LONG TERM PLAN
Autumn 1
English
Writing – Description and
Instructions

Summer 1
Summer 2
Writing – Reports
Writing – Traditional
Writing- Persuasion
Writing – Adventure
Writing – Letters and
To begin to organise
and modelled examples
Tales

To proofread
Stories
their own and
paragraphs around a
organise their
others’ work
their own and
their own and
theme.
writing into
to check for
others’ work to
others’ work to

To proofread
Recounts
To begin to


To proofread
To proofread their
paragraphs
errors (with
check for errors
check for errors
To proofread their
own and others’ work
around a
increasing
(with increasing
(with increasing
own and others’ work
to check for errors
theme.
accuracy) and
accuracy) and
accuracy) and to
to check for errors
(with increasing
To proofread
to make
to make
make
(with increasing
accuracy) and to make
their own and
accuracy) and to make
improvements.
others’ work
To begin to use the
to check for
demonstrate an
an increasing
an increasing
To begin to use the
structure of a wider
errors (with
increasing
understanding
understanding of
structure of a wider
range of text types
increasing
understanding
of purpose and
purpose and
range of text types
(including the use of
accuracy) and
of purpose and
audience by
audience by
(including the use of
simple layout devices
to make
audience by
discussing
discussing writing
simple layout devices
in non-fiction).
improvements.
discussing
writing similar
similar to that
To begin to
writing similar
to that which
which they are



To use ‘a’ or ‘an’


improvements.

To
improvements.

To demonstrate
improvements.

To demonstrate
To use ‘a’ or ‘an’
correctly throughout a
create settings,
to that which
they are
planning to write
correctly throughout a
piece of writing.
characters and
they are
planning to
in order to
To use subordinate
plot in
planning to
write in order
understand and
To use the full range
clauses, extending the
narratives.
write in order
to understand
learn from its
of punctuation from
range of sentences
To try to
to understand
and learn from
structure,
previous year groups
with more than one
maintain the
and learn from
its structure,
vocabulary and
clause by using a wider
correct tense
its structure,
vocabulary and
range of conjunctions,
(including the
vocabulary and
grammar.
including when, if,
present perfect
grammar.
because, and although.
To use a range of
piece of writing.

Spring 2
from their own reading
in non-fiction).

Spring 1
their writing into
improvements.

Autumn 2
To begin to use ideas
to plan their writing.


YEAR 3



grammar.

To try to
To try to
maintain the
tense)
maintain the
correct tense
throughout a
correct tense
(including the
conjunctions, adverbs
piece of writing
(including the
present perfect
and prepositions to
with accurate
present perfect
tense)

show time, place and
cause.

subject/verb
tense)
throughout a
agreement.
throughout a
piece of writing
To use
piece of writing
with accurate
subordinate
with accurate
subject/verb
clauses,
subject/verb
agreement.
extending the
agreement.
range of

To use a range
sentences with
of conjunctions,
more than one
adverbs and
clause by using
prepositions to
a wider range
show time,
of conjunctions,
place and cause.
including when,
if, because, and
although.

To use a range
of conjunctions,
adverbs and
prepositions to
show time,
place and
cause.

To punctuate
direct speech
Reading

accurately,
To use their phonic
including the
knowledge to decode
quickly and accurately

Reading

(may still need
knowledge to decode
support to read longer
quickly and accurately
unknown words).
(may still need
To begin to read
support to read longer
To apply their
Reading
use of inverted
growing
commas.
knowledge of
growing

To apply their
root words and
knowledge of
Reading
prefixes,
root words and
To apply their
including
suffixes/word
growing knowledge
growing
in-, im-, il-,
endings,
of root words
unknown words).
knowledge of
ir-, dis-, mis-
including -
and suffixes/word
To begin to read
root words and
,un-, re-, sub-,
ation,-ly, -ous,
endings, including
To check that the
Y3/Y4 exception
prefixes,
inter-, super-,
-ture, -sure, -
-ation,
text makes sense to
words.*
including
anti- and auto-
sion,
-ly, -ous, -ture,
To check that the
in-, im-, il-,
to begin to
-tion, -ssion
-sure, -sion,
text makes sense to
ir-, dis-, mis-,
read aloud.
and -cian, to
Y3/Y4 exception
words.*

To use their phonic
Reading

them, discussing their
understanding and



Reading

To apply their

explaining the meaning
them, discussing their
un-, re-, sub-,
of words in context.
understanding and
inter-, super-,
authors’ choice
To ask and answer
explaining the meaning
anti- and auto-
of words and
questions
of words in context.
to begin to
phrases for
answer
To ask and answer
read aloud.*
effect.
questions
answer questions
appropriately, including

To discuss

begin to read
-tion, -ssion and
aloud.*
-cian, to begin to
To ask and
read aloud.*

To ask and
some simple inference
questions
To ask and
appropriately,
appropriately,
questions based on
appropriately, including
authors’ choice
answer
including some
including some
characters’ feelings,
some simple inference
of words and
questions
simple inference
simple inference
thoughts and motives.
questions based on
phrases for
appropriately,
questions based
questions based
characters’ feelings,
effect.
including some
on characters’
on characters’
To ask and
simple
feelings,
feelings, thoughts
answer
inference
thoughts and
questions
questions based
motives.
appropriately,
on characters’
including some
simple
inference
thoughts and motives.


To discuss

questions based


and motives.

To justify
To justify
predictions using
feelings,
predictions
evidence from the
thoughts and
using evidence
motives.
from the text.

text.

To prepare and
To justify
perform poems
on characters’
predictions
and play scripts
feelings,
using evidence
that show some
thoughts and
from the text.
awareness of the

motives.
audience when
To justify
reading aloud.
predictions
using evidence
from the text.
Mathematics
Unit 1 – Place Value within 1,000

Count from 0 in multiples of 4, 8, 50 and 100; find 10
Unit 5. Multiplication and division (2)

Write and calculate mathematical
or 100 more or less than a given number
statements for multiplication and division
Recognise the place value of each digit in a three-digit
using the multiplication tables that they
number (hundreds, tens, ones)
know, including for two-digit numbers

Compare and order numbers up to 1000
times one-digit numbers, using mental and

Identify, represent and estimate numbers using different
progressing to formal written methods

representations
Unit 10. Fractions (2)

Recognise, find and write fractions of a
discrete set of objects: unit fractions and
non-unit fractions with small denominators

Recognise and show, using diagrams,
equivalent fractions with small denominators


Read and write numbers up to 1000 in numerals and in

Solve problems, including missing number
words
problems, involving multiplication and
Solve number problems and practical problems involving
division, including positive integer scaling
these ideas
problems and correspondence problems in

denominator within one whole (for example,
5/7 + 1/7 = 6/7)

which n objects are connected to m
Unit 2 and 3 – Addition and Subtraction
objects
Add and subtract numbers mentally

Add and subtract numbers with up to three digits, using
subtraction, multiplication and division and
formal written methods of columnar addition and
a combination of these, including
subtraction
understanding the meaning of the equals
Solve problems, including missing number problems, using
sign




Unit 11. Time

Tell and write the time from an analogue
clock, including using Roman numerals from I
to XII, and 12-hour and 24-hour clocks

subtraction
A three-digit number and ones
Solve problems that involve all of the above
Solve problems involving addition,
number facts, place value, and more complex addition and

Compare and order unit fractions, and
fractions with the same denominators


Add and subtract fractions with the same
Unit 6. Money
Estimate and read time with increasing
accuracy to the nearest minute; record and
Add and subtract amounts of money to
compare time in terms of seconds, minutes
A three-digit number and tens
give change, using both £ and p in
and hours; use vocabulary such as o'clock,
A three-digit number and hundreds
practical contexts
a.m./p.m., morning, afternoon, noon and

midnight
Unit 4 – Multiplication and Division

Recall and use multiplication and division facts for the 3,
4 and 8 multiplication tables

Unit 7. Statistics

Write and calculate mathematical statements for
multiplication and division using the multiplication tables


the number of days in each month, year and
Interpret and present data using bar
charts, pictograms and tables
Know the number of seconds in a minute and
leap year

Compare durations of events [for example to
Solve one-step and two-step questions
calculate the time taken by particular events
that they know, including for two-digit numbers times
[for example, 'How many more?' and 'How
or tasks]
one-digit numbers, using mental and progressing to formal
many fewer?'] using information presented
written methods
in scaled bar charts and pictograms and
Solve problems, including missing number problems,
tables

Unit 12. Angles and properties of shapes

involving multiplication and division, including positive
modelling materials; recognise 3-D shapes in
integer scaling problems and correspondence problems in
which n objects are connected to m objects
Draw 2-D shapes and make 3-D shapes using
Unit 8. Length

Measure, compare, add and subtract:
different orientations; and describe them

lengths (m/cm/mm); mass (kg/g);
volume/capacity (l/ml)

Recognise angles as a property of shape or a
description of a turn

Identify right angles, recognise that two
Measure the perimeter of simple 2-D
right angles make a half-turn, three make
shapes
three quarters of a turn and four a complete
turn; identify whether angles are greater
Unit 9. Fractions (1)

Count up and down in tenths; recognise
that tenths arise from dividing an object
than or less than a right angle

Identify horizontal and vertical lines and pairs
of perpendicular and parallel lines
into 10 equal parts and in dividing onedigit numbers or quantities by 10

Unit 13. Mass

Compare, add and subtract: lengths
Recognise, find and write fractions of a
(m/cm/mm); mass (kg/g); volume/capacity
discrete set of objects: unit fractions and
(l/ml)
non-unit fractions with small denominators

Recognise and use fractions as numbers:
unit fractions and non-unit fractions with

Unit 14. Capacity

Compare, add and subtract: lengths
small denominators
(m/cm/mm); mass (kg/g); volume/capacity
Compare and order unit fractions, and
(l/ml)
fractions with the same denominators

Solve problems that involve all of the
above
Science
Rocks
Animals Including Humans
Forces
Plants
Light
-Compare and group together
-Identify that animals, including
-Compare how things
-Identify and describe
different kinds of rocks on the
humans, need the right types
move on different
the functions of
-Recognise that they need light in order to see things
basis of their appearance and
and amount of nutrition, and
surfaces
different parts of
and that dark is the absence of light
simple physical properties
that they cannot make their
-Notice that some
flowering plants: roots,
-Notice that light is reflected from surfaces
-Describe in simple terms how
own food; they get nutrition
forces need contact
stem/trunk, leaves and
-Recognise that light from the sun can be dangerous
fossils are formed when things
from what they eat
between two objects,
flowers
and that there are ways to protect their eyes
that have lived are trapped
-Identify that humans and some
but magnetic forces can
-Explore the
-Recognise that shadows are formed when the light
within rock
other animals have skeletons and
act at a distance
requirements of plants
from a light source is blocked by an solid object
-Recognise that soils are made
muscles for support, protection
-Observe how magnets
for life and growth (air,
-Find patterns in the way that the size of shadows
from rocks and organic matter
and movement
attract or repel each
light, water, nutrients
change
other and attract some
from soil, and room to
materials and not others
grow) and how they
-Compare and group
vary from plant to
together a variety of
plant
everyday materials on
-Investigate the way in
the basis of whether
which water is
they are attracted to a
transported within
magnet, and identify
plants
some magnetic materials
-Explore the part that
-Describe magnets as
flowers play in the life
having two poles
cycle of flowering plants,
-Predict whether two
including pollination, seed
magnets will attract or
formation and seed
repel each other,
dispersal
depending on which poles
are facing.