Welcome to our Year 3 Class Page
We have a very exciting year of learning ahead of us. We hope that the following information about our curriculum and routines will help you and your child settle into Elm Class.
Year 3 Teaching Team
Mrs. Pearson and Mrs Hayes – Class Teachers (Mon-Wed/ Thur-Fri)
Mrs. Robinson and Mrs Moir – Teaching Assistants
Mrs. Hayes - Teaching Assistant (Mon-Wed)
Physical Education Reminders
P.E kits are required on a Monday (Dance) & Wednesday (P.E.)
During the Summer term we will be swimming on a Tuesday, please remember full swimming kits.
On a Tuesday the children will be given homework and spellings, the Homework book should be returned to school by Friday. Children should aim to read and learn spellings on a daily basis. The children will have a weekly spelling test on a Monday, please make a note (or take a photo) of the spellings before handing the book back on Friday. This will enable you to support your child to continue learning their spellings over the weekend.
Year 3 Reading
Reading books will be issued on a Monday and should be returned to school on Friday. Books are issued from the schools reading scheme. We will retain a book from the appropriate level to read in school. In addition to the school reading scheme, we also have our own dedicated Year 3 ‘in class’ library. It is well stocked with a range of fiction books, short novels and non-fiction books. The ‘You Choose’ library has been very popular with the children so far. They can select their own book and are learning to develop their personal tastes and preferences. They have quiet reading time to encourage ‘reading for enjoyment and relaxation’. This will be of great benefit as they transition into Year 4 where they will start to access Accelerated Reading, which draws on more independent reading skills.
This year at Kings Meadow, in a change to our curriculum, we have developed new themes and learning sequences to inspire our children that ‘LEARNING MEANS THE WORLD’! Information about our new ‘Dimensions’ Curriculum can be found in the Curriculum section of this website. The following information is specific to Year 3.
In Year 3 we are ‘ADVENTURERS’. Through our teaching, and the experiences we offer, this year our children will learn how to become:
BRAVE - I can take responsibility, showing confidence in myself and my contribution to the group.
RESILIENT - I am prepared to try things out even if they might not work.
RISK-TAKERS I can adapt my ideas as circumstances change.
PREPARED - I can propose practical ways forward, breaking these down into small, manageable steps.
We Are Adventurers!
Current Curriculum Theme
Our current theme is ‘Picture Our Planet’.
“Picture Our Planet” is a thematic unit, with a key focus on geography. Learning is centred around three
contrasting localities:- Brazil, Scotland and Fiji, and includes key facts, physical and human features,
traditions and customs and an insight into how each country is tackling particular conservation issues.
Pupils will have the opportunity to look at a range of sources and evidence and make comparisons.
Learning Means the World puts great emphasis on curriculum depth. We focus on common attributes that
ensure provision of a deep curriculum and use them to underpin our thematic units. We consider these to
be:- meaning and relevance; cohesion; opportunities for inquiry; development of critical, creative and high
orderthinking skills; integration of subjects; provision of access to information from a range of sources and
viewpoints; authenticity of end products. Through elements such as Catalyst Questions, Pupil-Led Activities
and Essential Learning Experiences (ELEs), teachers can thus ensure a greater depth of learning.
