Year 3 - Curriculum Topic Plan (Wonderful Waterways) - Summer Term 2018

English (from N.C. Statutory Requirements)


  • spell words with the 'ay' sound spelt 'ei', 'eigh' or 'ey' e.g. eight, they
  • add suffixes beginning with vowel letters to words of more than one syllable e.g. forgetting, preferred, gardening, limited
  • spell homophones brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he'll, mail/male, main/mane, meet/meet, peace/piece, plain/pane.

Writing Composition

  • proof-read for spelling errors and for punctuation including full stop, apostrophe, comma, question mark, exclamation and inverted commas for speech KPI
  • read his/her own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume
  • draft and write by organising writing into paragraphs as a way of grouping related material KPI.

Vocabulary, Punctuation and Grammar

  • form nouns using a range of prefixes e.g. super-, anti-, auto
  • understand the following terminology: Preposition, conjunction. Word family, prefix. Clause, subordinate clause. Direct speech. Consonant, consonant letter vowel, vowel letter. Inverted commas (or 'speech marks')
  • use the present perfect form of verbs instead of the simple past e.g. He has gone out to play contrasted with He went out  to play KPI.


  • increasingly use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined.

Maths (from N.C. Statutory Requirements)

Calculating: fractions and decimals

  • recognise that tenths arise from dividing a number or object into ten equal parts
  • write tenths as a fraction and as a decimal
  • count up in tenths
  • count down in tenths
  • add fractions with the same denominator within one whole
  • subtract fractions with the same denominator within one whole.

Exploring money

  • recognise the value of coins
  • add amounts of money when the units are the same
  • add amounts of money when the units are different
  • subtract amounts of money when the units are the same
  • subtract amounts of money when the units are different
  • record a practical money problem using £ and/or p notation
  • solve practical problems that involve calculating change in manageable amounts

Presentation of data

  • interpret a pictogram where the symbol represents multiple items
  • construct a pictogram where the symbol represents multiple items
  • interpret a bar chart
  • construct a bar chart
  • interpret data in a table
  • create a table to show data
  • answer one-step questions about data in charts and tables (e.g. ‘How many?’)
  • answer two-step questions about data in charts and tables (e.g. ‘How many more?’).

Science (from N.C. Statutory Requirements)

Pupils should 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.

Pupils should 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 surfaces
  • 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 an opaque object
  • find patterns in the way that the size of shadows change.

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
  • become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes].

Computing (from N.C. Subject Content)



  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • 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 input and output.

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

Link with plants

  • understand the source, seasonality and characteristics of a broad range of ingredients.

Making bridges for canals

  • 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.


  • understand and apply the principles of a healthy and varied diet
  • prepare and cook dishes using cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Geography (from N.C. Subject Content)

Locational Knowledge

  • name and locate counties and cities of the United Kingdom, geographical regions

Human and Physical Geography

  • identify human and physical characteristics of canals and rivers and understand how their use has changed over time.

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)

  • Pupils should be taught about an aspect of local history
  • a depth study linked to one of the British areas of study listed above
  • a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
  • a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

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
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • 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)

  • listen with attention to detail and recall sounds with increasing aural memory
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.

Physical Education (from N.C. Subject Content)


  • use running, jumping, throwing and catching in isolation and in combination
  • develop flexibility, strength, technique, control and balance
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.


  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • take part in outdoor and adventurous activity challenges both individually and within a team.

Religious Education (from N.C. Subject Content)

To identify:

  • the significant and spiritual places in their own lives and why these are special
  • the meaning and main features, rituals and sounds that are used in worship to express beliefs and feelings
  • similarities and differences in the way believers worship.