Year 3

Magpie, Nightingale and Owl

Value of the Month

EMPATHY

Personally I think this is one of the most important of all of our values.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Spring Term Curriculum 2023

YEAR THREE CURRICULUM PLAN

Spring Term Learning

Week beginning:

 

Tuesday 3rd January

In English, we will be reading a variety of ‘Myths and Legends’ and then planning a Greek myth of our own.  We will be focusing on sentence structure, including simple and compound sentences.

In Maths – Multiplication and Division, we will continue learning about multiples of 10 and looking at greater multiples of 10 beyond the 10 times table. We will be looking at related calculations, including scaling facts by 10 (for example using 3 × 4 = 12 to derive 3 × 40 = 120 and 30 × 4 = 120) and also exploring the relationship between multiplication and division. In addition, we will be multiplying a 2-digit number by a 1-digit number with no exchange.

In History, we will start learning about what the Ancient Greeks brought to the world. We will learn why the Ancient Greeks were more advanced than the Ancient Britons.

Monday 9th January

In English, we will be writing and then editing our Greek myths.  We will be focusing on sentence structure, including simple and compound sentences and writing in the third person.

In Maths – Multiplication and Division, we will be multiplying a 2-digit number by a 1-digit number with exchange and linking multiplication with division. We will also be dividing a 2-digit number by a 1-digit number with no exchange and then with flexible partitioning.

In History, we will continue learning about the Ancient Greeks. We will learn about what the Ancient Greeks introduced that we benefit from today and how the Ancient Greeks were influenced by their Gods.

Monday 16th January

In English, we will be writing another myth but this time in the first person. We will be focusing on how the verb changes according to the subject.

In Maths – Multiplication and Division, we will be dividing a 2-digit number by a 1-digit number with remainders.

In History, we will learn what everyday life was like for the Ancient Greeks .In addition, we will learn about the main characteristics of the Spartans and the Athenians.

Monday 23rd January

In English, we are moving onto non-fiction and writing explanations. We will be linking it to our learning in History and planning an explanation text about what the Ancient Greeks brought to the world. We will be focusing on sentence composition, including the correct use of a variety of punctuation marks including full stops, question marks, exclamation marks and commas.

In Maths – Length and Perimeter, we will be measuring in metres, centimetres and millimetres.

In Science, for the next two weeks, we will be learning about forces, focusing on identifying different forces on objects (pushes and pulls).

Monday 30th January

In English, we will continue writing explanations and we will write an explanation text about what the Ancient Greeks brought to the world. As well as focusing on using a range of punctuation marks accurately, pupils will also be structuring their writing into paragraphs.

It is also National Story Telling Week, during which we will take the children on a journey from listening to stories to becoming storytellers themselves.

In Maths – Length and Perimeter, we will be instigating equivalent lengths e.g. 1metre = 100cm, comparing lengths and adding length.

In Science, we will continue learning forces, focusing on friction and investigating how things move on different surfaces.

Monday 6th February

In English, we will be learning about and writing our own question and answer poems.

In Maths – Length and Perimeter, we will be subtracting lengths and measuring and calculating the perimeter of shapes.

In Art, we will be studying Anish Kapoor and using papier-mâché to create abstract, 3D sculptures.

Special event: we will celebrate our learning about Ancient Greece with a Greek workshop and Greek themed day on Monday 6th February. We would love the children to wear home-made costumes so that they are fully immersed in the experience. It’s not essential, but instructions for simple costumes with no sewing or buying required can be found here:

Costume ideas for Dressing Up Days

Wider Curriculum

In Reading (DR), the children will use our core text of Greek Myths by Marcia Williams we well as other versions of Greek myths to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts during our science week.

In Music, the children will continue to learn recorders. Now that we have learnt the notes B, A and G we will be moving on to E and F. Pupils will be reading, performing and composing rhythms aurally and using notation.

In PE lessons with the class teacher, the children will do circuit training to develop strength and stamina. With PE staff, the children will develop their control, flexibility, agility and coordination in gymnastics.

In Computing, we will be learning about sequencing sounds using the program Scratch.

In PSHE, we will be covering the units: Power of Words: Stop, Social media body confidence, Gender, Fairtrade: working together, Global warming – what can we do to help and Celebrating women in history.

