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Year 3

As part of our journey towards the implementation of our own ‘Mastery’ curriculum in September 2017, we will be moving away from using the International Primary curriculum (IPC) this year.
Teachers will be planning subject specific learning based on national curriculum objectives relevant to the age group.
Children will be encouraged to deepen their subject knowledge through independent and group work designed to promote good thinking and investigative skills.
Where possible, pupils’ own interests will be incorporated into the curriculum in order to make learning relevant and engaging for them.
Cross-curricular links will still be made where relevant.
žFor further information, contact Jill Gosbee: AHT for the curriculum

National curriculum CONTENT coverage – Year 3- 2016 to 2017




Working scientifically:

Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content. Please use the skills progression document for specific detail in this regard

  • Questioning and enquiring
  • Planning
  • Observing and measuring
  • Pattern seeking
  • Investigating
  • Recording and reporting findings
  • Identifying, grouping and classifying
  • Research
  • Conclusions
  • Vocabulary
  • Understanding

Everyday materials:


  • 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.


Pupils should be taught to:

  • Identify and describe the functions of different parts of plants; roots, stem, 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 ways in which water is transported within plants.
  • Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

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.

Light and Sound


  • 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 sizes of shadows change.


  • Compare how things move on different surfaces
  • Notice that some forces need contact between two objects, but magnetic forces can act at a distance
  • 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.


Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 Pupils should be taught to:

Locational knowledge

  •  Locate and name the continents on a World Map.
  • Locate the main countries of Europe inc. Russia.
  • Identify capital cities of Europe.
  • Locate and name the countries making up the British Isles, with their capital cities.
  • Identify longest rivers in the world, largest deserts, highest mountains. Compare with UK.
  • Identify the position and significance of Equator, N. and S. Hemisphere, Tropics of Cancer and Capricorn.

Place knowledge

  • Compare a region of the UK with a region in Europe, e.g. local hilly area with a flat one or under sea level. Link with Science, rocks.



Human and physical geography

  • Describe and understand key aspects of:
  • Physical geography including Rivers and the water cycle, excluding transpiration, brief introduction to Volcanoes and earthquakes linking to Science: rock types.
  • Human geography including trade links in the Pre-roman and Roman era.
  • Types of settlements in Early Britain linked to History. Why did early people choose to settle there?

Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied.
  • Learn the eight points of a compass, 2 figure grid reference (maths co-ordinates), some basic symbols and key (including the use of a simplified Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • Use fieldwork to observe and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

History: Refer to  National curriculum pages attached to progression document for more specific content guidance 

Areas of study: Changes in Britain from the Stone Age to the Iron Age & The Roman Empire and its impact on Britain

Chronological understanding

  • Uses timelines to place events in order.
  • Understands timeline can be divided into BC and AD.
  • Uses words and phrases: century, decade.

Knowledge and understanding of past events, people and changes in the past

  • Uses evidence to describe past:
  • houses and settlements; culture and leisure activities; clothes, way of life and actions of people; buildings and their uses; people’s beliefs and attitudes; things of importance to people; differences between lives of rich and poor.
  • Uses evidence to find out how any of these may have changed during a time period.
  • Describes similarities and differences between people, events and objects.
  • Shows changes on a timeline

Historical interpretation

  • Looks at 2 versions of same event and identifies differences in the accounts.

Historical enquiry

  • Uses printed sources, the internet, pictures, photos, music, artefacts, historic buildings and visits to collect information about the past.
  • Suggests sources of evidence to use to help answer questions.
  • Asks questions such as ‘how did people ….? What did people do for ….?’

Organisation and communication

  • Presents findings about past using speaking, writing, ICT and drawing skills.
  • Discusses different ways of presenting information for different purposes.
  • Uses dates and terms with increasing accuracy.

Computing:  Lower KS2 programme of study; USE progression documents for DIFFERENTIATION within each year group

Computer science

•                     Design, write and debug programs that accomplish specific goals.

  • Controlling or simulating physical systems.
  • Solve problems by decomposing them into smaller parts
  • Use sequence, selection and repetition in programs; work with variables.
  • Work with various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work.
  • Use logical reasoning to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet.
  • Understand how networks can provide multiple services, such as the world wide web.

.Information technology

•                     Select, use and combine a variety of software (including internet services) on a range of digital devices.

  • Design and create a range of programs, systems and content that accomplish given goals.
  • Collecting, analysing, evaluating and presenting data and information.
  • Use search technologies effectively.
  • Appreciate how search results are selected and ranked

Digital Literacy

•                     Use technology safely, respectfully and responsibly.

  • Recognise acceptable/unacceptable behaviour
  • Know a range of ways to report concerns and inappropriate behaviour.
  • Be discerning in evaluating digital content. 
  • Understand the opportunities networks offer for communication and collaboration



•                     Demonstrate understanding of familiar words and phrases, spoken clearly and repeated if necessary.


•                     Say single words and short phrases with support. Imitate a model of correct pronunciation and intonation.


•                     Demonstrate understanding of familiar written words and phrases. Read them aloud.


•                     Write or copy simple words correctly. Label items. Complete short phrases or sentences.


Understand the following grammatical terms in English:

Noun, article, adjective, pronoun, verb, tense

Understand and use:

Nouns (singular and plural)

Gender and articles: definite and indefinite articles (masculine, feminine and plural)




Music:  These are the end of year ‘expected’ statements. Look at the progression document for ‘emerging’ and ‘exceeding’ statements.

