Quick Links

Useful Links


Welcome to Year 3

Year 3 at Greenacres is called Maple Tree Class, and we are taught by Ms. Twohey. 

 Our learning is interconnected, if appropriate, meaning each term we interconnect some subjects to support reading, writing and wider curriculum.  By learning in this way, we deepen our understanding, become critical thinkers, and develop both knowledge and skills in key areas.  Learning is subject specific.  If interconnections are not appropriate, subjects are taught discretely.

At Greenacres, all our learning have elements of the same overarching threads of:

Character – personal qualities including identity, acceptance, resilience, perseverance, coping strategies and mental strength

Communication – purposeful speaking and listening to enable collaboration

Collaboration –to work together for a shared end goal, to solve a problem or work towards a shared understanding/outcome

Creativity – to problem solve by thinking of ideas which are original and serve a purpose using what is known 

Critical Thinking – to use what is known to think precisely in order to find a solution.  This will involve critical questioning

Citizenship – to develop a sense of a place within the community, city, nation or world and recognise a commitment to it.

Learning in Year 3 includes:

  • Fossils Rock
  • Where in the U.K.?
  • Romans’ Rule
  • Romans’ Rule (second term)
  • Around the World in Six Weeks
  • Out Of This World

We strive to acquire new knowledge, develop our skill-sets, apply our Greenacres Values and develop our 6Cs: Character, Communication, Collaboration, Creativity, Critical Thinking and Citizenship.  Our learning in school is built around these areas and stimulated through a class read.   Teaching sequences are progressive enabling children to build upon prior learning. We love sharing what we have learnt in school, although learning also happens outside the classroom; our homework and wider reading opportunities are one way this happens.  It is important to us that we are always learners whether we are in school, at home, or out and about in the world.  Events we look forward to are our Big Outcomes where we welcome parents and visitors into school to share in our learning with us; this is one of the times you will see our 6Cs in action! 

In Year 3, we continue to follow The 'No Nonsense,' Spelling scheme to ensure full coverage and consistency of approach.

We continue to use Acceleread as this tracks children's reading progress and we can track their progress.

Fossils Rock

Our first teaching sequence in Year 3 is, 'Fossils Rock,' which is a fantastic starting point for us as it builds on learning from our previous years and gives us the opportunity to listen to or read, ‘The Iron Man’, a stimulating text by Ted Hughes.  This teaching sequence allows us to develop our knowledge around the types of rocks and how fossils form, the Stone Age into Bronze Age into Iron Age periods and settlements like Skara Brae. We begin to understand the chronology of the Stone and Iron Ages. Learning in this way supports us in making connections with our learning to create knowledge webs.  Our learning is practical too with us making Stone Age Shelters and cave paintings.  To let you in on a little secret, we return to core knowledge and concepts throughout our time at Greenacres; we look at fossils in Year 6 alongside Charles Darwin.  Looking at fossilisation over time helped biologists to understand evolution - how human beings have adapted over thousands of years.

Image result for fossils clipart

Where In The UK?

Our second teaching sequence is, 'Where In The UK?' where we have the opportunity to produce a range of writing outcomes, playscripts, adventure stories and poetry inspired by learning and class read, ‘Alice in Wonderland’.   We add to our existing webs of knowledge, recalling our learning from Year 1 which was about the capital cities in the UK.   In Year 3, we learn about the location of different countries and capital cities in Europe and their location in relation to the UK.  In science and art, we learn about animals indigenous (native) to the UK producing sketches of these creatures, developing our scientific knowledge and key skills in sketching. 
Image result for uk map clipart

Romans Rule

Our learning on the Romans extends across two terms and we revisit some of our learning about invaders and settlers in Year Four when we learn about the Anglo Saxons creating webs of knowledge about invaders through spaced learning. We continue to develop our understanding of the chronology of British history moving on from the Stone and Iron Ages to The Roman invasion of Britain in AD 43. This term, our learning centres around the Roman invasion and occupation of Britain where we recall our geographical knowledge from, ‘Where In The U.K.?’ and recall our historic knowledge from term one on the Stone and Iron Ages.   We develop our understanding of the Roman timeline and how Romans impacted on the culture, technology and beliefs of Britons.  We develop our key skills in art by producing mosaics and making printing blocks - a skill we revisit in Year 4.  Our class read this term is a non-fiction text called ‘Romans’ which we explore through producing newspaper reports, mystery writing and instructions as well as interweaving with other aspects of the theme.

Image result for romans in britain

Romans Rule (part 2)

Our second term on Romans’ Rule allows us to deepen our learning in this historic time and recall the learning from Term 3.  Our writing outcomes from the knowledge we learn this term are myths, letters and information text.  We develop our critical thinking by questioning different sources and viewpoints of Roman rule in Britain, including the Celts' resistance through the use of artefacts and recounts. We learn about the significance and consequences of the Roman invasion. We are creative through producing stained glass windows to portray stories and interweave with Christian stories and our RE learning.  Learning about magnetism and attracting and repelling materials develops our scientific knowledge.  


Around the World In Six Weeks

It is our opportunity to return to geography as our key driver as this teaching sequence explores countries and cities around the world.  We make comparisons and contrasts to these locations through learning about the cultures, environments and beliefs.  Although teaching is subject specific, our science and design key skills interweave through learning about light and dark allowing us to make and create shadow puppet shows.  Our creative art skills and knowledge develops through the theme by producing sketches and landscape pictures from around the world.  Our learning and knowledge develops outside the globe into space as we learn about the sun, knowledge we return to and recall in Year 5.  Our class read is, ‘Around The World In 80 Days’. 

Earth Clip Art

 Out Of This World

Don’t be fooled, our last teaching sequence of the year is not about space but about plants and their importance on our planet.  We return to our Year 2 webs of knowledge about plants becoming experts in the conditions they need to survive, the function of different parts of plants and their impact on ecosystems.  We deepen our learning by interweaving with art to produce O’Keeffe inspired artwork through experimenting with different textures and colours for effect.  We develop our citizenship and skills around understanding humans' impact on different environments.   Our final class read of the year is, ‘Inside Plants’ - another non-fiction text which will inspire our shape poems, explanations and instructions.

Image result for ecosystems


We know that this learning will continue at home too. To support learning in school, please test our knowledge by asking us questions. We will do a quiz at the end of every teaching sequence recalling our knowledge to support longer term memory recall.