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KING'S HAWFORD

YEAR 3 CURRICULUM

King's Hawford Year 3 Curriculum

The following course statements are to provide you with an overview of the year. It is difficult to outline every area in detail and, if there are areas you wish to explore further, please contact your child's teacher.


ENGLISH

Pupils learn to speak clearly on relevant topics and take part in group discussions. They listen to others and respond appropriately.

TERM 1

Range
Fiction and poetry: Stories with familiar settings; plays; poems based on observation and the senses; shape poems.
Non-Fiction: (i) Information books on topics of interest, (ii) non-chronological reports; (iii) thesauruses, dictionaries.

Handwriting
Practise correct formation of basic joins.
Ensure consistency in size and proportions of letters.

Phonics, spelling and vocabulary
Spelling of words containing long vowel sounds.
Identify sounds in words.
High frequency words.
Discriminate syllables.
Identify mis-spelt words in their own writing.
Use independent spelling strategies.
Practice new spellings regularly.
Spellings of verbs when ing is added.
Investigate and learn to use the spelling pattern le.
Recognise and spell common prefixes.
Collect new words from reading.
Use a dictionary.
Synonyms.
Dialogue vocabulary.

Grammar and punctuation
Awareness of grammar to decipher new or unfamiliar words.
Take account of grammar and punctuation.
Verbs.
Question marks and exclamation marks.
Speech punctuation.
Range of devices for presenting texts.
Boundaries between sentences.
Commas to separate items in a list.

Reading comprehension
Compare a range of story settings.
Dialogue in stories.
Different voices in stories.
Read, present and prepare playscripts.
Differences between prose and playscript.
Read aloud and recite poems.
Express their views about a story or poem.
Distinguish between fact and fiction.
Locate information in texts.
Compare the way information is presented.

Writing composition
Write own passages of dialogue.
Develop the use of settings in their stories.
Look at story openings.
Make a simple record of information from texts read.
Write simple non-chronological reports.

TERM 2

Range
Fiction and poetry: Myths, legends, fables, parables; traditional stories, stories with related themes; oral and performance poetry from different cultures.
Non-Fiction: (1) Instructions, (ii) dictionaries without illustrations, thesauruses.

Handwriting
Correct formation of basic joins.
Consistency in size and proportion of letters.
Build up handwriting speed.

Phonics, spelling and vocabulary
Identify sounds in words.
High frequency words.
Discriminate syllables.
Idendify mis-spelt words.
Use independent spelling strategies.
Use word banks and dictionaries.
Practise new spellings.
Spelling of nouns.
Words with silent letters.
Singular and plural.
Compound words.
Suffixes.
Contractions.
Definitions of words.
Explore opposites.
Organise words alphabetically.

Grammar and punctuation
Use awareness of grammar to decipher new words.
Look at adjectives.
Extend knowledge and understanding of pluralisation.
Commas.
Uses of capitalisation.
Verbs.
Grammatical agreement.

Reading comprehension
Traditional story language.
Typical story themes.
Look at characters.
Poems for performance.
Identify the different purposes and organisation of instructional texts.

Writing composition
Plan main points as a structure for story writing.
Describe and sequence key incidents.
Write portraits of characters.
Write alternative sequels to traditional stories.
Write or extend verses for performance.
Write instructions.
Make clear notes.

TERM 3

Range
Fiction and poetry: Adventure and mystery stories; stories by the same author; humorous poetry, poetry that plays with language, word puzzles, puns, riddles.
Non-Fiction: (i) letters written for a range of purposes: to recount, explain, enquire, congratulate, complain, etc., (ii) alphabetic texts, directories.

Handwriting
Practise correct formation of basic joins.
Ensure consistency in size and proportions of letters.
Build up handwriting speed.

Phonics, spelling and vocabulary
Spellings of words containing long vowel sounds.
Identify sounds in words.
High frequency words.
Discriminate syllables.
Idendify mis-spelt words.
Use independent spelling strategies.
Use word banks and dictionaries.
Practise new spellings.
Identify short words within longer words.
Prefixes.
Contractions.
Synonyms and homonyms.
Use of dictionaries.

Grammar and punctuation
Awareness of grammar to decipher new words.
Identify pronouns and understand their functions.
Ensure grammatical agreement.
Use speech marks and other dialogue punctuation.
Join sentences in more complex ways.
Use of commas.

Reading comprehension
Re-tell the main points of a story in sequence.
Refer to significant aspects of text.
Distinguish between 1st and 3rd person accounts.
Consider credibility of events.
Discuss characters.
Compare forms and types of humour.
Look at poetry.
Compare and contrast works by the same author.
Read examples of letters.
Scan.
Locate books.
Summarise orally.

