For Parents

A guide for parents – Year 3

Table of contents

General Information
Year 3 English
Year 3 Maths

General Information

Welcome to Year 3 with Miss Rigg!

Starting Key Stage 2 (KS2) is a very exciting time for children, and the next major educational adventure! At this stage we aim to develop further the independent learning of your child.  On entering the junior section of school, slightly different expectations will be required.  In order to make the transfer from KS1 to KS2 as smooth as possible, we would like to take this opportunity to discuss aspects of school life your child will experience at Samuel Lucas.

Morning procedures

In the morning the children line up in two lines on the playground and then come into school independently between 8.45am and 8.55am. Early morning work takes place during this time.

What your children will need

Your child will not require a pencil case this year. They will be provided with everything that they need to carry out their learning at school. Children are expected to bring a water bottle to school, and are encouraged to drink water throughout the day in order to keep themselves hydrated and alert. Please make sure children have these in their bags everyday.

School and Parent Partnership

As in KS1, we continue to welcome parental help within the classroom.  If you are able to come in and help, please contact Miss Rigg. We hope that your child will be happy in KS2 and that you will continue to come in to discuss any aspect of school life with Miss Rigg should the need arise.

Timetable

This timetable will help you and your child remember when certain items are needed in school:

Monday PE
Tuesday Home learning due in
Swimming (Spring)
Thursday PE (Rising Stars)
Home learning set
Friday Library – books to be in school for returning/renewing

Bug Club

As well as reading their school book, your child will be expected to access a range of online e-books to supplement their reading at school. The scheme, supplied by Pearson Education, allows children to read exciting and engaging books appropriate to their reading level through a secure site. It also helps them develop their comprehension skills by asking them to answer interactive questions as they progress through the books and their attainment will be monitored by Miss Rigg. Please let us know if accessing this resource will be a problem at home.

eSafety

All of our members of staff are 100% committed to the safeguarding and wellbeing of all of the children at Samuel Lucas. Computing including the internet, learning platforms, email and mobile technologies have become an important part of learning in our school.  Therefore it is essential that children are made aware of eSafety and that they know how to stay safe when using any form of computing. Children in all classes will take part in eSafety lessons at the beginning of each term as well as learning about how to stay safe in their computing lessons throughout the year. Please help us support your child by talking to them about eSafety at home.

Jewellery

Children wearing earrings must only wear small studs to school. They will be asked to remove anything larger. Studs must be removed or taped over for all PE lessons. Long hair should be tied back or worn with a hair band.

Physical Education (PE)

PE lessons take place on Mondays and Thursdays.  Children will need their indoor and outdoor PE Kits in school on both of these days. A warm tracksuit and suitable trainers are required for outdoor PE. Please ensure children have a spare pair of socks in their kit to wear, especially girls who wear tights in the colder months. One vital aspect – just as in KS1 – please check that all belongings are marked with your child’s name, this will ensure lost items can be returned!

Swimming

Swimming takes place on Tuesdays during the Spring Term. There will be 10 sessions, starting on January 12th 2015 and ending on March 22nd 2015. The children need their swimming costume/trunks and towel, hat and goggles if used. The children work towards gaining safety and proficiency swimming certificates following the P.E. National Curriculum requirements.

Reading

As in KS1, reading record books need to come to school every day with their reading book. There is one side of a page for each week. We hope parents will share reading daily with their children. As well as hearing your child read regularly, it is a good idea to talk about the story and ask your child questions about the text. This will help to develop comprehension skills. Reading takes place in the literacy hour and individually in guided reading sessions. Children will also be heard individually by me or my classroom assistant as often as possible.

Spellings

Each week the class will work on learning the words from the statutory Year 3/4 spelling list. Please support your child with learning these at home. Investigations into spelling rules should be recorded in the homework book each week. On every Friday there will be a dictation to assess these spellings.

Times tables

Each child is given a tables card to record their progress with learning their times tables, which is on-going throughout KS2. The children are tested on a Tuesday most weeks on the times tables they are working on. It may take several weeks for a child to really secure a table. It is a good idea to keep the card with the reading record book. The children are tested at bronze, silver, and gold for each level throughout Key Stage 2.

Home Learning

Home Learning will be set on Thursdays consolidating the children’s learning from that week and will be taken in the following Tuesday for marking. Once the home learning has been completed, please could parents/carers sign at the bottom of the work to show that you have seen your child’s homework. Home learning will be Maths and a research task in the ‘What I have learnt..’ book.  Reading, spelling and learning times tables are on-going activities. Please encourage your child to complete their homework task with as much independence as possible.

My Maths

In year 3, children will be introduced to My Maths. All children will have individual log ons which will enable them to access maths questions and games linked to their learning within school. Please encourage your child to use this valuable resource to help reinforce their learning.

Library

Library books are taken out on Friday. The children are allowed one book per week. When a child is a free reader (has completed the school reading scheme levels) they may take a second book out from the library as their reading book, or choose one from home.

