Welcome to Year 3


Meet the Staff

Mr Allington (Year Leader)
Class Teacher

Miss Moorton
Teaching Assistant

Mrs McTernan
Class Teacher

Miss Wilkins
Class Teacher

Mrs Holmshaw
Teaching Assistant

Get to know the Year 3 team and learn about what to expect if your child is joining us in September, or at any point throughout the year, here. If you have any questions or queries, speak to a member of the team who will be happy to help.

The Year 3 Curriculum

In Year 3, and across the school, we follow a thematic approach to our learning, which we call the integrated curriculum. For us, this is 6 projects (one per half term) and they are as follows:

Spud Murphy

Eoin Colfer

The Iron Giant


Lead Text

The Iron Man

Ted Hughes

Lost in Time


Lead Text

Stig of the Dump

by Clive King

Inside Out


Lead Text

Kay’s Anatomy

Adam Kay

Dragon Days


Lead Text

The Boy Who Grew Dragons

by Andy Shepherd

Charlotte’s Web by

E. B. White

Recommended Reads

Our aim at Hill View Primary is to promote a love of reading for all our pupils and to encourage them to read different types of books, written by different authors. Please click here to access our recommended reading list for Year 3.


In our English lessons, children are immersed in Lead texts in our reading lessons which broadly link to their learning in Science and the foundation subjects. Alongside this, we read for pleasure daily by sharing a class reader at the end of each day and explore model texts through a ‘Talk for Writing’ approach. These are tailored to the Year 3 grammar, punctuation and spelling expectations in order to expose children to high quality texts

Children are encouraged, when possible, to utilise the knowledge they gain over a project in their writing by applying it to different contexts such as in their Non-Chronological Reports all about magnets and their journey stories about being swallowed whole and travelling through the digestive system.

Grammar is explicitly taught to children daily and, whenever possible, children are given opportunities to apply their learning to a written context. We build the stamina of children with regular opportunities to write, which is supplemented by a weekly ‘Free Write’ where children are offered more freedom and given greater time to write at length.

You can find more information about the text types and curriculum coverage in English here.


In Maths, we plan and deliver a challenging Maths approach, where we encourage children to think and reason mathematically. This will ensure they become confident and fluent mathematicians who use maths as a tool to access many areas throughout their lives.

Maths is taught as a discrete subject, as it is across the school, following the Power Maths programme. Lessons are highly structured and include:

  • Power Up – a chance for children recap previous knowledge relevant to the session’s learning intent, to ensure learning is commit to long term memory through retrieval practise as well as allowing staff to identify children who may need extra support in the lesson.
  • Discover – an opportunity for children to grapple with a task and to draw on previous knowledge and strategies, while also allowing staff to identify any misconceptions and/or children who may need to be challenged or supported.
  • Practice – time for children to complete relevant tasks independently, with structured questions which provide opportunities for varied fluency, reasoning and problem-solving for all.
  • Reflect – embedded challenge for children who are showing clear understanding of a concept, and need tome to explore this through a mastery approach.
Year 3 Maths

Calculation Policy
Maths Sequence of Learning Progression
This is Maths information specific for Year 3.  The Calculation Policy demonstrates how calculations are taught; the Maths Sequence of Learning shows the progression of strands across the year, what is taught when and for how long and specific learning that children will be experiencing. For further information regarding whole school Calculation Policies, Strand Progression and Sequence of Learning Progressions, please see the Maths Subject Area on our website here.

Trips, Experiences and Parental Engagement

In Year 3 children go on 3 off-site outings over the academic year, which are as follows:

  • Autumn 1 – Visit to Kinson Library, where children’s art work is exhibited in a window display.
  • Spring 1 – Visit to Butser Ancient Farm at the end of our learning on Stone Age to Iron Age.
  • Summer 1 – Visit to Lyndhurst and the New Forest Heritage Centre, where children conduct geography field work and learn more about the New Forest National Park.

We also invite parents in regularly to see children’s hard work, such as:

  • Autumn 1 – A tour of our new learning environment, after children have worked to make the space their own and have published their very own novels.
  • Spring 1 – A performance of a dance inspired by the Stone Age to Iron Age, complimented with facts and information the children have learnt.
  • Spring 2 – A ‘Human Body Exhibition’ where children share their work on the human body and all the knowledge they have gained.
  • Summer 2 – A musical performance of ‘Dragon Days’, where parents are invited to see children’s talents in the performing arts.

Take a look at some of our amazing learning!




When we were in Year 2

Year 2

The Day the Crayon’s Quit

The children have been busy learning about this book. They have considered feelings of themselves and others and how we can affect the way others feel.
They have learnt how to write letters and use conjunctions to support their thinking and ideas.  The first few weeks of Year 2 has been busy but the children have worked so hard.
To try and tempt the crayons to come back to our classes they persuaded them that we would learn about sketching and would create some special ones for them to be used for.
 We made sure not to overuse the crayons that were overused and gave some of the unpopular colours a chance to shine.  We then created a mural of the whole year groups work.
I’m sure you’ll agree, the children have thought very carefully about their use of size and colour.’
Please click on the link below: