Year 3 Curriculum Planning document 2021-2022
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Year 3 Curriculum Planning document
2021-2022
1
This is the curriculum document for Year 3. Teaching and learning should be based on this content. It has been put together in two main stages – unit topics
have been created based on National Curriculum Geography, History or Science topics. The wider National Curriculum objectives have then been woven
into the units where they fit best.
Each half term’s planning contains a National Curriculum overview of the Science, Geography and History involved in that unit. The National Curriculum
content is statutory and must be taught. Progressive skills are also built into this section, which help deliver the content of the National Curriculum. Also
featured in each half term’s planning is an overview of how the unit fits in within the wider context of the National Curriculum. This consists of suggested
activities that can be delivered to meet the objectives and skills for your year group. However, this section is only a guide – you may want to change the
activity delivered to meet a specific objective or skill (or add further content in order to sufficiently meet a given skill or objective). If so, please annotate the
hard copy and make a note of how the objective or skill was delivered. This is a working document and will be amended and reviewed each year.
After the half-termly planning section are the wider curriculum skills and objectives that form the content of individual units. These must be taught over the
course of the year but if they are not taught in the allocated unit, or have not been allocated, please indicate when you do teach them.
As content has been delivered, please highlight the relevant objective or skill so that it is clear what has been taught and what remains. The wider
curriculum skills and objectives need to be marked with the date or half term in which they were taught as they are not set out term by term.
The Working Scientifically content should run throughout each unit and therefore has not been allocated to specific units. Please annotate as and when the
objectives are delivered. Some objectives may be delivered on more than one occasion – this will allow pupils to become more proficient and demonstrate
a deeper understanding.
Spanish content will be delivered following the Language Angels scheme (www.languageangels.com).
This document will be periodically collected in by subject leaders and senior leaders as part of the monitoring process.
Maths teaching follows the Power Maths scheme.
Reading is based on the Delta Reading Strategy and fluency programme. Whole class ‘story’ time takes place at the end of each day across school.
Writing follows the Greengates writing procedure. Links are made to the curriculum topic where possible and there is an expectation of two formally
assessed pieces per half term. Grammar and punctuation is taught as part of the writing sequence; previous content is consolidated as well as new content
taught (see accompanying overview).
Spelling (and phonics where necessary) takes place daily and follows the Delta Spelling programme.
2
Year 3 units
3
Year 3 Autumn 1 – Stone Age to Iron Age
Key
National Curriculum
Further non-statutory guidance
Science – Plants
• Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
• Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and
how they vary from plant to plant.
• Investigate the way in which water is transported within plants.
• Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed
dispersal.
History – Changes in Britain from Stone Age to Iron Age
• Know how Britain changed between the beginning of the stone age and the iron age
• Know the main differences between the stone, bronze and iron ages
• Know what is meant by ‘hunter- gatherers’
Geography
• Locational knowledge: Name and locate counties and cities of the United Kingdom, geographical regions and their
identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and
rivers) - Know the names of and locate at least eight counties and at least six cities in England.
4
Art Autumn 1 – Stone Age to Iron Age Geography
Create a background using a wash- Hook: The Stone Age Boy Locational knowledge: Use maps and
Stone Age animals on background. atlases to name and locate counties
Range of brushes to create effects – Outcome: Stone Age Day in Forest school and cities of the UK.
Stone Age animals.
Use maps and atlases to describe key
Science – Plants
topographical features such as hills,
DT – Stone Age Day Identify and describe the functions of different parts of mountains and coasts.
flowering plants: roots, stem/trunk, leaves and flowers.
Designing and making – Stone Age
Explore the requirements of plants for life and growth
jewellery using a range of materials and (air, light, water, nutrients from soil, and room to grow) History
own designs. Follow a recipe to make and how they vary from plant to plant.
Stone Age stew for a day in the forest. Changes in Britain from Stone Age to
Investigate the way in which water is transported within
Iron Age
plants.
