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Year 3 Curriculum Overview 2026 / 2027

Year 3 Curriculum Overview Summer Term 2026

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Contents Introduction

Art

Ballet

Découverte du Monde

Drama

English

Francophonie Culture

French

FLAM

Maths

Music

PSHE

Science

Sport

Year 3 Curriculum Overview 2026/2027

Teaching and Curriculum at Hampton Court House Hampton Court House Prep is about providing an educational experience centred around the child with bespoke approaches for every individual. Whether in classroom settings, extra-curricular activities or charity work, we teach the children to be well-rounded and caring and to contribute to all aspects of school life. Our day-to-day curriculum is one of the foundations of this approach. Lessons are designed to be interesting, engaging, supportive and challenging so that all children feel able to do their best. Teachers will always enable children to contribute fully to lessons, learn and demonstrate new knowledge, skills and ideas, and to shape their voice as part of a dynamic, but homely, community. At Hampton Court House, our Years 1 – 6 curriculum is designed with the holistic development of each child in mind. We aim to cultivate a love for learning, curiosity, and confidence in our students. Central to our intent is the bilingual program for Years 1 – 4, where approximately (30%) of the curriculum is delivered in French. This unique approach not only enhances language skills but also broadens cultural understanding and cognitive flexibility. Our goal is to support every child’s intellectual, social, and emotional growth through a rich and balanced curriculum where mistakes are accepted, and questions welcomed. Our curriculum is implemented with a focus on creating an inclusive, engaging, and supportive learning environment with a sense of fun. For Years 1 – 4, the bilingual program integrates French into everyday learning, covering subjects such as history, geography, science, and drama. Each student receives support through a variety of tools, such as visual and auditory aids, including pictures, games, gestures, key sentences, and videos, that create a rich French-speaking environment. Students are encouraged to express themselves in the target language using songs, role-playing, and stories, which help boost their confidence and motivation to communicate in French. This immersive setting enables children to progress naturally and quickly, developing both their comprehension and speaking skills. Lessons are structured to build on previous knowledge, ensuring a smooth progression. Within Years 5 and 6 more specialist teachers are used to deliver the curriculum which allows for the development of skills necessary to start their secondary education in Year 7. We employ a variety of teaching methods, including individual tasks, group work, and hands-on activities, to cater to different learning styles. Continuous assessment practices allow us to monitor each child's progress closely and provide personalised support as needed. The impact of our carefully crafted curriculum is seen in the enthusiasm and active participation of our

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students. They develop strong foundation skills in literacy, numeracy, and science, along with the ability to think critically and solve problems. The bilingual program enhances their language skills and cultural awareness, giving them a broader perspective and improved cognitive abilities. Our students also grow in confidence, independence, and social skills. Regular assessments demonstrate enhanced academic progress and personal development, ensuring that students are well-prepared for the next stage of their education with a lifelong love of learning and a unique bilingual advantage. 3

Year 3 Curriculum Overview 2026/2027

Key Contacts Katy Deacon Vice Principal Academic kde@hchnet.co.uk Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk Head of Little Courtyard and Lower Prep (Nursery - Year 4)

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Imogen Stone ist@hchnet.co.uk

Year 3 Curriculum Overview 2026/2027

Art Introduction The aim of the art department is to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Children have a space to explore their ideas and record their experiences, whilst becoming proficient in drawing, painting and sculpture. Assessment Verbal feedback is a vital source of feedback for our art students. The teacher will offer advice, guidance and suggested adjustments to the work being produced during the lesson. This is formative feedback that we would expect to be actioned within the lesson. The purpose of this feedback is to promote creativity, thoughtfulness and craftsmanship within their art practice. Verbal feedback could refer to idea development, technical ability or refinement of work (amongst other things). The teacher will take note of students’ progress against this feedback and any cause of concern around the response to feedback, which might flag issues around ability to take instruction, to be open to suggestion, or to refine their practice technically or creatively. Peer assessment is another effective way of creating feedback, this should be carefully planned for by preparing the students for the critique and by writing useful, constructive criticism words and phrases on the board for them to draw on in the discussion. These sessions will always be guided by a teacher to ensure there is constructive feedback.

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Year Overview Term

What are we studying?

Autumn 1

Underwater sea creatures: Students will learn about ancient Medieval maps and the weird and wonderful sea creatures which cartographers depicted. Using various drawing activities, we will create our own fantastic sea creatures, and maps of strange lands. Moving on to learn about the pioneering work of Jacques Cousteau, pupils will make studies of his underwater base and submersibles. Looking at the rich diversity of underwater life, students will further develop their ideas and plan a sea creature of their own.

Autumn 2

Inspired by their previous studies, pupils will turn their idea into a three-dimensional sea creature of their choice. They will learn techniques in papier-mâché construction and consider camouflage and colour when decorating their piece.

Year 3 Curriculum Overview 2026/2027

Art

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Year Overview Term

What are we studying?

Spring 1

Prehistoric cave art: students will learn about the origins of paint pigments and the ancient palette. Looking at the discoveries at Lascaux and Chauvet caves, students will make drawings of prehistoric animals, using charcoal and ancient pigments, as well as experimenting with techniques such as scratching and hand printing.

