This table shows which interactive learning projects will be studied in each half term for Year 3. Each project follows our four cornerstones pedagogy Engage, Develop, Innovate and Express as described in our curriculum tab.
|Half Term||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|Interactive Learning Project||Heroes & Villains||Mighty Metals||Scrumdiddlyumptious||Gods & Mortals||Predator||Tremors|
Click on the interactive learning project titles above to see what will be taught in each subject area. The information sheets in the links are sent home at the start of each half term so families can see what their children are learning.
Year 3 Learning Journey Gallery
Phonics and Reading Scheme
If pupils cannot read, they will not be able to access the curriculum, and will be disadvantaged for life.
(Research for EIF framework, p20, 2019)
Our consistent and rigorous approach to teaching early reading enables children to master the key skills that research suggests is important early on. This builds upon the learning that has already taken place at your child's infant school.
To do this, we follow our own phonics programme; this sets out a sequence of lessons that teaches children to read accurately and fluently with good comprehension. They also learn to form each letter, spell correctly and compose their ideas step-by-step. We assess all children on their phonics on entry to Headfield in September of Year 3. From these baseline assessments your child's teacher plans work that is matched to the needs of the children in the class.
Your child will:
- Continue to learn 44 sounds and the corresponding letter/letter groups using simple prompts.
- Learn to read words using sound blending e.g. c-a-t = cat, sh-o-p = shop.
- Read words that have less common spelling patterns.
- Read exciting stories featuring words they have learnt to sound out.
- As children really master their phonics, they are also pushed to develop their comprehension skills alongside.
- Access more challenging texts as they become more advanced readers.
Your child will:
- Continue to learn to write the letter/letter groups which represent the 44 sounds.
- Continue to learn to write words by saying the sounds and graphemes.
- Learn to write simple then more complex sentences.
- Compose stories.
- Compose a range of texts using discussion prompts.
- Write in much greater depth and length as they grasp new sentence and word level features to make them a better writer.
Your child will learn how to:
- Answer questions
- Practise every activity orally.
- Take turns talking and listening to each other.
- Give positive praise to each other.
While a child is learning to read, they will be given books that match their ability and the sounds they have been learning in class. This is done to help them build their confidence and fluency.
It is really important that parents or carers listen to the child read at least three times a week, ideally every day.
If you would like to know more about how your child is taught to read, or how you can support at home, ask to speak to our Reading Leader Miss Allen or your child's teacher.
Developing reading throughout school
One child, one teacher, one book, one pen can change the world.
The study of English promotes reading as a way of acquiring knowledge and as a way of exploring the world in different ways which enriches childrens' understanding.
A major focus of our English curriculum is to encourage the habit and enjoyment of reading – whether this is to explore new fictional worlds and characters, to engage with unfamiliar experiences through literature, to learn about our literary heritage or to gain information from a variety of sources.
Children will be immersed in a wide range of fiction, non-fiction and poetry throughout their journey. Reading is prioritised to allow access to the full curriculum offer, as it is our belief that reading is a necessity for children as it lays the foundations for many of the skills they will explore on their school journey.
In order to teach children to develop their reading fluency and comprehension skills further, we believe it is vital that children experience high quality modelling from adults in school.
They are given support where appropriate and the opportunity for independent practice of skills. As a class the areas of development are identified and focused intervention takes place during the lesson.
Across the school year, all classes will cover the content domains as set out in the national curriculum. The aim of each session is to tackle questions in detail, with reference to explicit strategies for each area of focus.
The majority of children will access the same text, with support provided by the adults in the room. This text must be age-appropriate, but could also be an example of cross-curricular reading (either fiction, non-fiction or poetry).
Accelerated Reader is a computer-based reading programme which quizzes children on the books they have read in order to recommend new books appropriate to their ability and reading age. This is used in Years 3-6 with books from a variety of genres across fiction, non-fiction and poetry.
These Accelerated Reader books will be taken home as a home reader.
Home reading will be recorded in Reading Logs by an adult at least three times a week, ideally every day. Teachers will check these planners regularly, ensuring children are reading at home to consolidate and embed the skills learnt in school, including the development of reading fluency. The more children read at home, the better the reader they will become.