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Essendon C of E (VC) Primary School

Let us consider how to stir up one another to love and good works

Year 3

Curriculum Overview (B): Year 3




Summer 1: Amazing Art




Summer 2: Stage and Screen



Working Scientifically

  • Can ask questions and use different types of scientific enquiries to answer them.
  • Can set up simple practical enquiries, comparative and fair tests.
  • Can make observations and take measurements using standard units, using a range of equipment, including thermometers and data loggers.
  • Can gather, record, classify and present data in a variety of ways to help with answering questions.
  • Can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
  • Can report on findings from enquiries, including spoken and written explanations, displays or presentations of results and conclusions.
  • Can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
  • Can explain differences, similarities or changes related to simple scientific ideas and processes.
  • Can use straightforward scientific evidence to answer questions or to support my findings.

Rocks fossils soils

Band 3

  • Can examine and do practical experiments on various types of rocks in order to group them on the basis of their appearance and simple physical properties.
  • Can describe simply how fossils are formed when things that have lived are trapped within rock.
  • I can explain that soils are made from rocks and organic matter.

Forces and magnets

Band 3

  • Can compare how things move on different surfaces.
  • Can see that some forces need contact between two objects but magnetic forces can act at a distance.
  • Can observe how magnets attract or repel each other and attract some materials and not others.
  • Can compare and group some materials on the basis of whether or not they are attracted to a magnet, and identify some magnetic materials.
  • Can describe magnets as having two poles.
  • Can predict whether two magnets will attract or repel each other, depending on which poles are facing.


Beliefs and practices:


  • Describe, make connections and reflect on some religious beliefs and practices studied, including how celebrations and key moments in life are marked.


Sources of wisdom: Gospel


  • Show awareness, describe and interpret a range of stories, sacred writings, psalms, poems, hymns, prayers and artefacts.
  • Develop an understanding of the impact on individual believers.


Identity and belonging:


  • Show an understanding of some of the challenges individuals face when belonging to a faith community. Demonstrate how it may help them. Explore how some religious people are guided by their religious leaders.


Programming and games

  • Understand a simulation is a digital system with specific rules, providing an environment often mimicking real world situations.
  • Understand abstraction leaves out unnecessary detail and is helpful when designing a process.
  • Understand simulations are programmed to allow choices by the user to change the outcomes.
  • Understand we can use algorithms to design the steps of a process before writing computer programs
  • Understand a program is a sequence written in a programming language and designed to perform a specific task.
  • Know problems can be solved efficiently using decomposition and that this is central to good programming practice.
  • Understand program commands can be saved as a procedure and procedures can be called by programs and procedures.
  • Develop independent programming capability.
  • Understand selection is a programming process which uses a yes/no question to provide alternative routes through a program.
  • Understand natural systems may follow processes involving selection.
  • Be aware that online simulations may include chat facilities.
  • Review and evaluate their work, discussing the choices they have made and checking for accuracy.
  • Use appropriate file-name conventions and understandable folder structure to save, organise and retrieve their work.
  • Understand the school’s eSafety rules and to know what to do in the event of an incident at home or school.


History of great artists


  • Use an increasing range of common words and phrases relating to the passing of time


History of theatre (Greek theatre & the globe)

  • Use an increasing range of common words and phrases relating to the passing of time







Art & Design



  • Experiment with different materials to create a range of effects and use these techniques in the completed piece of work
  • Explain what he/she likes or dislikes about their work
  • Know about some of the great artists, architects and designers in history and describe their work
  • Understand and identify key aspect such as complementary colours, colour as tone, warm and cold colours
  • Compare and recreate form of natural and manmade objects

Design & Technology



  • Use knowledge of existing products to design his/her own functional product
  • Create designs using annotated sketches, cross-sectional diagrams and simple computer programs
  • Safely measure, mark out, cut, assemble and join with some accuracy
  • Make suitable choices from a wider range of tools and unfamiliar materials and plan out the main stages of using them


Music assemblies, class singing

  • Listen with direction to a range of high quality music
  • Confidently recognise a range of musical instruments
  • Find the pulse within the context of different songs/music with ease
  • Understand that improvisation is when a composer makes up a tune within boundaries
  • Understand that composition is when a composer write down and records a musical idea
  • Sing songs with multiple parts with increasing confidence
  • Play and perform in solo or ensemble contexts with confidence
  • Develop an understanding of formal, written notation with includes crotchets and rests
  • Begin to listen to and recall sounds with increasing aural memory

Foregin Languages

Les Sports et les Activities

(Sports and Hobbies)


Carnaval des Animaux (Carnival of the Animals

Including learning about the French composer, Saint-Saëns and his music)





  • Show that he/she recognises words and phrases heard by responding appropriately
  • Follow simple instructions and link pictures or actions to language
  • When listening to stories, rhymes or songs, join in with repeated sections and identify particular phonemes and rhyming words
  • Ask and answer simple questions, for example about personal information


  • Repeat sentences heard and make simple adaptations to them
  • Use mostly accurate pronunciation and speak clearly when addressing an audience
  • Use simple adjectives such as colours and sizes to describe things orally


  • Recognise some familiar words and phrases in written form
  • Read some familiar words aloud using mostly accurate pronunciation
  • Learn and remember new words encountered in reading


  • Write some simple words from memory
  • Use simple adjectives such as colours and sizes to describe things in writing
  • Record descriptive sentences using a word bank


  • Recognise the main word classes eg nouns, adjectives and verbs
  • Understand that nouns may have different genders and can recognise clues to identify this, such as difference in articles
  • Have basic understanding of the usual order of words in sentences in the target language

PSHE and Citizenship


  • Understanding my uncomfortable feelings – proud, jealous, loved, cared for, fair and unfair, loneliness, guilt, embarrassment
  • People who are important to us
  • Dealing with our hurt feelings without hurting others
  • Loss and bereavement
  • Leaving home
  • Dealing with feelings of guilt
  • Making amends
  • Sticks and stones
  • Breaking friendships
  • Forgiveness

Year 3 Themes

1. Knowing where to go for help

2. Taking responsibility

3. Making wise choices

4. Managing uncomfortable feelings - loss

5. Dealing with worries

6. Supporting each other.


  • Transition and change over time
  • Welcome and unwelcome changes
  • Making a plan to bring about change
  • Understanding individual differences in our responses to change
  • Saying goodbye and moving on

Year 3 Themes

1. Jobs at home and in school

2. Representation – local council

3. Voting and debating

4. Having a say in the school community

5. Voluntary, community and pressure groups

6. Fund-raising


Diet and hygiene


  • Explain the importance of appropriate portions of food for a balanced diet and health
  • Know the importance of following instructions when taking medicine
  • Understand the importance of maintain his/her teeth and explain what happens when teeth and gums are not maintained
  • Explain the importance of the sum to give us vitamin D but the need to stay safe too

Healthy Mind


  • Set more challenging goals and evaluate his/her achievements
  • Begin to compare emotional feelings with physical feelings
  • Create a ‘steps to success’ approach to success
  • Understand that determination and perseverance are needed to overcome a challenge

Acquiring and developing skills


  • Balance on one foot
  • Climb a set of wall bars (or similar)
  • Perform a side stepping gallop
  • Run at speed over a distance
  • Vary skills, actions and ideas and link these in different ways to suit different activities
  • Vary his/her responses to tactics, strategies and sequences used

Evaluating and improving performance

  • Compare and contrast his/her performance with others