Spring 2

Prehistoric cave art: Using their studies as inspiration, pupils will create a section of ‘cave wall’ on which to make their own cave art, imagining what it was like to work in darkness with only limited supplies.

Summer 1

Ancient Egyptians: Pupils will learn about paper making and make studies of hieroglyphs to design their own Cartouche. Looking at Ancient Egyptian headdresses worn by royalty, pupils will learn how to use a lightbox to create their own crown on a self-portrait.

Summer 2

Ancient Egyptians: Clay canopic jars. Revisiting previous skills in hand building with clay, pupils will create canopic jars, complete with lids in the form of Egyptian Gods.

Year 3 Curriculum Overview 2026/2027

Ballet Introduction Throughout Year 3, pupils will consolidate their RAD Grade 1 technique before progressing towards the RAD Grade 2 syllabus. Lessons will focus on developing strength, coordination, posture, musicality, balance and technical accuracy. Pupils will continue to develop memory recall, concentration, artistry and performance skills, with increasing independence and confidence in their ballet work. Assessment Assessment will be ongoing through observation and practical work. Pupils will be assessed on their individual progress and development in: RAD Grade 1 and Grade 2 technique and vocabulary. Posture, alignment, coordination and control. Musicality and rhythm. Memory recall and concentration. Artistry and expression. Confidence and performance skills. Ability to respond to corrections. Teamwork and participation.

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Year Overview Term

What are we studying?

Autumn 1

Consolidation of the RAD Grade 1 syllabus, focusing on technical accuracy, musicality, coordination and memory recall. Pupils will strengthen their existing technique in preparation for progression to Grade 2.

Autumn 2

Continued Grade 1 development alongside an introduction to RAD Grade 2. Focus on adapting to more complex movements, developing strength, coordination and musicality.

Spring 1

Progression through the RAD Grade 2 syllabus, developing technical accuracy, control, coordination and ballet vocabulary. Pupils will continue to build confidence and independence.

Year 3 Curriculum Overview 2026/2027

Ballet Year Overview

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Term

What are we studying?

Spring 2

Continued development of Grade 2 technique, with increased focus on musicality, artistry and quality of movement. Pupils will work on refining technique and responding to corrections.

Summer 1

Further progression through the RAD Grade 2 syllabus, alongside preparation for the summer dance recital. Focus on memory, musicality, expression and performance skills.

Summer 2

Consolidation of Grade 2 work and the skills developed throughout the year. Pupils will prepare for and perform in the summer dance recital, demonstrating their progress in technique, artistry, musicality and confidence.

Year 3 Curriculum Overview 2026/2027

Découverte du Monde (Discovering the World) Introduction In Year 3 and 4, History and Geography are taught as part of DDM “Découverte Du Monde”. These subjects are integrated into thematic topics delivered in French, allowing pupils to develop their language skills while exploring the world around them. Although the lessons are taught in French, the content follows the expectations and learning objectives of the English National Curriculum for History and Geography. Children are fully supported to access the learning, regardless of their level of French. Teachers use a range of strategies including visual aids, images, maps, artefacts, gestures, modelling, key vocabulary display, and practical activities to help pupils understand new concepts and participate confidently in lessons. Language is introduced progressively and reinforced through repetition, enabling all children to engage with the content successfully while developing their French comprehension. This supportive approach ensures that pupils can access the curriculum, build subject knowledge, and enjoy learning in a bilingual environment. In History, pupils will continue to develop a chronologically knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They will start to note connections, contrasts and trends over time and develop the appropriate use of historical terms. They will begin to regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They will begin to understand how our knowledge of the past is constructed from a range of sources. In Geography pupils will begin to extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. Pupils will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Assessment Students' knowledge and understanding is tested throughout the term through informal oral assessments as well as quizzes. They will also be assessed through end of unit paper assessment or group presentation at

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the end of every term.

Year 3 Curriculum Overview 2026/2027

Découverte du Monde (Discovering the World) Year Overview

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Term

What are we studying?

Autumn 1

Maps, Our World and the Beginning of Life Understand how the Earth is represented using maps, atlases and globes. Use simple maps, symbols, keys and compass directions to locate places. Identify continents, oceans, countries and borders. Explore human and physical features in different environments. Compare landscapes and settlements using geographical vocabulary. Understand how geographers use maps to investigate the world.

Autumn 2

Maps, Our World and the Beginning of Life Learn about the formation of Earth and the Big Bang theory (age appropriate). Explore the first forms of life and the age of dinosaurs. Understand how fossils provide evidence about the distant past. Place major events in Earth's history on a simple timeline.

Spring 1

The Stone Age to the Iron Age Understand what life was like during the Stone Age. Learn about hunter-gatherers and early communities. Explore the transition from nomadic life to farming and settlements. Compare the Palaeolithic, Mesolithic and Neolithic periods. Investigate prehistoric art and what it tells us about the past. Understand how archaeologists use evidence to learn about prehistory.

Spring 2

The Stone Age to the Iron Age Learn about the Bronze Age and Iron Age. Explore how metal technology changed people's lives. Compare life across different prehistoric periods. Use evidence to explain change and continuity over time.