Writing composition
Plot a sequence of episodes.
Write openings to stories.
Write a first person account.
Write letters, notes and messages.
Recount an event in a variety of ways.
Oraganise letters into simple paragraphs.
Make alphabetically ordered texts.
Revise and extend note making.
Summarise in writing the content of a passage or text.

MATHEMATICS

Download a parents' guide for Year 3 here
The approach to teaching Maths in all years is as follows:

  • maths lesson every day
  • interactive oral work with whole class
  • emphasis on mental calculation and using and applying mathematics
  • clear progression of calculation strategies

Learning Objectives are organised under 7 core strands of learning: Using and applying maths, Counting and understanding number, Knowing and using number facts, Calculating, Understanding shape, Measuring and Handling data.

The yearly teaching programme is then set out within 5 'teaching blocks':

Block A: Counting, partitioning and calculating

Block B: Securing number facts, understanding shape

Block C: Handling data and Measures

Block D: Calculating, measuring and understanding shape

Shape E: Securing number facts, calculation and relationships

Each block is covered 3 times, once each term in this order, thus building up children's individual understanding at each visit. Each teaching block contains at least 3 of the 7 core strands of learning with 'Using and applying' being central to each block. Below are some of the 'Key Learning Objectives' covered within each term:

Autumn/ Spring/ Summer Terms

Block A: Counting, partitioning and calculating

Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams

Read, write and order whole numbers to at least 1000 and position them on a number line; count on from a back to zero in single-digit steps or multiples of 10

Round two-digit or three-digit numbers to their nearest 10 or 100 and give estimates for their sums or differences

Partition three-digit numbers into multiples of 100, 10 and 1 in different ways

Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of ten and number pairs that total 100

Multiply one-digit and two-digit numbers by 10 or 100 and describe the effect

Add or subtract mentally combinations of one-digit and two-digit numbers

Explain a process or present information, ensuring items and clearly sequences, relevant details and included and accounts ended effectively

Block B: Securing number facts, understanding shape

Represent the information in a puzzle or problem using numbers, images or diagram; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure 

Identify patterns or relationships involving number or shapes and use them to solve problems

Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of ten and number pairs that total 100

Derive and recall all multiplication facts for the 2,3,4,5 and 10 times tables and the corresponding division facts: recognise multiples of 2,5 or 10 up to 1000

Read and write proper fractions interpreting the denominator as the part of the whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents

Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations

Relate 2d shapes and 3d solids to drawings of them; describe, visualise, classify, draw and make the shapes

Sustain conversation, explaining or giving reasons for views or choices

Block C: Handling data and Measures

Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information

Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements

Read to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy

Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables; pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart

Use Venn or Carroll diagrams to sort data and objects using more than one criteria

Use talk to organise roles and actions

Explain a process or present information ensuring items and clearly sequenced, relevant details are included and accounts ended effectively

Block D: Calculating, measuring and understanding shape

Solve one step and two step problems involving number, money or measures, including time, choosing and carrying out appropriate calculations

Add or subtract mentally combinations of one-digit and two-digit numbers

Find unit fractions of numbers and quantities

Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers

Read and record the vocabulary of position, direction and movement, using the four compass directions to describe movement around a grid

Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements

Read, to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy

Read time on a 12 hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval

Draw and complete shapes with reflective symmetry; draw the reflection of a shape with a mirror line along one side

Shape E: Securing number facts, calculation and relationships

Follow a line of enquiry by deciding what information is important, make and use lists, tables and graphs to organise and interpret information

Identify patterns and relationships involving number or shapes and use these to solve problems

Derive and recall all addition and subtraction fact for each number to 20, sums and differences of multiples of 10 and number pairs that total 100

Derive and recall multiplication facts for the 2,3,4,5,6 and 10 times tables and the corresponding division facts; recognise multiples of 2,5 or 10 up to 1000

Use practical and informal written methods to multiply and divide two digit numbers round remainders up or down, depending on the context

Find unit fractions of numbers and quantities

Sustain conversation, explaining or giving reasons for views and choices

Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations

Read and write proper fractions interpreting the denominator as the part of the whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents

Use practical and informal written methods to multiply and divide two digit numbers round remainders up or down, depending on the context

SCIENCE

Click here for a PDF overview of the Science Curriculum

ART AND DESIGN TECHNOLOGY

Art

Autumn Term: drawing and painting animals and making animal sculptures

Key Learning Objectives

- record from observation, developing ability to show, pattern, texture, shape and form with some accuracy

- compare ideas, methods and approaches in others' work and say what they think and feel about them