In French – Les Animaux, we will be learning to name animals in French.

Half Term

Monday 20th February

In English, we will be focusing on stories from a different culture. We will be learning about stories of the Dreamtime which are some of the oldest stories in the world that were told by the Aboriginal people of Australia. We will be focusing on using a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters).

In Maths – Fractions, we will learn about the denominators of unit fractions i.e. any fraction with 1 as its numerator (top number), and a whole number for the denominator (bottom number). We will also be learning to compare and order unit fractions and understanding the numerators of non-unit fractions.

In Geography, we will be learning about the main features of the UK. We will start by learning what a county is and which are some of the UK’s main ones.

Monday 27th February

In English, we will be focusing on sentence composition, in particular verb tense and the use of punctuation marks. On Friday 2nd March we will be celebrating World Book Day with a day filled with lots of exciting, celebratory ways to promote reading for pleasure.

In Maths – Fractions, we will be consolidating what we have learnt so far.

In Geography, we will be learning about the difference between the UK, Great Britain and the British Isles. In addition, we will learn about the difference between urban and rural locations in the UK.

Monday 6th March

In English, we will be writing and then editing our Dreamtime stories. We will be focusing on sentence structure, continuing to work on using a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters).

In Maths – Fractions, we will be applying the learning from previous steps to explore real-life contexts of measure by interpreting scales. We will also be counting in fractions on a number line and investigating equivalent fractions.

In Geography, we will be comparing the features surrounding Muswell Hill with another contrasting place. Also, we will be identifying specific holiday destinations within the UK and learning about what makes them so attractive.

Monday 13th March

 

Red Nose Day – 17th March!

In English, we will start learning about the key features of a non-chronological report, including that they are usually written in the present tense and written in the third person, and practising note taking.

In Maths – Mass and Capacity, we will be using scales and measuring in grams and kilograms.

In Science, for the next two weeks, we will continue learning about forces, focusing on knowing how magnets work.

Monday 20th March

Parents’ Evening 22nd and 23rd March

In English, we will continue focusing on non-chronological reports and writing our own. Pupils will practice setting their work out in paragraphs under appropriate subheadings.

In Maths – Mass and Capacity, we will be comparing mass, adding and subtracting mass and measuring capacity and volume in litres and millilitres.

In Science, we will continue learning about magnets and make our own magnetic games.

Monday 27th March

In English, we will be learning about performance poems which are poems that are specifically written to be performed out loud by a single voice or a group. Pupils will rehearse these poems so that they can perform them confidently, clearly and with good intonation before attempting to write their own version.

In Maths – Mass and Capacity, we will be investigating equivalent capacities and volumes, comparing capacity and volume and adding and subtracting capacity and volume.

In RE, we will be looking into what we can learn from the life and teachings of Jesus.

Wider Curriculum

In Reading (DR), the children will use our core text of Stories from the Billabong by James Vance Marshall and Francis Firebrace to continue practising the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts linked to our learning in Geography about the main features of the UK.

In Music, the children will continue learning the recorder. They will keep practising the notes B, A, G, E and F. Pupils will be reading, performing and composing rhythms aurally and using notation.

In PE lessons with the class teacher, children will be doing dance. They will develop a range of expressive qualities and movement patterns and create dance phrases, performing with quality and fluency. 

With PE staff, the children will continue learning gymnastics working on their flexibility, coordination, strength and sequencing.

In Computing, we will be learning about branching databases and how they can be used as an identification tool. Pupils will be creating physical and on-screen branching databases.

In PSHE, we will be covering the units: Democracy and law, culture and liberty and relationships with others.

In French – Les Instruments, we will be learning the names of instruments and how to say ‘I play an instrument’.

Supporting Learning at Home

Please make sure that you spend time reading with your child at home. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. Homework is set on Fridays on Google Classroom. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home.

 

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.

Spellings

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.

Handwriting

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.

Measurement

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.

Statistics

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.
Letter-Join home access (Writing)

Ms Bunston

Year Team Leader

Miss Taylor

Class Teacher

Ms Macaldowie

Trainee Teacher

Mrs Arslan

Teaching Assistant

Mr Nuzzoli

Teaching Assistant

Ms Danisi

Teaching Assistant