Year 3 - Curriculum Topic Plan (Thunderbolt and Lightning) - Spring Term 2018

English (from N.C. Statutory Requirements)


  • Spell words containing the i sound spelt y elsewhere than at the end of words, eg: myth, gym
  • Write, from memory, simple sentences dictated by the teacher than include words and punctuation taught so far
  • Spell words with endings which sound like zhun eg: division, decision
  • Spell words with endings sounding like zhure and chure eg: treasure, pleasure, picture, nature
  • Use the first two or three letters of a word to check its spelling in a dictionary
  • Spell words with the sh sound spelt ch eg: chef, machine
  • Spell words with the k sound spelt ch eg: scheme, school echo
  • Identify word families based on common root words, eg: solve, solution, solver, dissolve, insoluble



  • Evaluate and edit by proposing changes to grammar and vocabulary, linked to using a/an, conjunctions, adverbs and prepositions
  • Draft and write non-narrative material, using headings and sub-headings to organise texts
  • Draft and write by using a rich vocabulary and varied sentence structures

Vocabulary, Grammar and Punctuation

  • Express time, place and cause using prepositions eg: before, after, during, in, because of
  • Identify and use subordinate clauses
  • Begin to use inverted commas to punctuate direct speech


Word Reading
Read words with the following spelling patterns:

  • Nouns ending in –ation (information)
  • Adverbs ending with –ly (completely, usually, finally)
  • The i sound spelt y not at the end of words (myth, gym)
  • ou (young, touch, double, trouble)
  • -sure (treasure, measure, pleasure)
  • ture  (picture, nature)
  • -ous (curious)
  • -tion, -sion, -cian, -ssion
  • ay spelt eigh, ei or ey (vein, neighbour, they)

Reading Comprehension

  • Understand what I’ve read by identifying main ideas drawn from more than one paragraph and summarising them                                 
  • Understand what I have read by predicting what might have happened from details stated and implied
  • Ask questions to improve my understanding of a text
  • Maintain positive attitudes to reading by increasing my familiarity with a wide range of books, including fairy tales, myths and legends and retelling some of these orally
  • Read aloud poems and perform playscripts
  • Understand books that are structured in different ways and reading for a range of purposes

Maths (from N.C. Statutory Requirements)


  • Calculate the time taken by particular events or tasks Compare times given in seconds, minutes and (or) hours
  • Estimate times
  • Write times using 12-hour format Tell the time from a clock using Roman numerals to the nearest minute
  • Tell the time from a 24-hour analogue clock to the nearest minute
  • Tell the time from a 12-hour analogue clock to the nearest minute Know the number of days in each month, year and leap year
  • Know the number of seconds in a minute Know the vocabulary of telling the time
  • Read Roman numerals up to XII


  • Recognise a unit fraction of a set of objects Recognise a non-unit fraction of a set of objects Write a fraction of a set of objects
  • Understand a unit fraction as a number Understand a non-unit fraction as a number
  • Understand the concept of equivalent fractions
  • Recognise equivalent fractions from diagrams
  • Complete diagrams to show equivalent fractions
  • Create diagrams to show equivalent fractions
  • Compare a set of unit fractions
  • Compare a set of fractions which have the same denominator

Measuring space

  • Use a ruler to measure lengths to the nearest millimetre
  • Use a ruler to measure lengths to the nearest centimetre
  • Use measuring equipment to measure lengths to the nearest metre
  • Use digital and mechanical scales to measure mass to the nearest kg
  • Use digital and mechanical scales to measure mass to the nearest g
  • Use measuring vessels to measure a volume of liquid
  • Choose appropriate units to state the result of a measurement
  • Compare the length of two or more objects
  • Compare the mass of two or more objects
  • Compare the volume of two or more objects
  • Compare the capacity of two or more objects
  • Find the perimeter of a 2-D shape by measuring

Investigating angles

  • Understand that angle is a description of turn
  • Understand that angles are a feature of shapes
  • Identify a right angle as a quarter turn and when a shape has a right angle
  • Recognise that two right angles make a half-turn
  • Recognise that three right angles make three quarters of a turn
  • Recognise that four right angles make a complete turn
  • Identify angles that are less than right angle
  • Identify angles that are greater than a right angle

Science (from N.C. Statutory Requirements)


  • 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.

Art and Design (from N.C. Subject Content)

  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • To learn about great artists, architects and designers in history.

Computing (from N.C. Subject Content)

Internet research

  • Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact


  • Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem.

Design and Technology (from N.C. Subject Content)


  • 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.


  • Select from and use a wider range of tools and equipment to perform practical tasks accurately
  • 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.


  • 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.

Technological Knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Geography (from N.C. Subject Content)

Locational Knowledge

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

Geographical Skills and Fieldwork

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

History (from N.C. Subject Content)

Ancient Greece

  • Pupils should be taught a study of Greek life and achievements and their influence on the western world
  • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study
  • Compare and contrast life today and life in Ancient Greece and aspects of life in the past noting similarities and differences
  • Use historical evidence to make decisions about the past.

Languages (from N.C. Subject Content)

  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material.

Music (from N.C. Subject Content)

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the interrelated dimensions of music.

Physical Education (from N.C. Subject Content)


  • Swim competently, confidently and proficiently over a distance of at least 25 metres
  • Use a range of strokes effectively
  • Perform safe self-rescue in different water-based situations.


  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Perform dances using a range of movement patterns.

Religious Education (from N.C. Subject Content)

  • How do festivals and worship show what matters to Muslims?
  • How do festivals and family life show what is important to Jewish people?