PE
Explore the part that flowers play in the life cycle Stone Age to Iron Age Timeline
of flowering plants, including pollination, seed
Gymnastics formation and seed dispersal. Life during the Stone Age (hunter
gathering, moving for food, beginning
of farming)
RE Oracy focus Spanish
Creation and environment Establish Year 3 Spanish Phonetics
Discussion guidelines (Lesson 1) Computing
Core Vocabulary section Create programs – write programs that
accomplish specific goals. Use Scratch
I’m Learning Spanish (x6) to give an avatar a set of instructions.
PSHE
Early Language Teaching E-safety – identify the dangers of
section clicking links they receive.
SMSC and British Values
Music – compose
Moral development Writing and Maths opportunities
Combine different sounds to create a
specific mood – music to Recognise the difference between right and wrong, Stone Age timeline
describe/accompany a Stone Age understand the consequences of their own behaviour –
Stone Age story
hunt. link to the behaviour system in school and the class rules 5
for a new start in September. Ingredients for Stone Age soupYear 3 Autumn 2 – Stone Age to Iron Age
Key
National Curriculum
Further non-statutory guidance
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 other animals have skeletons and muscles for support, protection and movement.
Geography
• Know how to use four-figure grid references. Know how to use some basic Ordnance Survey map symbols.
History – Changes in Britain from Stone Age to Iron Age
• Know how Britain changed between the beginning of the stone age and the iron age
• Know the main differences between the stone, bronze and iron ages
• Know what is meant by ‘hunter- gatherers’
6Art Autumn 2 – Stone Age to Iron Age Geography
Using sketchbooks – know how to use Hook: The Stone Age Story Locational knowledge: Know how to
digital images and combine with other use four-figure grid references. Know
Outcome: Stone Age Afternoon with parents to
media – Stone Age collage containing how to use some basic Ordnance
showcase work
their work and the work of others. Survey map symbols – local walk
around school using OS map to identify
symbols. Points of a compass.
Science – Animals including humans
DT
Identify that animals, including humans, need the right History
types and amount of nutrition, and that they cannot
make their own food; they get nutrition from what they Changes in Britain from Stone Age to
PE eat. Iron Age
Golf Identify that humans and some other animals have Stone Age to Iron Age – describe the
skeletons and muscles for support, protection and changes that took place
movement.
Oracy focus Spanish
RE – journeys Computing
Class debate linked to Greetings (x1)
Nativity journey the SMSC unit on spiritual Develop programmes – design a
Numbers (x1) sequence of instructions. Use Scratch to
development
give an avatar a set of instructions,
All in Core Vocabulary
including direction l instructions
section
PSHE – focus week E-safety – identify personal information
Little Red Riding Hood
about themselves and others
(x6)
Health and well being
Early Language Teaching Writing and Maths opportunities
Risk – Road sense
section
Points of a compass and directional
SMSC and British Values movement
Music- performing
Spiritual development
Christmas carol service
Reflect about their own beliefs, religious or otherwise.
Willingness to reflect on their own experiences. 7Year 3 Spring 1 – Ancient Greece
Key
National Curriculum
Further non-statutory guidance
Science – Light
• Recognise that they need light in order to see things and that dark is the absence of light.
• Notice that light is reflected from surfaces.
• Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
• Recognise that shadows are formed when the light from a light source is blocked by a solid object.
• Find patterns in the way that the size of shadows change.
History – Ancient Greece – a study of Greek life and achievements and their influence on the western world
• Know some of the main characteristics of the Athenians and the Spartans
• Know about the influence the gods had on Ancient Greece
• Know at least five sports from the Ancient Greek Olympics
Geography – Greece and other major cities in Europe
• Geographical skills and fieldwork: Use maps, atlases, globes and digital/computer mapping to locate countries and
describe features studied - Use maps to locate European countries and capitals.
• Locational knowledge: Locate the world’s countries, using maps to focus on Southern Europe, concentrating on
their environmental regions, key physical and human characteristics, countries, and major cities - Know the names of
and locate at least eight European countries. Know the names of four countries from the northern hemisphere.
