Year 3 Curriculum

Year 3 Curriculum

Subject Leader – Kirstie Orton

“The value of English in the curriculum? What can I say? Without English, nothing. And without good English, nothing very well.” (Anne Fine, Author)

We put maximum priority on children’s ability to read, write and communicate effectively as these skills are the gateway to life. Reading with children at KS2 is primarily done through group work called Guided Reading where children’s reading comprehension skills are developed and assessed as well as whole class work. Children who are still in the earlier stages of developing reading and writing skills attend phonics groups. English Literacy teaching follows the principles of the National Literacy Framework and is taught increasingly as part of our cross-curricular Learning Journeys. We aim to give children the confidence, opportunity, encouragement, support and skills in a range of situations and for a range of purposes.  There is an emphasis on the development of speaking, listening and responding, group discussion, interaction, and drama.

Spoken Language

(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6))

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypoth esising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances, roleplay/improvisations and debates
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication

Reading

(The objectives for Reading are common across Years 3 and 4)

Word Reading

Our children will be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), 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.

Comprehension

Our children will be taught to:

  • develop positive attitudes to reading, and an understanding of what they read, by:
    • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • using dictionaries to check the meaning of words that they have read
    • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    • identifying themes and conventions in a wide range of books
    • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
    • discussing words and phrases that capture the reader’s interest and imagination
    • recognising some different forms of poetry [for example, free verse, narrative poetry]
  • understand what they read, in books they can read independently, by
    • checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
    • asking questions to improve their understanding of a text
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • identifying main ideas drawn from more than 1 paragraph and summarising these
    • identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Writing

(The objectives for Reading are common across Years 3 and 4)

Spelling

Our children will be taught to:

  • use further prefixes and suffixes and understand how to add them
  • spell further homophones
  • spell words that are often misspelt
  • place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
  • use the first 2 or 3 letters of a word to check its spelling in a dictionary
  • write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Handwriting and Presentation

Our children will be taught to:

  • use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Composition

Our children will be 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
    • discussing and recording ideas
  • 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
    • in narratives, creating settings, characters and plot
    • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • Evaluate and edit by:
    • assessing the effectiveness of their own and others’ writing and suggesting improvements
    • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • proofread for spelling and punctuation errors
  • read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Vocabulary, grammar & punctuation

Our children will be taught to:

  • develop their understanding by:
    • extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
    • using the present perfect form of verbs in contrast to the past tense
    • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
    • using conjunctions, adverbs and prepositions to express time and cause
    • using fronted adverbials
    • learning appropriate grammar for years 3 and 4
  • indicate grammatical and other features by:
    • using commas after fronted adverbials
    • indicating possession by using the possessive apostrophe with singular and plural nouns
    • using and punctuating direct speech
  • use and understand grammatical terminology accurately and appropriately in discussing their writing and reading.

 

Subject Leader – Terri Kneller

“Maths is a truly global language. With it, we convey ideas to each other that words can’t handle…” (Professor Alison Wolf)

Children participate in daily Maths lessons and as part of other subject areas within our Learning Journey themes. As a result, they have the opportunity to use and apply their skills both within maths lessons and across wider curriculum areas. Teaching and learning in Maths follows the New National Curriculum for Mathematics. There is now a greater emphasis on the teaching of number with fluency across the four operations of Mathematics (Addition, Subtraction, Multiplication and Division).

As part of the daily maths lesson, children regularly practise strategies for mental calculations, including multiplication tables and other number facts. Children are expected to practice maths “fast facts” at home as part of their homework tasks.

Number & Place Value

Our children will 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 3-digit number (100s, 10s, 1s)
  • compare and order numbers up to 1,000
  • identify, represent and estimate numbers using different representations
  • read and write numbers up to 1,000 in numerals and in words
  • solve number problems and practical problems involving these ideas.

Addition & Subtraction

Our children will be taught to:

  • add and subtract numbers mentally, including:
  • a three-digit number and 1s
  • a three-digit number and 10s
  • a three-digit number and 100s
  • add and subtract numbers with up to 3 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.

Multiplication & Division

Our children will 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.

Fractions

Our children will 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 denominators
  • solve problems that involve all of the above.

Measurement

Our children will 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, am/pm, 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

Properties of Shapes

Our children will 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 2 right angles make a half-turn, 3 make three quarters of a turn and 4 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

Our children will 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.

 

Subject Leader – Clare Morris

“Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous.” (Professor Malcolm Longair)

In Science, children learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They begin to think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. Children develop their investigation skills through different practical activities, working increasingly systematically, evaluating and communicating their findings in different forms. Science is often included with the Learning Journeys and may be the lead subject for the theme.

Working Scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • 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
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

Plants

  • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • investigate the way in which water is transported within plants
  • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Animals including humans

  • 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
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Rocks

  • 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
  • recognise that soils are made from rocks and organic matter.

Light

  • recognise that they need light in order to see things and that dark is the absence of light
  • notice that light is reflected from surfaces
  • recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • recognise that shadows are formed when the light from a light source is blocked by a solid object
  • find patterns in the way that the size of shadows change.

Forces and Magnets

  • compare how things move on different surfaces
  • notice that some forces need contact between 2 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 2 poles
  • predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

 

Music

Subject Leader – Lorraine Maxwell

The National Curriculum for Music in Years 3 to 6.

Our children will be taught to:

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

improvise and compose music for a range of purposes using the interrelated dimensions of music

listen with attention to detail and recall sounds with increasing aural memory

use and understand staff and other musical notations

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

develop an understanding of the history of music.

Art & Design

Subject Leader – Lisa Dines

The National Curriculum for Art & Design in Years 3 to 6.

