Year 3

A very warm welcome from Mrs Carey

Year 3 is a time of excitement and new beginnings as your child embarks on their journey into junior life and part of Key Stage 2. It is our priority to ensure that each child has a smooth transition into Year 3, so that we can seize every opportunity to embed progress and make sure that every child feels safe and happy in their new classroom upstairs! Year 3 is also a very special year, as it is when the children make their First Holy Communion, a very important occasion for the whole community!

In order to keep our cloakroom organised and manageable please ensure your child has a small bag.

Reading books and records only need to come in to school on your child’s reading day – this information can be found in their reading records. Please pack a water bottle and snack (optional) daily. PE kits should be worn to school on Tuesday and Friday in Autumn 1. Thank you.

Important dates and information will be added to our class page throughout the year.

I look forward to working closely with you and your child over the next year.
Mrs Carey




Reading records and reading books are checked weekly. We provide opportunities for the children to change their reading books after checking that the records are signed. Children are expected to read at home regularly.

Guided reading – every child is heard read at least once a week. Although reading ability and enjoyment continues to be important, we will be focusing on developing comprehension. Reading records must be in school on their reading day.
Please support your child by asking questions about their reading and hearing them read or read together.


Spellings are given to the children on Friday as part of their weekly Home Learning task. The children are given opportunities throughout the week to learn them, find definitions and write them in context. Spelling is taught in class in addition to English. Lists are based on the National Curriculum with weekly sound patterns and technical words. The children are then tested on these words the following Friday.

Please support your child in learning the rules and patterns extending them by looking at other words with the same patterns, using them in writing tasks and developing dictionary skills.

Handwriting & Pace

Neat, joined fluent handwriting is strongly encouraged, as is the importance of pace. Handwriting will be modelled  in your child’s home learning handwriting book.

Home Learning

Home Learning is explained and given out each Friday. It is due back the following Wednesday. In the case that a project has been set, the children may get longer.  Mathletic usernames , passwords and reading days can be found inside your child’s home learning book. It is vital that Home Learning is completed each week as it supports and consolidates what is being taught in class. Weekly spelling lists can be found under the spellings tab on our class page.

Please read with your child and sign their records once a week.

If your child has a specific target such as handwriting, punctuation, vocabulary, please remind them before they start and then to check over at the end. Children require adult support with home learning in Year 3, particularly with personal targets, so please support your child as necessary.

Dates for your diary

Curriculum Overview

Subject Autumn 1 Autumn 2
RE Beginning with God

How do we come to know God?

What does the story of the Burning Bush teach us?

What is the trinity?


From Advent to Christmas


How do we remember and wait for the birth of Jesus?

How does the Gospel of Luke record the birth of Jesus?

How does the local community celebrate the birth of Jesus?

Maths Place Value – order and compare numbers beyond 100; Rounding, Estimation and magnitude; addition and subtraction fluency; securing formal written addition and subtraction fluency; counting in multiples of 3,4 and 8 and 100; multiplication and division facts (times tables) alongside Year 2 Fluency revision. Problem Solving Including Measures to apply Place Value, Mental Strategies and Arithmetic Laws;  Multiply and Divide a one or two-digit Number by 10 and 100; Measure – Conversion of Units; Measures – Compare, Estimate and Calculate; Discrete and continuous data (bar graphs, tally’s, pictograms),
English Narrative: Traditional Tales/fables (3 weeks)

Aesop’s Fables by Michael Rosen & Talleen Hacikyan

War and Peas by Michael Foreman (Anderson Press)

Jim – A Cautionary Tale by Mini Grey and HiIlaire Belloc

Know what a fable is

Recognise features of a fable

Plan and write a fable.

Play Script (3 weeks) The Adventures of the Dish and the Spoon

Infers characters’ feelings, motives, behaviour and relationships based on descriptions and their actions in the story

Identifies evidence of relationship between characters based on dialogue and behaviour

Analyses and compares plot structure

Uses dialogue to reveal detail about character/ move the narrative forward

Links events using a wider range of conjunctions and adverbs

One World Week ( 1 week)

SPAG: conjunction, use of adjectives and nouns, noun phrases and prepositions.

Firework Makers Daughter (2 weeks)

Make inferences about characters’

Write in character,

Use fronted adverbials

Extend my sentences by using more than one clause.

Use rich and varied vocabulary in order to describe.

Organise paragraphs around a theme.

Poetry ( 2 weeks) The witches and The Magic Box

Identify rhyming words and patterns.

Read a range of different poems with fluency, accuracy and good diction and expression.

Write own poems based on the style of poems read.

Include high quality vocabulary and interesting and original ideas in their own poems

Recount (The Dreamgiver) (2weeks)

Describe settings and characters

Create a fantasy narrative

Write a newspaper report

Use reported speech

SPAG: synonyms, conjunction, use of adjectives and nouns, noun phrases and prepositions.

RE – writing opportunities/cross curricular ( 1 week)

Science 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 animals have skeletons and muscles for support, protection and movement.

Forces and magnets

Compare how things move on different surfaces.

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.

Computing Programming

Identify the objects in a Scratch project (sprites, backdrops)

Explain that objects in Scratch have attributes (linked to)

Recognise that commands in Scratch are represented as blocks

Identify that each sprite is controlled by the commands I choose

Choose a word which describes an on-screen action for my design

Create a program following a design

Sequence of connected commands

Explain that the objects in my project will respond exactly to the code


Creating digital content including text, images and sound


Develop an understanding of editing software to use technology creatively and safely.



Why are jungles so wet and deserts so dry?

Observe, describe and explain in basic terms the climate in the United Kingdom;

Identify, describe and begin to offer reasons for different types of climate around the world;

Compare and contrast the temperature and rainfall data in different climate graphs to reach conclusions about the climate in different locations in the world;

Understand how climate affects both the landscape of different biomes and the plants and animals that can live there;

Observe, describe and explain why areas of tropical rainforest such as the Amazon have so much rainfall;

Describe the natural environment of the Atacama Desert and explain why the city of Arica is the driest inhabited place in the world;

Art/D&T Drawing– linked to topic Rainforests

·         Control a pencil with increasing confidence.

·         Draw whole sketches.

·         Experiment with different types of line to create a composition e.g. thick and thin, wavy, curved etc (looking closely at the type of line to fit the form).

·         Create texture through rubbings and creating surface patterns with pencils (focus on different textures).

·         Confidently work from observation.


Making a Healthy Sandwich ( linked to Science Topic)


• Generate and clarify ideas through discussion with peers and adults to develop design criteria including appearance, taste, texture and aroma

• Use annotated sketches and appropriate information and communication technology, such as web-based recipes, to develop and communicate ideas.


• Plan the main stages of a recipe, listing ingredients, utensils and equipment.

• Select and use appropriate utensils and equipment to prepare and combine ingredients.

• Select from a range of ingredients to make appropriate food products, thinking about sensory characteristics.


• Carry out sensory evaluations of a variety of ingredients and products. Record the evaluations using e.g. tables and simple graphs.

• Evaluate the ongoing work and the final product with reference to the design criteria and the views of others.


PE Invasion games

agility, control, movement, awareness, coordination, tactical awareness.


Multi skills

running, jumping, throwing and catching, dodging.



Ten Ten


Anti-bullying Week: United Against Bullying.


Please ensure that children practise mental maths regularly at home for example recall of times tables and counting on and back in tens and hundreds within three digit numbers. It is best to keep practices short and as much fun as possible.