Year 3

Magpie, Nightingale and Owl

Value of the Month


‘A successful team is a group of many hands but of one mind.’

Read more.



Summer Term Curriculum 2020



TERM: Summer 2021

Topics: Adventures on the high seas

In our first half term, our focus will be on the journeys to Australia and New Zealand made by Captain Cook and his crew. In the second half term, we will be sticking to our nautical theme and look at piracy.


All of our English work is topic based. We will be doing a lot of work based around two key texts: a non-fiction book about the life of James Cook and then a version of Robert Louis Stevenson’s Treasure Island.

Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates. The children will also learn extracts of text off by heart to help them develop their writing.

Reading and comprehension: The children will read, listen to and discuss a wide range of fiction and non-fiction books. In our whole class Destination Reader lessons the children will be developing reading skills such as: skimming, scanning, prediction, summarising, inference and deduction.

Writing: The children will be immersed in writing and will be planning and writing a number of fiction and non-fiction pieces, including: story writing, biography writing, character descriptions, poetry and radio play scripts. The children will learn to improve their writing through ongoing grammar activities and by continuing to employ varied sentence starters and descriptive devices. There will be an emphasis on self- and peer- editing as a means of improving writing.

Spellings: The children will continue to practise and learn words that follow a specific pattern and spellings from the Y3&4 key words list.

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


We will recap many of the key learning objectives from the previous terms including addition, subtraction, multiplication and division. Mental and written methods will be covered including partitioning, numbers lines, and column addition and subtraction as well as applying these methods in context with word problems. We will support multiplication and division strategies with pictograms and bar models. We will also be learning to:

·         Read analogue and digital clocks

·         Solve mathematical problems involving time.

·         Understand and identify different types of angles

·         Understand, identify and draw sets of perpendicular and parallel lines.

·         Accurately measure or calculate the perimeter of shapes

·         Find the area of rectangles


Our first science topic will be Light, where we will be learning about sources of light, shadows and reflections. Our second will be Plants where we will be learning about parts, lifecycles and requirements for life.


History: The children will be learning about time-lines and sequencing the events of Captain Cook’s life. We will be learning about life on The HMS Endeavour.

Geography: The children will learn the terms import and export and look at the trade links between Australia and the UK.


The Switched on Computing scheme including ‘unplugged’ lessons eg: We are presenters: Videoing a performance

MFL (French)

We will be reintroducing French with the Oak Academy scheme, with units covering introducing and describing yourself as well as other people, names of foods, clothes and sports.

Art / Design Technology

The children will learn different techniques using watercolour paint e.g. creating tone. We will then develop our skills of line, tone and colour by sketching and painting a variety of New Zealand plants and flowers. We will also look at Easter Island head sculptures. Each class will produce an additional piece of Art for exhibition evening. This will be based on British artists.


The children will continue to learn how to play the recorder and continue to learn to read and record standard musical notation.


The children will learn the rules of and develop their skills in netball and tennis. The children will develop their balance and coordination through lessons in athletics.


The children will be learning about Collaboration, Teamwork and Global Citizenship: Being a Global Citizen, how can I make a difference? In RSE we will be learning about the differences between males and females, personal space and learning about different relationships.


The children will complete work on the key question ‘what can we learn from the life and teachings of Jesus?’

Special events/ enrichment opportunities

Recorder concert. London Black author workshop. Pirate Day!

How parents can be involved in home learning

Please read daily with your child and practise spellings and multiplication tables as much as possible.


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

Mr Desborough

Year Team Leader

Miss Johns

Class Teacher

Miss Sharma

Class Teacher

Miss Regis

Trainee Teacher

Mrs Barac

Trainee Teacher

Ms Roose

Teaching Assistant