Our children will be taught to:

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history. History

History

Subject Leader – Hannah Veasey

Examples in italics are not statutory.

Pre-Roman Britain

Our children will be taught about changes in Britain from the Stone Age to the Iron Age

This could include:

late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

Bronze Age religion, technology and travel, for example, Stonehenge

Iron Age hill forts: tribal kingdoms, farming, art and culture

Roman Britain

Our children will be taught about the Roman empire and its impact on Britain

This could include:

Julius Caesar’s attempted invasion in 55-54 BC

the Roman Empire by AD 42 and the power of its army

successful invasion by Claudius and conquest, including Hadrian’s Wall

British resistance, for example, Boudica

“Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

Anglo-Saxons & Scots

Our children will be taught about Britain’s settlement by Anglo-Saxons and Scots

This could include:

Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

Scots invasions from Ireland to north Britain (now Scotland)

Anglo-Saxon invasions, settlements and kingdoms: place names and village life

Anglo-Saxon art and culture

Christian conversion – Canterbury, Iona and Lindisfarne

Anglo-Saxons & Vikings

Our children will be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

This could include:

Viking raids and invasion

resistance by Alfred the Great and Athelstan, first king of England

further Viking invasions and Danegeld

Anglo-Saxon laws and justice

Edward the Confessor and his death in 1066

Local History

Our children will be taught about an aspect of local history

For example:

a depth study linked to one of the British areas of study listed above

a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Extended chronological study

Our children will be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

For example:

the changing power of monarchs using case studies such as John, Anne and Victoria

changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century

the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day

a significant turning point in British history, for example, the first railways or the Battle of Britain

Anient Civilizations

Our children will be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following:

Ancient Sumer;

The Indus Valley;

Ancient Egypt; or

The Shang Dynasty of Ancient China

Ancient Greece

Our children will be taught a study of Greek life and achievements and their influence on the western world

Non-European Study

Our children will be taught about a non-European society that provides contrasts with British history – one study chosen from:

early Islamic civilization, including a study of Baghdad c. AD 900;

Mayan civilization c. AD 900; or

Benin (West Africa) c. AD 900-1300

Geography

Subject Leader – Hannah Veasey

Locational Knowledge

Our children will be taught to:

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place Knowledge

Our children will be taught to:

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

Human and Physical Geography

Our children will be taught to:

describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical Skills and Fieldwork

Our children will be taught to:

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Computing

Subject Leader – Rhianna McManus

Our children will be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Design & Technology

Subject Leader – Lisa Dines

Design

Our children will be taught to:

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

Our children will be taught to:

select from and use a wider range of tools and equipment to perform practical tasks accurately

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

Our children will be taught to:

investigate and analyse a range of existing products

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

understand how key events and individuals in design and technology have helped shape the world

Technological Knowledge

Our children will be taught to:

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

understand and use mechanical systems [for example, gears, pulleys, cams, levers and linkages] in their products

understand and use electrical systems [for example, series circuits incorporating switches, bulbs, buzzers and motors] in their products

apply their understanding of computing to programme, monitor and control their products.

Cooking & Nutrition

Our children will be taught to:

understand and apply the principles of a healthy and varied diet

cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet

become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]

understand the source, seasonality and characteristics of a broad range of ingredients

Personal, Social & Health Education (PSHE)

Subject Leader – Catherine Cullen

At St Michael’s we place huge store in developing children’s personal wellbeing and self-esteem in order to help them develop as whole individuals. Through specific PSHE teaching and input via assemblies, social groups, and where necessary 1:1 work with specialist staff, children develop emotionally, socially and spiritually. We follow the nationally recommended SEAL (Social and Emotional Aspects of Learning) programme as a basis for teaching and learning as well as other discrete units of work. Children are given the opportunity to discuss and consider issues surrounding personal safety, health and hygiene, relationships and friendships (including bullying), financial responsibilities, the effects of alcohol and drugs and how to lead active and responsible lives as citizens both nationally and globally.

In the summer term, children also receive sex and relationships education, and parents have full access to the materials used prior to lessons taking place. The material used is taught at an appropriate level in all years and all teaching is carried out sensitively within the context of caring responsibility and with due regard to the value of family life.

Physical Education (PE)

Subject Leader – Chris Leeding

Sport & Games

Our children will be taught to:

use running, jumping, throwing and catching in isolation and in combination

play competitive games [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], modified where appropriate, and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example through athletics and gymnastics]

perform dances using a range of movement patterns

take part in outdoor and adventurous activity challenges both individually and within a team

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Swimming and water safety

Our children will be taught to:

All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

swim competently, confidently and proficiently over a distance of at least 25 metres

use a range of strokes [for example, front crawl, backstroke and breaststroke] effectively

perform safe self-rescue in different water-based situations.

Spanish

Subject Leader – Florence Rumsey

The National Curriculum for Foreign Languages in Years 3 to 6.

Note that the curriculum aims state that: Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. At St. Michael’s Junior School, we focus on Spanish.

Listening & Comprehension

Our children will be 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 and link the spelling, sound and meaning of words

Speaking

Our children will be taught to:

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

speak in sentences, using familiar vocabulary, phrases and basic language structures

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

present ideas and information orally to a range of audiences*

Reading & Comprehension

Our children will be taught to:

read carefully and show understanding of words, phrases and simple writing

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

Writing

Our children will be taught to:

write phrases from memory, and adapt these to create new sentences, to express ideas clearly

describe people, places, things and actions orally* and in writing

understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

(*Not ancient languages)

Religious Eduction (RE)

Subject Leader – Harriet Stevens

Click here for details on Religious Education at St. Michael’s.