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Curriculum Overview - Year 3

Year 3 is the first year in Key Stage 2, whereby children are encouraged to become more independent in their work and behaviour. A large focus of time in Year 3 is spent encouraging pupils to develop good study skills. This includes helping them to persevere with their work by being self-sufficient using a variety of resources, and learning how to solve things unaided. Children very quickly settle and rise to the Year 3 independence challenge.

The curriculum throughout Key Stage 2 is quite similar to KS1 but the expectations are different. Maths, English, Computing and Science remain the basis of the curriculum. Pupils in Year 3 are taught in ability groups for Maths and English, which we believe is the best way to ensure pupils receive focused support required for them to make the expected progress. Assessing pupils’ understanding and ability is a vital part of monitoring progress, and we aim for pupils in Year 3 to be working at the national expected level by the end of the year, if not above.

Topic is planned in line with the IPC (International Primary Curriculum) which is a new addition to the Lynch Hill curriculum this year. As a result of using the IPC, it is hoped that our pupils develop into global citizens who have a good understanding of the world and their role within it. All the topic work links with the new Primary Curriculum which was launched nationally in September 2014 and ensures that our pupils will be taught the skills necessary to prepare them well for their secondary education. The activities have cross curricular links with History, Geography, Science, Computing, Art, Design & Technology and R.E.

Over the course of the year, children in Year 3 will learn units like ‘Active Planet’, ‘Temples, Tombs and Treasures’, ‘Digital Gamers’ to mention a few.

All children are invited to attend an after school club every term. They can take part in various activities including choir, sports and creative clubs. Learn more about our extra curricular programme here

Class presentation assemblies, which parents are invited to, take place every term. This is an opportunity for children to share some of what they have been learning with their parents.

Download the Spring Year 3 curriculum map here



Word Reading:

  • Read further exception words, noting the unusual correspondences between spelling and sound and where these occur in the word.
  • Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meanings of new words they meet.

Develop positive attitudes to reading (and understanding of what they read) by:

  • Understand what they read, in books they can read independently.
  • 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.
  • Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or text books.
  • 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 tales, myths and legends, and re-telling some of these orally.
  • Identifying themes and conventions in a wide range of books.
  • Preparing poems and play scripts to read aloud and perform, showing understanding through intonation, tone, volume and action.
  • Discussing words and phrases that capture the reader’s interest and imagination.


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.
  • Proof-read for spelling and punctuation errors.
  • Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.


Pupils should be taught to:

  • Use further prefixes and suffixes and understand how to add them.
  • Spell further homophones.
  • Spell words that are often misspelt.
  • Use the first two or three letters of a word to check the spelling in a dictionary.
  • Write from memory simple sentences, dictated by a teacher that include words and punctuation taught so far.


  • 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 not joined.
  • To increase the legibility, consistency and quality of their handwriting.

Grammar and Punctuation

  • Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
  • Use the present perfect form of verbs in contrast to the past tense.
  • Choose nouns or pronouns appropriately for clarity and cohesion 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 plural nouns.
  • Use and punctuate direct speech.


Using and Applying

  • Become increasingly fluent with whole numbers and the four operations including number facts, and concept of place value.
  • Develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

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.
  • Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).
  • 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.
  • Recognise and show, using diagrams, equivalent fractions with small denominators.
  • Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

Addition & Subtraction

Add and subtract numbers mentally, including:

i. a three-digit number and 1s
ii. a three-digit number and 10s
iii. 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

  • 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.


  • 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.
  • Compare and order unit fractions, and fractions with the same denominators.
  • Solve problems that involve all of the above.


  • 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

  • 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.


  • Interpret and present data using bar charts, pictograms and tables.
  • Solve one-step and two-step questions using information presented in scaled bar charts and pictograms and tables.


Scientific Enquiry

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, and making predictions for new values.
  • Identifying differences, similarities or changes related to simple scientific ideas and processes.
  • Using straightforward scientific evidence to answer questions or to support their findings.


  • 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.


  • 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.


  • 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.


  • Develop a more chronologically secure knowledge and understanding of British and world history, and make connections and contrasts and spot trends over time.
  • Understand changes in Britain from the Stone Age to the Iron Age – The achievements of early civilisations – The Ancient Egyptians and the comparisons between Egypt and Britain at this time in history – travel, religion, building etc.
  • The Ancient Egyptians known as the most peaceful civilisation, a comparison to the Roman Empire and the power of its armies & its impact on Britain.


  • Extend knowledge and understanding of geography beyond local area and UK to a developing understanding of the geography of Africa.
  • Locate Africa’s countries using maps.
  • Name and locate African cities and human and physical characteristics – mountains, rivers, borders and coastlines.
  • Make a comparison between local area and chosen African area.
  • Understand weather patterns for different parts of Africa and compare with UK.
  • Study land use.
  • Study settlements.


  • Role play on the hierarchy of Egyptian society and slavery (RR, empathy).
  • Investigate and retell religious stories – Exodus.
  • Reflect upon good and bad leadership (pharaoh vs Moses) and political power to influence a leader (RR/citizenship - a letter to the pharaoh asking for change)
  • Reflected upon the consequences of losing a homeland for Israelites (RR link to refugees).

Link to North Africa and modern Islam

  • Spread of Islam across the world.
  • Pillars of Islam.
  • Qur’an.
  • Symmetry in Islamic art and architecture (design a tile).
  • Symbolism of Mosque and prayer mats.
  • Visit a Mosque in Slough?


  • Use sequence, selection and repetition in programs; work with variables and various forms of input and output.
  • Understand the internet and the opportunities it offers for communication and collaboration.
  • Select, use and combine a variety of software including internet services on a range of digital devices.
  • Use technology safely, respectfully and responsibly, recognising acceptable and unacceptable behaviour.
  • Identify a range of ways to report concerns.


  • Play and perform African drumming instruments in solo and ensemble contexts using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.
  • Listen with attention to detail to call and response rhythms of the drum.
  • Appreciate and understand traditional African music.
  • Develop an understanding of the history behind African drumming.

Art & Design

  • Produce creative work, exploring their ideas and recording their experiences of Africa.
  • Become proficient in drawing, painting, sculpture and other art, craft and design techniques to make 3D Pyramids and silhouette pictures.
  • Evaluate and analyse creative works.
  • Know about artwork from Africa and understand the historical and cultural development of their art forms.

Design Technology

  • Generate, develop, model and communicate their ideas through discussion and annotated sketches in whilst studying African Adinkra patterns and masks.
  • Select from and use a wider range of materials and components, including textiles according to their functional properties and aesthetic qualities to create a waterproof umbrella for a science investigation and an aesthetically pleasing mask.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Taste and understand where African where food comes from.
  • Understand and apply the principles of a healthy and varied diet during science topic ‘teeth and eating'.


  • Running, jumping, throwing and catching in isolation and combination.
  • Play competitive game, such as tennis, cricket, football and badminton and apply basic principals suitable for attacking and defending.
  • Develop flexibility, strengths, technique, control and balance through athletics and gymnastics.
  • Perform dances using a range of movement patterns.
  • Compare performances with previous ones and demonstrate improvement to achieve their personal best.


  • Listen attentively to spoken language and show understanding by joining in and responding to greetings in French.
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words while looking at the French poem ‘Deux petits Oiseaux’.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others when discussing food items and visiting a supermarket.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.