In this block, we are exploring Amazing Rivers by Julie Vosburgh Agnone and Kerry Hyndman. Children will develop their nonfiction writing skills while learning how rivers shape the terrain, support agriculture and industry, and create fertile environments. They will practise grouping related ideas into clear paragraphs and writing in a logical order. Throughout the unit, they will use specific vocabulary and technical vocabulary ,describe and compare different river landscapes, and apply persuasive techniques such as alliteration, repetition and commands.

The writing outcome of this unit will be for students to write the text for an information board, designed to give visitors clear information about rivers and persuade them to look after our waterways. In this piece, children will write in the present tense (using the present perfect for questions), use the second person to speak directly to the reader, and select effective organisational features such as an opening statement, sub-headings and engaging questions to draw the reader in.

Key Vocabulary: agriculture, bounty, contaminated, delta, erosion, fertile, glacier, industry, lush, meander, parched, precipitation, run-off, sewage, suburban, terrain, toxic, tributaries, tundra.

In our upcoming block, the children will be diving into some highly practical and engaging topics. We will be using a lot of hands-on activities, visual aids, and real-world problem-solving to help the concepts click.

Here is a quick look at what we will be covering:

• Fractions: We are building on our understanding of numerators and denominators. The children will practice adding fractions together. For example, figuring out that 1 fifth plus 2 fifths equals 3 fifths. To make this easy to visualize, we will be using plenty of practical tools like paper strips and bar models.

• Money: We will be working with everyday notes and coins! Children will practice reading and writing amounts using £ and p (such as "5 pounds and 10 pence"). We will also play with different coin combinations to see how they can make up the same total amount, and practice comparing different values using our greater than (>), less than (<), and equal to (=) symbols.

• Time: We are introducing Roman numerals (from 1 to 12) by looking at clock faces. The children will learn the neat rules behind the Roman number system; like why 4 is written as IV and 6 is written as VI. Alongside cracking the Roman numeral code, we will be using individual mini-clocks with moveable hands to practice reading "o'clock" and "half past."

Our lessons will continue to be highly interactive and collaborative, ensuring the children build confidence and learn to use correct mathematical language in a fun environment.

Key Vocabulary: Numerator, denominator, unit fraction, non-unit fraction, pounds (£), pence (p), compare, value, Roman numerals, o'clock, half past.

In this block, Year 3 pupils will study Rivers as part of their geography learning. They will begin by exploring the water cycle, identifying key water stores and processes such as evaporation, condensation and precipitation. Pupils will learn about the journey of a river from its source to its mouth, describing the upper, middle and lower courses and recognising physical features such as waterfalls, meanders and floodplains. They will locate major rivers around the world, including the River Nile, Amazon River, River Thames and Mississippi River, while developing their map-reading skills. Pupils will also explore how rivers are used by people, examine environmental issues such as pollution and flooding, and suggest ways to improve river environments. By the end of the term, children will be able to identify river features, use simple OS maps and make thoughtful judgements about river environments.

Vocabulary-river, source, middle course, lower course,upper course, water cycle, evaporation, condensation, precipitation, meander, erosion etc.

In block 5, Year 3 pupils will explore the topics of Plants and Biodiversity, developing their understanding of how plants grow, reproduce and support life on Earth. Pupils will identify the main parts of a plant and describe their functions, including roots, stems, leaves and flowers. Through plant dissection and close observation, they will investigate the structure of plants and learn how the stem transports water. Children will plan and carry out a simple investigation into plant growth, recording their findings and drawing conclusions. They will explore seeds and the reproductive parts of plants, learning about pollination and different methods of seed dispersal. Pupils will also study the life cycle of a plant and understand how plants reproduce and grow over time. Building on this knowledge, children will be introduced to the concept of biodiversity, understanding what it means and why it is important. They will consider how plants contribute to biodiversity and discuss practical ways to increase biodiversity in their local area, such as planting flowers, protecting habitats and creating wildlife-friendly spaces. By the end of the block, pupils will be able to explain plant structures and processes, describe plant life cycles and make informed suggestions to support biodiversity in their environment.

Vocabulary-plant dissection ,investigation/experiment,observation,recording findings,conclusion,water transportation, biodiversity, habitat, ecosystem, conservation, local biodiversity, increase biodiversity etc.

In this block, our focus is on Relationships, one of the six key PSHE themes explored across the year. Children will learn about positive relationships with family, friends and the wider community. They will explore family roles and responsibilities, develop friendship skills such as sharing, listening and negotiating, and understand how their choices and behaviour can affect others.

Children will also learn how to keep themselves safe, including online, and identify trusted adults they can go to for help. Through learning about differences and being a global citizen, children will develop respect, empathy and appreciation for others as part of their personal and social development.

Key Vocabulary: Family, roles, responsibilities, friendship, sharing, listening, negotiation, choices, consequences, feelings, respect, kindness, empathy, differences, community, global citizen, safe, unsafe, online, trust, help, trusted adult, appreciation.

