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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 3

Year 3

Spring Term 2

Key Vocabulary


This term we will be reading Krindlekrax, which is a fictional text by Philip Ridley. Children will be immersed in the text about Ruskin Splinter and his challenge of battling a dragon in the school play. Krindlekrax is a mysterious creature that lurks beneath the dark bricks. Children will have the opportunity to explore this book through different genres of writing.


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.
  • Narrative writing based on the story, e.g. alternative ending, additional chapter.
  • Non-chronological report writing.

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

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

Preposition, conjunction, word family, prefix, clause, subordinate clause, suffix, past tense, direct speech, lizard, reptile, habitat, zoology, caretaker




In mathematics we will be looking at strategies to help with addition, subtraction, multiplication and division. 


We will focus on these key concepts:

  • Recalling and using multiplication and division facts for the 3, 4 and 8 multiplication tables.
  • Writing and calculating 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 formal written methods.
  • Solving problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.
  • Counting from 0 in multiples of 4, 8, 50 and 100; finding 10 or 100 more or less than a given number.
  • Adding and subtracting numbers mentally, including: a three-digit number and ones; a three-digit number and tens; a three-digit number and hundreds.
  • Adding and subtracting numbers with up to three digits, using formal written methods of columnar addition and subtraction.

Calculation, Calculate, Mental arithmetic, Multiplication table, Times table, Multiply, Multiplication, Times, Product, Commutative Divide, Division, Inverse, Operation, Estimate  non-zero, rule, equality, convert, represent





Children will be studying light. They will be investigating how light is transported and reaches us, as well as exploring different sources of light. They will have the opportunity to design, conduct and make conclusions on various experiments regarding the different sources of light as well as their uses and effects on materials.


As part of their learning in this unit pupils will:

  • 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 a solid object.
  • Find patterns in the way that the sizes of shadows change.

Shadow – block, absence of light Reflect – bounce, mirror, reflection See – light source Sun – sunset, sunrise, position




Our Computing topic for the Spring Term is ‘We Are Programmers.’  We will be using a variety of programmes (including Scratch) during our Computing lessons. The children will create an animated cartoon using characters they design. They will use a paint tool to create characters and backgrounds. They then will create an animation by translating a storyboard into a series of scripted instructions (program) for graphic objects.


The unit will ensure the children are able to:

  • Design, write and debug programs that accomplish specific goals; solve problems by decomposing them into smaller parts.
  • Use sequence  in programs; work with variables and various forms of input and output.
  • Use logical reasoning to detect and correct errors in algorithms and programs.
  • Select, use and combine a variety of software, to design and create content that accomplish(es) given goals, including presenting information.

Pupils will:

  • Create an algorithm for an animated scene in the form of a storyboard
  • Write a program in Scratch to create the animation
  • Correct mistakes in their animation programs.

sprite, code, debug, algorithm, animation, input, output, program, script, storyboard



We are very excited that during the Spring term we will be finding out all about ‘The Romans and the Anglo-Saxons.’ 


Children we be learning about:

  • We will be discovering how the empire was formed and studying Roman religion and mythology. Children will look at where the Anglo-Saxons came from, why they invaded Britain and how they lived.
  • 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.
  • Exploring the legend of how Rome was founded and investigate how it grew into the Roman empire.
  • Learning about the social structure and organisation of ancient Rome.
  • Carrying out historical research to find out what daily life was like in ancient Rome.
  • Finding out about ancient Roman entertainment and exploring the life of a gladiator.
  • Learning what Romans believed and investigating the gods and goddesses
  • 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). 




Archaeologists, Sutton Hoo, discover, remains, mounds, rot, burial ship, raid, invaders, settlers, Denmark, Germany, Netherlands, conquer, Picts, Scots, Anglo-Saxons, hunting, gambling, storytelling, board games, manuscript, kings, nobles, lord, peasant, pagans, Christianity, monks, monastery, superstitious, Raedwald king, secondary sources, reconstruction images, primary sources, artefacts analyse, deduce, deduct, evaluate, imply, illustrate, hypothesise.Archaeologists, river Tiber, tribe, protection, military, trade, Romulus, Tarquin, republic, overthrown, revolt, king, monarchy, government, elec- tion, senate, consuls, freedman, slave, plebeians, patricians, paterfamilias, emperor, peace, prosperity, shield, armour, gladiator, religion, temple, Gods, Goddesses illustrate, example, deduce, evolve, discriminate, visualise

Art and DT

Pupils will be learning about Vincent Van Gogh this term. They will learn that Van Gogh uses complementary colours for his paintings and will begin to explore how complementary colours work through the use of a colour wheel. They will experiment with texture: cross hatching to model form; building areas of light and shade; dry brush painting technique to create tiny specks of colour behind the wash of colour for the background. They will begin to realise that colours do not always need to be blended to get a bold effect, and will create light and dark shades, without the use of white/black paint.