Year 3 English

Approach

In English lessons, children are taught speaking, listening, reading and writing skills through studying a variety of styles of writing (genres). Teachers follow the Teaching Sequence for Writing, which means that children will firstly be taught to read and understand the text, then practise the skills of the style of writing (including grammar) and apply into their own writing.

The Primary National Curriculum statements will be taught through the modules below.

Y3  English Coverage

The year 3 English curriculum consists of the following modules:

  Term One Term Two Term Three
Narrative Traditional Tales – Fables
Writing and performing a play
Traditional Tales – fairy tales (alternative versions) Adventure stories
Non-fiction Recount
Instructions – giving directions
Explanations
Report
Persuasion – persuasive letter writing
Poetry Vocabulary building
Structure – limericks
Vocabulary building
Structure – haiku, tanka and kennings
Vocabulary building
Take one poet – poetry appreciation

Curriculum Content

Speaking and Listening

Children will be taught to discuss their learning and to develop speaking skills. They will become more familiar with and confident in, using language in a variety of situations, for a range of audiences and purposes. They will, for example:

  • Develop their understanding of a subject through discussions, learning to give their opinions and listen to other view points
  • Speak clearly and in different ways for drama, formal presentations and debate.

Reading

This part of the curriculum is broken down into ‘word reading’ and ‘comprehension’.

At this stage, word reading skills (including phonics) will continue to be taught, but the main focus will be helping children to understand what they are reading (comprehension).  In comprehension children will be taught key skills to enable them to read, understand and enjoy a wide range of books. They will, for example:

  • Listen frequently to stories, poems, non-fiction and other writing.
  • Ask and answer a range of questions about a text
  • Discuss ideas that are not obviously described in a text eg ‘Explain why the character behaved in this way.’
  • Describe characters, summarise plots and predict what might happen next
  • Explore themes and conventions in a range of books eg good versus evil
  • Consider the effect of the author’s choice of language
  • Offer opinions about  what they have read and justify their views

We are able to provide you with lists of age appropriate texts to support the learning

  • Traditional Tales – Fables
  • A Tale of Two Wolves – Kelly Susan
  • The Amazing Adventures of Idle Jack – Robert Leeson
  • Daedalus and Icarus – Geraldine McCaugrean
  • Rainbow Bird – Eric Maddern
  • Too much talk – Angela Medearis
  • The gift of the sun – Diane Stewart
  • The hare and the tortoise – Helen Ward
  • Rama and the Demon King, – Jessica Souhami
  • Tusk, Tusk –  David McKee

Traditional Tales – fairy tales (alternative versions)

  • The Iron Man – Ted Hughes
  • The Boy and the Tiger (and other stories for 9-11 year olds) – compiled by Pie Corbett
  • Ulf the Finger Eater – Dick King Smith
  • The Truth About Hansel and Gretel – Karina Law and Graham Philpot
  • The Truth about those Billy Goats – Karina Law
  • The Pea and the Princess – Mini Grey
  • Cinderboy  – L.Anholt
  • Mixed up Fairy Tales – H. Harrison
  • Eco Wolf and the Three Little Pigs – Laurence Anholt

Adventure stories

  • The Pirate Cruncher/The Pirate’s Next Door/The Jolly Roger and the Ghostly Galleon –  Jonny Duddle
  • The Invisible Boy (and others in the series) – Sally Gardner
  • It was a Dark and Stormy Night – Janet Ahlberg
  • Fantastic Mr Fox – Roald Dahl
  • Charlie Small – Charlie Small
  • Tuesday – David Weisner
  • Dimanche Diller – Henriette Blandford
  • The Jaws of Doom – Alex Cliff
  • Jolly Roger  Captain Abdul’s pirate school
  • Black Queen  – Michael Morpurgo
  • Dominic’s Discovery –  Gervase Phinn
  • Gorilla City,  The perfumed Pirates of Perfidy – Charlie Small
  • The Speckled Panic – Hazel Townson
  • Shipley manor, – Tim Walker
  • The Great Smile Robbery –  Roger McGough
  • The Haunting of Pip Parker –  Anne Fine
  • Julian, Secret Agent –  Ann Cameron
  • The Secret of Weeping Wood – Robert Swindells
  • The Thing in the Basement –  Michaela Morgan

Writing

Writing is developed through teaching the following:

Spelling

Children should learn to spell new words correctly and have opportunities to practise spelling skills.  They will begin to learn and use the words included in Appendix 1 of the National Curriculum for years 3 & 4. They will be taught spelling patterns and conventions, building on the spellings taught in Year 2.

Handwriting

This will continue to be taught, building on the joined writing started in Year 2 and with the aim of increasing consistency and fluency throughout their independent writing.

Composition (structure)

This includes vocabulary, grammar and punctuation. To develop their composition skills, the children will be taught to:

  • Plan, draft, compose, edit and evaluate their writing
  • Use an increasing range of sentence structures
  • Write sentences that include when, where and why something happens
  • Write for a range of purposes and audiences as part of their work across the curriculum. In year 3 this will include (cross curricular example, schools to insert their own)
  • Check whether their work makes sense

Grammar will be taught throughout the writing process and teachers will follow the terms and concepts of Appendix 2 of the National Curriculum.

Should you wish for a more detailed explanation, please follow this link to the Primary National Curriculum document.

Year 3 Maths

Working mathematically

By the end of year 3, children will talk about their mathematics using the numbers they are familiar with, applying their understanding of number, measures and shape to a greater range of problems. They will make decisions about calculations and information that is needed to solve problems, for example when a recipe for two people needs to be doubled to make a recipe for four.  Children will be expected to prove their thinking through pictures, jottings and conversations. They will be encouraged to pose their own questions, working in an organised way to solve them which will help pupils to identify common patterns or any errors more easily.

Number

Counting and understanding numbers

Children will be very familiar with numbers that have 3 digits and will have experienced many opportunities to order, compare and show them in different ways using apparatus such as a tape measure, a 100 grid or money.  Using their understanding of place value (how the value of each digit changes depending on its position in the number), children will be able to partition (break and make) numbers in different ways e.g. 234 = 200 and 30 and 4; 100 and 100 and 20 and 10 and 4; or 200 and 20 and 14.  They will develop a secure understanding of numbers up to 1000 and will count beyond it in 1s, 10s and 100s.  They will use this counting to help find 10 or 100 more than any given number.

Children will be introduced to numbers with one decimal place and will count up and down in tenths; share groups of objects or shapes into tenths and represent these in pictures and using hands-on resources.

Children will count forwards and backwards from 0 in steps of 4, 8, 50 and 100 and link this to multiplication and division. They will also count in 3s to help maintain their fluency from Year 2.

Calculating

Children will continue to develop their mental calculation skills to add and subtract combinations of three-digit numbers e.g. 248 +/- 8; 319 +/- 40; 428 +/- 200.  They will develop their range of strategies using jottings (sketches and notes to help them remember the steps) and number lines to help them understand how each calculation works.  Children will share their methods with others to help them see which work best, are quickest and most accurate. Children will understand the importance of estimation when calculating to see if their answer is reasonable or not. They will recall their multiplication and division facts for 3, 4 and 8x tables and be supported to see the links between the 2, 4 and 8x tables. They explore patterns and rules for the times tables they learn and will use pictures and objects to support their understanding.  They will also learn that multiplication can be done in any order e.g. 3 x 4 x 2 = 2 x 3 x 4.

Children will be introduced to more formal methods of recording addition and subtraction, including column methods.  They will use hands-on resources to secure their understanding of these methods.  This will be applied to numbers up to three digits. Children who become very adept at these calculations will be stretched through problems such as those involving missing numbers so that they know when, if and why they need to use these methods.

Children will develop their understanding of multiplication and division and apply their times table knowledge to multiply 2-digit by 1-digit numbers using the skills of partitioning (breaking and making numbers). For example, 43 x 5 can also be thought of as 40 x 5 and 3 x 5 or (4 x 5 x 10) + (3 x 5). They will move from informal methods of calculating multiplication and division to formal written methods i.e. short column multiplication and be supported by using hands-on resources.

Fractions

Children will develop their understanding of fractions and decimals and will be introduced to tenths.  They will count and understand tenths as ten equal parts as well as through dividing sets of objects into ten equal parts / groups.  They will find and write fractions of objects using their multiplication tables knowledge, e.g. 1/5 of a group of 20 buttons can be solved by 20 ÷ 5 = 4, and will continue to explore equivalent fractions using diagrams to explain their understanding e.g. 2/4 is equivalent to or of equal value to 4/8. They will also begin to add and subtract fractions where the denominator is the same e.g. 4/6 + 1/6 = 5/6.

Measurement

Children will continue to measure, compare, add and subtract measurements and progress to mixed units e.g. expressing amounts as litres and millilitres – 2 litres 400ml.  They will measure the perimeter of 2-D shapes and will continue to add and subtract amounts of money including giving change.  Children will estimate and read time to the nearest minute on analogue and digital clock faces. They will be introduced to the Roman numerals I to XII to help with this.  Problem solving and calculating with time will involve comparing the duration of events such as the length of favourite television programme or journeys to school.  They will use language with increasing accuracy, such as seconds, minutes and hours; o’clock, a.m. / p.m., morning, afternoon, noon and midnight. They will need to recall the number of seconds in a minute and the number of days in each month, year and leap year.

Geometry

Children will accurately draw 2-D shapes with rulers measuring sides accurately.

They will make 3-D shapes to help them understand how they are composed and will recognise 3-D shapes in a range of places and contexts (e.g. buildings, packages) and use correct mathematical vocabulary to describe them.  They will learn what a right angle is and know that two right angles make a half-turn, three make three quarters of a turn and four a complete turn as well as identify whether angles are greater than or less than a right angle .  They will also be able to identify horizontal and vertical lines and pairs of perpendicular (ʟ) and parallel lines (=).

Statistics

Children will collect, organise, answer and pose questions about information using bar charts, pictograms and tables to answer questions such as ‘how many more children prefer football to cricket?’.