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Deer - Year 3

Welcome to Deer - Year 3


Contact your child's class teacher and stay up to date with posts and learning updates in Seals Class by regularly checking the ClassDojo for Parents



Children begin to develop their understanding of fundamentals in mathematics such as number bonds, times table facts and place value and begin to apply this to more challenging contexts. This will include using their understanding to learn related facts and begin to use these to work with numbers with an increased number of digits. Pupils learn new formal methods related to the four operations and there is a particular focus on times tables in order to prepare children for the statutory multiplication check in Year 4. As a school, we follow the revised White Rose Maths schemes (V3.0), which are outlined for Years 3 below:




Novel study texts this term link brilliantly with our learning in foundation subjects, where we will be learning all about the Stone Age through to the Iron Age! Children will develop their historical understanding, which will support children in understanding their key texts in our novel study lessons. Children will be creating prehistoric art, studying timelines and have even visited Herd Farm to immerse in a Stone Age themed day, filled with activities linked to life during the Paleolithic, Mesolithic and Neolithic periods! Each lesson will begin with a SPaG starter in addition to an explicit lesson once a week on this area of English. This ensures that children are secure in the mechanics of writing and meeting to requirements set out in Appendix 2 of the National Curriculum for English. As part of this, children will also complete weekly spelling tests following a dedicated spelling lesson, following the Spelling Shed Scheme of learning. This supports children as they move from Read Write Inc. to learn statutory spellings required for Years 3 and 4. 




Autumn 1: Stone Age Boy by Satoshi Kitamura

Autumn 2: Stone Age Boy by Satoshi Kitamura and Macavity: the Mystery Cat by TS Eliot



Spring 1: Journey to Jo'Burg by Beverley Naidoo

Spring 2: Journey to Jo'Burg by Beverley Naidoo


Summer 1: TBC

Summer 2: TBC



Children build upon their understanding and skills from Key Stage One, learning new knowledge and assimilating this with their previous study in this subject. Working scientifically will become even more of a focus as pupils move into Key Stage 2 as it now becomes a curriculum requirement for pupils to understand how to formally conduct practical investigations with specific criteria, thinking about different methods of testing and researching using secondary sources. In addition to this, there is a specific curriculum requirement for pupils to spell subject specific vocabulary correctly in Key Stage 2 so pay particular attention to this in our knowledge organisers!


Autumn 1: The Human Body


Autumn 2: The Human Body


Spring 1: Electricity

Spring 2: Forces and Magnets


Summer 1: Light

Summer 2: Sound




Art and design in Year 3/4 sees pupils developing technical skills as well as their understanding of fundamental knowledge around key areas such as colour, shape, line and texture. Children learn about key artists and complete their own observations and studies inspired by respected art works. 


Autumn 1: Prehistoric Art

Autumn 2: Not taught in Autumn 2


Spring 1: Formal Elements of Art

Spring 2: Not taught in Spring 2


Summer 1: Craft then Art and Design Skills

Summer 2: Not taught in Summer 2




Children use Purple Mash to learn about the three strands of computing: digital literacy, computer science and coding. Through interaction with tools and software within the Purple Mash system, children develop their understanding of hardware, operations and processes and even how computing is used within the real world. 



Unit 4.2 Online Safety

Unit 3.1 & 4.1 Coding

Unit 4.3 Spreadsheets 




Unit 4.3 Spreadsheets 

Unit 4.4 Writing for different audiences 



Unit 4.5 Logo

Unit 4.6 Animation 

Unit 4.7 Effective Search 

Unit 4.8 Hardware 



In design technology, children work like professionals in the real world by working with the entire design process of design, make, evaluate. Pupils work with equipment and tools to develop technical skills whilst learning subject specific knowledge in relation to joining techniques, product design and the digital world. All work is driven and informed by a brief with specific success criteria, which supports pupils in contextualising leaning and recognising a clear purpose in their learning. 



Mechanical systems: Pneumatic toys 

Digital world: Electronic charm  



Spring 1: Food- Eating Seasonally  

Spring 2: Structures- Constructing a Castle


Summer 1: Cross stitch and appliqué Textiles

Summer 2: Electrical systems: Electric poster    




In Year 3/4 Geography, pupils develop their understanding of the world by comparing different countries in relation to climates/biomes, human and physical features and how land use has changed over time. Children will also develop key skills linked to compass points and maps, identifying key features and understanding how to read different types of maps accurately.  


Autumn 1: Spatial Sense


Autumn 2: Eastern Europe


Spring 1: Rivers


Spring 2: Not taught in Spring 2


Summer 1: Not taught in Summer 1


Summer 2: UK Geography: London and the Southeast




History in Years 3 and 4 sees children immersed in learning about the early origins of man and the first civilizations. From here, children will explore how the earliest examples of democracy were changed and influenced through Roman dictatorships and rule before rebellion during the ages of the Anglo Saxons and Scots. Through the study of key events and organising these using timelines, children develop their understanding of key historical figures and learn how specific events shaped the time period that followed. In order to develop as historians, pupils will consider how primary and secondary sources teach us about the past, beginning to debate the reliability of these. 


