St Augustines

Year 3 curriculum outline

Communication Language and Literacy
Genre to be done in detail
Narrative Stories with familiar settings; myths and legends; adventure and mystery; dialogue and plays
Non-fiction instructions; reports; information texts
Poetry poems to perform; shape poetry and calligrams; language play


READING
Word reading
Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Comprehension
Pupils should be taught to:
develop positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
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 stories, myths and legends, and retelling some of these orally
identifying themes and conventions in a wide range of books
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
discussing words and phrases that capture the readers interest and imagination
recognising some different forms of poetry (e.g. free verse, narrative poetry)
understand what they read, in books they can read independently, by:
checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than one paragraph and summarising these
identifying how language, structure, and presentation contribute to meaning
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.
Composition
Pupils should be taught to:
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 (See Appendix 2)
organising paragraphs around a theme
in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices such as 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, e.g. 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.
St Augustines
Year 3 curriculum outline

Vocabulary, grammar and punctuation
Pupils should be taught to:
develop their understanding of the concepts set out in Appendix 2 by:
extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
using the perfect form of verbs to mark relationships of time and cause
choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
using conjunctions, adverbs and prepositions to express time and cause
using fronted adverbials
learning the grammar in column 1 of year 3 and 4 in Appendix 2
indicate grammatical and other features by:
using commas after fronted adverbials
indicating possession by using the possessive apostrophe with singular and plural nouns
using and punctuating direct speech
use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and reading.
Word Sentence Text Punctuation Terminology for pupils

Formation of nouns using a range of
prefixes, such as super, anti,
auto
Use of the forms a or an according
to whether the next word begins with
a consonant or a vowel (e.g. a rock,
an open box)
Word families based on common
words, showing how words are related
in form and meaning (e.g. solve,
solution, solver, dissolve, insoluble)
Expressing time, place and cause using
conjunctions (e.g. when, before, after,
while, so, because), adverbs (e.g. then,
next, soon, therefore), or prepositions
(e.g. before, after, during, in, because of)
Introduction to paragraphs as a way
to group related material
Headings and sub-headings to aid
presentation
Use of the present perfect form of
verbs instead of the simple past (e.g. He
has gone out to play contrasted with He
went out to play)
Introduction to inverted commas to
punctuate direct speech
adverb, preposition conjunction
word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter vowel,
vowel letter
inverted commas






























St Augustines
Year 3 curriculum outline
Mathematical development
Year 3
NUMBER
Number, place value and rounding
read and write numbers to at least 1000 in numerals and in words [91]
recognise the place value of each digit in a 3-digit number (hundreds, tens, ones) [92]
compare and order numbers up to 1000 [93]
count in multiples of 2,3,4,5,8,10,50 and 100 from 0; give10 or 100 more or less than a given number. [94]

Addition and subtraction
add and subtract numbers with up to 3 digits, including using columnar addition and subtraction [96]
accurately add and subtract numbers mentally including: pairs of one- and 2- digit numbers; 3-digit numbers
and ones; 3-digit numbers and tens; 3-digit numbers and hundreds [97]
solve word problems including missing number problems, using number facts, place value, and more
complex addition and subtraction.
Multiplication and division
recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables [101]
write and calculate mathematical statements for multiplication and division within the multiplication tables;
and for 2-digit numbers x 1-digit numbers, using mental and written methods [102]
solve word problems involving the four operations, including missing number problems. [103]
Fractions
identify, name and write unit fractions up to
1
/
12
[107]
compare and order unit fractions and fractions with the same denominators [108]
recognise fractions which are equivalent to 1 and pairs of fractions that add up to 1 [109]
perform calculations with addition and subtraction of fractions with the same denominator within one whole
(e.g.
5
/
7
+
1
/
7
=
6
/
7
) [110]
count up and down in tenths; recognise that tenths arise in dividing an object into tenths and in dividing
single digit numbers or quantities by ten.
GEOMETRY AND MEASURES
Properties of shapes
make 2-D and 3-D shapes; recognise in different orientations; and describe with increasing accuracy [114]
recognise angles as a property of shape and associate angle as an amount of turning [115
identify right angles, recognise that two right-angles make a half-turn and four a complete turn; identify
whether angles are greater or less than a right angle [116]
identify horizontal, vertical, perpendicular, parallel and curved lines [117]
use a compass to draw circles and arcs with a given radius. [118]
Measures
recognise and use full names and abbreviations for metric units of measure [122]
measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml); and time
(hours/minutes/seconds)
measure the perimeter of simple 2-D shapes
tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12 hour and
24 hour digital clocks
estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of
seconds, minutes, hours and oclock; use vocabulary such as am/pm, morning, afternoon, noon and midnight
[126]
know the number of seconds in a minute and the number of days in each month, year and leap year [127]
compare durations of events, for example to calculate the time taken up by particular events or tasks [128]
add and subtract amounts of money to give change, using both and p.
Data
read, interpret and present data using pictograms and bar charts with scales
solve problems using information presented in pictograms, bar charts and tables.



ICT STU CD
Combine text, images and sounds.
Input data into data base; generate graphs and charts.
Use pictogram to answer questions.
Manipulate sound on story board.
Experiment with variables to control models and simulations: use 90 and 45
turns.

Use email.

Perform web searches.
Contribute to blog & wiki/forum etc
Understand safety of personal information.
Create presentation.
Principles of scientific enquiry should be taught through the following content:
Plants
Animals including humans
Rocks
Light
Forces and magnets

Technology make realistic plans, stating why materials and techniques have been
chosen, using labelled sketches and models include electrical and mechanical
aspects in design simple circuits to illuminate, move or give sound select
ingredients and understand that their nature is changed by cooking finish products
simply by adding colour or design score and fold to increase accuracy accurate
cutting making holes by punch or drill select appropriate textiles to give effect
evaluate and change plan as process goes on include permanent and temporary
fastenings and joins combine materials to increase strength or improve look
Begin to think of a range of ideas for own art work from imagination and stimulus
begin to collect info to support development of ideas similarities and differences
between art works sketch to work toward final piece of work different pencil
grades to give tones and texture colour wheel wash background effects using
different brushes printing block different stitches use padding to create effect
add texture to create effect create texture on 3d work by incising or adding to
increase accuracy of cutting overlap materials to observe effect mosaic
montage adapt others work by adding parts of your own using ICT research
artist or style compare artists
St Augustines
Year 3 curriculum outline
HSEU UPHWB Spirituality
Geog describe and explain human and physical features of a locality change
within a place 8 points of compass improvements and damage to
environment within own locality plan journey to place locally and non-locally
weather in different parts of the world and effect on peoples lives human
and physical characteristics of UK cities and towns UK mountains and rivers
why is this settlement unique?

Hist events from the past with dates vocab: ancient, modern, BC AD,
century, decade how the past shapes our lives why did people do that
sources to answer questions variety of sources to piece together information















See separate overview Festivals
What are the special days/festivals for:
Jews
Christians
Muslims
Hindus
QCA Unit 2C Celebrations
QCA Unit 3B How and why do Hindus celebrate Divali?

Codes for living
Compare codes for living from different religions religious teaching
What are the similarities?
Rites of passage birth, marriage, death, other
How are these events celebrated in different religions?
What are the golden rules in different religions?
What are the golden rules in your life?
Exploring The Journey of Life and Death
Exploring Codes for Living

Signs and Symbols
What is the difference between a sign and a symbol?
Compare and contrast the way that signs and symbols are expressed in different
religions
What do symbols like light, wind, water or flowers stand for in different religions?
QCA Unit 3A What is a sign or symbol and why are they important?

Beliefs
What does believe mean?
What do Muslims, Hindus, Christians and Jews believe?
How do they show these beliefs when they worship?

What artefacts are special in different religions and why?