Year 3
Curriculum Summary for Parents
Term 3 • 2025/26
This information represents a summary of plans for the term. Please understand that all plans are flexible; there is always the possibility that fewer (or more) topics will be covered than those stated.
Subject Topics
Writing
• Narrative writing:
o Characterisation toolkit
• Personal recount writing
• Persuasive speech and letter writing
SPAG (Spelling, Punctuation and Grammar)
• Maintaining verb tense consistency
• Using persuasive language
• Developing paragraphing skills
• Use of emotive vocabulary
Comprehension Tasks
Science
• Focus on direct retrieval skills
• Locating and selecting key information from texts
• Answering questions using evidence from the text
• Building confidence in understanding explicit meanings
Texts / Themes Studied
• Narrative texts (with a focus on character development)
• Recount texts (personal experiences and events)
Following the White Rose curriculum, the children will focus on the following units this term:
- Fractions (including equivalents, comparing simple fractions)
- Length and perimeter (including measurement and working in real life contexts)
- Money (looking at different currencies and coin value, adding and subtracting amounts of money)
- Time (reading clocks, understanding duration of events)
Through these topics, children will continue to develop a strong foundation in number sense and problem-solving.
Key knowledge include:
- Plants (identifying the functions of flowering plants and terms such as, ‘roots’ and ‘stem’
Key skills include:
- Predicting outcomes in experiments before testing
- Suggesting simple tests and experiments to conduct to help answer a scientific question
Maths
French
“Me, Myself, and Moi” Topic
• Classroom objects and indefinite articles Appearance: Hair, eyes, height, age
• Personality: Simple adjectives
• Likes/Dislikes: Simple opinions (j’aime, je n’aime pas).
• Grammar Focus- 1st person être
• Adjectival agreement 1st person
Singular, opinions j’aime / je n’aime Pas.
The house
• What is in the bathroom
• What is in the attic
• What is in the basement
• What is in the balcony
• What is in the corridor
• What do I do in the house
My Home:
• Say what is outside and inside the house
• Name Furniture in Spanish
Spanish
Humanities
Religious Studies
• Introduction to the verb 'estar'
• Use prepositions of place;
• Review pets
Developing key skills in history, including how to order familiar events and use terms, including ‘before’, ‘after’ and ‘long ago’, developing simple visual timelines and talking about the different reasons why events have happened in the past. The children should start identifying that things are different between the past and the present.
Developing key geography skills, including being able to place their own country and neighbouring countries on a map and comparing two local places.
The children will listen to and discuss different religious stories and they will begin to understand the importance of listening to different ideas and account of life, as well as noticing differences between selected religions.
Developing artistic skills, including:
- Making simple 3D models using everyday materials
- Adding texture to 3D work
- Saying what they do and do not like about an artists work
- Describing an artists style using simple language
Developing key skills, including:
- Thinking of ideas for a product and sketching them
Design Technology
Computing
- Adding labels and annotations to their sketches
- Experimenting with different joining techniques and building stronger joins.
• Developing a basic PowerPoint presentation, focusing on the aesthetics and layout –Cross-curricular link to class thematic topic.
• Select, use and combine various software (including internet services) to produce a digital presentation.
• Work with various forms of input and output.
• Safer use of the internet – using search engines- Create an E-Safety brochure.
• Use technology safely, respectfully and responsibly, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Kiswahili
(SFC)
Art
Music
P.E.
Games
Swimming
P.S.H.E.
• Safer use of the internet – using search engines- Create an E-Safety brochure.
In Music we are continuing to develop our recorder skills by learning new notes using both the right and left hand. Once these notes are mastered, we can begin to play scales and scale patterns that will help us prepare for the Recorder-Lympics towards the end of the term. This will be an in-class event designed to assess all the skills needed to prepare for a music examination. Recommendations for external exam readiness will be passed on to parents as we begin to recognise emerging musical talent.
Skill development and introduction to tactics:
- Introduction to structured fitness testing and improvement
- Development of agility, coordination and spatial awareness through challenges - Team building: trust and problem solving
- Tennis: controlled rallies, receiving feeds, improved stroke technique
In Games, the children will be introduced to the concepts of game play in netball and in rugby. In netball, the children will play 7 a side matches and will be able to play in a variety of positions around the court. They will continue to develop their core skills of passing, movement, attack and defense. In rugby, the children will be developing their passing, running, positional and spatial awareness and their tackling skills in a controlled game environment with a focus on safety and correct tackle technique.
Year 3 will focus on the more complex water skills; Learn how to do competitive diving, Turns and finishing, endurance swim (25mins), fun activity- Water polo and Time trials during week 9 and 10.
In PSHE, the children will continue to follow the Jigsaw program of study. The focus of the Jigsaw units this term are:
- Healthy Me - Dreams and Goals