Summer 1

The First Civilisations Understand why the first civilisations developed near rivers. Locate Ancient Egypt and Mesopotamia on maps. Learn about the achievements of Ancient Egyptian civilisation. Explore the role of pharaohs, pyramids and religion. Investigate life in Mesopotamia and the importance of ziggurats. Understand how farming, trade and irrigation supported civilisation.

Summer 2

The First Civilisations Explore the invention of writing, including hieroglyphics and cuneiform. Understand how written sources help us learn about the past. Compare how early societies were organised. Identify the achievements and legacies of the world's first civilisations. Present findings using historical and geographical evidence.

Year 3 Curriculum Overview 2026/2027

Drama Introduction At Hampton Court House, we believe that the performing arts are integral to our school community. Therefore, students will actively participate in various performances throughout the year. These performances form the backbone of our curriculum. We are committed to offering inclusive opportunities that allow every student to showcase their talents. In our lessons, to prepare for these performances students will focus on developing spatial awareness, vocal, physical, and character skills to enhance their performance abilities. They will learn stage craft and understand how to engage an audience. The lessons incorporate engaging games and activities designed to foster teamwork, improve peer interaction, and develop the ability to follow directions. Students are encouraged to contribute creative suggestions through music, movement, and dialogue, ensuring a wellrounded arts education at Hampton Court House. In Year 3, Drama will be taught in French, enhancing language skills through theatrical expression. Assessment Students are assessed throughout the year through teacher observation during practical drama activities and performances. Assessment focuses on their ability to follow instructions, respond to feedback, work collaboratively with others, and contribute creative ideas. Teachers also monitor students’ developing performance skills, including their use of voice, movement and characterisation, as well as their confidence and engagement in drama lessons. Regular feedback helps students build their skills and make progress over the course of the year. Year Overview

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Term

What are we studying?

Autumn

Hobbies & Sports Beginning to improvise around given ideas or characters.

Spring 1

Preparing a low-stakes performance Reading and performing short lines or scenes from a script.

Spring 2

Preparing a low-stakes performance Vocal projection and speaking clearly to an audience Understanding entrances and exits, facing the audience and using space effectively.

Summer 1

French Fables Exploring motives, feelings and relationships through character development.

Summer 2

French Fables Using still images to represent scenes or emotions.

Year 3 Curriculum Overview 2026/2027

English Introduction Our intent in Year 3 English is to support pupils as they make the transition into Key Stage 2, developing confident readers, enthusiastic writers and effective communicators. Through an engaging and inclusive curriculum, pupils explore a range of high-quality texts that develop their imagination, enrich their vocabulary and foster a love of reading. We aim to ensure that all pupils: Read with increasing fluency, accuracy and understanding, using a range of comprehension strategies to retrieve information, predict, infer and discuss texts. Write for a variety of purposes and audiences, developing confidence in organising their ideas and using appropriate language and structure. Begin to plan, draft, edit and improve their writing, recognising that writing is a process. Develop a broad and ambitious vocabulary and use it to enhance their spoken and written language. Apply spelling, punctuation and grammar accurately, building secure foundations for future learning. Develop confidence in speaking and listening by sharing ideas, asking questions and participating respectfully in discussions. Our English curriculum builds on the skills and knowledge developed in Key Stage 1 while introducing greater independence and challenge. Lessons are carefully sequenced to support progression in reading and writing, with regular opportunities to apply skills across the wider curriculum. We encourage pupils to take pride in their work, respond positively to feedback and develop resilience as learners. By the end of Year 3, we intend for pupils to be confident readers and writers who enjoy exploring a range of texts, communicate their ideas clearly and are well prepared for the increasing expectations of lower Key Stage 2. Assessment English is assessed continuously throughout Key Stage 2 through daily teaching, observations, questioning, independent work and ongoing teacher assessment. Reading, writing, speaking and listening are assessed regularly to monitor progress and identify next steps in learning, alongside termly formal assessments. Pupils complete weekly spelling tests to assess their understanding and application of the spelling patterns and rules taught. Assessment information is used to inform planning, provide targeted support and challenge, and

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ensure all pupils make strong progress.

Year 3 Curriculum Overview 2026/2027

English Year Overview

Term

Autumn 1

Stories by the same Author Instructions and explanations Poetic Language

Autumn 2

Traditional Tales and Fables from India Non-Chronological Reports Funny Poems

Spring 1

Explore plot, character and tension in Fantastic Mr Fox Diaries and recounts Performance Poetry

Spring 2

Greek Myths Leaflets and pamphlets Classic Poetry

Summer 1

Dolphin Boy and The Sandman and The Turtles – fiction and fantasy stories Persuasive Writing Calligrams and Shape Poems

Summer 2

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What are we studying?

The Hodgeheg – adventure stories Information Texts Animal poems

Year 3 Curriculum Overview 2026/2027

Francophonie Culture Introduction The Francophone Culture curriculum is an integral part of our French Immersion Programme, enriching pupils' language learning through the exploration of the diverse cultures, traditions, history, geography, and heritage of the French-speaking world. It promotes cultural awareness, curiosity, and respect for diversity while supporting the English National Curriculum by developing British values, including mutual respect, tolerance, democracy, and an appreciation of different cultures. The programme provides meaningful crosscurricular links with French, History, Geography, PSHE, English, Art and Music enabling pupils to make connections across subjects while developing their language skills, global awareness, communication, critical thinking, and understanding of the wider world. Listening to authentic French stories helps pupils improve pronunciation, vocabulary, and comprehension while gaining an appreciation of the rich cultural diversity found across French-speaking African countries. The stories that pupils will discover will also provide meaningful opportunities for discussion, comparison with other cultures, creative writing, drama activities, and cross-curricular links, supporting both language learning and global awareness. Throughout the year, pupils will take part in a range of authentic French and Francophone cultural experiences that bring their learning to life. Traditional events such as La Galette des Rois, La Chandeleur (Pancake Day), Poisson d'Avril, and other French cultural celebrations. Pupils will also participate in performances, including a French music show, providing opportunities to develop their confidence, creativity, pronunciation, and appreciation of French language and culture while engaging with the wider school community. Assessment There is no formal assessment. Students are assessed in every lesson through teacher questioning, quizzes, group activities, and/or presentations. Ongoing assessment is used to monitor students' understanding, participation, and inform future teaching. Year Overview

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Term

What are we studying? Pupils will be introduced to our pen pals in Canada. They will learn about their partner school and the country of Canada before writing a letter to introduce themselves, their class, and their school. This project will help develop pupils' understanding of another culture while building their confidence in writing for a real purpose.

Autumn 1

Year 3 will begin by remembering how important French is as a world language. We will look at which countries speak French. We will then begin to explore Canada – specifically Quebec in more detail. We will explore why French is spoken in the area, and look at the origins of the Canadian and Quebequois flags. We will locate the states of Canada on a map.

Year 3 Curriculum Overview 2026/2027

Francophonie Culture Year Overview

Term

Autumn 2

What are we studying? Pupils will take part in an intergenerational project by writing letters to elderly residents in a care home in France. Through this meaningful exchange, pupils will develop their communication and writing skills while learning about the importance of kindness, empathy, and connecting with people from different generations and cultures. We will also learn that other languages, including English and Inuit are spoken in Canada. We will look into the national tree – the maple and the national animal – the beaver. In addition we will explore Halloween and Christmas traditions in Canada.

Spring 1

The children will continue to explore aspects of French culture in Canada. We will explore the Winter Festival in Quebec and how the city celebrates. This includes musical traditions, the Bonhomme and his ceinture flechee. Next, we will investigate maple syrup production. We will look at both traditional and modern methods of collecting the syrup. We will then make and try traditional maple syrup candies. Pupils will respond to our pen pals in Canada. They will talk about their hobbies, and English traditions/events.

Spring 2

Summer 1

We will learn about the importance of winter sports in Canada including ice hockey and skiing. We will also learn it is an important Winter Olympic venue. After half term, we will explore more traditional Quebecois foods and traditions, including April Fools and Easter. In the Summer term, Year 3 will explore the influence of music and dance, from the lively podorythmie (foot-tapping rhythms) in traditional Québécois folk music to the energetic gigue, a dance similar to Irish step dancing. These traditions will be linked to La Fête de la Musique, highlighting how music brings communities together in both France and French-speaking Canada. At the end of the half term, Pupils will write their last letter to our pen pals in Canada. They will talk about their future holidays, and English traditions/events.

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As we continue our focus on Quebec, we will explore the origins of the well known song Alouette. Summer 2

The term will conclude with a look at le 14 juillet and how French heritage is celebrated in Canada, particularly in Acadian and Québécois communities. We will explore how these regions mark their own cultural pride with festivities, music, and traditional cuisine, reflecting on their unique identity within the Francophone world.

Year 3 Curriculum Overview 2026/2027

French Introduction Year 1 to Year 4 are part of our French Immersion Programme. As a school accredited with the LabelFrancÉducation, we follow the English National Curriculum while enriching it with elements of the French National Curriculum. We understand that not all children begin the year speaking French, and that is absolutely expected. Our immersion approach is carefully designed to support learners at every stage. Teachers use visual aids, gestures, songs, stories, routines, and practical activities to make learning accessible and enjoyable. In Year 3, children are encouraged to use French as much as possible throughout the day and to take risks when communicating. Pupils will continue to develop their listening, speaking, reading, and writing skills in French. They will expand their vocabulary, improve their understanding of grammar and sentence structures, and become increasingly confident using French across a range of subjects and real-life contexts. Year 3 pupils will have the opportunity to work towards the DELF Prim A1.1, an internationally recognised French language qualification awarded by the French Ministry of Education. The qualification is designed for young learners who are beginning to learn French and assesses their ability to communicate in simple, everyday situations. The examination is age-appropriate and celebrates the progress pupils have made in developing their French language skills. Assessment During the Autumn and Spring terms, Year 3 pupils will complete end-of-term assessments that will serve as mock DELF examinations. These assessments help familiarise children with the exam format while providing valuable practice and feedback. They assess the four key language competences: listening, speaking, reading, and writing, enabling teachers to monitor progress and prepare pupils with confidence for the official assessment. In the Summer term, students' knowledge and understanding are tested through end of unit paper assessment or group presentation. Year Overview

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Term

What are we studying?

