Year 3 English | Curriculum Guide

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	Fossils - Activity 1 My Skeleton - Activity 2, 8 Rocks and Soil - Activity 1
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: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry
En3/2.2b understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these 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	My Skeleton - Activity 8
En3/3.1c spell words that are often misspelt (English Appendix 1)	My Skeleton - Activity 8
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: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, and grammar discussing and recording ideas
En3/3.3b Draft and write by: 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) organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices
En3/3.3c Evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements 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: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4 in Appendix 2
En3/3.4b indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with singular and plural nouns 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.

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:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
using dictionaries to check the meaning of words that they have read
increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
identifying themes and conventions in a wide range of books
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
discussing words and phrases that capture the reader’s interest and imagination
recognising some different forms of poetry

En3/2.2b understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than 1 paragraph and summarising these
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

My Skeleton - Activity 8

En3/3.1c spell words that are often misspelt
(English Appendix 1)

My Skeleton - Activity 8

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:

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, and grammar
discussing and recording ideas

En3/3.3b Draft and write by:

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)
organising paragraphs around a theme
in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices

En3/3.3c Evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements
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:

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
using the present perfect form of verbs in contrast to the past tense
choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
using conjunctions, adverbs and prepositions to express time and cause
using fronted adverbials
learning the grammar for years 3 and 4 in Appendix 2

En3/3.4b indicate grammatical and other features by:

using commas after fronted adverbials
indicating possession by using the possessive apostrophe with singular and plural nouns
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.

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.