- admin@montpelier.ealing.sch.uk
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We would ask that you sign your child’s reading record with a comment regarding their reading e.g. Could they decode the story using their phonics e.g. b-o-x > box? Did you have to discuss new vocabulary? Did they enjoy the book? Were they able to retell the key events within the story? Could they make a prediction about what could happen next, based on their knowledge of key events in the story? Can they make links to other similar texts they have read previously?
If you feel a comment is not required, please sign to acknowledge you have read with your child.
This is a list of essential reads each pupil should aim to read by the end of the academic year. A small number of copies of each text are available from the school. Across the year, pupils can gain access to these texts through the library and their classroom.
These are the common exception words for year 3/4. Pupils are expected to write these words correctly in order to reach the expected standard at the end of year 4.
accident(ally), actual(ly), address, answer, appear, arrive,
believe, bicycle, breath, breathe, build, busy/business,
calendar, caught, centre, century, certain, circle, complete, consider, continue,
decide, describe, different, difficult, disappear,
early, earth, eight/eighth, enough, exercise, experience, experiment, extreme,
famous, favourite, February, forward(s), fruit,
grammar, group, guard, guide,
heard, heart, height, history,
imagine, increase, important, interest, island,
knowledge,
learn, length, library,
material, medicine, mention, minute
natural, naughty, notice
occasion(ally), often, opposite, ordinary
particular, peculiar, perhaps, popular, position, possess(ion), possible, potatoes, pressure, probably, promise, purpose,
quarter, question
recent, regular, reign, remember,
sentence, separate, special, straight, strange, strength, suppose, surprise,
therefore, though/although, thought, through,
various,
weight, women/woman
Mathematics
Place Value within 1,000:
Counting in 100s, representing numbers to 1,000, 100s, 10s and 1s, the number line to 1,000, finding 1, 20 and 100 more or less, comparing numbers to 1,000, ordering numbers to 1,000, and counting in 50s.
Addition and Subtraction Part 1:
Adding and subtracting 100s, adding and subtracting a 3 digit number and 1s, adding a 3 digit number and 1s, subtracting 1s from a 3 digit number, adding and subtracting a 3 digit number and 10s, adding a 3 digit number and 10s, subtracting 10s from a 3 digit number, adding and subtracting a 3 digit and 2 digit number, adding a 3 digit number and 2 digit number, and subtracting a 2 digit number from a 3 digit number.
Addition and Subtraction Part 2:
Addition and subtraction patterns, adding two 3 digit numbers, subtracting a 3 digit number from a 3 digit number, estimating answers to additions and subtractions, checking strategies, and problem solving – addition and subtraction.
Multiplication and Division Part 1:
Multiplication – equal grouping, multiplying by 3, dividing by 3, 3 times table, multiplying by 4, dividing by 4, 4 times table, multiplying by 8, dividing by 8, 8 times table, problem solving – multiplication and division, understanding divisibility, and related facts – multiplication and division.
Multiplication and Division Part 2:
Comparing multiplication and division statements, related multiplication calculations, related multiplication and division calculations, comparing multiplication and division statements, multiplying a 2 digit number by a 1 digit number, dividing a 2 digit number a 1 digit number, and problem solving – mixed problems.
Money:
Pounds and pence, converting pounds into pence, adding money, subtracting amounts of money, and problem solving – money.
Statistics:
Pictograms, bar charts, and tables.
Length:
Measuring length, equivalent lengths – metres and centimetres, comparing lengths, adding lengths, subtracting lengths, measuring the perimeter, and problem solving – length.
Fractions Part 1:
Unit and non-unit fractions, making the whole, tenths, fractions as numbers, fractions of a set of objects, and problem solving – fractions.
Fractions Part 2:
Equivalent fractions, comparing fractions, comparing and ordering fractions, adding fractions, subtracting fractions, problem solving – adding and subtracting fractions, and problem solving – fractions of measures.
Time:
Months in a year, hours in a day, estimating time, telling the time to 5 minutes, telling time to a minute, finding the duration, comparing duration, finding start and end times, and measuring time in seconds.
Angles and Properties of Shapes:
Right angles in shapes, comparing angles, drawing accurately, types of line, recognising and describing 2D shapes, recognising and describing 3D shapes, and constructing 3D shapes.
Mass:
Measuring mass, comparing masses, adding and subtracting masses, and problem solving – mass.
Capacity:
Measuring capacity, comparing capacity, adding and subtracting capacities, and problem solving – capacity.
Once pupils are secure, they will move on to learn:
English
Texts Studied:
Writing Outcomes:
Reading
Texts Studied:
Writing Outcomes:
Reading
Texts Studied:
Writing Outcomes:
Reading
Texts Studied:
Writing Outcomes:
Reading
Texts Studied:
Writing Outcomes:
Reading
Texts Studied:
Writing Outcomes:
Reading
Science
Autumn 1
Rocks
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 rock. Recognise that soils are made from rocks and organic matter.
Autumn 2
Light
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.
