Y3 - Curriculum

Reading - Years 3 and 4

Behaving and reflectingas a reader

Children will continue to develop a love of reading through hearing, sharing and discussing a broader and deeper range of high quality fiction and non-fiction books. 

This will include:

  • Participating in discussions about fiction, poetry, plays, non-fiction and reference/text books
  • Listening attentively to a longer and a wider range of texts
  • Explaining and discussing their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
  • Being willing to experiment with reading choices
  • Reading for a range of different purposes
  • Asking self-directed questions/ showing curiosity to deepen their understanding
  • Preparing readings for performance and showing understanding through volume, tone, intonation and action.

Retrieval skills

Children will develop their ability to explain their understanding of increasingly complex texts that they have read and had read to them. This will include:

  • Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context 
  • Retelling orally a wider range of familiar stories including fairy tales, myths and legends
  • Asking questions to improve their understanding of a text
  • Identifying main ideas drawn from more than one paragraph and summarising these
  • Retrieving and recording information from fiction and non-fiction
  • Using contents pages and indexes to locate information

This could include:

  • Beginning to use some relevant textual reference/ quotations to support views 

Inferential skills

Children will become increasingly confident in predicting events and making inferences and begin to explain their ideas. This will include:

  • Predicting what might happen from details stated and implied.
  • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Purpose and organisation

Children will be familiar with a wide range of different text types and their particular organisational conventions and will begin to understand links between presentation, structure and meaning. This will include:

  • Showing increasing familiarity with the patterns and structures in a wide range of books, including fairy stories, myths and legends
  • Beginning to identify howstructure and presentation contribute to meaning
  • Recognising the conventions of organisation, structure and presentation of the different forms they read
  • Recognising some different forms of poetry (e.g. free verse; narrative poetry) 

Style and impact

Children will become increasingly confident in identifying how language choices contribute to meaning and will continue to expand their vocabulary and awareness of grammatical structures and literary language. This will include:

  • Using dictionaries to check the meaning of words they have read.
  • Extending their interest in the meaning and origin of words
  • Discussing words and phrases that capture the reader’s interest and imagination
  • Identifying how language, structure, and presentation contribute to meaning

Decoding

Children will read accurately and at a speed that is sufficient for them to focus on understanding what they read rather than decoding individual words. This will include:

  • Applying 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
  • Reading further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. 

Authorial intent/context

Children will continue to develop awareness that writers have viewpoints and purposes and increasingly understand that texts have contexts that affect meaning

This could include:

  • Identifying themes and conventions in a wide range of texts such as the triumph of good over evilor use of magical devices in fairy stories and folk tales
  • Showing awareness that writers have different purposes

This could include:

  • Commenting on the effect that the reader’s or writer’s context has on the meaning of texts
  • Commenting on the writer’s viewpoint
  • Identifying the main purpose
  • Commenting on the effect on the reader

Statutory terminology for pupils: Y3: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’) Y4:  determiner, pronoun, possessive pronoun, adverbial

Writing Years 3 and 4

Behaving and reflecting as a writer (Plan, draft, edit)

In children’s research, planning, drafting and editing there is evidence of an increased awareness of and reflection on how to enhance the effectiveness of writing

This will include:

  • Development and use of a preferred style of planning for writing in a range of curricular contexts.
  • Development and use of a repertoire of forms and structures arising from shared/guided reading and drafting activities
  • Commenting on the effectiveness of their own and others’ writing, suggesting improvements and acting on suggestions about their own writing.
  • Increasingly effective proof reading for accuracy, meaning and impact and evidence of changes as a result
  • Ability to read their writing to others using appropriate intonation, tone and volume to convey meaning 

Purpose and audience (context)

Children’s planning and writing shows increasing awareness of purpose and audience. Word choice and structure begins to reflect this. 

This will include:

  • Showing knowledge and understanding of a range of writing forms, their features and when to apply them – for example – an explanation; a description; a narrative

This could include:

  • Beginning to establish and sustain a viewpoint
  • Increasing elaboration on information/events
  • Increasing clarity in terms of main purpose of writing
  • Increasing adaptation of style to get the attention of the reader 

Structure and organisation (textual)

Children explore and apply a range of different text structures and organisational devices to develop coherence and cohesion

This will include:

  • Organising paragraphs around a theme (clustering related points)
  • Creating settings, character and plots in narrative writing
  • Use of a range of narrative structures
  • Using a range of organisational devices such as headings and sub-headings
  • Using appropriate pronouns or nouns within and across sentences to aid cohesion and avoid repetition

This could include:

  • Use of fitting openings and endings sometimes linked
  • Beginning to use some simple links between paragraphs
  • Beginning to sequence ideas or material logically 

Style including language choice, grammar and punctuation

Children begin to make conscious style choices that reflect a broadening understanding of text types-including those from individual and shared reading

This will include:

  • Using an increasingly variedvocabulary
  • Showing an increasing understanding of the differences between standard and non-standard English
  • Understanding and using some figurative language
  • Using more varied sentence structure including wider range of conjunctions to create sentences with more than one clause
  • Accurate use of pronouns in sentences
  • Expressing time, place and cause using conjunctions, adverbs or prepositions
  • Beginning to use some subordination
  • Use of the present perfect form of verbs
  • Increasingly accurate punctuation of direct speech
  • Using expanded noun phrases by adding modifying adjectives, nouns and preposition phrases
  • Using commas after fronted adverbials
  • Accurate demarcation of straightforward sentences

Spelling

Children draw on a range of strategies to spell as accurately as possible including – for example -phonic knowledge, morphology and etymology. 

This will include:

  • Spelling new words correctly
  • Using further prefixes and suffixes and understanding how to add them
  • Spelling further homophones
  • Spelling words that are often misspelt
  • Placing the possessive apostrophe accurately in words with both regular and irregular plurals
  • Using the first two or three letters in a word to check spelling in a dictionary
  • Writing from memory simple sentences dictated by the teacher that include words and punctuation taught so far

Handwriting

Children’s handwriting should be increasingly legible and consistent with joined handwriting as the norm and an ability to use it fast enough to keep pace with what they want to say.

This should include:

  • Use of diagonal and horizontal strokes to join letters
  • Joining of appropriate adjacent letters
  • Appropriate spacing of lines of writing
  • Parallel and equidistant downstrokes

Statutory Terminology for pupils – in addition to Y1 and 2: Year 3: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’), determiner. Year 4: pronoun, possessive pronoun, adverbial

Maths

Number and Place Value

Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

  • Count in multiples of 4, 8, 50 and 100
  • Begin to recognise the relationship between multiples of 4 and 8 and 50 and 100
  • Consolidate counting in multiples of 2, 3, 5, 10 from year 1
  • Understand the term multiple

Recognise the place value of each digit in a three-digit number (hundreds, tens, ones) 

  • Use larger numbers to 1000 applying partitioning related to place value e.g. 146 = 100 +40 + 6
  • Know what each digit in a 3 digit number represents, (including 0 as a place holder) and partition 3 digit numbers into 100s, 10s and 1s
  • Understand the value of each digit but also the relationship to the total value of hundreds, tens or units e.g. 308 – value of digit in the tens column is zero but there are 30 tens

Compare and order numbers up to 1000 

  • Begin to compare and order 3 digit numbers and position them on a number line
  • Compare and order numbers beyond 100 and confidently explain understanding
  • Compare and order numbers beyond 100 using < > and = 

Identify, represent and estimate numbers using different representations 

  • Build on representations from Year 2 and explore larger quantities
  • Develop strategies for estimation based on Year 2 knowledge

Read and write numbers up to 1000 in numerals and in words 

  • Read 3 digit numbers that are a multiple of 10 or 100 and be able to write them in numerals and words

Solve number problems and practical problems involving these ideas

Number – Addition and Subtraction 

Add and subtract numbers mentally, including: 

  • a three-digit number and ones
  • a three-digit number and tens
  • a three-digit number and hundreds
  • Know an increasing range of number bonds e.g. bonds to 500, 1000
  • Apply knowledge of partitioning, number order and patterns to calculate e.g. to add 19, add 20 and subtract 1. To subtract 7 from 125, subtract 5 and then 2
  • Apply knowledge of partitioning to support mental calculations
  • Can use mental recall of addition and subtraction facts from KS1

Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction 

  • Use formal written methods and link to base 10 apparatus e.g. on a calculation mat
  • Use expanded written methods to add and subtract numbers with up to 3 digits e.g. partitioning and recombining and link to base 10 apparatus
  • Use informal written methods to add and subtract numbers with up to 3 digits e.g. number line

Estimate the answer to a calculation and use inverse operations to check answers 

  • Consolidate recognition and use of the inverse relationship from year 2
  • Use knowledge of rounding to make informed estimates.
  • Round to the nearest ten and hundred

Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction

Multiplication and Division

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables 

  • Use multiplication and division facts in calculations and context
  • Link multiplication facts to division facts
  • Through doubling is able to connect the 2, 4 and 8 times 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

  • Begin to use formal methods, understanding the place value of each digit. Link to structured objects e.g. on a calculation mat
  • To use informal written methods to multiply and divide e.g. grid method, chunking and linking to structured objects (as an array)
  • To use a number line to multiply and divide
  • Use mental recall to derive related facts e.g. 30x2 =60, 60÷3=20 and 20=60÷3
  • Use multiplication facts to develop efficient multiplication methods e.g. 3x4=12, 30x4=120

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

  • Solve correspondence problems e.g. 4 hats and 3 coats, how many different outfits? Each hat could be worn with each coat 4x3 =12
  • Use multiplication tables to apply to a scaling context e.g. 4 times as high, 8 times as long