In art this term pupils will:

  • Look at the artists work and identify key features—brush strokes, colour range
  • Mix and match colours for one of his images.
  • To look at a real flower themselves, take note of details and mix colours to match them.
  • To create a textured background.
  • To use a range of tints and shades to represent the flower head.


Tint, shades, stroke, pattern, lines



In our topic ‘Relationships,’ children will be learning:

  • To identify the roles and responsibilities of each member of my family and can reflect on the expectations for males and females.
  • To be able to identify and put into practice some of the skills of friendship eg. Taking turns, being a good listener.
  • To be able to use some strategies for keeping myself safe.
  • To be able to explain how some of the actions and work of people around the world help and influence my life.
  • To be able to understand how my needs and rights are shared by children around the world and can identify how our lives may be different.
  •  To be able to express my appreciation to my friends and family.


Women, Male, Female, Unisex, Role, Job, Responsibilities, Differences, Similarities, Respect, Stereotype, Conflict, Solution, Problem solving, Friendship, Win-win, Gender neutral, Meritocracy, Meritocratic, Diversity, Comparison, Strategies, Global, Communications, Transport, Interconnected, Food journeys, Climate, Trade, Inequality, Needs, Wants, Rights, Deprivation, United Nations, Equality, Justice, Happiness, Celebrating, Relationships, Friendship, Family


This term pupils will learn about how and why Hindus celebrate Holi.

 As part of this pupils will:

  • Connect ideas.
  • Express ideas thoughtfully.
  • Discuss questions, ideas and different points of view.
  • Investigate goodies and baddies, thinking about why we have these types of stories and why they are so popular.
  • Learn about the stories behind the Hindu festival of Holi, connecting ideas around possible meanings and their importance.
  • Create artwork that celebrates Holi and express ideas about springtime.
  • Create a story with a meaning, which has goodies and baddies and a resolution.

Holi, Krishna, Idea of God, spring harvest, Community, Prahlad, Krishna, Puja, Diva lamps, God, Bonfire,

fireworks, celebration, Vishnu, Bhagavad Gita, Brahman, limitless, transcendent, unchanging and

formless, Shiva, preserver, protector, Omniscience, Sovereignty, Energy, Strength, Vigor, Splendor, & creator God.


In music this term pupils will be focusing on ‘the Dragon Song.’


As part of this they will:

  • 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.
  • Find a pulse.
  • Develop recognition of style indicators.
  • Have an understanding of pulse.
  • Recall simple musical language.
  • Begin to recognise voices used.
  • Begin to recognise instruments heard.
  • Express likes and dislikes and respect other ideas.
  • Create simple melodic patterns.
  • Explore sounds to create different effects.
  • Begin to understand that improvisation leads to composition
  • Perform with confidence.

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


This term in PE pupils will focus on Dance. As part of this pupils will learn:

  • To improvise freely on their own and with a partner, translating ideas from a stimulus into a movement.
  • To create and link dance phrases using a simple dance structure or a motif.
  • To perform dances with an awareness of rhythmic, dynamic and expressive qualities, on their own with a partner and in small groups.
  • To keep active over a period of time and know that they need to warm up and cool down for dance.
  • To talk about how they might improve their dances.

Length, spinning, travel and turn, gesture, muscles, heart rate, strength, stimulus, variation, create, improve, compare, assess, starting position, finishing position



In French this term we will be focusing on the topic of ‘Portraits.’ This will entail:

  • Listening attentively to spoken language and show understanding by joining in and responding.
  • Exploring patterns and sounds of the French language through songs and linking the spelling, sound and meaning of words.
  • Appreciating songs in the language.
  • Developing accurate pronunciation and intonation so that others understand when they are using familiar words and phrases.
  • Understanding basic grammar appropriate to the French language, including key features and patterns of the French language.
  • Exploring portraits painted by Van Gogh, such as Portrait de Dora Maar or Portrait de Marie-Therese by Picasso. Pupils will discuss what they can see in the pictures and what colours are used.

rouge, rose, jaune, bleu, vert, noir, blanc, violet, J’ai, un nez, une bouche, des yeux, un bras, une jambe, le nez, bleu, les yeux, grand, petit