8Art Spring 1 – Ancient Greece Geography
Facial expressions in art – Ancient Greek Hook: The myth of King Midas Geographical knowledge: Name a
theatre masks using mod rock, number of countries in the Northern
Outcome: Ancient Greek banquet
recognising when art is from different Hemisphere; name and locate well-
cultures and historical periods. known European countries including
Science – Light capital cities of neighbouring countries.
Recognise that they need light in order to see things
DT – Evaluating
and that dark is the absence of light.
Explain how to improve a finished model Notice that light is reflected from surfaces.
History
and how or why it has or has not been Recognise that light from the sun can be dangerous
successful (evaluate Greek masks) and that there are ways to protect their eyes. Know some of the main
Recognise that shadows are formed when the light characteristics of the Athenians and
from a light source is blocked by a solid object. the Spartans
Find patterns in the way that the size of shadows Know about the influence the gods
change. had on Ancient Greece
PE Know at least five sports from the
Cricket – tournament Ancient Greek Olympics
Computing
Oracy focus Spanish
Reasoning – explain when it is best to
Debate on democracy – Commands (x1)
RE use technology and where it adds little
what it was like in
Core Vocabulary section or no value.
Ancient Greece
compare to today. Ancient Britain (x6) E-safety – possible consequences of
PSHE sharing personal information online.
Early Language Teaching
Living in the wider world
Writing and Maths opportunities
SMSC and British Values Comic strip based on Greek Myth King
Social development – work and socialise with other Midas
Music – Appreciate
children from different backgrounds Maths link – measurements of distances
Use musical words to describe Ancient and Greek Olympics
British values – democracy (link to Greeks)
Greek music and what they like/dislike
9
about itYear 3 Spring 2 – Modern Greece
Key
National Curriculum
Further non-statutory guidance
Science – Rocks
• 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
Geography – Greece
Locational knowledge: Locate the world’s countries, using maps to focus on Southern Europe, concentrating on their
environmental regions, key physical and human characteristics, countries, and major cities - Know at least five
differences between living in the UK and a Mediterranean country
10Art Spring 2 – Modern Greece Geography
Study of Great Artists – identify Hook: Theseus and the Minotaur Explain how the lives of people
techniques used by Greek Artist living in the Mediterranean would
Outcome: Greek Play
Panayiotis Tetsis and compare to be different from their own.
other Greek art. Create own Describe human features and
landscape picture of Greece in a Science – Rocks
explain why a place is like it is.
similar style. Compare and group together different kinds of
Use the correct geographical words
rocks on the basis of their appearance and simple
to describe a place and the events
DT physical properties.
that happen there
Describe in simple terms how fossils are formed
when things that have lived are trapped within
Holiday brochure for Modern
PE rock.
Greece
Recognise that soils are made from rocks and
Dance organic matter.
Football History
Ancient Greek theatre – rehearse
RE Oracy focus Spanish and perform Theseus and The
Minotaur
Special books Rehearse and perform Presenting Myself (x6)
Ancient Greek Computing
Intermediate
playscript
Language Teaching Networks – navigate the web to
section complete simple searches
PSHE
E-safety – understand that not all
SMSC and British Values information you access online is
Cultural development – understanding of a wide accurate or reliable
Music – History of Music/Listen
range of cultural influences
Writing and Maths opportunities
Recognise the work of at least one
famous composer – Vivaldi – British values – Individual liberty
Perform play based on Theseus And
introduce 4 seasons. Recognise high the Minotaur
and low phrases. 11Year 3 Summer 1 – Giants of the World – Volcanoes
Key
National Curriculum
Further non-statutory guidance
Geography – Volcanoes and Earthquakes
• Human and physical geography: Describe and understand key aspects of physical geography, including rivers,
mountains, volcanoes and earthquakes - Know what causes an earthquake. Label the different parts of a
volcano.
