Year 3
English Curriculum
2014 / 2015
Medium-term planning Summer 2: Superheroes, Heroes and Heroins
Overview
Word Reading
At this stage, teaching
comprehension should be taking
precedence over teaching word
reading directly. Any focus on word
reading should support the
development of vocabulary.
Week 1
YEAR 3
6
weeks
Reading Comprehension
When using non-fiction, children
should know what information
they need to look for before they
begin and be clear about the
task.
Transcription
Children should learn to spell
new words correctly and have
plenty of practice in spelling
them.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
Learning Objectives to be covered
● To identify themes and conventions in a wide range of
books.
● To read books structured in different ways and read for a
range of purposes.
● To discuss words and phrases that capture the reader’s
interest and imagination.
● To plan their writing by discussing and recording ideas.
● To use the first two or three letters of a word to check its
spelling in a dictionary.
● To write sentences dictated to them that include taught
words and punctuation.
Resources
(suggested)
Greek
Myths
featuring
heroes and
heroins.
Beowulf
the Brave
by Julia
Green
The
Odyssey
retold by
Louie
Stowell
(Usborne
Young
Reader)
Hercules
The
World’s
Strongest
Man retold
by Alex
Frith
(Usborne
Young
Reader)
Assessment
Reading Comprehension
The focus should continue to be
on children’s comprehension. The
knowledge and skills that children
need in order to comprehend are
very similar at different ages. The
complexity
of
the
writing
increases the level of challenge.
Week 2
Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of presentational
devices such as numbering and
headings in instructions.
Children should have guidance
about the kinds of explanation and
question that are expected from
them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation should be that all
children take part.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
Transcription
Children should be using joined
handwriting throughout their
independent writing. Handwriting
should continue to be taught, with
the aim of increasing the fluency
with which children are able to
write down what they want to say.
This, in turn, will support their
composition and spelling.
● To identify main ideas drawn from more than one
paragraph and summarise them.
● To increase familiarity with a wide range of books and
retell some of these orally.
● To identify themes and conventions in a wide range of
books.
● To plan their writing by discussing and recording ideas.
● To use the first two or three letters of a word to check its
spelling in a dictionary.
● To write sentences dictated to them that include taught
words and punctuation.
● To compose and rehearse sentences orally, progressively
building a varied and rich vocabulary and an increasing
range of sentence structures (see Appendix 2).
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can spell words of Greek origin
containing ‘ch’.
Can identify elements of a Greek myth
and retell it.
Can dramatically capture the main
events in a story.
Week 3
Reading Comprehension
The focus should continue to be
on children’s comprehension. The
knowledge and skills that children
need in order to comprehend are
very similar at different ages. The
complexity
of
the
writing
increases the level of challenge.
● To identify main ideas drawn from more than one
paragraph and summarise them.
Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of presentational
devices such as numbering and
headings in instructions.
● To use the perfect form of verbs to mark relationships of
time and cause.
Children should have guidance
about the kinds of explanation and
question that are expected from
them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation should be that all
children take part.
Transcription
Children should learn to spell
new words correctly and have
plenty of practice in spelling
them.
Dictionaries are not useful for
children who cannot yet spell,
since these children do not have
sufficient knowledge of spelling
to use them efficiently.
Handwriting should continue to be
taught, with the aim of increasing
the fluency with which children
are able to write down what they
want to say. This, in turn, will
support their composition and
spelling.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
● To ask questions to improve their understanding of a text.
● To read books structured in different ways and read for a
range of purposes.
● To use a wider range of conjunctions and include more
clauses in a sentence.
● To choose nouns or pronouns appropriately to avoid
repetition.
● To draft and write non-narrative material, using simple
organisational devices.
● To plan their writing by discussing and recording ideas.
● To compose and rehearse sentences orally,
progressively building a varied and rich vocabulary and
an increasing range of sentence structures (see
Appendix 2).
● To assess the effectiveness of their own and others’ writing
and suggest changes.
● To propose changes to grammar and vocabulary to
improve consistency.
● To discuss writing similar to that which they are
planning to write in order to understand and learn
from its structure, grammar and vocabulary.
● To organise paragraphs around a theme.
Fiction
books and
comic
strips.
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can produce a fact file on a character.
