentally.

·         Money- addition and subtraction

·         Length, Mass and Volume


Biology:  The children will learn about animals including humans – what foods different species need and how some animals have skeletons and what function skeletons serve.

Physics:  We will be learning about forces including magnets – the children will be designing fair tests and recording their results in graphs.

These two subjects were to be covered in the Autumn term, but instead we learnt about light and rocks.


Geography: The children will be learning about volcanoes and the Ring of Fire.  They will study what causes volcanoes and what effect they have on people and the earth.

We will also learn about the diverse landscapes of New Zealand – from its spectacular glaciers to its stunning, sandy beaches.

History: We will study the life of Australian landscape painter Albert Namatjira – the first Australian Aborigine to be given equal citizenship and a world famous artist.

To tie in with our geography work on New Zealand, we will also study some of the key moments in the country’s history.


We will continue our work on programming using Scratch, learning about the differences between algorithms and computer code and how to debug our programming when it doesn’t work.


In French this term, the children will be participating in story-telling, puppet making and script writing. They will also be learning about Australian animals and describing their size, colour and characteristics.

The children will also be counting from 0-40.


We will be looking at what is important to us and how religion can give people community and guide them on how to behave and give some people a sense of identity.

Art / Design Technology

We will be creating watercolour landscapes based on the artwork of Albert Namatjira.

In Design and Technology we will be learning how to build using 3D nets and shell structures.


The children will be learning to play the recorder and read music with Ms Vetch.


The children will learn the rules of cricket and rounders. They will also develop their balance and coordination through lessons in gymnastics and dance.


Our PSHE work will stem from the next three habits of our year long empathy project:

Habit 4: Moral imagination

Habit 5: Self-regulation

Habit 6: Practising kindness

In assemblies we will be learning how to support our friends and other people.

Special events/ enrichment opportunities

To deepen our science learning on animals, we will be visiting London Zoo to have a workshop on animal skeletons.  Hopefully we will be having a didgeridoo workshop and a trip to a local synagogue. 

This term, Magpie class will be learning to play chess every Friday afternoon with Mr Karia.

Nightingales and Owls will be gardening in the school allotment on alternate Fridays.

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.

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.

We also want children to have a love of reading, so please encourage your child to read as often as possible, both fiction and non-fiction texts.

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 and Counting

  • I can count, order and compare numbers to 10,000.
  • I have strategies for counting in ones, tens, hundreds and thousands.
  • Numbers up to 10 000 can be compared and arranged in ascending or descending order.

Addition and Subtraction

  • I can do simple addition and subtraction within 1000.
  • I can add with and without re-grouping.
  • I can subtract with and without re-grouping.
  • I can subtract numbers up to 10,000 that have zeros.
  • I understand that meaning of ‘sum’ and ‘difference.
  • I can translate addition and subtraction concepts into models for solving two-step word problems.
  • I can use number bonds in mental addition and subtraction.
  • I can reverse the order of groups in a multiplication concept to find the same product.


  • I can multiply a 2 or 3 digit number by a 1 digit number.
  • I can find the number of items in a group or set by relating multiplication facts.
  • I can multiply by 6, 7, 8 and 9.
  • I can solve 1 step word problems using bar models.
  • I can apply addition concepts such as ‘adding on’ and ‘part whole’ to solve 2 step word problems.


  • I can divide a 2 digit by a 1 digit number with a remainder.
  • I can recognise patterns to identify odd and even numbers.
  • I can divide equally with or without a remainder.
  • I can apply subtraction concepts such as ‘taking away’ and ‘part whole’ to solve 2 step word problems.



  • I can visualise and measure in compound units cm and m.
  • I can visualise and measure in compound units Km and m.
  • I can visualise and measure in compound units Kg and g.
  • I can visualise and measure in compound units Kg and g.
  • I can visualise and measure in compound units ml and l.
  • I can use all concepts in all four operations to solve 2 step word problems.





  • I can tell the time using ‘past’ and ‘to’.
  • I can convert between hours and minutes, using 1 hr = 60 mins.
  • I can add and subtract using hours and minutes.
  • I can solve problems word problems involving time.


  • I recognise that the whole is divided into parts and that the fraction symbol is used to determine the parts of the whole.
  • I can use a bar model or fraction wall to identify equivalent fractions.
  • I use the relationship between different denominators to find equivalent fractions.
  • Two fractions can be compared by referring to the values of the numerators when the denominators of the two fractions are the sameg. ¾ and ¼.
  • Two fractions can be compared by referring to the values of the denominator when the numerators of the two fractions are the sameg. ¼ and ½.
  • I can add and subtract two fractions by changing them to like fractions (the same denominator) first.


  • I can make a bar graph with scales to present data.
  • I can read and interpret bar graphs.


  • I know an angle represents the measure of an amount of a turn.
  • I know a right angle is a special type of angle made by two straight lines meeting at a point.
  • I know that when two straight lines intersect each other at right angles then they are perpendicular to each other.
  • I can draw a pair of parallel lines and know that the distance between them will always be the same.

Area and Perimeter

  • I know that the amount of space that covers the surface of a shape is the area. This is measured using the standard units of measure of a squared cm and a squared m.
  • I know that the distance around a shape is called the perimeter.
  • I can calculate the area of a rectangle by multiplying the length by the width.
Learn At Home

Homework to do at home while the school is closed

Dear Year 3 children,

We hope that you are having a wonderful adventure learning at home and spending quality time with your loved ones.

We’ve been very impressed by the work some of you have done on Mathletics and we are sure you have been working hard at your reading and writing as well.

We appreciate it is the Easter Holidays and for some of you that means you might take some time off from your learning. However, many of you will still want to continue your learning and have fun things to do, so these new activities are ready for you to get stuck into.

You can also check out our very own Mr Morrissey’s brand new youtube maths channel for some exciting learning!                         WOW!

We think about you every day and look forward to seeing you all again as soon as possible.

Best wishes,

Mr Kitchen, Ms Colquhoun, Mr Mason, Ms Winstanley, Ms Manning & Ms Waldman


Use your red homework book when completing these tasks.

Topic  – Science – Plants – this science work should take two weeks

  1. Explore the DK web page on plants, learn about different plants, parts of plants and take some of the quizzes.
  1. Draw two different diagrams. You will need to do some research (the DK page is very useful)
  • Parts of a plant: Draw a diagram of a plant (could be a tree, shrub, garden flower) and label its parts using the words: roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs. Will all plants have the same parts?
  • Draw a diagram of the structure of a flower, label its parts and give a short description of what each part does. For example: Petals – attract insects with colour, scent and nectar
  1. Draw the life-cycle of a plant (remember our life-cycles of frogs). This video shows the life-cycle of a nasturtium and includes descriptions and key words. Ensure your life-cycle contains drawings of each stage of a plants life, descriptions of what happens at each stage and key words (Petals, Sepals, Stamens, Stigma, Ovary). There are also lots of amazing videos on youtube about seeds growing and seed dispersal.
  1. Produce a piece (or pieces) of art based on a plant you can see at home. It could be a houseplant, a plant in your garden or even a tree you can see from your window. You could produce a drawing, a painting, a 3d model ( this is a cool 3d method). You’ve done lots of work on sketching this year, so it might be a good idea to start with some sketches before starting on your final piece of art. While you are making your art, think about the parts of the plant that you are studying.  Can you see petals, sepals, stamen, etc.?
  1. What do plants need to survive? Research what plants need to survive and turn your research into a How to Look After Plants Guide.Your guide should include pictures, facts, what people should do to make sure their plants grow strong and healthy (use imperative verbs – bossy verbs), how to plant the seeds, where the plants should live, what does the plant need to reproduce?
  1. Plant quiz. Taking all you’ve learnt about plants, make a quiz on plants to try out on your family and friends. Subjects could include:  parts of plants, what a plant needs to survive, plants in the UK, famous trees for around the world, the largest/smallest/oldest plants in the world.


For those of you who took home a tomato seed in a pot, during our last week in school, please see the attached letter from our wonderful allotment gardener Eva.  Her letter gives you advice on how best to help your tomato plant survive, grow strong and produce fruit (that’s right, tomatoes are fruits!).

Thank you Eva.




Adventure Stories

Over the last two weeks you rewrote the story of Flat Stanley and you wrote a character description of the story’s main character – Flat Stanley.  This week and next, we would like you to write your own, Flat Stanley inspired, adventure story.

  1. You are going to write a story plan based on the one you did for Flat Stanley, but now you create the main character and story plot. What accident happens that changes their body in some way? What happens to their body? How do they become a hero? Do they return to normal as Flat Stanley did? Plan your story using the story plan template (look at the Flat Stanley plan if you need ideas). You can print and use the planning sheet if you like.
  1. Draw a cartoon strip of your story. Include pictures and a brief description of what is happening. -You can print and use the cartoon strip if you like
  1. Write a character description of your main character: what is their personality, what happens to them, how do they display some sort of bravery that saves the day?
  1. Write your adventure story. This should be approximately two/three sides of A4 long. And will probably take you 2/3 hours. Use this tick list when you are writing to check that you have included a great range of sentences:


Capital Letters and Punctuation  
If …, then … sentences – If he didn’t act now, then it would be too late!  
Relative Clause sentences (which, who) The ship, which was barely afloat, slowly sailed out of the harbour.  
Emotion word, comma sentences – Disappointed, she left the table and went to her bedroom.  
Does it make sense?  Read your work aloud to check your sentences make sense.  
Great vocabulary – Have you used powerful and interesting vocabulary to engage the reader?  
Synonyms for said – Have you used a range of synonyms for said (gasped, shrieked, demanded, etc.)  


  1. Read your story to a family member and ask them for any ideas how you could improve your story. Use their advice and make changes to your story.  Check your capital letters, full stops and inverted commas.
  1. Write your story up in best (you could add illustrations) and create a front and back cover. Include a title, a blurb and your name (you are the author).



  • Log on to and complete the set activities. You should do this for 20 mins a day.  Challenge your friends online to compete in games.




Use the year 3 spelling list to complete the activities on the spelling sheet.



  • Continue reading the books you selected from the class library. You should read for at least 30 mins per day. On completion of each book, you should complete two of the reading activities (see word document). Do this for each of the books you have taken home and any new ones you read.  This means you will complete all nine activities.
  • Whilst you are reading you can have a go at using the vocabulary builder – see word document. When you come to a new word in your book, write it down, write its definition (you might need a dictionary), write down synonyms for the word, write down antonyms for the word and try to put the word into a sentence of your own.
  • Have a go at the First News reading comprehension (see pdf). These are all stories from around the world right now with questions on each article.



  • Continue to use the letterjoin website to practise your best handwriting. You can set up a free trial on the letterjoin website for lots more activities.
  • Ask an adult to read the dictation paragraphs to you (see dictation sheet), for you to write in your best handwriting and including capital letters and punctuation.



  • Practise your touch typing on  (you can also google BBC DanceMat touch typing.)

  • Turtle academy uses code to create beautiful shapes.

It is easy to use, teaches simple coding and can be used to create complex shapes.


You could:

  • Build a maze for a character. Make levels. Have instructions.  Add a timer.
  • Create an animated conversation between two characters. Use wait and timings.  Add movement.
  • Create a racing game. Add a timer.  Create different tracks and cars. What happens if your characters drive off the tracks?
  • Create a multiplication game. Use If … then … Ask different questions.  Add points and a timer.


French resources are available on the School website, under the curriculum tab, French and then Year 3 resources (at the bottom of the page).

There are songs and phrases to learn.

Web links

First News – children’s newspaper. Free weekly download

Mr Morrissey’s Youtube Maths Channel – fantastic investigations and simple to follow maths learning (plus it’s Mr Morrissey!)

Ms Waldman reads the amazing novel about the adventures of a toy rabbit, written by Kate DiCamillo. She divided the story in 10 videos, they will be coming out gradually as part of the following YouTube playlist:


Twinkl is offering to parents and carers access to all Twinkl resources with a One Month free Membership. To set-up; go to enter the code UKTWINKLHELPS

There are also lots of other links in the first learning pack.

English 1 Your Story Plan

English 2 Story comic Strip

First News Reading Comprehension

Gardening Letter

Home Learning Dictations 1

Home Spelling Activities 2

Reading 1. Home reading activities

Reading 2 Vocabulary builder 

How to Join Letter-Join:

Homework to do at home while the school is closed

Dear Year 3 children,

We have created these activities so that you can have some fun at home and continue learning.  It is important that you take time each day to learn (just as you do at school), so that when we all come back to Coldfall together, we have all learnt new things that we can share with one another.

Please do not moan at your adults when they ask you to do work at home!  They are asking you to do school work because they love you and want you to do well and because your mean teachers (that’s us!) have told them that you must do schoolwork at home.

We are going to miss you while we are not at school, but we look forward to being back together soon.  Remember to be kind and gentle and look after your friends and family.

Best wishes,

Mr Kitchen, Ms Colquhoun, Mr Mason, Ms Winstanley, Ms Manning & Ms Waldman

Use your red homework book when completing these tasks.

Topic  – Geography and History – James Cook activities:

  • Make a timeline of the key events in James Cook’s life – include dates and a description of what happened.
  • Produce a map showing where James Cook travelled – include key places and events.
  • Make a piece of art showing a key moment in James Cook’s life – use either pencils, paints or it could be a sculpture.
  • Write two diary entries as James Cook retelling key moments from his life – include facts and James Cook’s feelings and thoughts – this should be 1 – 2 pages long.
  • Make a model of James Cook’s ship the Endeavour or draw a cross-section diagram of the ship including labels.


English Activities:

Adventure Stories – Flat Stanley – Week 1

  • Listen to the story of Flat Stanley
  • Draw the story plot of the story as a cartoon – use the cartoon strip sheet.
  • Fill in the story plan.
  • In your own words, write the story of Flat Stanley – look at the planning sheet for key vocabulary and sentences. Include paragraphs.  Your story should be approximately two sides of A4 long.


Adventure Stories – Flat Stanley – Week 2 

  • Drop two drawings of Flat Stanley – one before he was flattened, one when he was flat.
  • Around your flat picture of Flat Stanley, write words to describe his character (fun, brave, etc.)
  • Write a character description of Flat Stanley. What makes him remarkable?  When does he show the best parts of his character?  Why would people like him?


Maths activities:

Log on to and complete the set activities.  You should do this for 20 mins a day.  Challenge your friends online to compete in games.


Use the year 3 spelling list to complete the activities on the spelling sheet.


You have selected 3 books from the class library. You should read for at least 30 mins per day. On completion of each book, you should complete two of the reading activities.  Do this for each of the books you have taken home.  This means you will complete all nine activities.


Practise your handwriting on these sheets provided.

You can set up a free trial on the letterjoin website for lots more activities.


Use scratch online to practise your coding skills.

You could:

  • Build a maze for a character. Make levels. Have instructions.  Add a timer.
  • Create an animated conversation between two characters. Use wait and timings.  Add movement.
  • Create a racing game. Add a timer.  Create different tracks and cars. What happens if your characters drive off the tracks?
  • Create a multiplication game. Use If … then … Ask different questions.  Add points and a timer.

Home reading activities

Home spelling activities

Flat Stanley story plan

Flat Stanley comic strip

Web links

These websites have lots of educational activities and learning: – this has a one month free trial and is full of learning resources and activities. – lots of eBooks, spellings and games. – has learning on every subject from science to R.E.


These websites are engaging and educational as well:   – learn about space exploration and the universe. – discover more about our incredible planet.

How to Join Letter-Join:

Year 3 have had an exciting two weeks finding out about New Zealand.  The children worked in groups of three, with one child from each of the three classes.  Together, they researched, created and presented a project about on various subjects, including ‘Maori culture’, ‘New Zealand’s history’ and ‘Sports in New Zealand’.

The Year 5 children enjoyed learning about New Zealand as the Year 3 children presented their work.

Year 3 artwork, Incredible!

Magpie Class enjoyed a great trip to The Natural History Museum to support our learning on rocks and fossils.

Here are Magpie Class enjoying helping out in our school allotment. They go every other week and are learning so much about gardening!

Mr Kitchen

Year Team Leader

Miss Colquhoun

Class Teacher

Mr Mason

Class Teacher

Mrs Waldman

Trainee Teacher

Mrs Manning

Trainee Teacher

Mrs Winstanley

Graduate Teaching Assistant