Fractions

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

  • Connect tenths to place value, decimal measures and to division by 10
  • Find concrete examples of tenths e.g. rulers, measuring jugs 

Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

  • Find non-unit fractions of sets of objects using multiplication and division facts e.g. 2/3 of 27
  • Revise unit fractions of sets of objects e.g. 1/3 of 27

Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators 

  • Understand unit and non-unit fractions as numbers on the number line

Recognise and show, using diagrams, equivalent fractions with small denominators 

  • Record equivalent fractions with small denominators pictorially
  • Recognise the equivalence of fractions e.g. 1/2s, 1/4s and 1/8s using pictures and objects

Add and subtract fractions with the same denominator within one whole [for example, 5/7 +1/7 = 6/7]

  • Subtract fractions (with the same denominator) using objects to support understanding
  • Add fractions (with the same denominator) using objects to support understanding e.g. folded strips of paper/ribbon, Lego 

Compare and order unit fractions, and fractions with the same denominators

  • Use a number line to order unit fractions
  • Compare and order fractions using objects and pictures

Solve problems that involve all statements

Measurement

Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) 

  • Use knowledge of addition and subtraction to calculate with measures
  • Compare measures including simple scaling by integers e.g. a measure is twice as long, five times as high
  • Measure using mixed units
  • Know the relationships between units e.g. 5m=500cm

Measure the perimeter of simple 2-D shapes 

Understand the term perimeter and relate to addition or multiplication (rectangles)

Add and subtract amounts of money to give change, using both £ and p in practical contexts 

  • Consolidate knowledge from year 2 and extend to larger amounts

Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks 

  • Understand the link between the 12 and 24 hour clock
  • Use colon to write digital time
  • Read and write roman numerals I – XII
  • Use the terms past and to for analogue clock times

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 

  • Comparing units of time e.g. how many seconds in two minutes
  • Estimate the length of different time measures e.g. put your hand up after 1 minute
  • Make links between units of time – seconds, minutes, hours
  • Identify times that are earlier than or later than a given time

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]

  • Calculate differences between times
  • Plot start and finish times on a number line
  • Understand start and finish times of events

Geometry 

Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them 

  • Use structured and unstructured materials to build 3D shapes
  • Draw straight lines accurately using a ruler and cm
  • Identify symmetrical and non-symmetrical polygons and polyhedral
  • Use structured materials to build 2D shapes e.g. pattern blocks, peg boards
  • Identify and describe properties of 2D and 3D shape from Key Stage 1

Recognise angles as a property of shape or a description of a turn 

  • Identify angles within shapes

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 angles smaller or greater than a right angle
  • Understand the relationship between right angles and turns
  • Identify right angles using equipment to support e.g. right angle checker

Identify horizontal and vertical lines and pairs of perpendicular and parallel lines

  • Understand the term perpendicular and recognise perpendicular lines in shapes and the environment
  • Understand the term parallel and recognise parallel lines in shapes and the environment
  • Understand the term vertical and recognise vertical lines in the world around us and in shapes
  • Understand the term horizontal and recognise horizontal lines in the world around us and in shapes

Statistics

Interpret and present data using bar charts, pictograms and tables 

  • Compare the presentation of data in bar charts, pictograms and tables
  • Be able to decide how to present the data collected
  • Read scales labelled in 2s, 5s and 10s including reading between labelled divisions such as a point halfway between 40 and 50 or 8 and 10  

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

  • Connect understanding of ‘difference’ and ‘how many more’ to data contexts

Science

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 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
  • predict whether two magnets will attract or repel each other, depending on which poles are facing.  

Art and Design - KS2

  • 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
  • find out about great artists, architects and designers in history.

Computing - KS2

  • 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 and Technology  - KS2

Design

  • 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

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], 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

  • 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

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • apply their understanding of computing to program, monitor and control their products. 

 Cooking and nutrition - KS2

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. 

Geography - KS2

Locational knowledge

  • locate the world’s countries, using maps to focus on Europe 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 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 

Place knowledge

  • 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 within North or South America

Human and physical geography

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

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the eight points of a compass, four and six-figure grid references, symbols and key 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.

History - KS2

  • changes in Britain from the Stone Age to the Iron Age
  • the Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • a local history study
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • the achievements of the earliest civilizations
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • a non-European society that provides contrasts with British history.

Languages

  • 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
  • engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • 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
  • 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
  • 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.

Music

  • 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 inter-related 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.

Physical Education

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • 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

  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively
  • perform safe self-rescue in different water-based situations. 

RE- KS2

We follow the West Sussex guidelines to teach

Christianity/Judaism/Islam/Buddhism

PSHCE (Personal, Social, Health, Citizenship Education) - KS2

  • Pupils to have a good understanding of British values
  • We promote RRR Rights, Respecting School agenda
  • Healthy Schools agenda
  • Global citizenship

This section of the curriculum is flexible depending on the needs of the pupils

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