12Art Summer 1 – Giants of the World – Volcanoes Geography
Using sketchbooks/range of different Hook: Vesuvius Know what causes an earthquake
brushes – design volcano model in
Outcome: Create own erupting Volcano
sketchbook/paint finished model. Label the different parts of a
volcano.
DT- Designing/Evaluating Science
Prove a design meets set
criteria/design product that looks
attractive/know how to strengthen a History
product or reinforce structure.
Create a model volcano.
PE
Rugby
Computing
RE Oracy focus Spanish Search engines – use a range of
software for similar purposes collect
Special books Linguistic skills – Family (x6) and present information – create
presentation on powerpoint on Volcanoes using
Intermediate
volcanoes search engines to find info.
Language Teaching
section E-safety – online bullying
PSHE
Relationships
SMSC and British Values
Writing and Maths opportunities
Music – Use and Cultural development
Fact file on Mount Vesuvius and
understand/performing British values – the rule of law volcanoes
Create repeated patterns/clear
notes on instruments/improve work –
create music to accompany 13
volcano eruptingYear 3 Summer 2 – Giants of the World – Animals
Key
National Curriculum
Further non-statutory guidance
Science – Forces
• 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.
• Describe magnets as having two poles.
• Predict whether two magnets will attract or repel each other, depending on which poles are facing.
Geography – places where giant animals live
• Locational knowledge: Locate the world’s countries, concentrating on their environmental regions, key physical
and human characteristics, countries, and major cities - Know the names of four countries from the southern
hemisphere (building on Spring 1 Northern Hemisphere work)
• Know and name the eight points of a compass
14Art Summer 2 – Giants of the World – Animals Geography
Know how to use different grades of Hook: Deadly 60 Know and name the eight points of
pencil to shade and to show a compass
Outcome: Create art gallery of our animal work
different tones and textures –
and invite parents to view. Make accurate measurements of
drawings of their own giant animals
distances within 100km
– elephants/whales.
Science – Magnets
Locate and name 4 countries from
Compare how things move on different surfaces. the southern hemisphere
DT – Making Observe how magnets attract or repel each other
and attract some materials and not others.
Make a product which uses both Compare and group together a variety of History
electrical and mechanical everyday materials on the basis of whether they
components and work accurately are attracted to a magnet, and identify some
to measure make cuts and make magnetic materials.
Computing
holes. Create a model animal with Describe magnets as having two poles.
moving parts. Predict whether two magnets will attract or repel Using programs – understand what
each other, depending on which poles are facing. computer networks do and how
PE they provide multiple services.
Athletics Information literacy week – search
engines, information on digital forms
RE Oracy focus Spanish and locate specific information.
Social and emotional Home (x6)
PSHE skills
Intermediate
Relationships Language Teaching
Writing and Maths opportunities
section
Music – Use and Animal poems
understand/performing
Size of animals – measure size of a
SMSC and British Values
Create repeated patterns/clear blue whale on the field
notes on instruments/improve work – Cultural development
create music to accompany 15
volcano erupting British values – Individual libertyWider curriculum
16English writing purposes
17Whole school grammar and punctuation (pupils should be taught the content from their year group and consolidate previous
year’s content)
18Year 3 Science Working Scientifically
19Year 3 History skills
20Year 3 Geography skills
21Year 3 Art
Delta Art project
Each year group also does a skills-based progressive art project, in conjunction with a professional artist.
22Year 3 DT
23Year 3 Music
24Year 3 Computing
25Safeguarding
The following links are NSPCC teaching resources (except ‘Bullying’). Other resources can also be used to supplement teaching of
Safeguarding.