- understand that, unlike a painting, sculpture is viewed from all angles

- begin to understand how pose can be used to convey mood

- adapt their work according to their views and describe how they might develop it further

Activities

  • Draw a selection of soft toys
  • Look at examples of Aztec animal sculpture, noting how pose can be used to show mood
  • Learn how to make basic armature using junk modelling materials, joining parts securely
  • Look at work of contemporary sculptor, Sophie Ryder, noting relationship between her animal sculptures
  • Learn how to bulk out form using newspaper to create rounded shapes
  • Check pose of sculpture conveys intended mood
  • Apply modroc to completed armature to strengthen sculpture
  • Mix and match paints to achieve correct colour for sculpture
  • Paint sculpture considering texture and pattern

Art

Spring Term 1st Half: drawing buildings leading to print making

Key Learning Objectives

  • draw from observation, focusing on pattern and shape
  • collect visual information to help develop their ideas
  • question and make thoughtful observations about starting points and select ideas to use in work
  • develop skill of making a print block and printing

Activities

  • Draw school buildings
  • Look at examples of hand printed papers by contemporary Indian craftspeople
  • Learn how to make a print block using pressprint and learn craft of printing

Design Technology

Spring Term 2nd Half: understand simple pneumatic systems

Key Learning Objectives

- understand how a basic pneumatic and hydraulic system works

- compare effectiveness of basic systems

- understand variety of ways of fixing components

- understand ways of using pneumatic systems in conjunction with simple levers to control movement

- explore ideas through 3D modelling

- choose an idea according to logistical constraints of materials, time and size

Activities

  • Make simple pneumatic and hydraulic systems from syringes, tubing, balloons etc.
  • Play with a range of toys which use simple pneumatics and discuss how these work
  • Learn to join pneumatic systems to other materials to create variety of different movements
  • Make a collection of monster pictures
  • Design a monster which has a moving part powered by a pneumatic system

Design Technology

Summer Term 1st Half: design monster which moves using pneumatic system

Key Learning Objectives

- to think about work as it progresses and be willing to change things if this helps to improve the work

- to plan through discussion

- to work safely and accurately with a range of simple hand tools

- to use a storyboard to record the sequence of their work

- to evaluate the product and purpose of improvements

Activities

  • Make monster according to design
  • Fix pneumatic system inside
  • Test monster's moving parts
  • Evaluate monster toy

Art

Summer Term 2nd Half: Arts Week preparation

Activities

Drawing and painting activities linked to this year's Arts Week theme.


MUSIC 

Title

Description

Key Learning Objectives

3.1

Composing Module I VAPO!

 

(Vocal and Percussive Ostinati)

 

A fun way to start off Key Stage 2. Call & response games through clapping and stomping. Performing rhythmic ostinati on voice, tuned & untuned percussion. Combining & arranging ostinati to form structures. Composing short patterns and recording them on graphic scores, culminating in exploring structure.

This unit develops learners' confidence in using their voice as an instrument in its own right by performing ostinati using words & sounds, as well as performing with untuned percussion, and arranging such ostinati into structured performances.

3.2

Preparation for Christmas MusicalAuditions will take place just before half term so that scripts can be given out and lines can be learned during the break. Singing, dramatic improvisation and acting will all take place during the lessons.

This unit enables all learners from Years 3 & 4 to come together and 'belong'. The ethos is an inclusive one and creates a sense of community. This unit also develops learners' performing skills through the singing of Christmas vocal music.

3.3

Performing Module I

Performing on the recorder from notation. Revising 3 notes from Yr. 2. Extending range down to E and up to C. Improving sight-reading by performing unseen material both individually and in groups.

This unit develops learners' ability to perform with confidence on the recorder, through progressively more difficult exercises & carefully selected repertoire.

3.4Composing Module II

'Ternary Tunes'

Appraisal of 'Twinkle Twinkle Little Star' and ' The Bear went over the Mountain'. Discussions on how music is made up of building blocks. Learning & performing a simple theme, and then extending by adding a two-bar section B with lots of parameters. Increasingly difficult given themes come with different instructions, including exploring texture & dynamics.

This unit further develops learners' confidence to compose within the support of a larger framework. The flexibility of the performance aspect means that those that find the composing element more challenging might concentrate on learning the given theme, and vice versa.

3.5

Performing Module II

Performing on the recorder from notation. Individual solo performances are marked according to marking policy. Un-marked group performances will contain elements of composition, taking the form of composing and selecting an introduction and/or coda. Groups will also be tested on their ability to play from memory.

