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.



Autumn Term Curriculum 2020

Topic Title: Astounding Australasia: The children will be transported to the exciting lands of Australasia for a fantastic first term in year 3.


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.


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.


Geography: The children will be learning to identify the key physical and human characteristics, countries and major cities of Australasia and we will be looking at the different environmental regions of Australasia.

History:  We will be learning about Australia as a colony, building on the children’s knowledge of empire and colonisation as well as  distinguishing between different sources and comparing different versions of the same story.


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

Art / Design Technology

In art we will be creating work based on the Aboriginal dreamtime as well as making the Great Barrier Reef in a box!

In design and technology the children will be learning about healthy eating and nutrition and they will be creating 2D designs of animals, which they will then sew into 3D hand puppets.


The children will be learning the recorder with Mr Bean!


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.



Our PSHE work will stem from our school-wide focus on re-establishing an effective education for all our children within a Covid secure environment. Our aims are to ensure that children feel confident and able to learn. Our termly, special projects will be:

·         Care and well-being of the self

·         Care and well-being of others

·         Care and well-being of our planet

Special events/ enrichment opportunities

As well as weekly recorder lessons we will be scheduling an Australian music workshop in the second half of term!


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 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