Year 3

Year 3

Welcome to Year 3! This is a very exciting year because it is the transition from Key Stage One to Key Stage Two, where the children are encouraged to become more independent learners. They not only revise what they have learnt in previous years but continue to enrich their lives through new multi- sensory learning experiences.

The children are encouraged to learn in a creative, fun and energetic way. This means acting out characters and scenes from books, going on a ‘Shape Walk’ around the school to spot different shapes, and travelling back in time to see how people in Ancient Greece lived. This approach brings learning alive for the children and enhances their understanding of the topics covered. Every child will be given time to progress and learn at their own pace in order to achieve their individual potential.

I believe the most important aspect of my job is to inspire the children to investigate the world around them, to prepare them for a fulfilling life as 21st Century adults by providing them with opportunities to be independent thinkers and confident learners.



The English programme is based on Ginn - Password which is a published scheme that follows the guidelines set down in the English National Curriculum.

Each week the following areas are covered during three of the daily hour long sessions.

At this stage it is felt that the time is right to promote more confidence in writing. Two further hours are included where either the focus is directed by the teacher or the children are given time to express themselves on subjects of their own choice.

There is a separate session for handwriting and spelling but naturally the teaching of these skills are integrated into almost all the areas of the curriculum.

Reading has an additional slot in the daily timetable when children read with the class teacher, silently by themselves and with each other.  During this session they also have the choice to write.  As the children reach fluency they read to the teacher at least once a week and those still working towards fluency will read more often.  As the children are being heard reading they are both being taught and having their progress assessed.  This enables the teacher to provide books appropriate to their reading level and their interests.  Fluent readers choose from books selected by the teacher from the school library and kept in the classroom. All children have daily access to the school library.


Mathematics will be taught every day and is based on the Abacus Scheme published by Ginn, following the English National Framework for Numeracy.

The areas of study are as follows:

Number: Place value and ordering HTU; Addition of Tens and Units; Subtraction of Tens and Units; Multiplication tables - 2s, 3s, 4s, 5s, 10s; Estimating and rounding; Fractions: halves, thirds, quarters, fifths and tenths; Division: inverse relationship with multiplication; Decimal notation of money; Place value:  Th,HTU.

Handling data: The data-handling process; Collecting and organising data; Displaying and interpreting information.

Shape, Position and Movement:  Symmetry; Properties of 2D and 3D shapes;  Position and movement.

Measures:  Time; Length; Weight; Capacity; Shapes and measures (investigations).


Ourselves: Focuses on 'teeth and food'.  It looks at food groups, healthy foods and the importance of healthy eating. The unit also looks at types of teeth, their growth and the need for effective dental hygiene.  Finally the unit looks at human growth, including tooth replacement.

Plants: Focuses on 'the needs of plants'.  This unit looks at the life processes and the importance of plants in our diet.  This links on to optimal growing conditions for plants, in order to produce healthy crops for example.

Materials: Focuses on 'natural and manufactured materials'.  This unit looks at common materials and their uses and how the properties of materials can be investigated to determine the best material for a particular purpose.  It compares manufactured and natural materials, before looking in more details at rocks and soils.  Suggestions are provided, for example, for investigating the permeability of rocks and of soils and exploring how soil originates.

Forces and Motion: Focuses on 'magnets and springs'.  This unit looks at push and pull forces in magnets, at materials that are magnetic and at the uses of magnets.  It also looks at the forces exerted by springs and elastic bands and how that force can be varied. 

Light and Sound: Focuses on 'light and shadows'.  This unit develops the children's understanding of light and discusses how shadows are formed in relation to the sun.

Earth and Beyond:  Focuses on 'the sun and shadows'.  This unit continues to develop ideas  to do with shadows in the above unit by looking at how shadows cast by sunlight change during the day in shape, size and position.  This leads onto looking at how the sun appears to travel across the sky and how it can be safely investigated.  This unit also looks at how we can tell the time using shadows through work on sundials and shadows.


The topics are:


The major topics are the Ancient Greeks and the Ancient Romans:

These topics are alternated annually.

History and Geography

Benin:  The study of an ancient African kingdom.

Physical Education (PE)

Games, athletics and outdoor activities take place on the sports pitch twice a week. Gymnastics and dance in the gymnasium once a week.

Please provide your child with a pair of shorts, T-shirt, gym slippers/trainers for games and something warmer for the winter months. All these should be in a named bag and kept in school. If your child does not have a change of clothes and suitable footwear, in the interests of safety and hygiene, they will not be able to join in the lesson. On these days we advise that jewellery is left at home. 


The course will comprise:


The course will comprise:

Design Technology (DT)

Projects include:

Information Technology (IT)

This will be integrated into all areas of the curriculum as appropriate.

PSHE (Personal, Social and Health Education)

The topics are: