Year 3

Magpie, Nightingale and Owl

Value of the Month

Perspective taking

Empathy Project Habit 3 is:  “Perspective taking.” This means the ability of a person to consider a situation from different points of view.

Read more.





Autumn Term 2018
Topics: A journey across Australia and Amazing Australasian Animals

This year the children will be studying the continent of Australasia. Our core text for the first half term is ‘Wombat goes Walkabout’ by Michael Morpurgo. We will be journeying, through Australia, learning about four of its numerous climate zones: the rainforest, the desert, the grasslands and the temperate coast. In the second half term our focus will be on Australian Animals and our core text will be ‘The Rabbits’ by John Marsden.


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

Reading and comprehension: The children will begin whole class destination reader sessions whereby the children are given a range of challenging reading activities to develop their comprehension and general reading skills. They will be exposed to a wide range of texts including fiction, poetry and non-fiction.

Writing: Children will improve their writing through focussed grammar activities, oral rehearsal of model texts and through the learning of a variety of new sentence types. The children will be encouraged to write consistently in a range of genres, including diary entries, letters, fiction writing, poetry, non chronological reports.

Spellings: The children will learn to spell the year 3 key words. They will also learn spelling rules, e.g. adding prefixes.

Handwriting: We have two short handwriting lessons per week. The expectation for Y3 is that children always produce work with a high standard of presentation including the correct formation of letters. All written work should be joined up.


We will be continuing with the Inspire Maths programme, which is an English adaption of the very effective Singaporean model. The children will further develop their skills in small incremental steps whilst using concrete apparatus to gain a really solid understanding of mathematics. We will be covering the following units this term:

1.       Numbers to 10,000- focussing on place value, comparing, ordering and representing numbers and spotting patterns.

2.       Addition- focussing on mental methods and written addition using regrouping.

3.       Subtraction- again focussing on mental methods and written subtraction using regrouping.

4.       Word problems- focussing on using the bar model to solve addition and subtraction based problems.


We will be investigating the characteristics and properties of different rocks and soils.


The children will be identifying where Australia is located within the world and in relation to the UK. The children will be gaining an understanding of what climate zones are and of the climate zones which exist in Australia. We will be looking at the nation of Papua New Guinea, focussing on how deforestation is affecting the traditional way of life of many people.


The children will continue to develop their programming skills using the programme scratch to make an interactive quiz and a musical machine. In the second half term, the children will be working on improving their typing skills.


The children will be learning about themselves with the theme being “Moi”. This will include making ‘all about me’ fact-files, learning their favourite colours, where they live and how old they are.

Art / Design Technology

The children will be producing three pieces of art based on Australasian artists. We will also be using clay to create models of creatures from the coral reef. In DT the children will design and make a hand puppet based on a Australian animal.


Children will be taught weekly by Miss Vetch, our specialist music teacher. They will learn to play the recorder and explore the different musical elements such as rhythm, tempo and pitch.


This term the children will develop their skills in football, rugby, dance and athletics.


The children will be developing their moral character and resilience throughout the year through a whole school empathy project linked to Educaid. The first three habits we will be teaching  to develop empathy skills include; emotional literacy, moral identity and perspective taking.


The majority of our RE is taught in the Spring and Summer terms. This term we will be looking at the Christmas story.

Special events/ enrichment opportunities

Over the course of the year (one term per class) the children will begin to be taught chess once a week by our specialist chess teacher Mr Karia.’ Amazing Australia’ an exhibition of our models and what we have learnt from our exploration of Australia.

How parents can be involved in home learning

Please support with the completion of weekly homework. Each week an English, maths or values based activity will be set (handed out on Friday to be returned the following Wednesday). In addition, please read daily with your child and practise spellings and multiplication tables as much as possible. Spellings will be tested weekly.

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


Mrs Apostolou

Year Team Leader


Mrs Arnett

Class Teacher

Mr Mason

Class Teacher

Miss Kerr

Trainee Teacher

Mr Elliott

Trainee Teacher

Ms Roose

Teaching Assistant