Autumn 1

Introduce yourself (name and surname, age, siblings, town, animals, birthday, hobbies). Politeness and instructions, understand and respond with actions to basic words or sentences. Instruments, sports Complete a postcard by replacing the pictures with words.

Autumn 2

Common words Leisure Tell the time (o’clock) To express one's tastes (sport, music, books, leisure).

Year 3 Curriculum Overview 2026/2027

French Year Overview

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Term

What are we studying?

Spring 1

Introduction and use of interrogative words: Qui, Quand, Où, Quoi. Discovering être et avoir in present tense with (je, tu, il, elle, nous, vous, ils, elles).

Spring 2

Match the travel instructions (at the station, at the airport) to the pictures Read and respond (simple sentences) to an invitation (show, birthday).

Summer 1

Food + fruits/vegetables Drinks Ordering food role-play.

Summer 2

Play role situations, in the canteen/ in a bakery. Use complex sentence structures accurately « est-ce que ».

Year 3 Curriculum Overview 2026/2027

FLAM Introduction At HCH, pupils learn French through one of two programmes: FLE (Français Langue Étrangère) is designed for pupils who are learning French as an additional language. FLAM (Français Langue Maternelle) is designed for pupils who already speak French fluently, have previously been educated in a French or bilingual setting, or have French as one of their native languages. The FLAM programme helps pupils develop and extend their existing language skills while maintaining a strong connection with the French language and culture. FLAM lessons take place at the same time as FLE lessons, but pupils are taught in a dedicated classroom in a small-group setting, allowing for personalised teaching. We follow the CNED (Centre National d'Enseignement à Distance) programme for French, which is aligned with the French National Education curriculum. From time to time, pupils in the FLE programme—particularly those who joined the French Immersion Programme in Prep and continue to demonstrate a high level of proficiency—may be invited by their French teacher to complete a trial assessment. This helps determine whether they are ready to join the FLAM programme, which is designed for fluent French speakers. Our small class sizes provide a supportive learning environment where pupils can build confidence, extend their language skills, and continue to thrive as bilingual learners. Assessment The programme is divided into units. As a general guide, pupils complete two units per term and are assessed at the end of each unit. However, the pace of learning is tailored to each pupil's individual needs and progress, so some pupils may complete more or fewer units during a term. Year Overview

Term

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Autumn 1

What are we studying? Talk about animals using topic-specific vocabulary Identify and pronounce vowels and consonants correctly Use alphabetical order to locate and organise words Speak about events in the past, present, and future Listen attentively and respond to questions about texts Recite poetry with expression, rhythm, and clear pronunciation Participate in class discussions using complete sentences.

Year 3 Curriculum Overview 2026/2027

FLAM Year Overview

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Term

What are we studying?

Autumn 2

Retell stories and describe characters from Les ogres Recognise and use infinitive verbs in speech and writing Read aloud using correct punctuation and intonation Understand how punctuation affects meaning and expression Develop storytelling and descriptive vocabulary Perform a poem confidently with appropriate expression Ask and answer questions about literary texts.

Spring 1

Discuss and respond to traditional tales and stories Build accurate sentences using subjects and determiners Expand vocabulary through word families Distinguish between proper nouns and common nouns Read and understand age-appropriate literary texts Express ideas clearly during discussions and oral activities Recite poetry using expressive language and pronunciation.

Spring 2

Describe people, characters, and appearances in detail Use regular –er verbs accurately in the present tense Enrich speaking and writing with adjectives Invent and present imaginative descriptions Ask and answer descriptive questions confidently Improve fluency in oral presentations and role-play Perform poetry with expression and dramatic effect.

Summer 1

Compare and discuss traditional and adapted tales Build detailed noun phrases using the groupe nominal Understand how prefixes and suffixes change word meaning Use “être” and “avoir” correctly in speech and writing Summarise stories clearly using key information Sequence events logically when speaking and writing Recite poetry fluently with confidence and expression

Summer 2

Talk about school life, routines, and experiences Use masculine and feminine forms accurately Communicate using the verbs “faire”, “aller”, and “voir” in the present tense Participate in conversations about everyday activities Read and respond to familiar texts and dialogues Improve pronunciation, fluency, and listening comprehension Perform poetry with clear articulation and expression.

Year 3 Curriculum Overview 2026/2027

Maths Introduction As your children transition into Key Stage 2, our focus shifts towards building on the firm foundations established in Years 1 and 2. We will begin introducing larger numbers, more complex formal calculations, and deeper reasoning and problem-solving skills. We have separated the topics into Arithmetic (which focuses on calculation fluency and mental maths) and Mathematical Reasoning (which applies these skills to problem-solving, real-world measurement, statistics, and geometry). Assessment Termly online assessments are completed by the pupils to demonstrate their depth of understanding of the mathematical topics that they have been studying. In addition, informal oral assessment takes place in lessons throughout the term to consolidate and assess depth of understanding. Year Overview Term

What are we studying?

Arithmetic During the Autumn term, our arithmetic focus is on consolidating Year 2 knowledge while ensuring core addition, subtraction, and multiplication facts are secure. Your child will learn to: Recall and use addition and subtraction facts to 20, and related facts up to 100. Use multiplication and division facts for the 2, 5 and 10 multiplication tables. Add three one-digit numbers. Recognise the place value of each digit in a two-digit number (tens and ones). Add and subtract numbers, including a two-digit number and ones. Count in steps of 2, 3 and 5, from 0, and in tens from any number. Add and subtract numbers, including two two-digit numbers. Recognise, find, name and write fractions of a length, shape or quantity. Use the inverse relationship between addition and subtraction. Solve problems involving multiplication and division.

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Autumn

Mathematical Reasoning In mathematical reasoning, we bridge the gap between Key Stage 1 concepts and early Key Stage 2 problem-solving. Your child will learn to: Recall and use addition and subtraction facts to 20, and related facts up to 100. Compare and order numbers from 0 up to 100; use <, > and = signs. Read and write numbers to at least 100 in numerals and in words. Add and subtract numbers, including a two-digit number and ones. Identify 2-D shapes on the surface of 3-D shapes. Add and subtract numbers, including adding three one-digit numbers. Solve problems with addition and subtraction. Identify, represent and estimate numbers using different representations. Answer questions about totalling and comparing categorical data. Know the number of minutes in an hour and the number of hours in a day. Use multiplication and division facts for the 2, 5 and 10 multiplication tables. Interpret and construct simple tally charts.

Year 3 Curriculum Overview 2026/2027

Maths Year Overview Term

Autumn

What are we studying? Recognise the place value of each digit in a two-digit number (tens and ones). Recognise, find, name and write fractions of a length, shape or quantity. Compare and sequence intervals of time. Order and arrange combinations of objects in patterns and sequences. Use mathematical vocabulary to describe position, direction and movement. Recognise the equivalence of 2/4 and 1/2. Identify and describe the properties of 2-D shapes. Tell and write the time to five minutes, including quarter past / to the hour. Solve problems involving multiplication and division. Use the inverse relationship between addition and subtraction. Compare and sort common 2-D shapes and everyday objects. Identify and describe the properties of 3-D shapes. Arithmetic As we move into the Spring term, arithmetic pushes further into new times tables and operations with three-digit numbers. Your child will learn to: Write and calculate mathematical statements for multiplication and division. Count from 0 in multiples of 4, 8, 50 and 100. Find 10 or 100 more or less than a given number. Use multiplication and division facts for the 3, 4 and 8 multiplication tables. Add and subtract numbers with up to three digits. Count up and down in tenths. Solve problems involving multiplication and division. Recognise that tenths arise from dividing one-digit numbers or quantities by 10.

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Spring

Mathematical Reasoning The reasoning curriculum in the Spring applies those growing calculation skills to deeper fraction work and measurements. Your child will learn to: Find 10 or 100 more or less than a given number. Compare lengths (m/cm/mm). Recognise the place value of each digit in a three-digit number. Compare and order unit fractions and fractions with the same denominators. Recognise, find and write fractions of a discrete set of objects. Use fractions as numbers: non-unit fractions with small denominators. Use multiplication and division facts for the 3, 4 and 8 multiplication tables. Solve problems using number facts, place value, and addition and subtraction. Solve problems involving multiplication and division. Recognise that tenths arise from dividing an object into 10 equal parts. Write and calculate mathematical statements for multiplication and division. Measure volume / capacity. Add and subtract volume / capacity. Count from 0 in multiples of 4, 8, 50 and 100. Measure the perimeter of simple 2-D shapes. Recognise and show equivalent fractions with small denominators.

Year 3 Curriculum Overview 2026/2027

Maths Year Overview

Term

What are we studying?

Arithmetic By the end of the year, our arithmetic focus shifts towards complete fluency in threedigit calculations and fraction addition/subtraction. Your child will learn to: Find 10 or 100 more or less than a given number. Use multiplication and division facts for the 3, 4 and 8 multiplication tables. Recognise the place value of each digit in a three-digit number. Add and subtract numbers with up to three digits. Add and subtract fractions with the same denominator within one whole. Solve problems using number facts, place value, and addition and subtraction. Write and calculate mathematical statements for multiplication and division. Recognise, find and write fractions of a discrete set of objects.

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Summer

Mathematical Reasoning The final term brings together calculation, precise data handling, and an introduction to formal geometry angles and lines. Your child will learn to: Identify, represent and estimate numbers using different representations. Recognise the place value of each digit in a three-digit number. Measure lengths (m/cm/mm). Measure mass (kg/g). Tell and write the time from an analogue 12-hour clock. Compare and order numbers up to 1,000. Add and subtract volume / capacity (l/ml). Add and subtract fractions with the same denominator within one whole. Identify whether angles are greater than or less than a right angle. Recognise, find and write fractions of a discrete set of objects. Solve problems involving multiplication and division. Solve one-step and two-step questions using information presented in tables. Use multiplication and division facts for the 3, 4 and 8 multiplication tables. Add and subtract numbers with up to three digits. Identify right angles and recognise that two right angles make a half-turn. Interpret and present data using bar charts, pictograms and tables. Identify horizontal, vertical lines and pairs of perpendicular and parallel lines. Compare durations of events. Add and subtract mass (kg/g). Solve problems using number facts, place value, and addition and subtraction. Know the number of days in each month, year and leap year.

Year 3 Curriculum Overview 2026/2027

Music Introduction Year 3 Music builds on the foundations of Years 1 and 2, introducing pupils to the recorder while continuing to develop musicianship through the principles of Dalcroze Eurhythmics. Pupils deepen their understanding of pulse, rhythm, metre, phrasing and notation through movement, singing, instrumental learning and increasingly independent music-making. Alongside developing music theory and listening skills, pupils explore music from a range of genres, cultures and historical periods, including a visit to the LSO Discovery Concert at the Barbican, while growing in confidence as creative and collaborative musicians. Throughout the year, pupils enjoy a wide range of performance opportunities, including the Impromptu Concert, Christmas Showcase, Friday Coffee Morning performances (as they become ready), Winter Recitals, the French Immersion Show, Ensemble Concerts and Summer Recitals, developing confidence, collaboration and stage presence. Assessment Pupils are assessed throughout the year through practical music-making, singing, movement and recorder playing. Assessment focuses on the development of rhythmic coordination, vocal confidence, instrumental skills and participation in class performances and ensemble activities. As pupils become ready, they are encouraged to perform in Friday Coffee Morning performances and recitals. Regular verbal feedback is provided throughout lessons to celebrate progress and support continued musical development. Year Overview Term

Autumn 1

What are we studying? Eurhythmics & Musicianship: Internalising Pulse and Rhythm Developing an independent sense of pulse through isolated body movements, locomotor activities and stepping the pulse at different levels, both with and against accompaniment. Identifying and demonstrating pulse at its original speed, twice as fast and twice as slow, while strengthening posture, proprioception and ensemble collaboration.

Achievement with heart.

Instrument: Recorder Introduction Music Theory Listening & Appreciation: Pictures at an Exhibition by M. Mussorgsky, Baroque.

Autumn 2

Eurhythmics & Musicianship: Rhythm, Metre and Conducting Linking notation to practical music-making by performing rhythm patterns from flash cards and exploring increasingly complex compound rhythms. Developing an understanding of 2/4, 3/4 and 6/8 through movement and introducing conducting patterns in each metre, while refining changing direction, flow and sustained movement. Instrument: Recorder – Progress Check Performing: Christmas Show Prep Impromptu Concert (Optional) Music Theory.

Year 3 Curriculum Overview 2026/2027

Music Year Overview

Term

Spring 1

What are we studying?

Eurhythmics & Musicianship: Listening, Tonality and Musical Form Distinguishing a wider range of musical cues and changes while recognising the contrasting character of major and minor tonality through movement, listening and practical musicmaking. Exploring binary and ternary form, phrasing, and tension and release, using scarves, claves and other classroom resources to communicate musical structure. Instrument: Recorder Winter Recitals (Optional) Music Theory Listening & Appreciation: Funk, Disco, Rock ‘n’ Roll,

Spring 2

Eurhythmics & Musicianship: Phrasing, Canon and Ensemble Developing regular four-bar phrases through singing, movement and instrumental activities while experiencing a variety of canons. Strengthening independent ensemble work through partner, small-group and whole-class activities, encouraging pupils to lead, follow and collaborate with increasing confidence. Instrument: Recorder Music Theory Performing: French Immersion Show – Singing & Vocal Development Listening & Appreciation: Indian Classical.

Summer 1

Eurhythmics & Musicianship: Creative Independence Applying pulse, rhythm, metre, phrasing and musical form through improvisation, movement and creative musical activities with increasing independence from the teacher. Using objects such as scarves, claves and balls to demonstrate phrasing, form and expressive musical communication while refining coordination and ensemble awareness.

Achievement with heart.

Instrument: Recorder May Day Festival: Singing & Events Music Theory Listening & Appreciation (London Symphony Orchestra trip - Barbican).

Summer 2

Eurhythmics & Musicianship: Musical Communication and Performance Consolidating pulse, rhythm, notation, metre, conducting, tonality, phrasing, canon and musical form through confident movement, singing and collaborative performance. Demonstrating secure ensemble skills, expressive movement, postural control, flow, sustained movement and musical independence while responding sensitively to a wide range of musical styles and performance contexts. Instrument: Recorder Concert Y3&4 Summer Recitals (Optional) Music Theory Listening & Appreciation (London Symphony Orchestra trip - Barbican)

Year 3 Curriculum Overview 2026/2027

PSHE (Personal, Social, Health and Economic Education) Introduction Personal, Social, Health and Economic Education (PSHE) provides pupils with a broad and balanced programme that nurtures their personal development, emotional wellbeing and understanding of the world around them. It includes the statutory elements of Relationships and Sex Education (RSE) and Health Education and supports pupils in developing the knowledge, confidence and practical skills needed to make informed, responsible and healthy choices. The Year 3 programme is organised around six key learning themes: Being Me in My World, Celebrating Difference, Relationships, Changing Me, Healthy Me and Dreams and Goals. These themes are revisited as pupils progress through the school, allowing them to deepen and extend their understanding with increasing maturity and relevance. This spiral approach supports the development of confidence, empathy, resilience and independence. Across the year, pupils explore identity and responsibility, family differences and kindness, relationships and online safety, changes associated with growing up, healthy and safe choices, and personal ambitions. Lessons are delivered in an age-appropriate and mindful way, with time for thinking, discussion and reflection. The programme may be adjusted where appropriate, and parents may request lesson resources if they would like to understand how a particular topic is taught. Relationships Education forms a statutory part of the primary curriculum. Pupils also learn about physical health, mental wellbeing and age-appropriate aspects of growing and changing. Parents do not have the right to withdraw their child from Relationships Education, Health Education or content taught as part of the science curriculum. Where we plan to deliver any additional sex education that goes beyond these statutory areas, we will contact parents in advance. We will explain the content of the relevant lessons, share information about the resources being used and make it clear that parents have the right to withdraw their child from those specific lessons. Parents are also welcome to contact the school at any time to discuss the curriculum or request further information. Assessment

