Year 3

Welcome to Year 3.  Our class teachers are Mrs Smissen, supported by Mrs Bowman and Mrs Harrison.


As children enter KS2 they will notice very few changes to begin with, in order to sustain routine, the day is set out in the same format as KS1. To make this transition period as smooth as possible we start introducing more independence, the differences are subtle with the emphasis on children becoming much more involved and responsible for themselves and their own learning journey.


This attitude is gradually introduced in many ways throughout the day; some pupils in Year 3 are awarded vice house captains, some become school councillors and others take on smaller or different roles to help build their confidence and develop their emotional intelligence both academically and in whole school life.

A book a day

In Year 3 children continue to keep a diary and take more responsibility for their home reading.  They also use this diary to record homework set every Friday or tasks they have been set to support the independent project work during their creative curriculum time.Children are expected to have their diaries with them every day, using them as a communication log between school and home. This invaluable tool shares the successes and progress each pupil makes over the week and also acts as a logbook for the school library, lending reading books to every child which underpins the schools culture of a ‘love for reading’.

The Year 3 Curriculum is based around the whole schools’ topic and then falls in line with the children’s interests.  The School topic is ‘Above and Below.  We will begin with looking at mountains and how they are formed.  We will research different mountain ranges and consider the continents and surrounding areas.  We will look at the people that live in the mountains and how they adapt to their environment, comparing the differences between their life and ours.  We will then look at the journey of a river and follow this down to the time that it enters the sea.  Art will focus on the mountain theme and artists such as Monet will be studied.   Learning through enjoyment is a fundamental part of the Year 3 philosophy, along with on going teacher assessment to ensure all children’s needs are identified and addressed and that children progress well throughout the year.

Equipment needed in year 3:

  • School uniform.
  • P.E. kit and named sports bag.
  • Art/craft apron, preferably long sleeved.
  • Book bag
  • A supply of writing pencils and coloured pencils.
  • 30cm ruler
  • Pencil sharpener
  • Eraser


The children follow the National Numeracy Strategy.

We use the Abacus Scheme of work at St Georges and the main objectives for Year 3 listed below are intended to give you an idea of some of the things your child should be able to do by the end of this year. Some targets maybe more complex than they seem and so will involve your child meeting them more than once in the year and possibly again in the following year.


  • Read, write and order whole numbers to at least 1000; know what each digit represents.
  • Count on or back in tens or hundreds from any two- or three-digit number.
  • Recognise unit fractions such as 1/2, 1/3, 1/4, 1/5, 1/10, and use them to find fractions of shapes and numbers.
  • Know by heart all addition and subtraction facts for each number to 20.
  • Add and subtract mentally a ‘near multiple of 10’ to or from a two-digit number.
  • Know by heart facts for the 2, 5 and 10 multiplication tables.
  • Understand division and recognise that division is the inverse of multiplication.
  • Use units of time and know the relationships between them (second, minute, hour, day, week, month, year).
  • Understand and use money notation.
  • Choose and use appropriate operations (including multiplication and division) to solve word problems, explaining, methods and reasoning.
  • Identify right angles.
  • Identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry.
  • Solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs.


The tables which we learn in Year 3 are done in this order: 10 times, 5 times, 2 times, 3 times, 4 times, 6 times.

We take several weeks to master each one and expect the children to be able to give answers to random questions as well as being able to recite the table all the way through. Periodically, there will be a tables test on the tables covered up to that date.


Year 3 Literacy Targets

Listening and Speaking

  • Begin to talk and listen confidently in different contexts, exploring and communicating ideas.
  • Have awareness that in some situations a more formal vocabulary and tone of voice are used.
  • In discussions that can show that they have listened carefully by responding with relevant comments and questions.
  • Be able to read aloud or recite by heart poetry that plays with language whilst taking note of punctuation and meaning.


  • Understand the distinction between fact, fiction and non-fiction and notice the differences in style and structure of fiction and non-fiction writing.
  • Be able to locate information in non-fiction texts by using contents, index, headings, sub-headings and page numbers.
  • Be able to identify typical story themes (good over evil, wise over foolish) and recognise the styles and voices of traditional story language.
  • Be able to identify main and recurring characters and discuss characters feelings, behaviour and relationships.
  • Be able to distinguish between rhyming and non-rhyming poetry.
  • Some of the children will be continuing to learn phonics to assist reading and write through our Read, Write Inc programme.  Other children will be using the ‘Literacy and Language’ program during literacy lessons.


  • Be able to plan main points as a structure for story writing and plan and write own myths, fables and alternative versions of traditional tales.
  • Write shape and performance poems and poetry that uses sounds to create effects e.g. onomatopoeia, alliteration and distinctive rhythms.
  • Be able to write non-chronological reports from known information, recipes, letters and messages and experiment with recounting events in a variety of ways.
  • Start to develop the use of settings in own stories.
  • Write simple play scripts based on reading and oral work.