Year 3

Magpie, Nightingale and Owl

Value of the Month


Are you a radiator or a drain? Do you give off energy,  positivity and warmth or do you (excuse me for being blunt) suck the energy from others? Whatever the task, no matter how big or small, it will always turn out better if you put your whole heart into it!



Summer Term Curriculum 2022


TERM: Summer 2022

Why were the Ancient Greeks ruled by their gods?

In our first half term, our focus will be Geography and making comparisons between the UK and France. In the second half term, we will be learning about the Ancient Greeks.


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 continue our work on fractions. 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 the Ancient Greeks and their impact on our world.

Geography: The children will learning about the similarities and differences between life in France and the UK.


In computing, the children will be learning about desktop publishing as well as events and actions in programs.

MFL (French)

We will be continuing to follow the Language Angels scheme. We will be focusing on ice-creams and Ancient Britain!

Art / Design Technology

Each class will produce a special 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 as well as striking and fielding in cricket and rounders. We will also introduce the children to map reading and problem solving in orienteering.


In PSHE and Citizenship we will be learning about democracy and law. In the second half of term we will be learning about screen time and staying safe on line. 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?’  We will be learning about why religious books and teachings matter.

Special events/ enrichment opportunities

Music – Recorder concert. History – British Museum visit.

How parents can be involved in home learning

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

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 – number and place value

Pupils should be taught to:

  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number; recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  • compare and order numbers up to 1000;
  • identify, represent and estimate numbers using different representations;
  • read and write numbers up to 1000 in numerals and in words;
  • solve number problems and practical problems involving these ideas.

Number – addition and subtraction

Pupils should be taught to:

  • add and subtract numbers mentally, including:

a three-digit number and ones

a three-digit number and tens

a three-digit number and hundreds

  • add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
  • estimate the answer to a calculation and use inverse operations to check answers solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Number – multiplication and division

Pupils should be taught to:

  • recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables;
  • write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit
  • numbers, using mental and progressing to formal written methods;
  • solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

Number – fractions

Pupils should be taught to:

  • count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10;
  • recognise, find and write fractions of a discrete set of objects: unit fractions and non unit fractions with small denominators;
  • recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators;
  • recognise and show, using diagrams, equivalent fractions with small denominators;
  • add and subtract fractions with the same denominator within one whole for example, 5/7 + 1/7 = 6/7
  • compare and order unit fractions, and fractions with the same denominator and solve problems that involve all of the above.


Pupils should be taught to:

  • measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml);
  • measure the perimeter of simple 2-D shapes;
  • add and subtract amounts of money to give change, using both £ and p in practical Contexts;
  • tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks;
  • estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight know the number of seconds in a minute and the number of days in each month, year and leap year;
  • compare durations of events [for example to calculate the time taken by particular events or tasks].

Geometry – properties of shapes

Pupils should be taught to:

  • draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them;
  • recognise angles as a property of shape or a description of a turn;
  • identify right angles, recognise that two right angles make a half-turn, three make, three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle;
  • identify horizontal and vertical lines and pairs of perpendicular and parallel lines.


Pupils should be taught to:

  • interpret and present data using bar charts, pictograms and tables
  • solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.
Learn At Home

Amazing and diverse characters for World Book day

Mr Desborough

Year Team Leader

Mr Mason

Class Teacher

Miss Taylor

Class Teacher

Ms Macaldowie

Trainee Teacher

Ms Baker-Samson

Trainee Teacher

Mrs Lau

Teaching Assistant