Year 3
10 subjects taught in this year group. 36 lesson planners available.
Learner Profile
Reading Level
Most children are independent readers of simple texts. Reading fluency varies widely. Decoding is largely automatic for common words.
Scaffolding
moderate_to_high
Show domains and concepts
Show domains and concepts
Show domains and concepts
Available planners:
Show domains and concepts
Show domains and concepts
Available planners:
Show domains and concepts
Show domains and concepts
What "Expected" Looks Like
Examples of what children working at the expected level can do in Year 3.
Spoken Language
Active listening and appropriate response
Listening attentively to longer spoken contributions, identifying key points and responding with relevant, considered comments.
Example task:
Listen to the teacher read a two-paragraph explanation about volcanoes. Afterwards, tell your partner the two main points.
Reading - Word Reading
Root words for reading and meaning
Applying root word knowledge systematically to decode and understand unfamiliar multisyllabic words in reading.
Example task:
Read this passage. Circle three unfamiliar words. For each, identify the root word and use it to work out the meaning.
Number - Number and Place Value
Counting in multiples of 4
Counting in 4s from any given multiple of 4, forwards and backwards, without support.
Example task:
Start at 24. Count on in 4s until you reach 48.
Number - Addition and Subtraction
Mental addition with three-digit numbers
Mentally adding ones, tens or hundreds to any three-digit number, including carrying across place value boundaries, without support.
Example task:
Work out 487 + 6 and 487 + 30 mentally.
Working Scientifically
Relevant Questioning and Enquiry Selection
Independently asking relevant scientific questions and selecting the most appropriate type of enquiry from the five types (observation over time, pattern seeking, classifying, fair testing, secondary research).
Example task:
We are studying sound. Write three different questions about sound and for each one explain which type of enquiry you would use and why.
Plants
Plant Part Functions
Explaining how the structure of each plant part is related to its function, using evidence from investigations (e.g. coloured water experiment for stems).
Example task:
We put a white carnation in blue water and after 24 hours the petals turned blue. What does this tell us about what stems do?
Developing Techniques and Mastery
Drawing Mastery
Creating observational drawings that demonstrate control of line, tone, proportion and texture, using drawing tools and techniques selected for their specific qualities.
Example task:
Create a detailed study of a natural object (feather, shell, leaf) using the drawing medium that best captures its qualities.
Sketchbooks and Observational Practice
Sketchbook as Creative Tool
Using a sketchbook as an integral part of the creative process, developing ideas through multiple iterations, collecting references and reflecting on progress.
Example task:
Use your sketchbook to develop a design for a final piece. Show at least three stages of development from initial idea to final plan.
Computer Science: Algorithms and Programming (KS1)
Debugging and Logical Reasoning
Systematically debugging programs by testing, identifying errors, hypothesising causes, making changes and retesting.
Example task:
This game program has two bugs: the score doesn't increase when you collect a coin, and the character can walk through walls. Find and fix both bugs.
Computer Science: Algorithms and Programming (KS2)
Algorithms
Designing algorithms to solve problems, comparing different approaches and evaluating their efficiency.
Example task:
Write two different algorithms for sorting five numbered cards into order. Which is more efficient?
Design
Research-Informed Design
Using multiple research methods to inform a design, translating findings into specific, measurable design criteria, and justifying design choices with evidence.
Example task:
Research, design and justify a storage solution for a classroom art area. Use at least two research methods.
Make
Accurate Making and Material Processing
Working with precision across the full making process, selecting appropriate tools and techniques for each material, and explaining how accuracy affects the quality of the finished product.
Example task:
Make a box with a lid that fits snugly. All edges must be straight and the lid must close properly.