In this theme we will cover the following Learning Objectives:
Ge22 Ask and respond to questions to develop a sense of place
Ge24 Investigate key aspects of human and physical geography
Ge25 Explore places with different climate zones
Ge29 Use appropriate geographical vocabulary to communicate their findings
Ge31 Use atlases, globes, maps and plans at a range of scales and draw simple maps and plans
Ge33 Ask and respond to geographical questions and offer their own ideas
Ge34 Explore places with different climate zones and compare and describe how climate aspects living
Ge35 Identify where significant places are located in the wider world
Ge36 Observe and appreciate the relationship between the physical, built and economic and social
Ge37 Identify how different ways in which people live around the world sometimes have consequences for
the environment and the lives of others from local to global scales
Sc15 Ask relevant questions
Sc16 With help, set up and carry out simple practical enquiries, comparative and fair tests
Sc17 Suggest what might happen in comparative and fair tests
Sc18 Make careful observations and comparisons
Sc19 Recognise what constitutes a fair test
Sc20 Identify simple patterns, changes, similarities and differences
Sc21 Make measurements using standard units
Sc22 Discuss and describe endings
Sc23 Communicate findings using simple scientific language in written explanations, drawings, labelled
diagrams, keys, bar charts or tables
Sc24 Use results to draw simple conclusions
Sc25 Set up and carry out simple practical enquiries, comparative and fair tests
Sc26 Put forward ideas about testing and make predictions
Sc27 Make close observations and comparisons
Sc28 Observe patterns and suggest explanations
Sc29 Collect data
Sc30 Recognise and explain why a test is fair or unfair
Sc31 Identify simple trends to answer questions
Sc32 Make accurate measurements using standard units and begin to think about why measurements
should be repeated
Sc33 Use scientific evidence to answer questions
Sc34 Use a range of equipment, including data loggers and thermometers
Sc35 Gather and record findings through drawings, photographs, labelled diagrams, keys, models,
presentations, tables, graphs and displays, using scientific language
Sc36 Report on what the evidence shows through written explanations of results and conclusions and
Sc37 Use results to draw simple conclusions, suggest improvements and raise further questions
Ar33 Textiles /Collage Experiment with a range of media e.g. overlapping, layering etc.
Ar35 Find out about artists, architects and designers
Ar36 Drawing Use their sketchbook to observe, collect and record visual information from different
Ar44 Textiles / Collage Use a variety of techniques e.g. quilting, weaving, embroidery, appliqué and
develop skills in stitching, cutting and joining
Ar48 Design and create images and artefacts in response to their personal ideas
Ar54 Find out about artists, architects and designers
Ar57 Textiles / Collage Match the correct tool to the material
Ar65 Textiles / Collage Choose collage or textiles as a means of extending work already achieved.
Ar69 Design and create images and artefacts for clearly defined purposes
Dt22 Explore ways of meeting design challenges with a food focus using a range of cooking technique
Dt26 Selecting appropriate tools and techniques, name and describe them
Dt27 Measure, mark, cut out and shape a range of materials and assemble, join and combine
components and materials with some accuracy
Dt32 Select from and use a range of materials and components, including construction materials, textiles
and ingredients, according to their functional properties and aesthetic qualities
Da15 Explore a range of actions and movements to create simple motifs and compose simple dances
Da18 Extend their effort in their dances and perform with a good level of fluency
Da19 Work independently, with a partner or in a small group
Da20 Participate in warm up and cool down activities
Da21 Learn, practice and perform dance phrases with physical control, expression and an awareness of
Da22 Explore a range of actions and movements, space and relationships and how to create simple motifs
and compose simple dances
Da23 Observe, evaluate and suggest how dance performances can be improved
Da25 Create longer and more complex dance phrases using different compositional ideas
Da28 Work independently, in pairs and small groups
Da29 Learn, practice, refine and perform dance phrases with physical control, expression, rhythmic timing,
musicality and an awareness of other performers
Mu21 Explore the way sounds can be combined and used expressively
Mu22 Improvise repeated patterns
Mu27 Listen carefully and recognise patterns and increase aural memory
Mu34 Combine several layers of sound, observing the combined effect
Mu35 Listen carefully, recognise and use repeated patterns and increase aural memory
Knowledge Organisers / Curriculum Letter to Parents / Carers
Please download the files below to see our current Knowledge Organiser (WHISK Sheet) and our Curriculum Letter to Parents / Carers. These will provide you with a clear overview of all the subjects and learning that will take place in your child’s current theme.
Our current class novel is The Unsolved Mystery of the Loch Ness Monster by Terri Sievert.
Please keep checking this page for more information, links to useful websites and lots of photographs of our learning.