Year 3

Learning Plan

The following is a summary of the Year 3 curriculum. Information provided at the Year 3 coffee afternoon can be viewed below.

Year 3 Welcome Parent Presentation 2020-2021

Year 3 Maths No Problem Overview

Year 3 Autumn 2 Knowledge organiser

Term titles

  • Where do I live?
  • Meet the Flintstones
  • Imaginary Worlds
  • Groovy Greeks
  • Food Glorious food
  • River deep, mountain high

English texts

  • ‘Krindlekrax’ - Philip Ridley
  • ‘The Iron Man’ - Ted Hughes
  • ‘Charlie and the Chocolate Factory’ - Roald Dahl
  • ‘Escaping the Giant Wave’ - Peg Kehret
  • ‘The Story of Odysseus’ - from Homer’s The Iliad
  • ‘Lila and the Secret of Rain’ - David Conway
  • ‘Into the Forest’ - Anthony Browne

Writing year objectives

  • Use and punctuating direct speech (ie inverted commas)
  • Use the present perfect form of verbs in contrast to the past tense
  • To extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
  • Choose nouns or pronouns appropriately for clarity and cohesion and avoid repetition
  • Use the correct form of 'a' or 'an’
  • Use conjunctions, adverbs and prepositions to express time and cause (and place)
  • In non-narrative material, using simple organisational devices (headings and subheadings)
  • In narratives, creating settings, characters and plot
  • Organise paragraphs around a theme
  • Use the diagonal and horizontal strokes that are needed to join letters
  • Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
  • Place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
  • Use the first two or three letters of a word to check its spelling in a dictionary
  • Form nouns using prefixes (super-, anti-)
  • Word families based on common words (solve, solution, dissolve, insoluble)

Reading year objectives

  • Can apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet
  • Can read books that are structured in different ways and reading for a range of purposes\
  • Can listen to and discuss a wide range of fiction, poetry, plays
  • Can listen to and discuss nonfiction and reference books or textbooks
  • Can identify themes and conventions in a wide range of books
  • Has increased their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • Can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • Can check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
  • Can ask questions to improve their understanding of a text
  • Can identifying the main ideas drawn from more than one paragraph and summarising these
  • Is able to use dictionaries to check the meaning of words that they have read
  • Can make inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
  • Can predict what might happen from details stated and implied
  • Can discuss words and phrases that the author has chosen that capture the reader’s interest and imagination
  • Can identify how language, structure, and presentation contribute to meaning of the text
  • Can retrieve and record information from nonfiction
  • Is able to 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
  • Can identify how language, structure, and presentation contribute to meaning