Year 3 Curriculum Map


Autumn Term 1

Term 2

Spring Term 1

Term 2

Summer Term 1

Term 2

Additional Unit


PDF Files
Progress in RE (PDF)

Autumn 1
Autumn 2
Spring 1

Gospel accounts which show the love and complete self-giving of Jesus

Jesus’ commandment- ‘love one another as I have loved you.’

Ways in which Jesus showed love and respect for others especially the unlovable.’

Ways of belonging to the community

The role of Mary as the Mother of Jesus as the first disciple and the Mother of the Church

Reconciliation (Sin as a failure of love, and the love and mercy of God which calls people to repentance  and forgiveness)

Sacrament of the Eucharist

The significance of the Church’s names for the Sacrament of the Eucharist - the Mass, the Lord’s Supper, the Breaking of Bread.

The main events, characters and places of Jesus: the Last Supper

Gospel accounts of the coming of the Holy Spirit and the transformation of the Apostles
The prayer Jesus taught friends, Our Father, and it’s significance The ‘Church’ as the People of God made one by Jesus, a community which shares love and life.  


See separate document: English Curriculum Map

Reading Scheme of Learning

Writing Scheme of Learning


PDF files


See separate document: Mathematics Scheme of Learning





Animals including humans

Forces and magnets




A local history study 

Light & Shadows 

Romans  Plants  Stone Age     


Describe changes that have happened in the locality of the school through our local history study of Fleetwood and the Fylde Coast.

Continue to develop chronologically secure knowledge of history.

Develop the appropriate use of historical terms

Identify historically significant people and events within our local history study.


Continue to develop chronologically secure knowledge of history.

Develop appropriate use of historical terms.

Identify historically significant people and events in our study of Ancient Rome

Address and devise historically valid questions. 

Describe the characteristic features of the past including ideas, beliefs, attitudes and experiences of men, women and children

Use evidence to ask questions in order to find answers to questions about the past

Continue to develop chronologically secure knowledge of history.


Name and locate counties and cities of the United Kingdom ,geographical regions and their identifying human and physical characteristics, key topographical features- hills, mountains, coasts and rivers and land use patterns and understand how some of these aspects have changed over time..

Physical geography including rivers, mountains, volcanoes and earthquakes.

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies



Painting – Use a number of brush techniques to create shapes, textures ,patterns and lines.

Mix colours

Use watercolour paint to produce washes for backgrounds then add detail

Experiment with creating mood with colour.

Over the year we will take inspiration from Klimt, Georgia O’Keefe, Mondrian,Kandinsky.


Replicate patterns observed in natural or built environments.

Make simple printing blocks.


Inspiration taken from Giacometti.

Create and combine shapes to create recognisable forms.



Pencil,charcoal.Develop skills with different mediums and the effect that can be achieved

Sculpting -  use clay and other moldable materials.



Ongoing over the year we will take inspiration from design throughout history


Prepare hygienically

Measure accurately

Follow a recipe

Assemble and cook ingredients.


Understand the need for a seam allowance.

Join textiles with appropriate stitching


Create simple mechanisms for a product such as a winding mechanism or levers. L ink to our Roman work

Own ideas and products


Refer to the design criteria as they design and make.

Use the design criteria to evaluate their completed products.

Strengthen materials using suitable techniques.Link to science theme.



All About Me

• Greetings

• Introducing yourself

• Simple greetings

• Making simple statements (about name and age)

• Asking simple questions (about name and age)

• Numbers 1–10

Songs and Games

• Responding to a song in the subject

• Understanding simple


• Making a game

• Numbers 11–20

• Simple instructions

• Expressing preference


• Saying what you can do well

• Celebrating achievements

and special occasions

• Making simple statements

(about activities)

• Expressing praise

• Months of the year

• Writing an invitation

• Asking permission


• Parts of the body

• Colours

• Descriptions of people

• Making simple statements

(about appearance)

• Giving a simple

description (of a person)

Four Friends

• Responding to a story

• Understanding simple


• Descriptions of animals

• Giving a simple

description (of an animal)

• Making simple statements

(about movement)

Growing Things

• Responding to a story

• Buying things

• Ordering in a restaurant

• Expressing likes and dislikes (about food)

• Saying what you would like



Gymnastics Dance GamesTennis O & A Athletics Games Rounders


To improvise and compose music for a range of purposes using the inter-related dimensions of music

Excellence Outcome:  to choose, order and combine sounds to create repeated patterns (ostinati) with a range of instruments

Flight of the bumblebee Kovskov

To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To develop an understanding of the history of music –

Classical –Mozart, Henry VIII Composer

Jazz – Louis Armstrong

Pop – Spice Girls

Excellence Outcome: to use some musical dimensions vocabulary to describe music– duration, pitch, dynamics, tempo and mood.

Experiment with, create select and combine sounds using the inter-related dimensions of music

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Excellence Outcome:  to sing/play notes on instruments clearly and include steps/ leaps in notes and changes of pitch.

Volcano Tune

To use and understand stave and other musical notations

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression

Excellence Outcome: to interpret and write simple melodies using non-standard notation, exploring rhythm through crotchet and quaver beats.

African Tribal Music

To perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Excellence Outcome: to follow signals introduced for change of pitch and volume in order to sing in time with others.(unison, call and response and rounds) 

Use and understand stave and other musical notations

Experiment with, create select and combine sounds using the inter-related dimensions of music

Excellence Outcome: to use non-standard notation to record melodies.



See separate document for scheme of learning


Visit to Fleetwood Maritime museum.
Visit by local dentist

Visit to Ribchester Museum


“Learning Café” to showcase cave art and simple pottery.

Showcase stoneage clay pots 




During Years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions
  • setting up simple practical enquiries, comparative and fair tests
  • making accurate measurements using standard units, using a range of equipment, for example thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

Music - To develop and understanding of dynamics and begin to use terminology to describe a range of music styles. 
To perform with confidence.

Design Technology

Planning, Practical skills and techniques
Select tools and equipment suitable for the task.
Select materials and components suitable for the task.
Begin to explain and justify the choice of materials and components.
Begin to order the main stages of making.
Measure, mark out, cut and shape materials and components with some accuracy.
Assemble, join and combine materials with some accuracy.
Follow procedures for safety and hygiene.

Understanding contexts, users and purposes

Work with greater confidence within a range of contexts such as leisure, culture, enterprise and the wider environment. 
Describe the purpose of their products.
Use research and develop design criteria to inform the design of innovative, functional and appealing products.


Learn about the value of sharing, showing respect and care for others,  Jesus’ prayer to his Father (responses within Mass)

Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.