Click below for an overview of the topics covered in Year 3: .

Curriculum Overview 2023-24

Click below for an overview of the English Curriculum in Year 3: 

English Overview 2023-24

Click below for an overview of the Mathematics curriculum in Year 3:

Mathematics Overview 2023-24

plA    Below is an overview of the topics that are covered in Science in Year 3.

Plants

Pupils will be taught to:

• 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 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

 

Ani      Animals, including humans

Pupils will be taught to:

• 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

Pupils will be taught to:

• compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
   
• 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

 

Light

Pupils will be taught to:

• recognise that they need light in order to see things and that dark is the absence of light
   
• notice that light is reflected from surfacesl
   
• 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 how the size of a shadow changes

 

Forces and magnets

Pupils will be taught to:

• compare how things move on different surfaces
   
• 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

 

Below is an overview of the topics that are covered in Computing in Year 3.

Introduction to Computing at Garden Suburb Junior School

In the Autumn term, children in Year 3 familiarise themselves with technology at GSJS. Children are taught basic skills to help navigate a computer. For example, how to log in safely and open Microsoft Word to follow a set of instructions to complete a task. They also learn how to use our online learning platform ‘Showbie’, which children will use to access weekly homework. Children also familiarise themselves with different parts of the keyboard and which fingers should be used for which keys. They use the ‘Nessy Fingers’ software to practice individual spelling lists.

Internet Safety

Learning how to stay safe online is taught throughout all of our Computing units and as stand-alone lessons. It is also integrated into the PSHE curriculum and assemblies. The topics covered are:

• Self-image and identity
• Online relationships
• Online reputation
• Online bullying
• Managing online information
• Health, wellbeing and lifestyle
• Privacy and security
• Copyright and ownership

We also participate in many discussions and events during ‘Internet Safety Week’ and keep children’s knowledge up-to-date with the current changes in technology so they can stay safe online.

Creating media- Stop-frame animation

In this unit, children will use a range of techniques to create a stop-frame animation using tablets. Next, they will apply those skills to create a story-based animation. This unit will conclude with children adding other types of media to their animation, such as music and text.

Programming A- Sequencing sounds

This unit explores the concept of sequencing in programming through Scratch. It begins with an introduction to the programming environment, which will be new to most children. They will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano. The unit is paced to focus on all aspects of sequences, and make sure that knowledge is built in a structured manner.

Programming B – Events and actions in programs

This unit explores the links between events and actions, while consolidating prior learning relating to sequencing. Children begin by moving a sprite in four directions (up, down, left, and right). They then explore movement within the context of a maze. Children are also introduced to programming extensions, through the use of Pen blocks. By the end of this unit, children design and code their own maze-tracing program.

Data and information- Branching databases

Children will develop their understanding of what a branching database is and how to create one. They will use yes/no questions to gain an understanding of what attributes are and how to use them to sort groups of objects. Children will create physical and on-screen branching databases. To conclude the unit, they will create an identification tool using a branching database, which they will test by using it. They will also consider real-world applications for branching databases.

Creating media- Desktop publishing

Children will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. They will start to add text and images to create their own pieces of work such as a template for a magazine front cover. Children will look at a range of page layouts, thinking carefully about the purpose of these, and evaluate how and why desktop publishing is used in the real world.

Below is an overview of the topics that are covered in Religious Education in Year 3.

In Year 3 we look at Christianity, Islam and Judaism. We think about the individual’s role, their routines and traditions within their religion, and compare and contrast. We’ll revisit prior knowledge from Key Stage 1 and then look at daily routines, rituals, daily life, clothing, restrictions and benefits to an individual’s faith. We then look at the family and their role in their religion and their customs. Finally, we look at places of worship- what places of worship are there in our local area of Barnet? What happens there and what difference to our community do these religions make?

Below is an overview of the topics that are covered in History in Year 3. 

Ancient Egypt

This unit introduces children to Ancient Egypt. The children will begin to develop their analytical skills by learning about primary sources and how we can use them to find out about the past. They will focus on different Egyptian artefacts, using them as a tool to find out more about ancient Egypt. Later, they will use secondary sources to learn about mummification, the Pyramids and beliefs about the after-life.

The Stone Age

Children will use timelines to place the Stone Age  period within a context. They will use their enquiry skills, posing their own questions and completing research before comparing pre-historic life with today. They will then go on to learn about cave paintings, a Stone Age diet and ancient dwellings. As part of the unit, the children go on a trip to Chiltern Open Air Museum to find out more about life in the Stone Age.

Below is an overview of the topics that are covered in Geography in Year 3. 

Weather and Climate

Children will:

• use atlases to compare the weather in different parts of the world and the reasons why it might be different

• investigate the effect of the weather on human activity

• create and film their own weather broadcasts

 

Volcanoes and Earthquakes

Children will:

• learn what the earth is made of and how the tectonic plates fit together

• learn what earthquakes and volcanoes are

• investigate how volcanoes can affect humans

Below is an overview of the topics that are covered in Design Technology in Year 3. 

Photo frames 

In this unit, children will design and create their own photo frame, linked to   the Year 3 English reader; The Enormous Crocodile. 

Pupils will be taught to:

• evaluate a range of different photo frames and discuss how designers suit a target market i.e. bright colours for children

• design and annotate their own photo frame for a chosen audience

•  develop their cutting and sticking skills as well as accurately measuring their photo frames and stands

 

Moving Egyptian Sarcophagus

In this unit, children will create their own moving sarcophagus which         includes a pneumatic system. This links to the Year 3 Ancient Egyptian topic.   

Pupils will be taught to:

• understand and explain how pneumatic systems work

• create a pneumatic system to make a moving monster

• design and annotate a moving sarcophagus using pneumatic systems, developing their cutting and joining skills 

 

Granola Bars

In this unit, children will design and create their own healthy granola bar.

Pupils will be taught to:

• understand the key principles of a varied and healthy diet

• compare the nutritional value of different granola bars

• prepare a sweet dish whilst developing cooking skills
   

Below is an overview of the topics that are covered in Art in Year 3. 

Unit Title: Investigating patterns

Children learn about the work of William Morris and how he incorporates nature into his patterns. They then replicate one of his patterns choosing different mediums in the form of a jigsaw.

Pupils will be taught to: 

• compare differences in textile pattern from different cultures
• develop art vocabulary
• explore ways of making and creating patterns
• increase control and confidence in using materials, making changes
• use technical language related to craft and design
• understand more about patterns and how they can be used in contemporary textile design

 

Unit Title: Portraying Relationships

Children create a line drawing of a friend and themselves to portray their relationship. Children use acrylic paints and pastels to create a 3D effect.

Pupils will be taught to:

• reflect on individual relationships using visual stimuli

• become aware of historical periods, fashion, time and culture and identifying the relationships

• develop use of language and confidence in expressing observations

• interpret aspects of style, content and composition, use of materials, processes and techniques

• understand portrayal of relationships in pictures, developing use of artistic language

• develop drawing skills, with emphasis on line drawing, proportion, pose and positions within a picture

• extend knowledge of colour mixing  and application using different layers of materials

 

Unit Title: Sculptures

Children will use clay to create sculptures that represent different clan members, linked to the Stone Age.

Pupils will be taught to:

• have an understanding of what environment means and how it can affect our lives

• know how sculptures can improve the environment

• explore elements of line, texture and pattern

• work with and manipulate a range of materials to make a sculpture

• develop constructing skills of joining and fastening

• understand what 3-D forms are and how they are used as a means of improvement for the environment

• gain confidence in the knowledge of working in 3-D with a wider range of materials

Below is an overview of the skills that are covered in Music in Year 3.

