Year Three curriculum Map Autumn: London Landmarks; Spring: Egypt; Summer: Greek Life
Literacy
Math
Reading:
Number, Place
calculation:
Pupils should be taught to:







Apply growing knowledge
of root words and prefixes
and suffixes both to read
aloud and to understand
the context and meaning of
the word.
Read further exception
words, noting the unusual
correspondences between
spelling and sound, and
where these occur in the
word.
Listen to and discuss a
range of fiction, non-fiction,
reference and text books.
Read books that have a
different structure and for a
range of different purposes.
Retell a range of stories
orally – myths, legends,
traditional tales.
Identify general themes and
conventions across range of
genre.
Prepare
and
perform
poetry and plays using
words, volume and action
to portray meaning.
Value
and
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.

add and subtract numbers
Science
Cross curricular
Working scientifically:
Art and Design:

Drawing/Mark making
asking relevant questions
and using different types of
scientific
enquiries
to
answer them

setting up simple practical
enquiries, comparative and
fair tests

making systematic and
careful observations and,
where appropriate, taking
accurate
measurements
using standard units, using
a range of equipment,
including
thermometers
and data loggers

gathering,
recording,
classifying and presenting
data in a variety of ways to
help
in
answering
questions

recording findings using
simple scientific language,
drawings,
labelled
diagrams, keys, bar charts,
To create sketch books to record their observations and use them to
review and revisit ideas - Make marks and lines with a wide range of
drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc.
Experiment with different grades of pencil and other implements to create
lines and marks - Mix colours and know which primary colours make
secondary colours. Use more specific colour language. Mix and use tints
and shades - Mix colours to match an example eg. Skin tone - identify
warm and cool colours - explore blending and washing using watercolours
- use different types of brushes for specific purposes - Begin to show an
awareness of objects having a third dimension - Apply tone in a drawing in
a simple way -Apply a simple use of pattern and texture in a drawing Draw familiar objects from a range of viewpoints
Printing
Experiment with different effects and textures inc. blocking in colour,
washes, thickened paint creating textural effects - Create repeating
patterns with printing blocks and print with two colour overlays - Make
and print with impressed designs on plasticine, clay and polystyrene press
print tiles - Use rollers with printing inks
Textiles
Use a variety of techniques to explore different textures, e.g. printing,










Begin to recognise different
forms of poetry (e.g. free
verse, narrative poetry,
etc).
Discussing
words
and
phrases that capture the
reader’s imagination.
Participate in discussions of
books read to them or from
independent reading.
Retrieve
and
record
information from nonfiction books or sources
(runs across all strands).
Use simple inference to
infer characters actions
citing evidence from text.
Use reciprocal reading
strategies such as clarifying
(making sure words make
sense),
summarising,
questioning and prediction
to ensure text makes sense.
Identify language, structure
and presentation of a text,
beginning to link to
meaning.
Apply growing knowledge
of
root
words
and
prefixes and suffixes both
to read aloud and to
understand the context
and meaning of the word.
read further exception
words, noting the unusual
correspondences
between spelling and
sound, and where these
occur in the word.
Listen to and discussing
mentally, including:



and tables

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
using results to draw
simple conclusions, make
predictions for new values,
suggest improvements and
raise further questions

identifying
differences,
similarities or changes
related to simple scientific
ideas and processes

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.

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

reporting on findings from
enquiries, including oral
and written explanations,
displays or presentations of
results and conclusions
using
straightforward
scientific
evidence
to
answer questions or to
support their findings.
Plants:

identify and describe the
functions of different parts
of flowering plants: roots,
stem/trunk, leaves and
flowers

explore the requirements
of plants for life and
growth (air, light, water,
nutrients from soil, and
room to grow) and how
they vary from plant to
dyeing, weaving and stitching to create different textural effects - Use
contrasting colours in stitching and weaving - Dye fabrics using tye-dye show awareness of natural environment through colour matching
3D
Plan, design and make models from observation or imagination - Join clay
adequately and construct a simple base for extending and modelling other
shapes - explore clay-stabbing and coiling - Create surface patterns and
textures in a malleable material - Use papier-mâché to create a simple 3D
object - Build structures using rolled or scrunched up newspaper and
masking/parcel tape
Collage
Experiment with a range of collage techniques such as tearing, overlapping
and layering to create images and represent textures - use scissors to cut
complex shapes - explore cutting skills through paper collage, low relief,
fabric collage -apply glue accurately
Digital media
Use IT to explore collage, cut and paste - Record and collect visual
information using digital cameras and ipads - Present recorded visual
images using software e.g. Photostory, PowerPoint - Use a graphics
package to create images and effects with; Lines by controlling the brush
tool with increased precision - Changing the type of brush to an
appropriate style e.g. charcoal - Create shapes by making selections to cut,
duplicate and repeat - Experiment with colours and textures by making an
appropriate choice of special effects and simple filters to manipulate and
create images for a particular purpose
Famous artists
Through links in creative lessons children should be familiar with a range
of artists, craft makers and designers and make links/comparisons to their








a wide range of fiction,
non-fiction, reference and
text books.
Begin to use dictionaries
effectively (using two
letter
strings)
to
understand the words
they have read.
Read a range of books
that
have
different
structures and read for
different purposes with
understanding of why
these
structures
or
purposes
influence
reading choice.
Retell a range of stories
orally with the key parts
or structure included –
myths,
legends
and
traditional tales.
Identify general themes
and conventions across
different genre.
Prepare and perform
poetry and plays using
words, volume, action
and intonation.
Begin
to
recognise
different forms of poetry
(e.g. free verse, narrative
poetry,
etc)
and
understand features of it.
Discuss
words
and
phrases that capture the
reader’s imagination and
how these effect feelings
and emotions of the
reader.
Participate in discussions
of books read to them or
from independent reading
and listening to others
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.
Fractions:





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
plant

investigate the way in
which water is transported
within plants

explore the part that
flowers play in the life cycle
of
flowering
plants,
including pollination, seed
formation
and
seed
dispersal.
own work. Children should be able to describe the differences and
similarities between different practices and disciplines and start to make
links to their own work.
Evaluation
Question and make thoughtful observations about starting points and
select ideas to use in their work - to use sketch books to record their
observations and use them to review and revisit ideas - Compare ideas,
methods and approaches in their own and others’ work and say what they
think and feel about them. Adapt their work according to their views and
describe how they might develop it further. Annotate work in sketchbook.
Animals including Humans:


identify
that
animals,
including humans, need the
right types and amount of
nutrition, and that they
cannot make their own
food; they get nutrition
from what they eat
identify that humans and
some other animals have
skeletons and muscles for
support, protection and
movement.
Rocks:

compare
and
group
together different kinds of
rocks on the basis of their
appearance and simple
physical properties
Autumn: Famous London painter such as John Hogarth or joseph Turner –
create a London scene involving London Bridge, Junk modelling of a
famous London Landmark
Spring: Stories through image – collage – look at Egyptian art and printing
Summer: design and decorate a Greek water pot.
Design and Technology:
Design

use research and develop design criteria to inform the design of
innovative, functional, appealing products that are fit for purpose,
aimed at particular individuals or groups

generate, develop, model and communicate their ideas through
discussion, annotated sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and computer-aided design
Make

select from and use a wider range of tools and equipment to
perform practical tasks [for example, cutting, shaping, joining and
finishing], accurately



viewpoints.
Infer characters actions,
emotions, feelings, or
meaning of non-fiction
paragraph
using
evidence from text.
Use reciprocal reading
strategies
such
as
clarifying (making sure
words
make
sense),
summarising (for up to
two
paragraphs),
questioning
and
prediction to ensure text
makes sense in individual
and shares sessions.
Retrieve
and
record
information from nonfiction books or sources
(runs across all strands).

Writing



Use further prefixes and
suffixes and understand
how to use them, when to
use them and the rules for
spelling them (appendix
one)
Write from memory simple
sentences dictated by the
teacher that includes words
and punctuation taught so
far (cover all three sub
levels).
Become more fluent in
cursive script with the
majority of letters and
words legible and joins
being used in the majority
of letter strings – with
with the same denominator
within one whole [for

describe in simple terms
how fossils are formed
when things that have lived
are trapped within rock

recognise that soils are
made from rocks and
organic matter.
example, 57 + 71 = 76 ]


compare and order unit
fractions, and fractions with
the same denominators
solve problems that involve
all of the above.
Measurement:

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 24hour 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

Evaluate

investigate and analyse a range of existing products

evaluate their ideas and products against their own design criteria
and consider the views of others to improve their work

understand how key events and individuals in design and
technology have helped shape the world
Light:

recognise that they need
light in order to see things
and that dark is the
absence of light

notice that light is reflected
from surfaces

recognise that light from
the sun can be dangerous
and that there are ways to
protect their eyes


recognise that shadows are
formed when the light from
a light source is blocked by
a solid object
find patterns in the way
that the size of shadows
change.
Forces and Magnets:

compare how things move
on different surfaces
select from and use a wider range of materials and components,
including construction materials, textiles and ingredients,
according to their functional properties and aesthetic qualities
Technical knowledge

apply their understanding of how to strengthen, stiffen and
reinforce more complex structures

understand and use mechanical systems in their products [for
example, gears, pulleys, cams, levers and linkages]

understand and use electrical systems in their products [for
example, series circuits incorporating switches, bulbs, buzzers and
motors]

apply their understanding of computing to program, monitor and
control their products.
Food and Nutrition:

understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using
a range of cooking techniques

understand seasonality, and know where and how a variety of
ingredients are grown, reared, caught and processed.
Autumn: design a bridge that can take a certain weight







capital letters not being
joined (across all three sublevels).
Children should draft work
orally and in writing using a
wider range of sentences
beginning to use complex
sentences.
Use a variety of ways to
record ideas – written,
diagrams, pictures, oral
rehearsal, visual and audio
(ICT).
Use examples to identify
vocabulary,
structure,
grammar that should be
used in writing.
Begin to create paragraphs
around a theme.
Understand character, plot
and setting in a narrative.
Use simple organisational
devices in non-narrative
material.
Evaluate writing – assess
effectiveness of own and
others
suggesting
improvements.
Vocabulary,
punctuation:

Grammar
o’clock, a.m./p.m., morning,
afternoon,
noon
and
midnight




Identify and improve own
compare durations of events
[for example to calculate the
time taken by particular
events or tasks].


draw 2-D shapes and make 3D 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
notice that some forces
need contact between two
objects, but magnetic
forces can act at a distance
observe how magnets
attract or repel each other
and attract some materials
and not others

compare
and
group
together a variety of
everyday materials on the
basis of whether they are
attracted to a magnet, and
identify some magnetic
materials

describe magnets as having
two poles

predict
whether
two
magnets will attract or
repel
each
other,
depending on which poles
are facing.
Geometry:
and
Use a wider range of
conjunctions in writing –
e.g. when, because, if,
although.
Punctuate direct speech.
know the number of seconds
in a minute and the number
of days in each month, year
and leap year

Spring: Traditional Egyptian dishes – design a water carrier (ropes and
pulley system)
Summer: Design and create a sandal – materials, weaving, sewing,
evaluation
Computing:


Create music and record sound using ICT
Use advanced word processing skills to present newspaper
reports
 Create computer programs
 Work collaboratively online and start improving research skills
 Evaluate computer simulations
Will achieve this through:
 Can use online tools (e.g. google docs) to collaborate together
(Y3)
 Can send and reply to online messages
 Can use an internet search engine to find relevant facts
 Can filter search results (e.g. to find different types of medias)
 Can use online tools (e.g. google docs) to collaborate together
(Y3)
 Can send and reply to online messages
 Can align text to suit the purpose
 Can choose an appropriate layout (e.g. columns for newspaper
reports) and colour scheme
 Can combine words into a collage
 Can change the text style and colour
 Can change the background colour or image
 Can select and record virtual instruments
 Can use a range of instrument elements
 can set the properties for the recording (e.g. file name)
 Can edit an audio recording (e.g. trim it)
 Understand how why composition is important in photography
 Can take photographs for a specific project
 Can add text labels to photos/ videos
 Can sequence commands to create a program with a purpose



grammatical and spelling
errors with rules and words
already learned.
Construct
and
use
sentences with more than
one clause.
Differentiate
between
perfect present tense and
past tense.
Use commas to demarcate
lists and clauses.

Genre:
Autumn: Narrative - science fiction,
Information, Leaflet/brochure
Ghost/ Mystery story
Letters formal/informal
perpendicular and parallel
lines.
Statistics:

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.
using different inputs
can describe an algorithm with one decision in
Can describe and algorithm with two or more decisions in
Can use a database to create a graph
Can design a database and sort records I can explain the function
and sequence of commands in a program
Autumn: Use of graphs – 2graphs – 2calculate and excel – emails can be
linked to geography, history and literacy.
Spring: Espresso coding – unit 3a and 3b- research – creating reports using
computer packages
Summer: use sound manipulation in computer package – Traditional
Greek Music – presentations – multimedia – insert sounds




Geography:
Autumn: London Bridge: Why is where it is? – How is it used? – How is the
river used? – Mapping the river’s journey through London and tributaries –
how might use of river change – what economic or social changes might
occur (e.g bridges and other infrastructure).
Spring: Stories from other cultures,
information text
Spring: Egypt: Mountains, hills, coast and topography – links with rocks
and soils – modern Egypt – The Nile – cities (Cario) – social and economic
aspects of the country (housing, culture, tourism, jobs, schooling, etc)
Summer:
Narrative-Myths
and
Legends Non-Chronological Report,
play script
Summer: Greece: Comparative study – Greece with UK – land use,
economic activity, social construction, culture, natural resources.
Short Burst: Shape and Calligram
poetry; debate; note taking; adverts;
short leaflet.
History:
Autumn: well-known historical landmarks in London. London
Bridge/Tower Bridge: The changes to the bridge from Celts to modern day
– how it has been used and why did it change? – How has the city changed
as a result? – How people have used the river over time?
Spring: Egypt: Ancient Egypt – pharaohs, pyramids, mummies, timeline,
culture, importance, social and economic
Summer: Greece: Ancient Greece – demos, culture, important individuals,
Olympics, economy, importance.