English Curriculum Year 3

Term Term 1 Term 2 Term 3

Topic Stone Age to Iron Age The Secret Garden Roman Britain - Local Study
Narrative Stories with familiar settings Adventure Fables & Folktales
Know a novel Know a novel Know a novel
Written Write from different perspectives (2 weeks) Write an extended story (2 weeks) To write and perform a play (2 weeks)
Outcomes Written focusing on plot Written Written
Non Report writing Instructions outcomes Discussion/ Persuasion outcomes Recount Explanation outcomes
Fiction linked with linked with linked with
Written To write a non- To write and modules To present a point of view in modules To write a news report of an modules
Outcomes chronological evaluate a range already the form of a letter already unfolding event. already
report of instructions covered. covered. To write an explanation of a covered.
process.
Poetry Poems to perform Language Play Shape Poems
 English Curriculum Year 3
Term Term 1 Term 2 Term 3
Topic Stone Age to Iron Age The Secret Garden Roman Britain - Local Study
Narrative Stories with familiar settings Adventure/Mystery Fables & Folktales
Know a novel Know a novel Know a novel
TEXTS The Beach (RWI) (2 weeks) Museum mystery (Unit 5) (2 weeks) Seasons of Splendour (2 weeks)
Playscript (Unit 2 RWI) Written The Green Ship Written Aesops Fables Written
outcomes outcomes outcomes
Written Write from different linked with Write an extended story linked with To write and perform a play linked with
Outcomes perspectives modules focusing on plot modules modules
already already already
Non Report writing Instructions covered. Discussion/ Persuasion covered. Recount Explanation covered.
Fiction The Tiger
Written To write a non- To write and Iron Man To present a point of view in Magic To write a news report of an Child
Outcomes chronological evaluate a the form of a letter Faraway unfolding event.
report range of Tree To write an explanation of a
instructions process.
Poetry Poems to perform Language Play Shape Poems

Written Draft and write own versions of The Compose class and individual Enjoy reading and writing own
Outcomes Sound Collector. poems that play with language. calligrams and shape poems.
Text level Statements, questions, exclamations, Paragraphs Headings and subheadings.
features commands Adjectives
Organise ideas
Sentence Compound sentences Complex sentence structure Prepositions
level Tenses Pronouns Adverbs
features Capital letters for titles Pluralisation Verbs in 1st 2nd 3rd person
Commas Commas in lists
Capital letters and full stops
Grammar YR 3 1C Introduction to inverted commas to Yr 3 (2) Formation of nouns using a range of Yr 3 (2) Word families based on common words,
punctuate direct speech. prefixes (e.g super-, anti-, auto-). showing how words are related in form and
Yr 3 (3) Expressing time, place and cause using Yr 3 (1B) Expressing time, place and cause using meaning (for example, solver, solution, dissolve,
adverbs (for example, then, next, soon, therefore) or conjunctions (for example, when, before, after, insoluble).
prepositions (for example, before, after, during, in, while, so, because).
because of). Yr 3 (4) Use of the present perfect form of verbs
 Yr 3 (5) Begin to use paragraphs in a way to group instead of the simple past (for example, He has
related material gone out to play contrasted with He went out to
Yr 3 (5) Use headings and sub headings to aid play).
presentation
Yr 3 (2) Use of the forms a or an according to
whether the next word begins with a consonant or a
vowel (for example, a rock, an open box).
Spellings Suffixes from Year 2 (-s, -es, -er, -ed, -ing) From Year 2: suffixes Previously taught suffixes (-ed, -ing, -s, -
Revise prefix un -ness and -ful following a es,-ness, -ful, -less and -ly)
consonant Suffix -ly with root words ending in le and
Teach prefix dis (disappoint, disagree,
Prefixes sub- and tele- ic
disobey)
From Year 2: apostrophe for contraction Suffix -ly
Apostrophes for contractions Words from statutory and personal spelling Apostrophes for contractions
Words from statutory and personal spelling lists lists Rare GPCs (// sound)
Rarer GPCs: words with the /e/ sound spelt ei Words with the // sound spelt ch (mostly Words from statutory and personal spelling
(vein), eigh (eight), aigh (straight) or ey (they)
French in origin) as well as s, ss(ion/ure) lists
Homophones (brake/break, grate/great, eight/ate,
weight/wait, son/sun) suffixes -less and-ly From Years 1 and 2: vowel digraphs
Prefixes mis- and re- Prefixes super- and auto- The // sound spelt ou
The // sound spelt y Homophones Homophones (including heel/heal/hell,
Words ending with the Words with the /k/ sound spelt ch (Greek in plain/plane, groan/grown and rain/rein/
/g/ sound spelt -gue and the /k/ sound spelt -que origin) reign)
History/ Stone Age to Iron Age The Secret Garden Roman Britain - Local Study
fiction Ug the boy Genius Five children and it The travelling Cat
Stone Boy The Secret Garden