This unit continues to develop learners' ability to perform with confidence on the recorder, through progressively more difficult exercises & carefully selected repertoire. This unit also continues to develop learners' confidence in composition by making subtle additions to performances by adding introductions and/or codas.

3.6

Preparation for

Summer Concert

Highlights of the year to be revised for Grandparents' Day. The Summer Concert which will include recorder items and choral items.

This unit creates a sense of expectation of the learner, as all children in Prep are involved in Summer Concert. This unit requires learners to perform at their very best and brings together everything they have learned over the year.


PHYSICAL EDUCATION

 

 

Click Here for a Curriculum Overview

AUTUMN 1 - Gymnastics- Rolling

Pupils will learn how to perform the 5 basic rolls and transfer them onto low apparatus. A rolling sequence will then be developed in pairs.

AUTUMN 2 - Dance - "Cats"

Pupils will be introduced to the 5 elements of dance and use "Cats" the musical as a stimulus to develop a routine, working individually, in pairs and in small groups.

SPRING 1 - Short Tennis

Pupils will be working with low compression balls to develop skills in striking, movement, timing and positioning on court. They will learn the basic rules of tennis and begin cooperative rallies.

SPRING 2 - Outdoor and Adventurous Activities

Pupils will take part in orienteering and problem solving activities around the school grounds. They will be working in pairs to develop team work and communication skills.

SUMMER - Athletics

Sprinting, middle and long distance running. Throwing techniques. Jumping for height and distance.

SUMMER - Swimming

Stroke techniques and water safety

INFORMATION COMMUNICATION TECHNOLOGY

Autumn Term

Combining text and Graphics
The children will be taught to describe the effects of their actions and how to present their completed work effectively.

Spring Term

Manipulating Sound and an introduction to databases
The children will be taught how to gather information from a variety of sources. They will be taught how to use text, images and sound to develop their ideas and how to share their ideas by presenting information in a variety of forms. They will also be taught to review what they have done to help them develop their ideas. The children will enter and store information in a variety of forms and will retrieve information that has been stored. The children will learn how to select from and add to information they have retrieved for particular purposes.

Summer Term

Exploring simulations and an Introduction to Logo
The children will be taught how to plan and give instructions to make things happen.
 

RELIGIOUS EDUCATION

Autumn Term:

What do signs and symbols mean in religion?

  • Everyday signs and symbols.
  • How symbols help to remember the past.
  • The symbols of the six major religions.
  • How symbols help believers to explore religious concepts.
  • Symbols in a church.

Christmas Journeys

  • Pilgrimage.
  • The long journey of Mary and Joseph.
  • The shepherds' journey.
  • The three Kings.
  • A dramatic escape from Herod.

Spring Term:

What do we know about Jesus?

  • What was Jesus like?
  • The face of Jesus.
  • What sort of person was Jesus?
  • What did Jesus' enemies think of him?
  • How did Jesus describe himself?

Summer Term:

What is faith and what difference does it make?

  • What is faith?
  • Where is faith?
  • What difference does faith make?

PSHE

Autumn

Communication and Participation - the skills we need

Self Awareness - skills, fears and friendships

Valuing difference

Spring

Rules and rights

Understanding and practising democracy

Our community

Similarities and differences

Summer

How our bodies work and change

Hygiene

Changing emotions and responsibilities

Healthy lifestyles

FRENCH

Module 1 - The Four Seasons - Die vier Jahreszeiten  

Making simple statements about the seasons

Describing the weather with reference to the present and the past

Use of adjectives as antonyms

 

Module 2 - The Planets  

Describing a planet

Revision of colour

Making statements

Classifying nouns, adjectives and verbs  

 

Module 3 - Our School - Unsere Schule

 Places around the school

Talking about the school routines

School subjects

Telling the time using quarter past / to

 

Module 4 - Our World - Unsere Welt  

Understanding and naming continents

Making statements about rivers and features

Making a weather forecast

 

Module 5 - Creating a Café - Ein Besuch im Café  

Snacks and drinks

Quantities of food and drink

Transactional language for a café

Seeking clarification of meaning

 

Module 6 - Then and now - Damals und heute  

Making statements (about places in a town)

Asking questions (about places in a town)

Asking questions (about places in a town)

Giving a description (of a town)

Saying the year (eg neunzehnhundertachtzig)

 

Module 7 - at the theme park - Im Freizeitpark  

Entertainment

Money

Making statements about a visit to a theme park#

Using the past tense

Expressing an opinion about what a theme park ride was like

 

Module 8 - What's in the news? - Was gibt's Neues?  

Celebration and consolidation of learning

Looking at German magazines / newspapers

Writing an article

Making statements about articles

Expressing opinions about articles