Autumn 1: Stone Age to Iron Age

Autumn 2: Not taught in Autumn 2


Spring 1: Not taught in Spring 1

Spring 2: The Roman Empire


Summer 1: Not taught in Summer 1

Summer 2: Anglo Saxons, Scots and Vikings 




    Autumn 1:  Invasion games 1 and 2 

    Autumn 2: 

    • Dance  
    • Pilates 



    Spring 1: Gymnastics 

    Spring 2: 

    • Football 
    • OAA 


    Summer 1: 

    • Net and Wall Games 1 
    • Striking and fielding 1 


    Summer 2: Athletics 1 and 2 




    In Lower Key Stage 2, we continue to priorities the mental health and wellbeing of children through our delivery of Personal, Social, Health Education and Relationship and Sexual Health Education. To do this, we follow the Jigsaw scheme of learning as well as the statutory guidance from the National Curriculum which outlines what pupils should learn in order to understand themselves as individuals, how to care for themselves both physically and mentally as well as developing their understanding of where they fit within the world. 


    Please see the overview of the units that children will cover in Year 3, taken directly from the Jigsaw Scheme of Work:




    PSHE Education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. We teach of PSHE curriculum through the Jigsaw Scheme of work. Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. Each year the children repeat these units and build on their prior knowledge and skills. 



    Jigsaw provides a comprehensive PSHE Programme which covers all the requirements of the government guidance and outcomes, and more. The Relationships and Healthy Me Puzzles (units) cover most of the aspects in the guidance but these are enhanced, revisited and foundations built throughout the Jigsaw Programme. Jigsaw’s philosophy starts by building positive self-image, a sense of identity and a healthy relationship with self, and from that starting point helps children grow healthy relationships with others. Health Education in Jigsaw embraces not only physical health but has a strong focus on mental health and emotional literacy throughout, and empowers children to be aware of their own thoughts and feelings and know how to manage and regulate these e.g.using Calm Me (mindfulness techniques).


    If you have concerns to queries in relation to the RSHE aspect of your child's education, please click the link to access the government document which details the required learning for children in the United Kingdom. RSHE is a legal requirement and parents may only opt out of these lessons in specific year groups, not within Years 3 and 4:


    Relationships Education, Relationships and Sex Education and Health Education guidance (




    We follow the Wakefield Agreed Syllabus in order to learn about a range of religions and beliefs. In Years 3 and 4, this includes: 


    Autumn 1: What does it mean to be a Christian in Britain today?  


    Autumn 2: What does it mean to be a Hindu in Britain today?  


    Spring: Why are festivals important to religious communities?

    (Focus on Judaism and how it links to previously taught religions)   


    Summer: What can we learn from religions about what is right and wrong?  


    Throughout these studies of religions, beliefs and world views, children use their understanding to begin to offer opinions and insights into the practices of others, making links between themselves, their local community and the wider world. 



    At Northfield, we are fortunate to have subject specialists deliver our music lessons in order to develop pupil's knowledge of music theory as well as their ability to play individually and as part of an ensemble. Through dedicated lessons, children will be immersed in a variety of musical genres to develop a love of the subject as well as an understanding of how stylistic techniques inform performance. 


    Autumn 1: Exploring rhythm and pulse (batons)


    Autumn 2: Exploring rhythm and pulse (continued- Christmas 'Silent Night')


    Spring 1: Exploring pitch and dynamics (Pentatonic: Pentajam)


    Spring 2: Improvisation and composition (Chords 'Walk the Line')


    Summer 1: Performing, Singing and Playing (MIA Together: Roundabout for 4)  


    Summer 2: Performing & Appraising (MIA Together: Super Sequence) 




    During the Autumn term, the children have the opportunity to continue with their weekly Forest School sessions in the Enchanted Garden.  This is an exciting way to learn in an outdoor setting and is proven to improve children’s confidence, self-esteem, and communication skills as well as them having lots of fun!  They develop skills in teamwork, using tools safely and learning about looking after our natural environment. During the session, the children will take part in a range of activities including den-building, wood craft, playing games and cooking on a campfire! 


    What will my child need?

    Forest School will happen in all weathers (unless it is VERY windy or icy). Please make sure your child has plenty of warm clothes including a jumper, gloves and a hat (sunhat in sunny weather). Lots of layers are more effective than a single thicker layer in terms of protecting from the cold.  Please make sure your child is suitably dressed to ensure they can fully enjoy the experience.