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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 3

Year 3

Spring Term 1

Key Vocabulary


During the first half term, we will be reading Belonging by Jeannie Baker. The aim is for the children to familiarise themselves with some issues around our keeping our environment green. Pupils will focus on retelling of the story (part or whole) as well as diary entries, writing as the character Tracy, over time.


Key writing concepts will include:

  • For the narrative – children will summarise the story, keeping the sequence correct. They will create descriptive phrases based on what they can see, using precise nouns, prepositions and adjectives.
  • For the diary entries – children will explain the features of personal diary writing, e.g. use of personal pronoun, past tense, mostly informal (though in standard English), element of reflection on events.


In addition to this we will focus on writing skills such as:

  • Use of subordinate clauses.
  • How to use pronouns for greater effect.
  • Editing, redrafting and proof-reading pieces of writing.


As part of literacy lessons, we will also focus on:

  • Spellings, punctuation and grammar.
  • Improving reading comprehension skills.


Prepositions, conjunction, word family, prefix, clause, subordinate clause, suffix, past tense, direct speech,

inverted commas

Home, apartments, tenements, allotment, vegetation,

habitat, environment, prospectus, urban, community.



At the beginning of the Spring Term, Year 3 children will be learning about time. This is a part of their learning, which can be reinforced at home, either by asking them to tell you the time from either an analogue or a digital clock, or, if you would like to challenge them further, asking them to work out problems involving time.  An easy way to do this is to ask children for help working out what time a dish has to come out of the oven if it has to go in for half an hour etc.


Once we have finished our study of time, Year 3 will be learning about fractions. This study will continue into the second half of the Spring Term.  We will finish the term by measuring space. 


We will focus on these key concepts:

  • Telling and writing the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks.
  • Estimating and reading time with increasing accuracy to the nearest minute; recording and comparing time in terms of seconds, minutes and hours; using vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight.
  • Knowing the number of seconds in a minute and the number of days in each month, year and leap year.
  • Comparing durations of events [for example to calculate the time taken by particular events or tasks].
  • Recognising, finding and writing fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
  • Recognising and using fractions as numbers: unit fractions and non-unit fractions with small denominators.
  • To recognise and show, using diagrams, equivalent fractions with small denominators.
  • Comparing and ordering unit fractions, and fractions with the same denominators.

Analogue, 12-hour, 24-hour, o’clock, morning, afternoon, noon, midnight, second, minute, hour, day, week, month, year, leap year, Roman Numeral


Fraction, unit fraction, non-unit fraction, numerator,

denominator, equivalent (fraction), compare, greater than, less than,

Vinculum, organise, sort, arrange, list, participate, compare, contrast, distinguish, match, link.


This term in Science we will be focusing on Rocks and Soils.


Children will be:

  • Comparing and grouping together different kinds of rocks on the basis of their appearance and simple physical properties.
  • They will describe in simple terms how fossils are formed when things that have lived are trapped within rock.
  • They will recognise that soils are made from rocks and organic matter.

Names of rocks – Chalk, limestone, granite, basalt, sandstone, flint, slate, shale, marble

Types of rock – Sedimentary, metamorphic, igneous

Types of minerals – Calcite, feldspar, topaz, diamond, talc, corundum

Properties of rocks – Hard/soft, permeable/impermeable

Processes – Heat, pressure, erosion, transportation, deposition, melt, solidify

Size of rocks – Grain, pebbles

Rock describing words – Crystals, layers

Early areas of land – Gondwana, Pangea

Land formations – Plates, volcanoes, mountains, valleys







This topic this term is 'Sprint.'


Within this unit of work pupils will design, write and debug programs that:

  • Accomplish specific goals.
  • Solve problems by decomposing them into smaller parts.
  • Work with variables and various forms of input and output.
  • Use logical reasoning to detect and correct errors in algorithms and programs.


Pupils will:

  • Have a clear understanding of algorithms as sequences of instructions
  • Convert simple algorithms to programs.
  • Predict what a simple program will do.
  • Spot and fix (debug) errors in their programs.
  • Write a program in Scratch to create a game.
  • Correct mistakes in their game.


Sprite, code, debug, algorithm,

route, instructions, robot,

predict, Scratch blocks, efficient,

problem, command, program



We are very excited that during the first Spring half term we will be finding out all about 'The Romans.' 


There will be many cross-curricular links, including PE (where we will learn to play a Roman ball game), Geography (we will be learning about where the Romans came from and the countries which formed their empire) and Art (we shall be creating our own mosaics). 


