Year 3 Autumn Term Curriculum

Time Travelling

Successful Learners

Areas of learning

As historians we will be discovering what life was like for the Ancient Egyptians, finding out about the impact of significant individuals, seeking to understand the actions and beliefs of civilisation from the past and realising how the future has been shaped by that time.

As scientists, we will be learning about magnets, investigating how forces work against each other. We will test materials and their magnetism and investigate the magnetic field around the Earth. Children will identify the properties and uses of rocks, the rock family, soils and finally fossils.

Confident Individuals

Cooking and Nutrition

We will be using our knowledge of rocks and soil from science to create ‘chocolate rock’ to represent igneous rock formations. We will also be making ‘sedimentary sandwiches’ to represent sedimentary rocks.

Responsible Citizens


  • Children will investigate the world around us, looking far back into Ancient civilisation and what has changed in the environment from then to now.

Spiritual & Moral

  • Children will investigate how beliefs have changed over time.


  • Children will learn about different communities through the exploration of Ancient Egyptians and their lifestyles.

Year 3 Subject Skills

Literacy Links

  • ‘Tiddler’, ‘Write Right’ (Time Machine story writing),
  • ‘Instructions’,
  • ‘Non-Chronological Reports’,
  • ‘Traditional Tales’,
  • ‘Performance Poetry’.


  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • identifying themes and conventions in a wide range of books
  • preparing poems and play scripts to read aloud and to perform, showing 
understanding through intonation, tone, volume and action
  • checking that the text makes sense to them, discussing their understanding 
and explaining the meaning of words in context
  • ρetrieve and record information from non-fiction
  • participate in the discussion about both books that are read to them and those they 
can read for themselves, taking turns and listening to what others say. 
  • spell words that are often misspelt
  • write from memory simple sentences, dictated by the teacher, that include 
words and punctuation taught so far.
  • use the diagonal and horizontal strokes that are needed to join letters and 
understand which letters, when adjacent to one another, are best left unjoined
  • increase the legibility, consistency and quality of their handwriting, e.g. by 
ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch.
  • organising paragraphs around a theme
  • in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices such as 
headings and sub-headings
  • assessing the effectiveness of their own and others’ writing and suggesting 


  • extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
  • using conjunctions, adverbs and prepositions to express time and cause
  • using and punctuating direct speech


  • recognise the place value of each digit in a three-digit number (hundreds, tens,
    ones) History focus this term
  • compare and order numbers up to 1000
  • identify, represent and estimate numbers using different representations
  • read and write numbers to at least 1000 in numerals and in words
  • solve number problems and practical problems involving these ideas.
  • add and subtract numbers mentally, including:
  • a three-digit number and ones
  • 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 progressing to efficient written methods
  • recognise, find and write fractions of a discrete set of objects: unit fractions and
  • non-unit fractions with small denominators
  • measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g);
  • volume/capacity (l/ml)
  • add and subtract amounts of money to give change, using both £ and p in
  • practical contexts
  • estimate and read time with increasing accuracy to the nearest minute; record and
  • compare time in terms of seconds, minutes, hours and o’clock; use vocabulary
  • such as a.m./p.m., morning, afternoon, noon and midnight
  • now the number of seconds in a minute and the number of days in each month,
  • a year and leap year
  • compare durations of events, for example, to calculate the time taken by particular
  • events or tasks.
  • draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D
  • shapes in different orientations; and describe them with increasing accuracy
  • recognise angles as a property of shape and associate angles with turning
  • identify horizontal, vertical, perpendicular and parallel lines in relation to other
  • lines.
  • interpret and present data using bar charts, pictograms and tables
  • solve one-step and two-step questions such as ‘How many more?’ and ‘How
  • many fewer?’ using the information presented in scaled bar charts and pictograms and tab


Opposites Attract’ – Magnets

Switched on Science Scheme

  • Compare how different 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.

Earth, Rocks and Soils

  • 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 a rock.
  • Recognise that soils are made from rocks and organic matter.


History – ‘The Ancient Egyptians’

  • Place events, people and changes into correct periods of time
  • Use dates and vocabulary relating to the passing of time, including ancient, 
modern, BC, AD, century and decade.
  • Ideas, beliefs, attitudes and experiences of men, women and children in the 
  • To describe and make links between main events, situations and changes 
within and across the different periods studied.
  • Use a variety of sources to find out about events, people and changes
  • Ask and answer questions; select and record relevant information
  • Use dates and historical vocabulary to describe the periods studied.
  • To communicate their knowledge and understanding of history in a variety of 
  • A world history study – Ancient Egyptians 
RE – ‘Jesus Parables’ and ‘Christmas’
  • I can show what I know about religious beliefs, ideas and teachings.
  • Religious objects and how they are used.
  • Religious places and how they are used.
  • Religious people and how they behave within religious practices and lifestyles.
  • I can identify religious symbolism in literature and in the arts.
  • I can show that I understand that personal experiences and feelings can influence my attitudes and actions.
  • I ask questions that have no universally agreed answers.
  • I can explain how shared beliefs about what is right and wrong affect people’s 

Art / DT/ PSHE

  • Select tools, techniques and materials from a range selected by the teacher.
  • Explore the sensory qualities of materials.
  • Measure, mark out, cut and shape.
  • Assemble, join and combine materials.
  • Use simple finishing techniques.
  • Follow safe procedures for food safety and hygiene.

PE / Games

Gymnastics, Basketball and Football

  • Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities.
  • Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness.
  • Apply rules and conventions for different activities.


We are Researchers’ and ‘We are Comic Writers’ Switched On ICT Scheme

  • 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
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable
  • behaviour; identify a range of ways to report concerns about content and contact.
  • use sequence, selection, and repetition in programs; work with variables and various forms of output.

MFL links

  • Demonstrate an understanding of a variety of everyday classroom and other familiar instructions, statements and questions.
  • Use set phrases for purposes such as requesting help and permission.


  • Sing songs in unison and 2 parts with clear diction, accurate pitch.
  • Explore, choose, combine and organise musical ideas within musical structures Improve their work
  • Learn to internalise and recall sounds with increasing aural memory
  • Learn how combined musical elements can be organised within musical structures

Year 3 Autumn 2019 Overview & POS.