Year 3 Curriculum
During Year 3 the children learn about the structure and composition of a range of texts including adventure stories, myths and legends, play scripts, letter writing, instructions, recounts, reports, information texts and a range of performance poetry.
Children are taught to
· plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
· draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
· organising paragraphs around a theme
· creating settings, characters and plot in non-narrative material, using simple organisational devices such as headings and sub-headings
· evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements
Pupils are taught to:
· apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet
· read further exception words, noting the unusual correspondences between spelling and sound and where these occur in the word.
Pupils are taught to:
· develop positive attitudes to reading and understanding of what they read by:
· listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
· read books that are structured in different ways and reading for a range of purposes
· use dictionaries to check the meaning of words that they have read
· increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
· prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
· discuss words and phrases that capture the reader’s interest and imagination
· recognise some different forms of poetry (e.g. free verse, narrative poetry)
Spelling, Grammar and Punctuation
Pupils are taught to:
· use further prefixes and suffixes and understand how to add them
· spell homophones
· use the first two or three letters of a word to check its spelling in a dictionary
· extend the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
· choose nouns or pronouns appropriately and to avoid repetition
· use conjunctions, adverbs and prepositions to express time and cause
· use fronted adverbials
· use commas after fronted adverbials
· indicate possession by using the possessive apostrophe with singular and plural nouns
· use and punctuate direct speech
Key Stage 1 and 2
The Programmes of study for mathematics are set out year by year for Key Stages 1 and 2 in the new National Curriculum (2014). The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Lower Key Stage 2
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Science in Year 3 aims to develop asking relevant questions and using different types of scientific enquiries to answer them, setting up simple practical enquiries, comparative and fair tests, making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
Pupils learn about Forces and Magnets and are taught to notice that some forces need contact between two objects, but magnetic forces can act at a distance, observe how magnets attract or repel each other and attract some materials and not others, compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials, describe magnets as having two poles and predict whether two magnets will attract or repel each other, depending on which poles are facing.
During our unit on Rock pupils are taught to compare and group together different kinds of rocks on the basis of their appearance and simple physical properties, describe in simple terms how fossils are formed when things that have lived are trapped within rock and recognise that soils are made from rocks and organic matter.
When learning about animals, pupils can identify that animals, including humans, need the right types and amount of nutrition and that they cannot make their own food; they get nutrition from what they eat and identify that humans and some animals have skeletons and muscles for support, protection and movement.
Our plants topic ensures pupils learn to identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers, explore the requirements of plants for life and growth and how they vary from plant to plant, investigate the way in which water is transported within plants and explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
When learning about light and shadows pupils are taught to notice that light is reflected from surfaces and find patterns that determine the size of shadows.
Religious Education in Year 3 focuses upon two main religions of Christianity and Hinduism. Pupils begin by learning about how and why Diwali is celebrated by Hindu’s. This includes links to our Diwali dance unit, learning about the history of Diwali, why it is called the Festival of Lights, Rangoli patterns, Diva lamps and other key traditions. Pupils then learn about Christmas journeys with the focus placed upon the long journey made by Mary and Joseph, the Shepherds’ journey and the journey made by the three Kings.
During the Spring term pupils learn about the importance of the Bible to Christians and the different ways in which is can be used, for prayer and guidance. The children then begin to learn about the importance of Belonging and the different ways in which we can belong, for example belonging to a family, club or religion. They learn about others experiences of belonging such as a Monk or Nun.
The Summer term focuses upon Pilgrimage. Pupils learn about pilgrimage to a range of places including Hajj and the river Ganges and they explore why these special religious journeys are made.
Physical Education aims to develop a range of physical skills, build stamina and strength, develop physical and mental co-ordination, develop self-confidence through understanding their own capabilities and limitation, recognise the importance of living and maintaining a healthy lifestyle.
Pupils begin the year by learning about Indian dance. The focus of these lessons is to remember and rhythmically perform movement patterns, showing ways of performing in different group formations and express ideas in dance form. In gymnastics the children continue to develop skills learned in Key Stage One through partner sequences and balances, increasing length of sequences, use of all large apparatus and pupils develop an appreciation of the aesthetic qualities of movement. In athletics pupils develop stamina, running and sprinting, style, technique and measurement of jumps and throws. Games such as Netball include understanding and following rules, developing an appreciation of fair play, honest competition and good sportsmanship, enabling children to co-operate with each other and work successfully in pairs, groups and teams.
During Key Stage 2, pupils develop their creativity and imagination through more complex activities which help to build on their skills and improve their control of materials, tools and techniques. They become more confident in using visual and tactile elements, and materials and processes to communicate what they see, feel and think. They also increase their critical awareness of the role and purpose of art, craft and design in different times and cultures and respond to the work of other artists. Links are made between art and other areas of the curriculum for example Diwali in R.E and our work on patterns. Patterns in the environment are explored, leading to print making. Pupils also develop their knowledge of sculptures by recording from observations, developing the ability to show pattern, texture, shape and form, with some accuracy, compare ideas, methods and approaches used in others’ work and say what they think and feel about them, understand that, unlike painting, sculpture is viewed from all angles, adapt their work according to their views and describe how they might develop it further.
Pupils begin the year by learning about electronic communication and e-safety. The children explore e-mail and Kaleidos, the schools learning platform, and consider the importance of safety when communicating with others and when using the internet. E-safety continues to be the main focus during our research unit. Pupils learn about using a safe search, the reliability of information and know a range of ways to report concerns and inappropriate behaviour. Programming skills are developed through the use of the animation programme Scratch. Children learn to programme Sprites through creating their own version of the game Pacman. The children will be taught how to plan and give instructions to make things happen through simulations. They develop graphing skills when they are ‘Opinion Pollsters’, including collecting, analysing, evaluating and presenting data and information.
In Design Technology the children design and create a monster which has a moving part powered by a pneumatic system. Pupils understand how simple pneumatics systems work, compare effectiveness of basic systems and understand ways of fixings components through 3D modelling. They think about work as it progresses and should be willing to change things if this helps to improve their work. Pupils work safely and accurately with a range of simple hand tools and evaluate their product and propose improvements. During the year pupils also learn about healthy eating by designing and creating sandwiches. Pupils investigate and analyse a range of existing products and develop design criteria to inform the design products that are aimed at particular individuals, generate, develop, model and communicate their ideas through discussion and annotated sketches and evaluate their ideas and products against their own design criteria, considering the views of others to improve their work.
The Geography curriculum is organised so that children will cover the three aspects of physical, human and environmental Geography. The Year 3 topics cover a variety of areas and skills such as global and local map work are continuous throughout the year. Physical and human geography is covered through a study of the Peak District. The children explore Northern Europe through a study of France and contrasting weather and climate zones around the world. The children cover a range of geographical skills including using correct geographical vocabulary, developing enquiry skills, making maps and plans of real and imaginary places, using pictures and symbols, using globes, maps and plans, using secondary sources to obtain information, comparing places within the local area and the wider world and forming views and opinions about the environment.
The History curriculum in Year 3 explores changes in Britain from the Stone Age to Iron Age. The children learn about late Neolithic hunter-gatherers, Bronze Age religion, technology and travel, including Stonehenge, and Iron Age hill forts, farming, art and culture. The achievements of early civilizations are studies through the topic Ancient Egypt. This explores King Tutankhamun, Pharaohs, farmers and food, the river Nile, building pyramids, mummies and tombs, Egyptian writing and Egyptian gods and goddesses. During the Summer term we learn about history beyond 1066 through the changing powers of monarchs, including Henry VIII and Victoria.
Pupils in Year 3 study music through activities based on the disciplines of performing, composing, listening and appraising. A variety of resources are used including sheet music, untuned and tuned percussion instruments, CD, and DVD recordings. In music melodies and descriptive sounds are investigated through a programme of lessons called Animal Magic. The children explore singing games and arrangements through a class orchestra. During the year pupils study rhythms and learn to read and play musical notation through playing the Glockenspiel. Later in the year the children develop composing skills related to choosing different instrument sounds and different speeds in order to achieve particular effects.
During the year the children learn about a range of topics in P.S.H.E. We learn about the importance of rules, why it is important to work hard to reach our goals, the qualities that make a good friend, staying healthy and changes. Drugs education in Year 3 focuses upon knowing what affects the body, distinguishing between safe and harmful drugs and the dangers of misusing substances. The children learn about the short and long term consequences of taking risks, reflect on choices and decisions they make, learn the school rules about health and safety and where to get help. Personal Relationship Education is taught in Year 3 and primarily focuses upon recognising that change is a part of growing up. They relate babies to life cycle and consider their experience in the womb before birth, understand the needs of a new baby and consider the impact of a new baby on the family.
Modern Foreign Languages
In Year 3 the children begin to learn French. During these lessons a range of topics are covered including Birthdays, Pets, Café and The Body. The children learn greetings, numbers to 31, days of the week, months of the year and weather. Pupils are taught to listen attentively to spoken language and show understanding by joining in and responding, explore the patterns and sounds of language through songs and rhymes, engage in conversations by asking and answering questions, speak in sentences, using familiar vocabulary, phrases and basic language structures, appreciate stories, songs, poems and rhymes in the language, broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary. While learning this key vocabulary the children are also taught about French culture, famous landmarks and the French artist Monet.
For further information on any of the above please speak with your child’s class teacher.