Singing and Performing

♫Children will be encouraged to sing with increasing confidence and technique, by expanding their known repertoire across diverse genres and cultures. They will learn to read and write rhythms and notes in the treble clef, playing pitched and non-pitched instruments in ensembles. Students will also be learning to work together through singing and dancing a variety of folk and world-music dances. Students will also be encouraged to share their own instrumental of vocal studies during music.

 

Listening and Aural Awareness

♫ The children will develop the ability to listen with attention to detail by learning to recognise (by name, sight and sound) the inter-related dimensions of music (such as pitch, tempo and dynamics). They will develop an understanding of the history of music by studying music drawn from different traditions, and from great composers and musicians. They will learn aural skills through echo-singing and playing and singing in a variety of music ensembles.

 

Improvising and Composing

♫ Children will listen to a variety of compositions, from Renaissance to Contemporary, to develop an understanding of form, melody, rhythm, tempo, style, modes and timbre. The children will compose by using rhythmic notation to compose in groups within the un-tuned percussion section. Children will use xylophones to compose using the pentatonic scale, and to arrange and improvise known songs by ear.

Here is the Year 3 class assembly song to practise at home

Autumn 1:

In this half term students will cover the following topics:

Greetings

Feelings

Class instructions

 

Autumn 2:

In this half term students will cover the following topics:

Colours

Numbers (1-12) and age (cross-curricular link to Maths)

School equipment

 

Spring 1:

In this half term students will cover the following topics:

Months

Numbers (13-31) (cross-curricular link to Maths)

Birthdays

Dates

 

Spring 2:

In this half term students will cover the following topics:

Animals

Colours

Nouns - genders

Definite articles

Indefinite articles

Spanish traditional song “Tengo, tengo, tengo”

 

Summer 1:

In this half term students will cover the following topics:

Spanish traditional song “En la granja de mi tío”

Story “Oso pardo, oso pardo” by Bill Martin, Jr. and Eric Carle (“Brown Bear, Brown Bear, What Can You See?”)

Names of fruit

“Una oruga muy hambrienta” by Eric Carle (“The Very Hungry Caterpillar”)

 

Summer 2: 

This unit introduces students to the names of snacks in Spanish.

We will revise definite and indefinite articles and we will learn about Fairtrade.

Below is an overview of the units that are taught in PE and Games in Year 3. 

PE

Gymnastics (floor gymnastics and apparatus)

The children will be developing sequences of stretching and curling movements using low level apparatus.

Dance - principals of dance and Bollywood

The children will learn about levels and formations. They will work collaboratively to create their own routine and perform it. They will learn the history of Bollywood dance and music before learning and performing a routine inspired by that genre.

Athletics

Pupils will be introduced to athletics activities and a range of exercises from sports day as well as competing in track and field events such as long jump, sprints and relay races in preparation for athletics tournaments. In Year 3, there is a big emphasis on competing safely.

Games

Striking and fielding

Striking and fielding looks at the principals of sports such as rounders and cricket. Children will learn basic rules for adapted versions of these games. They will learn to strike a ball with intent and utilise their throwing and catching skills to field.

Invasion games

Children focus on mastering their passing and catching skills and start to learn the principals of invasion games such as dribbling and keeping possession.

Adventure/co-operation games

Children will be introduced to using a map and learn how to orientate it to find locations. This unit focuses on the thinking and social side of physical education with opportunities to collaborate and problem solve.

Sports Day Preparation

The children practise the activities they will be competing in, in preparation for sports day.

 

Year 3

Relationships

Children can demonstrate that they recognise their own worth and that of others. They can express their views confidently and listen to and show respect for the views of others. 

· Differences: male and female

· Personal space

· Different family structures

Health and Wellbeing

Children can make choices about how to develop healthy lifestyles

Living in the wider world

Children can explain how their actions have consequences for themselves and others.

They can describe the nature and consequences of bullying, and can express ways of responding to it. They can show how they care for the environment (e.g. animals and school grounds).