Vocal expression

•                     Sing with awareness of pulse and rhythm

Listening and movement

•                     Explore and choose different movements to describe

Pulse and rhythm

•                     Perform a repeated pattern to a steady pulse

Exploring sounds

•                     Explore and perform different types of accompaniment


•                     Select instruments to describe visual images


•                     Create music that describes contrasting moods/emotions

Reading and writing notation

•                     Make their own symbols for notation

Performance skills

•                     Explore the way that performers are a musical resource


Exploring and developing ideas

Select and record from first hand observations, experiences and imagination, explore idea for different purposes.

Question and make thoughtful observations about starting points and select ideas to use in their work.

Explore the role and purposes of artists/ designers and craftspeople working in different times and cultures.

Evaluating and developing work

Compare ideas, methods and approaches in their own and others work and say what they think and feel about them.

Adapt their work according to their views and describe what they might do to develop it further.

Annotate work in art books.


  • To draw familiar things from different viewpoints.
  • To use line, shade and tone to represent things seen, remembered or imagined.
  • To experiment with line tone and shade.


  • To represent things observed, remembered or imagined using colours and tools.
  • To know about different brush types and their purposes.


  • To experiment with a range of collage techniques such as tearing overlapping and layering to create images and represent textures in an image.


  • To explore images and recreate texture using wallpaper, string, polystyrene etc.
  • To explore colour mixing through printing- using 2 colours and a variety of materials
  • To use printing to represent the natural environment.



  • To learn about a variety of lenses including cameras, telescopes, binoculars etc.
  • To be aware of the uses of a lens and its effects on an image.
  • To experience the effect of light and magnification through different lens types.

Design and technology

When designing and making, pupils should be taught to:


  • I can show that my design meets a range of requirements and can describe its purpose.
  • I can put together a plan which shows the order and also what equipment I need.
  • I can describe my design using an accurately labelled sketch and words.
  • I can take account of the ideas of others when designing.
  • I can share and clarify my ideas through discussion.


  •  I can choose tools and equipment suitable to the task, explaining my choices.
  • I can use a range of materials and components e.g. textiles, mechanical, construction kits, electrical and food ingredients.
  • I can measure, mark out, and cut materials and components with some accuracy.


  • I can say what I would change which would make my design even better.
  • I can practise my evaluation skills by evaluating existing products.
  • I can judge my work against the design criteria.

Technical knowledge

  • I can join textiles of different types in different ways.
  • I can choose textiles for both their appearance and also qualities.
  • I can work accurately to make cuts and holes.
  • I can think about how to make my product strong when joining it together.
  • I recognise that 3D textile products can be assembled from two identical fabric shapes.


Cooking and Nutrition

  • I can use a range of techniques – peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
  • I know how to prepare and cook a variety of dishes.
  • I know that food is farmed, reared, grown elsewhere, imported or caught locally, regionally and internationally.
  • I know that in combination with a healthy balanced diet, I need to be active and that food is needed to provide energy for this.

Religious education

Key religions: Christianity and Islam

Term 1

Islam: prayer at home

Term 2                                                    

Christianity: Christmas: Has Christmas lost its true meaning?

Term 3

Christianity: Jesus’ miracles

Term 4

Christianity: Easter - forgiveness

Term 5

Islam: Community and belonging

Term 6

Islam: Hajj

School health and Physical education

by end of key stage 2:

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

•                     use running, jumping, throwing and catching in isolation and in combination

•                     play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

•                     develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

•                     perform dances using a range of movement patterns

•                     take part in outdoor and adventurous activity challenges both individually and within a team

•                     Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Year 3


Pupils should be able to:


Pupils should be able to:


Pupils should be able to:

Key Vocab


  • Begin to use skills to execute simple attack/defence strategies (in a range of games).
  • Begin to use fundamental movement skills in combination in small games.
  • Show an understanding of simple attack/ defence strategies.
  • Apply physical skills with confidence.
  • Identify similarities/ differences in theirs and other’s work.
  • Use given criteria to identify what they can do well and begin to suggest areas to develop.
  • Cooperate with others on simple tasks and offer constructive feedback.
  • Work in clearly defined roles (small groups).
  • Persevere with challenging tasks.
  • Encourage support when recognising others are challenged.
  • Recognise their own learning.
  • Describe basic components of fitness.
  • Explain how often and long they should be exercising to be healthy.
  • Record and monitor how hard they are working.



  • Begin to use fundamental movement skills in combination in sequences.
  • Use a broad range of movement skills with control and consistency.
  • Develop sequences of movement.


  • Begin to use fundamental movement skills in combination in sequences.
  • Use a broad range of movement skills with control and consistency.
  • Develop sequences of movement.

OAA and Swimming

Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres; use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]; perform safe self-rescue in different water-based situations







Building Learning Power

We will continue to introduce ‘new’ muscles from September 2016 until February 2017 in the following order:

Imagining: Resourcefulness

Reasoning: Resourcefulness

Collaboration: Reciprocity

Interdependence: Reciprocity

Empathy: reciprocity

Imitation: reciprocity

Meta-Learning: reflectiveness

Planning: reflectiveness

Distilling: reflectiveness

Revising: reflectiveness