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Kings Meadow Primary School and Early Years Education Centre

Celebrating Success

Year 3

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.

Homework Reminders

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.

Curriculum Information

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’.

Curriculum Breadth

“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.

Curriculum Depth

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:

A1 Skills

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

A2 Skills

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

other performers


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.