Year 3

This year our Year 3 classes are named after people who champion women's rights.

Mrs Jack teaches Malala class, Miss Pudner teaches Mary Jackson class and Miss Bayliss teaches Michelle Obama class!

Year 3 curriculum
Please click on the below link to view the Integrate Learning Unit (ILU) map for the whole school.

Whole School ILU Curriculum Map

Below you can find the contents of each curriculum area for your child's year group, which is delivered, in most part, through our integrated learning units. Mathematics, PE and music may be taught discreetly due to the nature of the content.

English

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, hypothesising, 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

Our children will be taught to:

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, 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 - Spelling

Our children will be taught to:

use further prefixes and suffixes and understand how to add them (English Appendix 1 )

spell further homophones
spell words that are often misspelt (English Appendix 1 )
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 grammarï‚· 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 (See English Appendix 2 )

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 of the concepts set out in English Appendix 2 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 the grammar for years 3 and 4 in English Appendix 2
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 the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Mathematics

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.

Science

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
Our children will be taught to:

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.

Light
Our children will be taught to:

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.
recognise that light appears to travel in straight lines
use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Forces and Magnets
Our children will be taught to:

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.

States of Matter
Our children will be taught to:

identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

All Living Things

Our children will be taught to:

explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
recognise that environments can change and that this can sometimes pose dangers to living things.

Animals including humans
Our children will be taught to:

construct and interpret a variety of food chains, identifying producers, predators and prey.

Sound
Our children will be taught to:

identify how sounds are made, associating some of them with something vibrating
recognise that vibrations from sounds travel through a medium to the ear
find patterns between the pitch of a sound and features of the object that produced it
find patterns between the volume of a sound and the strength of the vibrations that produced it
recognise that sounds get fainter as the distance from the sound source increases.

Art and Design

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.

Computing

Our children will be taught to:

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
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

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, prototypes and pattern pieces

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

Technological Knowledge
Our children will be taught to:

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

Geography

Location 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

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

Human and Physical Geography
Our children will be taught to:

describe and understand key aspects of physical geography, including: mountains and the water cycle

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-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.

History

Knowledge & Understanding
Our children will be taught:

to develop a chronologically secure knowledge and understanding of British and world history
how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world
gain and deploy a historically grounded understanding of abstract terms such as ‘empire’ and ‘civilisation’
know and understand significant aspects of the history; the expansion and dissolution of empires
the changes in Britain from the Stone Age to the Iron Age.
about the Roman Empire and it's impact on Britain

Historical Skills
Our children will be taught to:

Make connections, contrasts and trends over time
Develop the appropriate use of historical terms
Devise historically valid questions about change, cause, similarity, difference and significance
Construct informed responses, selecting and organising relevant historical information
Understand how our knowledge of the past is constructed from a range of sources, discerning how and why contrasting arguments and interpretations of the past have been constructed

Foreign Languages

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.

Music

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.

Physical Education

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.

Religious Education

Why is RE important?

RE is an important part of a child’s education because it allows them to develop their beliefs and values. The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.

Which world religions do we study?

Our children are taught a variety of the major world religions. These may include Buddhism, Christianity, Islam, Hinduism, Judaism and Sikhism, as well as considering the beliefs of those that are not religious

How do we make cross-curricular links?

When planning lessons, teachers at Blackfield Primary consider other subjects and endeavour to make cross-curricular links. For example, high-quality fictional texts may be incorporated into lessons so that children have an opportunity to learn about religion in context and from here, use it as a vehicle for children to write down their ideas, opinion and views. Teachers also encourage drama work to reinforce teaching points and to allow children to express themselves about a particular topic.

What is special about RE at Blackfield Primary School?

We aim for our RE curriculum to provide children with challenging questions about the meaning of life, including global issues. We do this by promoting civilised debate and in-depth discussions.

Teachers have access to a range of religious artefacts to support their lessons for each religion. Where possible trips to different places of worship within our local community are encouraged. These opportunities are examples of how we provide our children with hands-on authentic experiences of the diversity of religion and how we value experiential learning and aim to enrich RE.

At Blackfield Primary teachers offer opportunities for pupils to encounter an authentic voice of faith and belief. This means that we encourage dialogue between pupils and praise those who want to share their own unique and personal religious experiences. This is particularly beneficial when pupils teach their classmates about particular religious traditions or festivals. Here, our pupils become the “experts” and we believe that this can not only raise self-esteem but also give a positive image of each faith and enhance the quality of learning in RE. We can also welcome members of our school community, including parents and relatives, to come and speak to our classes about a particular RE topic.