In addition to all of this, we will be learning about:

  • The characteristic features of the Roman era.
  • Understand cultural diversity and how things that were common during the Roman era are no longer common e.g. women could not vote during the Roman era
  • Explore the legend of how Rome was founded and investigate how it grew into the Roman empire
  • Learn about the social structure and organisation of ancient Rome
  • Carry out historical research to find out what daily life was like in ancient Rome
  • Find out about ancient Roman entertainment and explore the life of a gladiator and explore what Romans believed  including investigating gods and goddesses.

Archaeologists, river Tiber, tribe, protection, military, trade, Romulus, Tarquin, republic, overthrown, revolt, king, monarchy, government, election, senate, consuls, freedman, slave, plebeians, patricians, paterfamilias, emperor, peace, prosperity, shield, armour, gladiator, religion, temple, Gods, Goddesses illustrate, example, deduce, evolve, discriminate, visualise













In the first half of the Autumn Term, our topic will be 'Countries of the World.' 


During this term, we will learn:

  • The differences between continents and countries.
  • To identify the main geographical features and countries of each continent.
  • To be able to locate countries on a world map.
  • To locate major capital cities of the world.
  • To use a variety of sources to identify human and physical features in a particular country.
  • To be able to find similarities and differences between different countries.

Climate zones, biomes and vegetation belts, rivers, mountains, volcanoes

Art and DT

Our topic this term will be 'Journeys' and pupils will:

  • Create an image reflecting a journey using symbols.
  • Look at aboriginal art work and identify key features.
  • Identify the symbols used in these paintings, then create their own symbols.
  • Explore how different lines can represent different journeys e.g. dashed line for reluctance, curly lines for excitement. Create symbols that represent different activities that might take place in different places along that journey.

Layered, symbol, represent, journey, blend, tone, line, aboriginal, features, dashed, curvy, colour mixing, tints,

shades, primary, secondary, tools, brush strokes, mark, making, map, features


The topic under study this term is 'Celebrating Differences.'


In each lesson the pupils will learn the following:

  • To be able to understand that everybody’s family is different and important to them.
  • To be able to understand that differences and conflicts sometimes happen among family members.
  •  To be able to know what it means to be a witness to bullying.
  • To be able to know that witnesses can make the situation better or worse by what they do.
  • To be able to recognise that some words are used in hurtful ways.
  • To be able to tell you about a time when my words affected someone’s feelings and what the consequences were.

Things in common, unique, conflicts,

neither nor, on purpose, witness, 

harm, consequences, impact,

cause, affect, upstander, resolve


During RE we will be learning about how Jesus and the Buddha made people stop and think. We will then be conducting a study on why Hindus celebrate Holi. Children will have the opportunity to listen to, discuss and write their own religious sayings whilst comparing and contrasting with different religions.


The key concepts taught will be to:

  • Think about stories with meanings e.g. Aesop's Fables.
  • Look at a range of stories and sayings that Jesus told to people and consider possible meanings for then and today.
  • Investigate some of the sayings of Buddha and consider possible meanings for then and today.
  • Consider the impact of those sayings.
  • Thoughtfully link ideas about sayings from religions.
  • Make others think about their life and what is important.
  • Outline religious ideas and practices.
  • Connect ideas by showing a range of views within a religion that is based on the same idea.

parable, prophet, teacher, moral, Pharisee, peacemaker, Jesus, Buddha, Christian, Buddhist, motivation, sacrifice, kindness, humility



In music this term our topic is 'Three Little Birds.'


Through this unit pupils will:

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.
  • Improvise and compose music for a range of purposes using the inter-related
  • dimensions of music.
  • Listen with attention to detail and recall sounds with increasing aural memory.
  • Use and understand staff and other musical notations.
  • 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.

Cover, composition, improvisation, band, chord, dynamics, ending, introduction, melody/tune, notation, original, performance, pitch, pulse/beat, rhythm, solo, style, tempo, verse, chorus.



Through the unit of competitive games, which involves striking and fielding, pupils will learn:

  • To adopt the correct stance when bowling.
  • To grip a ball correctly.
  • To be able to bowl a ball underarm.
  • To catch a ball at a variety of different heights.
  • To be able to play a range of cooperative and competitive games with a partner and against an opponent.


Wicket, wide, no ball, boundary, stumps, bowling, grip, stance, backswing, high ball, flat, throw, straight drive, target, post, “Watch, cup, Wrap”.



This term, our topic is Jeux et chansons. We will:

  • Listen attentively to spoken language and show understanding by joining and responding.
  • Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Appreciate songs in the language.
  • Express opinions and respond to those of others.
  • Develop accurate pronunciation and intonation so that others understand when they are using familiar words and phrases.

Numbers 11-20: onze, douze, treize, quatorze, quinze, seize, dix-sept, dix-huit, dix-neuf, vingt.


Combien de...? How many....?


Je préfère... I prefer...


J’ai... I have...