Hawthorns (Year 3)

Welcome to Hawthorns class page!

Class teacher: Mr Budhi


TAs: Miss Liu and Miss Hooks

SP Curriculum

 Year 3 Spring Term

In this section, you will find a brief summary of what children will be learning in each subject in the SP Curriculum this term. In addition to this, you will find the key knowledge the children should know for each unit. It would be helpful if you could discuss your child's learning with them in each subject area.


In the first half term we will be studying the work of Frank Bowling. We will be using his techniques and the theme volcanoes for inspiration as we experiment with different painting techniques. 

Next half term we will be studying portraits and developing our drawing skills and claywork. 

Art Knowledge: Frank Bowling was born in British Guiana in 1934. He arrived in London in 1953, graduating from the Royal College of Art with the silver medal for painting in 1962. By the early 1960s, he was recognised as an original force in London’s art scene with a style combining figurative and abstract elements in large paintings. He spends his time working in his studios in both London and New York. 

Narrative art depicts a story. Greek and Roman artists painted myths and important events on vases.

Sir Grayson Perry CBE RA (born 1960) is an English contemporary artist, He is known for his ceramic vases, tapestries. Perry's vases have classical forms and are decorated in bright colours, depicting narratives that are often autobiographical.


In the first half term we will be learning about how climate affects food growth and understand the advantages of eating seasonal foods grown in the UK. We will create a recipe that is healthy and nutritious using seasonal vegetables as well as taste and evaluate different tarts. In the second part of the term we will  understand the impact of the digital revolution in the world of (D&T) product design as well as  write a program to initiate a flashing LED panel after button press and/or automatically initiate using the Micro:bit light sensing, as part of an ECharm. We will then go on to create and decorate a foam pouch for the ECharm, using a template as well as an explanation text on what we have done in the whole unit.

DT Knowledge: Climate's effect on food growth

I know that not all fruits and vegetables can be grown in the UK.

I know that each country has its own climate.

I know that imported food will have traveled from far away and has an impact on the environment.

I know that vegetables and fruit grow in certain seasons and that in the UK we often import food from other countries when it is not in season.

Knowledge: Digital Revolution

I know how to identify some key product developments that occurred as the result of the digital revolution.

I know how to explain the basic functionality of my E charm program.

I know how to develop and design ideas for a technology pouch.


The topic for geography this half term is volcanoes. For the first half of this half term, children will be learning to identify and explain the function of the different layers of the Earth. They will use this learning to support their understanding of the physical processes that underpin the formation of a volcano and explain how earthquakes occur. Additionally, they will develop their knowledge of volcanoes by becoming familiar with  the different parts of a volcano. They will expand upon their knowledge of volcanoes by locating significant volcanoes and explaining why they are important. Towards the end of the half term, children will ask, answer and research a geographical question of their choice on the topic of volcanoes. Children will use evidence to support their enquiry and present their findings to the class. 

Geography Knowledge: 


 In the first half-term, we will be studying flowering plants, learning about the parts of the plant, how they transport water throughout their body, how they photosynthesise, and how they reproduce. In the second half-term, we will study animals and their diets.

Science Knowledge:


In the dance unit, pupils will create dances in relation to an idea including historical and scientific stimuli. Pupils will work individually, with a partner and in small groups, sharing their ideas. Pupils will develop their use of counting and rhythm. Pupils also learn to use canon, unison, formation and levels in their dances.

In the net and wall games unit, pupils will develop the key skills required for tennis such as the ready position, racket control and hitting a ball. They will learn how to score points and how to use skills, simple strategies and tactics to outwit the opposition.


Dance unit:

Actions: understand that sharing ideas with others enables my group to work collaboratively and try ideas before deciding on the best actions for our dance.

Dynamics: understand that all actions can be performed differently to help to show effect.

Space: understand that I can use space to help my dance to flow.

Relationships: understand that 'formation' means the same in dance as in other activities such as football, rugby and gymnastics.

Performance: understand that I can use timing techniques such as canon and unison to create the effect.

Strategy: know that if I show sensitivity to the music, my performance will look more complete

Net and wall games

Shots: know that pointing the racket face/my hand where I want the ball to go and turning my body will help me to hit accurately.

Rallying: know that hitting towards my partner will help them to return the ball easier and keep the rally going.

Footwork: know that moving to the middle of my court will enable me to cover the most space.

Tactics: know that using simple tactics will help to achieve an outcome e.g. if we spread out, we can cover more space.

Rules: know the rules of the game and begin to apply them.


In the first part of the term, pupils will be thinking about the question ‘Is scripture central to religion?’ The children will examine key beliefs about scripture from the Torah, Qur’an and Hadith, They will recognise and explain similarities and differences between Jewish and Christian scripture and to explore the ways some Christians view and use the Bible. They will discuss the similarities and differences between scripture considered by some to be the word of God and human interpretations or commentary. Finally the children will Identify similarities within and between worldviews in the way scripture is viewed and used, including in places of worship. In the second part of the term, the children will be learning about the question ‘What happens if we do wrong?’


That some people believe connection with God to be a spiritual experience.

 That religious and non-religious people have ideas about the relationship between God and humans.

 That the way scriptures are used and treated reflects beliefs about their importance.

 That prayer, meditation and rituals are used to connect spiritually.

 That worship can take many forms and often involves symbolism.

 That the teachings of a religious or non-religious worldview often link with a follower’s life choices.

 To know that all communities have rules and guidance for how to live together.


 In the first part of the term, pupils will be covering the unit desktop publishing. They will become familiar with the terms ‘text’ and ‘images’ and understand that they can be used to communicate messages. They will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. Pupils will be introduced to the terms ‘templates’, ‘orientation’, and ‘placeholders’ and begin to understand how these can support them in making their own template for a magazine front cover. They will start to add text and images to create their own pieces of work using desktop publishing software. 

In the second part of the term, pupils will explore the concept of sequencing in programming through Scratch. We will start with an introduction to the programming environment, which will be new to most pupils. They will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. In their final project pupils will make a representation of a piano.

Computing Knowledge: Desktop Publishing

Knowledge Programming


In history this term the children will be focusing on Ancient Egypt. We will be focusing on key achievements of the Ancient Egyptians such as the significance of the River Nile, scientific knowledge, the Pyramids, the afterlife and significant individuals such as archeologists who have discovered key facts about Cleopatra and Tutankhamun. 

History Knowledge:


In the first unit of this term - The Four Seasons - we will be learning to identify the musical style of Antonio Vivaldi, and developing an understanding of Programme Music. Will will be exploring sounds and creating our own piece of music inspired by The Four Seasons.

Lessons will start with a focus on singing.

After half term we will be learning the basics of ukulele technique and how to play in time with others. We will learn two chords and play 'Best Day of My Life', then add a third chord and play "I Still Haven't Found What I'm Looking For'. We will learn to read graphic chord shapes, as used in all ukulele and guitar tuition. 

Lessons will start with a focus on Musicianship and the development of musical literacy: reading rhythms from staff notation.

Knowledge (‘The Four Seasons’):

Knowledge (‘Ukuleles 1’):

Fish Keeper Fry Enrichment for Year 3

This term, year 3 are taking part in an exciting opportunity - to learn about fish and taking care of them.

We will embark on a project where the pupils will learn all about keeping tropical fish and plants and a tank.

Follow along with the project on the following website:


Meet the teacher presentation.pdf

Maths For The Year


In our first English unit, we will be looking at non chronological reports. We will be looking at using a range of writing features. We will study good examples and will apply what we find in our own texts. In our second unit, we will be focusing on Newspaper reports. We will finish the Spring term off with  persuasive writing.


PE Kits: Our PE day is Thursday. Please ensure children come into school in their PE kit on a Thursday. 

Reading books: Please make sure your child has their reading books in school every day. 

Water bottles: Please make sure your child has a water bottle in class every day.

Home Learning

We expect children to read daily. School books need to be brought into school each day.

Over the course of the week, we expect children to spend time learning their Year 3 and 4 common exceptions words, their times tables (using Times Tables Rockstars) and learning their Key Instant Recall Facts.


Bewick Bridge KIRFs.pdf

Recommended Home Reading

If you are looking for inspiration for books for your children, below is a list of books that are recommended for Year 3 children.

Year 3 Reading List:

The Street Beneath My Feet - Charlotte Guillain 

The Abominables - Eva Ibbotson

Egypt Magnified - David Long and Harry Bloom

Meet the Ancient Romans - James Davies

This Moose Belongs to Me - Oliver Jeffers

The Pebble in my Pocket: A History of Our Earth - Meredith Hooper

The Nothing to see Here Hotel - Steven Butler and Steven Lenton

The 13 Story Treehouse - Andy Griffiths and Terry Denton

Mr Gum - Andy Stanton

The Boy Who Grew - Andy Shepherd

The Sheep Pig - Dick King-Smith

Who Are You Calling Weird?: A Celebration of Weird and Wonderful Animals - Marilyn Singer

Three Cheers for Women - Marcia Williams 

The Watcher - Jeanette Winter

Arthur and the Golden Rope - Joe Todd Stanton

My Name is Not Refugee - Kate Milner

The Tin Forest - Helen Ward and Wayne Anderson

Journey to the Centre of My Brain - Macmillan Poetry

The Story Tree - Hugh Lupton

Hello World - Jonathan Litton

A World of Cities - James Brown and Lily Murray

A Street Through Time - Steve Noon