Year 3

Magpie, Nightingale and Owl

Value of the Month

Moral imagination

Moral imagination – this is enabling children and adults to be inspired and learn about empathy and values from a range of sources such as characters in books, films and on the news.

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

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