PANTS (the underwear rule)
PANTS resources for schools and teachers | NSPCC Learning
Online safety (see also E-safeguarding below)
Share Aware resources for schools and teachers | NSPCC Learning
Net Aware: Your guide to social networks, apps and games (net-aware.org.uk)
E-safety for schools | NSPCC Learning
Bullying
Childline
Childline posters and wallet cards | NSPCC Learning
26E-safeguarding
Identify the dangers of clicking links they receive when using technology - Understand what a hyperlink is and what they look like. Why do we
send them and what are they used for? Know to get a trusted adult’s approval before clicking links, pop ups and attachments that they may
come across online and in games and be aware of some of the consequences of clicking such links.
Identify personal information about themselves and others - Be able to identify / classify personal information about themselves, their friends and
others and comment on the types of information they can find about people in the newspapers and online.
Explain the possible consequences of sharing personal information online - Be able to identify a range of personal information and justify who
they might safely share it with in discussion with a trusted adult. Understand that sharing personal information is dependent on who they share it
with. Understand that sharing personal information with people they do not know or trust (through games and other online activity) could lead
to strangers trying to meet up with them or communication they find upsetting or confusing. Children should know to report such
communication to a trusted adult immediately.
Know that bullying through the use of technology is called online bullying and how to report it - Discuss examples of bullying and how to respond
to it in the real world. Identify some acceptable and unacceptable ways to communicate / interact with others in the real world. Discuss the
various technologies they use to communicate / interact with each other and how they can be used to communicate in a positive manner.
Understand the term online bullying and be able to explain what to do if they or a friend is bullied online.
Understand that not all information you access online is accurate or reliable - Know not to believe or accept everything they see online as
correct or truthful and know to check this with a second site or only use sites recommended by trusted adults. What examples of inaccurate
material can they find and how do they know it is inaccurate?
Information Literacy
Use search technologies effectively by identifying specific keywords - Understand that technology enables access to a wide range of
information and converting questions into keywords helps to search for specific information using search engines / technologies. Understand
that some pieces of information found through searching are more relevant than others.
Find and choose appropriate information and use it in other digital forms - Use the information located purposefully to complete specific tasks
e.g. copy, paste and edit relevant information.
Locate specific information online and recognise that web pages can be organised in different ways - Find information on a given topic and
understand that information may be linked by different media e.g. graphics, links and text.
27Year 3 PE
28Year 3 RE (Bradford Agreed Syllabus) Christianity, Sikhism, Judaism
Creation and environment
1. Reflection on God as the creator of the world (AT2)
• Express personal opinions about the creation of the world
2. Know that religions have teachings about the creation of the world (AT1)
• Understand that many religions teach that God created the world
• Know that the Bible contains two versions of the creation story
• Know the key ideas in another religion about creation
• Know that there are alternative views about creation
3. Reflection on the meaning and significance of creation stories (AT2)
• Be able to reflect on the Genesis Chapter 1 story
• Express their own responses to creation stories
• Be able to reflect on their own responses to the natural world
4. Exploration of religious and other responses to the world (AT1)
• Know that religions teach how the world should be used
• Know and understand the ways in which religions celebrate the natural world
• Know the work of organisations trying to protect the environment
• Know the work of aid organisations
5. Reflection on the environment (AT2)
• Articulate in simple terms their own responsibility for the environment
Special Books
1. Know stories from religious books (AT1)
• Know at least one story from two religious traditions
• Know why the story is remembered and why people still read it today
2. Be able to articulate the significance and meaning of each of the stories (AT2)
• Explain what they have learned from the stories
• Identify and comment on the stories’ similarities and differences
• Know that some people are special for religious reasons
3. Know the origin of the stories (AT1)
• Know that the stories come from sacred scriptures
• Know how the scriptures are treated in places of worship
• Know how members of the faith use their holy books in worship
• Know how members of the faith use their holy books to guide their everyday lives
4. Reflection on authority and behaviour (AT2)
• Be able to identify and explain who and what guides their own lives and behaviour
• Summarise their own ideas on key guidance and teaching
Journeys
1. Reflect on significant and memorable journeys (AT2)
• Know what is meant by ‘journey’
• Pupils consider their own journeys and ways in which they remember them
2. Pupils will know that journeys have an important place in religious traditions (AT1)
• Know some reasons why people go on journeys
29• Identify possible religious destinations
• Know about one religious destination/place of pilgrimage
• Know the significance of what happens there
3. Reflect on religious journeys (AT2)
• Consider the benefits people gain from taking part in a religious or spiritual journey
4. The place of journeys in the lives of religious teachers (AT1)
• Pupils know and can retell stories from at least two religious traditions about journeys
• Know the meaning and significance of the stories for the followers of those religions
5. The meaning of the stories (AT2)
• Pupils reflect on the stories and the events portrayed and draw their own conclusions from them
• Ability to apply the lessons learned
30Year 3 SMSC & British Values
Spiritual Development
The spiritual development of pupils is shown by their:
• Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s
faiths, feelings and values.
• Sense of enjoyment and fascination in learning about themselves, others and the world around them.
• Use of imagination and creativity in their learning.
• Willingness to reflect on their own experiences.
Moral Development
The moral development of pupils is shown by their:
• Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so
doing, respect the civil and criminal law of England.
• Understanding of the consequences of their behaviour and actions.
• Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these
issues.
Social Development
• The social development of pupils is shown by their:
• Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-
economic backgrounds.
• Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve
conflicts effectively.
• Interest in, and understanding of, the way communities and societies function at a variety of levels.
Cultural Development
• The cultural development of pupils is shown by their:
• Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others.
• Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern
Britain.
• Knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
• Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.
• Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept,
respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national
and global communities.
British Values
• Democracy
• Individual liberty
• Mutual respect and tolerance
• The rule of law
31Year 3 PSHE
Health and Wellbeing
Health
Do they know about substances e.g. drugs (including legal) which can damage their health?
Do they understand how bacteria and viruses can affect health; know about simple hygiene routines to reduce the spread?
Can they make choices to eat a healthy balanced diet?
Risk
Do they have strategies to keep physically safe e.g. road sense?
Do they know that pressure to behave in a risky way can come from a variety of sources including people they know?
Can they deepen their understanding of risk, recognising, predicting and assessing risks and decide how to manage them?
Do they understand about people who are responsible for helping them to stay healthy and safe and ways that they can help these people?
Relationships
Relationships
Are they aware of different types of relationships e.g. family, friends?
Can they develop strategies to avoid conflict through negotiation and compromise?
Do they understand that their actions affect themselves and others?
Can they give positive feedback to others?
Can they judge what kind of physical contact is appropriate and inappropriate and know how to respond to it?
Can they work collaboratively together towards shared goals?
Identity
Can they reflect on and celebrate their own uniqueness and achievements?
Do they understand about change, including transitions in their life (between key stages and schools)? – Induction into Year 3
Living in the Wider World, Economic Wellbeing & Being a Responsible Citizen
Economic
Can they talk about the role that money plays in their own and others’ lives?
Citizenship
Do they understand the responsibilities and duties that come from being a member of the school community, family and towards the
environment?
Do they realise the consequences of antisocial and aggressive behaviours?
Can they research, discuss and debate topical issues, problems and events and offer ideas of how to resolve them?
32Year 3 Oracy
The intended purpose of this material is to support planning, teaching and learning across the curriculum, with opportunities to
develop skills in different contexts and subjects through both exploratory and presentational talk.
Alongside specific experiences listed below, there should be presentational talk outcomes built into the curriculum: podcast, vlog,
sports commentary, advert, Skype conversation, interview, news bulletin, weather forecast, expert talk, tour guide, debate, mock
trial.
Talk in classrooms to be structured by the creation of Discussion Guidelines by pupils and their teacher. These provide ground rules
for talk and should also be used to give feedback and set success criteria. Guidelines should be revisited and adapted as pupils’
skills progress.
See https://thinkingtogether.educ.cam.ac.uk/ for more information on Discussion Guidelines
3334
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Speaking and Listening - a progression in speaking frames (based on the Tower Hamlets scheme)
36You can also read
