year three english curriculum

Year 3 English Curriculum

year three english curriculum

Lower Key Stage 2
English Curriculum Links

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National Curriculum Standard Hands-On Education Activity
En3/1 Spoken Language
The objectives for Spoken Language are common across Key Stages 1 and 2.
    En3/1a listen and respond appropriately to adults and their peers
      En3/1b ask relevant questions to extend their understanding and knowledge
        En3/1c use relevant strategies to build their vocabulary
        En3/1d articulate and justify answers, arguments and opinions
          En3/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
            En3/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
              En3/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
                En3/1h speak audibly and fluently with an increasing command of Standard English
                  En3/1i participate in discussions, presentations, performances, role play/improvisations and debates
                    En3/1j gain, maintain and monitor the interest of the listener(s)
                      En3/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
                        En3/1l select and use appropriate registers for effective communication
                          En3/2.1 Word Reading
                            En3/2.1a apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
                              En3/2.1b read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
                                En3/2.2 Comprehension
                                  En3/2.2a develop positive attitudes to reading, and an understanding of what they read, by:
                                  1. listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
                                  2. listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
                                  3. using dictionaries to check the meaning of words that they have read
                                  4. increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
                                  5. identifying themes and conventions in a wide range of books
                                  6. preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
                                  7. discussing words and phrases that capture the reader’s interest and imagination
                                  8. recognising some different forms of poetry
                                    En3/2.2b understand what they read, in books they can read independently, by:
                                    1. checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
                                    2. asking questions to improve their understanding of a text
                                    3. drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
                                    4. predicting what might happen from details stated and implied
                                    5. identifying main ideas drawn from more than 1 paragraph and summarising these
                                    6. identifying how language, structure, and presentation contribute to meaning
                                      En3/2.2c retrieve and record information from non-fiction
                                        En3/2.2d participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
                                          En3/3.1 Spelling
                                            En3/3.1a use further prefixes and suffixes and understand how to add them
                                            (English Appendix 1)
                                              En3/3.1b spell further homophones
                                              En3/3.1c spell words that are often misspelt
                                              (English Appendix 1)
                                              En3/3.1d place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
                                                En3/3.1e use the first 2 or 3 letters of a word to check its spelling in a dictionary
                                                  En3/3.1f write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
                                                    En3/3.2 Handwriting and Presentation
                                                      En3/3.2a use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined
                                                        En3/3.2b increase the legibility, consistency and quality of their handwriting
                                                          En3/3.3 Composition
                                                            En3/3.3a Plan their writing by:
                                                            1. discussing writing similar to that which they are planning to write in order to understand and learn from its structure, and grammar
                                                            2. discussing and recording ideas
                                                              En3/3.3b Draft and write by:
                                                              1. composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
                                                                (See English Appendix 2)
                                                              2. organising paragraphs around a theme
                                                              3. in narratives, creating settings, characters and plot
                                                              4. in non-narrative material, using simple organisational devices
                                                                En3/3.3c Evaluate and edit by:
                                                                1. assessing the effectiveness of their own and others’ writing and suggesting improvements
                                                                2. proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
                                                                  En3/3.3d proofread for spelling and punctuation errors
                                                                    En3/3.3e read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
                                                                      En3/3.4 Vocabulary, Grammar and Punctuation
                                                                        En3/3.4a develop their understanding of the concepts set out in Appendix 2 by:
                                                                        1. extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
                                                                        2. using the present perfect form of verbs in contrast to the past tense
                                                                        3. choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
                                                                        4. using conjunctions, adverbs and prepositions to express time and cause
                                                                        5. using fronted adverbials
                                                                        6. learning the grammar for years 3 and 4 in Appendix 2
                                                                          En3/3.4b indicate grammatical and other features by:
                                                                          1. using commas after fronted adverbials
                                                                          2. indicating possession by using the possessive apostrophe with singular and plural nouns
                                                                          3. using and punctuating direct speech
                                                                            En3/3.4c use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.

                                                                              Additional Aged 7 - 9 Activities

                                                                              Hands-On Education's approach to the National Curriculum

                                                                              Hands-On Education is an educational approach that focuses on students actively participating in the learning process, rather than just passively receiving information from teachers. This approach is particularly effective when it comes to the National Curriculum, as it allows students to engage with the material in a more meaningful way, leading to greater understanding and retention.

                                                                              One of the key benefits of a hands-on approach to the National Curriculum is that it allows students to develop a deeper understanding of the subject matter. Rather than just memorizing facts and figures, students are able to see how the concepts they are learning apply to real-world situations. They are also able to experiment with different approaches to problem-solving, which helps to develop critical thinking skills and encourages creativity.

                                                                              Another advantage of a hands-on approach is that it helps to make learning more enjoyable for students. By actively engaging with the material, students are more likely to stay interested and motivated, which can lead to better academic performance. Additionally, hands-on activities can be tailored to different learning styles, which means that all students are able to participate and learn in a way that suits them best.

                                                                              Overall, Hands-On Education's approach to the National Curriculum is a highly effective way to help students develop a deeper understanding of the material, while also making learning more enjoyable and engaging. By encouraging active participation and experimentation, students are able to develop a range of valuable skills that will serve them well in all areas of their lives.

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