Year Three Curriculum Plan

Speaking and Listening

I can listen and respond appropriately to adults and my peers.

I can ask a range of relevant questions to extend my understanding.

I can answer questions using full sentences and can begin to justify my answers.

I can listen to and remember important points in discussions and stories

I can participate in conversations staying on topic, initiating and responding to comments.

I can use talk to develop understanding through speculating, imagining and exploring ideas.

I have an increasing command of Standard English.

I can participate in discussions, presentations, performances, role play and debates.

Reading (word/comprehension)

I can read all key words from Rec-Yr3.

I can apply my growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words.

I can read aloud with expression taking account of grammar and punctuation.

I can sustain silent reading to include longer more complex texts.

I can discuss which authors I like/dislike and give reasons.

I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books.

I can make predictions based on what I already know about a text.

I can summarise more than one paragraph after I have read a text and give appropriate detail.

I can draw inferences from a text such as inferring how a character feels.

I can ask questions to improve my understanding.

I can retrieve information from a range of texts to answer questions.

I can identify themes in a wide range of texts.

I can evaluate texts looking at language, structure and presentation.

I can prepare poems and play scripts to read aloud.

I can use a dictionary to check meanings of words.

Writing (composition and grammar)

I can write at least one and a half pages of text.

I can write using full stops, capital letters, question marks, exclamation marks and inverted commas for speech.

I can use commas in lists, for description and to mark fronted adverbials.

I can vary the types of sentences I use in my writing (e.g. short sentences, compound sentence), complex sentences, relative clauses who/whom/which/whose/that) e.g. The Great Barrier Reef, which is on the east coast of Australia, is a popular tourist attraction.

I can use conjunctions in sentences to express time and cause (e.g. when, so, before, after, while, because)

I can use a range of sentence openers for interest and effect (e.g. connectives, similes, -ed starters, -ing starters)

I can embellish sentences by including adjectives, adverb starters and fronted adverbials (e.g. Earlier in the week, we carried out a traffic survey.)

I can write in the 1^st/3^rd person and tense consistently through a piece of writing.

I can write consistently in a range of genres: narrative, poetry, play scripts, reports, instructions, recounts, and letters.

I can identify and use the correct features for each genre.

I can plan what I want in a variety of ways (e.g. flow charts, story maps, story mountains, mind maps…)

I can compose my sentences orally before I write them.

I can use paragraphs as a way to group related material.

I can self correct and edit my writing to make improvements.

Spellings

I can apply spelling rules for adding suffixes (e.g. –ing, -ed, -ation, -ly, -ous, -tion)

I can apply spelling rules for adding prefixes (e.g un-, dis-, mis-, in-, re)

I can begin to place the apostrophe accurately in plurals and understand the rules (girls’, children’s).

I can spell homophones and near homophones (accept/except, affect/effect, rain/rein/reign).

I can generate synonyms for common words.

I can spell words with silent letters.

I can begin to identify and use collective nouns (e.g. The bundle of clothes lay on the bed.)

I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.

Handwriting

I can hold a pencil with the correct grip, sit up straight and steady my work.

I can use correctly formed cursive script in all areas of the curriculum.

I can present my work neatly in all areas of the curriculum.

Consolidate: finger spaces, letter, word, sentence, statement, question, exclamation, command, full stops, capital letter, question mark, exclamation mark, speech bubble, speech marks, bullet points, apostrophe, commas for lists and descriptions, singular/plural, suffix, adjective, noun, noun phrase, verb, adverb, imperative verbs, tense (past/present/future, connective, alliteration, simile –‘as’/ ‘like’

Introduce: word family, conjunction, adverb, preposition, direct speech, inverted commas, prefix, consonant/vowel, clause, subordinate clause, determiner, synonyms. Relative clause, pronoun, imperative, colon for instruction.

Number – number and place value

Pupils should be taught to:

• count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number; recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
• compare and order numbers up to 1000;
• identify, represent and estimate numbers using different representations;
• read and write numbers up to 1000 in numerals and in words;
• solve number problems and practical problems involving these ideas.

Number – addition and subtraction

Pupils should be taught to:

• add and subtract numbers mentally, including:

a three-digit number and ones

a three-digit number and tens

a three-digit number and hundreds

• add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
• estimate the answer to a calculation and use inverse operations to check answers solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Number – multiplication and division

Pupils should be taught to:

• recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables;
• write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit
• numbers, using mental and progressing to formal written methods;
• solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

Number – fractions

Pupils should be taught to:

• count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10;
• recognise, find and write fractions of a discrete set of objects: unit fractions and non unit fractions with small denominators;
• recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators;
• recognise and show, using diagrams, equivalent fractions with small denominators;
• add and subtract fractions with the same denominator within one whole for example, 5/7 + 1/7 = 6/7
• compare and order unit fractions, and fractions with the same denominator and solve problems that involve all of the above.

Measurement

Pupils should be taught to:

• measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml);
• measure the perimeter of simple 2-D shapes;
• add and subtract amounts of money to give change, using both £ and p in practical Contexts;
• tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks;
• estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight know the number of seconds in a minute and the number of days in each month, year and leap year;
• compare durations of events [for example to calculate the time taken by particular events or tasks].

Geometry – properties of shapes

Pupils should be taught to:

• draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them;
• recognise angles as a property of shape or a description of a turn;
• identify right angles, recognise that two right angles make a half-turn, three make, three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle;
• identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Statistics

Pupils should be taught to:

• interpret and present data using bar charts, pictograms and tables
• solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.