In Block 5, our focus is on developing a rich and varied vocabulary, which is a key skill that supports all areas of learning. Vocabulary falls into three categories. Tier 1 words are everyday words that children use and hear regularly, such as bag, table, run, and shop. Tier 2 words are less common or more descriptive; they often have the same meaning as Tier 1 words but are more precise or have multiple meanings, for example satchel, desk, sprint, and grocery store. Tier 3 words are subject-specific or technical, helping children build knowledge in particular areas, such as photosynthesis in science, perimeter in math, or democracy in social studies. During this block, children will learn to recognize new words, understand their meanings, and use them appropriately in speaking and writing. They will connect new words to prior knowledge, apply them in reading, discussion, and writing tasks, and develop confidence in expressing themselves across all subjects. Activities include read-alouds, storytelling, interactive games, writing tasks, and visual aids such as word walls to reinforce learning and make vocabulary engaging and meaningful.

In this block, children will explore key spelling patterns and phonics rules to build their confidence, fluency, and accuracy as writers. They will develop their foundational spelling skills by mastering a prioritised selection of the statutory Years 3 word list, integrating these tricky and exception words into their everyday vocabulary. Some children will extend this by investigating the root words and patterns within this list to better remember their unique spellings.

Children will focus on categorizing and applying complex suffix endings, specifically distinguishing between words ending in the /ʒə/ or /tʃə/ sounds (spelt -sure and -ture) and the /ʒən/ or /ʃən/ sounds (spelt -sion). They will practise building a range of words using the /dʒ/ sound at the end, learning when to apply -ge or -dge. Furthermore, they will investigate unusual spelling structures, including silent letters at the beginnings of words (kn-, gn-, and wr-) and the /ɜː/ sound spelt or after w. Throughout the block, children will also refine their punctuation by correctly applying the possessive apostrophe for singular nouns, regularly reviewing and proofreading their own work to ensure these spelling rules are applied accurately in their independent writing.

In Year 3 home learning is designed to support and reinforce key skills, while helping children develop independence and positive learning habits. 

Reading is our top priority. We encourage children to read at least five times a week and to record their reading in their Reading Log each time. This regular reading practice builds confidence and fluency. Children are also asked to complete one weekly entry in their Writing Log. In Mathematics, MyMaths task will be set every Tuesday. Students are encouraged to practise regularly on both My Maths and TTRockstars to build fluency and strengthen their understanding.  

While home learning is encouraged to support your child’s development, it is not compulsory. We celebrate effort and commitment through our Reading Star and Writing Star awards at the end of the year.

In Computing, our topic for this block is We Are Co-Authors. In this unit, pupils work collaboratively to research, create, and edit shared online content by producing a class wiki. They begin by planning the structure and purpose of their own ‘mini Wikipedia’, using Wikipedia as a model to explore how information is organised and presented. Pupils learn how to research effectively, write clearly for an audience, and work responsibly when editing shared digital content. They then apply these skills by editing and contributing to real Wikipedia pages, developing an understanding of digital authorship, collaboration, and online responsibility. The unit concludes with pupils reviewing their work and reflecting on the impact of collaborative publishing online.

Keywords: Algorithm, Debug, Hyperlinks, Hypertext mark-up language, Wiki, Wikipedia

In Year 3, pupils explore Sri Lankan artists and traditional patterns to develop observational drawing and design skills. Children study line, shape and symmetry found in Sri Lankan textiles, architecture and nature. They use sketchbooks to observe, refine and repeat patterns, creating detailed compositions inspired by local visual culture. Pupils learn how artists communicate identity through design.

Key vocabulary: line, shape, pattern, symmetry, detail, observe, repeat, refine, composition, design, tradition, texture, culture, sketch, evaluate.

Pupils learn a traditional Avurudu song, developing confident singing, clear diction and a steady pulse. They explore Sri Lankan musical traditions, listening to and identifying instruments such as the geta bera, yak bera, dawula and raban. Children learn how instruments create rhythm and support celebrations. They perform together using voice, body percussion and instruments, building ensemble skills and cultural understanding. Key vocabulary: pulse, rhythm, tempo, perform, raban, geta bera, yak bera, dawula, ensemble, tradition, culture, celebration, listen, accompany, music.

In Year 3, pupils explore the journey of a river through drama, creating a class podcast or live performance called The Story of a River. They use voice, movement and narration to represent different stages, characters and environments. Children develop storytelling skills, working collaboratively to rehearse and perform. They learn how drama communicates ideas and engages an audience. 

Key vocabulary: character, narration, sequence, voice, movement, perform, rehearse, audience, expression, role, scene, storytelling, collaborate, script, drama.

Pupils explore Sri Lankan cultural dance, developing coordination, rhythm and expressive movement. They learn traditional steps inspired by Kandyan and folk dance, using gesture, posture and formations to communicate meaning. Children respond to Sri Lankan music, keeping a steady beat and performing short sequences with control and confidence. They learn how dance reflects celebration and identity. Key vocabulary: rhythm, beat, gesture, posture, formation, sequence, travel, expression, perform, tradition, culture, coordination, timing, movement, audience.

Athletics - In this unit, pupils will be introduced to the concept of throwing for distance using a range of objects, jumping for distance and with accuracy. Pupils will accurately replicate running challenges and competitions that require both and stamina.

Key Vocabulary: Running, jumping, pushing, pulling, slinging, throwing and stance. 

Our swimming lessons are designed to build both confidence and enjoyment in the water. Our programme follows a structured level system that ensures steady progression, tailored to each child’s ability. Alongside stroke development, children also learn important water safety and personal survival skills. We aim for every child to leave Junior School as a competent, confident swimmer with the skills to participate safely in a range of aquatic environments.