Can review and improve non- fiction.
Reading Comprehension
The focus should continue to be
on children’s comprehension. The
knowledge and skills that children
need in order to comprehend are
very similar at different ages. The
complexity
of
the
writing
increases the level of challenge.
Week 4
Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of presentational
devices such as numbering and
headings in instructions.
Children should have guidance
about the kinds of explanation and
question that are expected from
them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation should be that all
children take part.
Transcription
Children should continue to be
supported in understanding and
applying the concepts of word
structure
Children should be using joined
handwriting throughout their
independent writing. Handwriting
should continue to be taught, with
the aim of increasing the fluency
with which children are able to
write down what they want to say.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
They should understand how to
place the apostrophe in words with
regular plurals (such as girls’,
boys’) and in words with irregular
plurals (such as children’s).
● To indicate grammatical and other features by using and
punctuating direct speech.
● To plan their writing by discussing and recording ideas.
● To use the first two or three letters of a word to check its
spelling in a dictionary.
● To write sentences dictated to them that include taught
words and punctuation.
● To compose and rehearse sentences orally,
progressively building a varied and rich vocabulary and
an increasing range of sentence structures (see
Appendix 2).
● To assess the effectiveness of their own and others’ writing
and suggest changes.
● To use and understand the grammatical terminology in
Appendix 2 accurately and appropriately when
discussing their writing and reading.
● To discuss writing similar to that which they are planning
to write in order to understand and learn from its structure,
grammar and vocabulary.
Fiction
books and
comic
strips.
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can convert narrative into a comic
book format.
Can spell words with ‘-sion’ ending.
Week 5
● To assess the effectiveness of their own and others’ writing
and suggest changes.
Transcription
Children should continue to be
supported in understanding and
applying the concepts of word
structure
Children should be using joined
handwriting throughout their
independent writing. Handwriting
should continue to be taught, with
the aim of increasing the fluency
with which children are able to
write down what they want to say.
Composition
Children should start to learn
about some of the differences
between Standard and nonStandard English and begin to
apply what they have learned.
Fiction
books and
comic
strips.
For assessment of reading, refer to
Assessing Pupil Progress:
Gathering Evidence in Reading
● To propose changes to grammar and vocabulary to
improve consistency.
Can improve writing through
editing.
● To use and understand the grammatical terminology in
Appendix 2 accurately and appropriately when
discussing their writing and reading.
Can plan, write and edit an
adventure story.
● To proofread for spelling and punctuation errors.
● To plan their writing by discussing and recording ideas.
● To use the first two or three letters of a word to check its
spelling in a dictionary.
● To write sentences dictated to them that include taught
words and punctuation.
● To draft and write narratives, creating settings, characters
and plot.
● To indicate possession by using an apostrophe with
singular and plural nouns.
● To choose nouns or pronouns appropriately to avoid
repetition.
● To recognise some different forms of poetry.
● To spell further homophones.
Play scripts
For assessment of reading,
refer to Assessing Pupil
Progress: Gathering Evidence in
Reading
● To plan their writing by discussing and recording ideas.
Week 6
● To compose and rehearse sentences orally,
progressively building a varied and rich vocabulary and
an increasing range of sentence structures (see
Appendix 2).
Reading Comprehension
Children should continue to
have opportunities to listen
frequently to stories, poems,
non-fiction and other writing,
including whole books and not
just extracts, so that they
build on what was taught
previously. In this way, they
also meet books and
authors that they might not
choose themselves. They should
also have opportunities to
exercise choice in selecting
books.
● To use and understand the grammatical terminology in
Appendix 2 accurately and appropriately when
discussing their writing and reading.
Poems Eg,
Twinkle
Twinkle
Chocolate
Bar
● To revise all of the handwriting curriculum objectives in
Years 3–4.
● To discuss writing similar to that which they are
planning to write in order to understand and learn
from its structure, grammar and vocabulary.
● To prepare poems and play scripts to read aloud and to
perform, showing understanding through intonation, tone,
volume and action.
Julia
Donaldson
Poems to
Perform
Off By
Heart,
Poems for
you to
remember
by Roger
Stevens
Can plan and write a poem or play
script.
Can
use
homophones
compound adjectives.
and