Achievement with heart.

PSHE lessons are predominantly discussion-based, with written tasks used where these support deeper comprehension and application. At the end of lessons, pupils complete self-reflection activities so that teachers can monitor understanding and adapt future teaching. Teachers also track pupils' levels of understanding across the different elements of PSHE throughout the year.

Year 3 Curriculum Overview 2026/2027

PSHE (Personal, Social, Health and Economic Education)

Achievement with heart.

Year Overview Term

What are we studying?

Autumn 1

Being Me in My World Setting personal goals Self-identity and self-worth Positivity when facing challenges Rules, rights and responsibilities Rewards and consequences Making responsible choices Seeing things from other people’s perspectives.

Spring 1

Relationships Family roles and responsibilities Friendship and negotiation Keeping safe online Being a global citizen Understanding how my choices affect others Recognising that children may have different lives Appreciating friends and family.

Summer 1

Healthy Me Exercise and fitness challenges Food labelling and healthy swaps Attitudes towards drugs Keeping safe, including online safety Respect for myself and others Making healthy and safe choices Understanding my amazing body.

Term

What are we studying?

Autumn 2

Celebrating Difference Families and their differences Family conflict and how to manage it Witnessing bullying and how to solve it Recognising that words can be hurtful Giving and receiving compliments.

Spring 2

Changing Me How babies grow Understanding a baby’s needs Outside body changes Inside body changes Family stereotypes Challenging my ideas Preparing for transition.

Summer 2

Dreams and Goals Dreams and ambitions New challenges Motivation and enthusiasm Recognising and overcoming obstacles Evaluating how I learn Managing feelings Simple budgeting.

Year 3 Curriculum Overview 2026/2027

Science Introduction In lower KS2, science is taught as part of DDM “Découverte Du Monde”. These subjects are integrated into thematic topics delivered in French, allowing pupils to develop their language skills while exploring the world around them. In science during years 3 and 4, pupils will be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. Assessment The children will be assessed through end of unit quizzes. At the end of the summer term, the pupils will be assessed online via the Quest testing platform. Year Overview

Term

What are we studying? Rocks and Fossils

Achievement with heart.

Autumn 1

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. States of Matter

Autumn 2

Compare and group materials, according to their state of matter Observe that some materials change state when they are heated or cooled Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. 31

Year 3 Curriculum Overview 2026/2027

Science Year Overview Term

What are we studying? Animals Including Humans, Keeping Healthy

Spring 1

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 Understand that physical activity is good for your health Plants

Spring 2

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. Forces

Summer 1

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.

Achievement with heart.

Light

Summer 2

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 an opaque object find patterns in the way that the size of shadows change. 32

Year 3 Curriculum Overview 2026/2027

Sport Introduction Organised physical activity is essential for children's physical, cognitive, social and emotional development. In Year 3, pupils will further develop their skills and understanding in two invasion games: football and netball. In football, pupils will refine and apply core skills including passing, shooting, dribbling and agility. They will develop greater control, accuracy and decision-making through a variety of drills, challenges and small-sided conditioned games. In netball, pupils will build on their existing knowledge of catching, throwing and movement, while developing a deeper understanding of positions, shooting techniques and a range of passes. They will apply these skills in increasingly competitive game situations, focusing on teamwork, communication and tactical awareness. Assessment Assessment will be ongoing throughout the term and will be based on teacher observation during individual, paired and team-based activities. Children will be assessed on their ability to demonstrate and apply key skills in football, including passing, shooting, dribbling and agility, and in netball, including catching, throwing, movement, shooting and a variety of passes. Assessment will also consider the child’s understanding of game rules and tactics, their decision-making in competitive situations, and their ability to work collaboratively, communicate effectively and demonstrate positive sportsmanship. Year Overview

Achievement with heart.

Term

What are we studying?

Autumn

Football: Passing, shooting, dribbling, conditioned games. Netball: Passing, shooting, attack vs defence, positions and conditioned games

Spring 1

Gymnastics: balances, body shapes, travel, jumps and rolls Benchball: throwing, catching, positions and attack vs defence.

Spring 2

Gymnastics: balances, body shapes, travel, jumps and rolls Dodgeball: passing, dodging, tactics and attack vs defence.

Summer

Cricket: throwing, catching, batting, bowling and fielding Athletics: shuttle relay, 60m sprint, 200m sprint, hurdles, long jump, javelin throw and shot-put throw.