Written News report Instructions Discussion

Outcomes Instructions Non chronological Report Persuasion
Recount - Diary Discussion News report
Write from different perspectives Explanation
Write an extended story
Geog Name and locate the cities of the UK Explain about weather conditions/ patterns Know the physical and human features of the
objectives Ask and respond to geographical questions e.g around the UK and parts of Europe locality
describe the landscape. Why is it like this? How has Use basic geographical vocabulary such as Understand why there are similarities and
man affected what it looks like? What do you think cliff, valley, ocean, vegetation, soil, differences between places
about that?
mountain, port, harbour, factory, office
Develop an awareness of how places relate to Understand and use a widening range of
 each other
Science Rocks and Soils volcanoes
Compare and group together different kinds of
rocks on the basis of their appearance and
simple physical properties
Describe in simple terms how fossils are formed
when things that have lived are trapped within
rock
Recognise that soils are made from rocks and
organic matter
Find patterns in the way that the size of
shadows change
Setup simple practical enquires, comparative
fair tests
Animals including humans
Identify that animals, including humans, need
the right types and amounts of nutrition, and
they cannot make their own food, they get
nutrition from, what they eat
Identify that humans and some other animals
have skeletons and muscles for support,
protection and movement
R.E Creation, Prayers, Saints and Feasts, Advent
Written News report
Outcomes Instructions
Write an extended story
Letter
Art Explore shading, using different media.
Compare and recreate form of natural and man-
made objects.
geographical terms e.g. specific topic
vocabulary meander, floodplain, location,
industry, transport, settlement, water cycle
etc.
Light and Shadows
Recognise that we need light to see things
and that dark is the absence of light
Notice that light reflects from surfaces
Recognise that light from the sun can be
dangerous and that there are ways to
protect eyes
Recognise that shadows are formed when
the light from a light source is blocked by a
solid object
Plants
Identify & describe functions of different
parts of flowering plants: roots, stem, leaves
& flowers
Explore the needs of plants for life and
growth and how they vary from plant to
plant
Investigate how water is transported within
plants
Explore what part flowers play in the life
cycle of flowering plants, including
pollination, seed formation and seed
dispersal
Christmas, Revelation, Lent
News report
Instructions
Recount - Diary
Understand and identify key aspects such as
complimentary colours, colours as tone, warm
and cold colours.
Magnets and forces
Compare how things move on different
surfaces
Notice that some forces need contact
between two objects, but magnetic forces
can act at distance
Observe how magnets attract or repel each
other and some materials, but not others
Compare and group every day materials on
whether or not they are magnetic
Know that magnets have 2 poles
Predict whether two magnets will attract or
repel each other
Setup simple practical enquires, comparative
fair tests
Easter, Pentecost and Mission, Sacraments
Explanation
Non chronological Report
Discussion
Write from different perspectives
Use a sketchbook for recording observations, for
experimenting with techniques or planning out
ideas.
 Experiment with different materials to create a range
of effects and use these techniques in the completed
piece of work.
Music
Create printing blocks using relief or impressed
techniques.
Add detail to work using different types of stitch,
including cross stitch.
Explain what he/she likes/ dislikes about their
work.
Know about some of the great artists, architects
and designers in history and describe their work.
Create a collage using overlapping and layering.