Forces and Magnets
Compare how things move on different surfaces. Notice that some forces need contact between 2 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 2 poles. Predict whether 2 magnets will attract or repel each other, depending on which poles are facing.
Plants
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 the soil, 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.
Animals including Humans
Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat. Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
For Year 3 Knowledge Organiser – Click here
Geography
The United Kingdom
Key enquiry question: Can you name and locate countries and cities within the UK?
NC objectives:
Civilisations – case study on the Mediterranean (Link to Ancient Greece)
Key enquiry question: Can you compare the features of the Mediterranean and the UK?
NC objectives:
United States of America (North America)
Key enquiry question: Can you describe the range of physical features across North America?
NC objectives:
Year 3 Knowledge Organisers:
History
Prehistory
National curriculum objectives:
Ancient Greece
National curriculum objectives:
Ancient Greece
Continued as Spring term
Year 3 Knowledge Organiser – Click here
Art & Design
Cave Paintings (Drawing/Painting)
Skills Focus:
Taught Artists: Examples of Prehistoric art (Caves of Altamira in Spain)
Key Vocabulary:
Links to the curriculum:
Greek Pottery (Sculpture – Ceramic/Painting)
Skills Focus:
Taught Artists: Examples of Greek Pottery
Key Vocabulary:
Links to the curriculum:
Weaving (Textiles)
Skills Focus:
Taught Artists: Anni Albers
Key Vocabulary:
Design & Technology
Structures
Outcome:
To design, make and evaluate a lunch box for a trip to Skara Brae
National Curriculum link:
English unit – Skara Brae
National Curriculum objectives:
Cooking and Nutrition
Outcome:
To design, make and evaluate a healthy and nutritious sandwich/wrap
National Curriculum link:
History unit – Greeks
National Curriculum objectives:
Textiles
Outcome:
To design, make, and evaluate a wallet for future use
National Curriculum link:
Maths (money) and Ancient Greece
National Curriculum objectives:
Religious Education
What can we learn from different religious symbols?
This unit will provide an opportunity for pupils to explore the symbolic dimension of religious life by examining the symbols, artefacts, clothing, food and gestures that are associated with different religious traditions. It will enable them to consider the meaning that these elements hold for people of faith, both individually and collectively. The unit will highlight the non-factual dimension of religious life by enabling pupils to engage with meaning, value and mystery as these notions are encountered in religious symbols.
What contribution can religion make to our society?
This unit gives scope for pupils to explore the many ways in which religious traditions make a positive contribution to our society through their work in building communities, addressing issues of injustice and poverty, and in projects that advance social wellbeing.
What do sacred texts within Hinduism say about God?
This unit will enable pupils to explore the Hindu understanding of God and how this is presented in the vast and complex collection of sacred Sanskrit writings of Hinduism as well as in the oral tradition of scripture within the religion. The divine origin of some Hindu texts will be explored, along with information about God that can be derived from them.
What do Muslims believe?
This unit will explore the fundamental beliefs that Muslims hold about the nature of God; the manner in which God has revealed himself to humanity; the role of prophets as messengers of God; the particular importance of the Prophet Muhammad as the last and final messenger; the order and harmony of God’s creation; the purpose of human life; and the purpose of the last thing: the Day of Judgement, heaven and hell.
How do sacred scriptures inform religious beliefs?
In this unit, pupils will have the opportunity to explore the significant role that sacred scriptures play as sources of authority within religious tradition. The unit will examine the status, content, function and purpose of holy texts and consider the part they play in both individual and collective religious practices.
Computing
Coding and Computational Thinking
Unit: Coding
Software: 2Code
E-Safety Focus – Stay Smart):
Internet and Email
Unit: Online Safety
Software: 2Connect (Mind Map) / 2Blog (Blogging)
Spreadsheets
Unit: Spreadsheets
Software: 2Calculate
E-Safety Focus – Stay Kind:
Writing and Presenting
Unit: Touch Typing
Software: 2Type
Internet and Email
Unit: Email (including email safety)
Software: 2Email / 2Connect (Mind Map) / 2DIY
E-Safety Focus – Stay Safe and Critical:
Databases and Graphing
Unit: Branching Databases
Software: 2Question (Binary Databases)
E-Safety Focus – Stay Healthy:
Communication and Networks
Unit: Simulations
Software: 2Simulate / 2Publish
Databases and Graphing
Unit: Graphing
Software: 2Graph2Blog (Blogging)
E-Safety Focus – Stay Accountable:
PSHE
French
All About Me
Games and Songs
Celebrations
Portraits
The Four Friends
Growing Things
For Year 3 Knowledge Organiser: Click here
Physical Education
Music
Let your spirits fly
R&B/ Western Classical/ Musicals/Motown/ Soul
Glockenspiel stage 1
Instrumental skills
National Curriculum objectives:
Pupils should be taught to:
Animal Magic*
Famous classical pieces about animal
Three Little Birds
Reggae
National Curriculum objectives:
Pupils should be taught to:
Bringing us together
Disco
Let’s notate our rhythms*
Music notation
National Curriculum objectives:
Pupils should be taught to: