Access free Year 3 British Curriculum for Primary School Scheme of Work Subjects topics for Basic School Education all three Terms available free download PDF-Schemeofwork.com
Primary 3 First Term, Second Term and Third Term Scheme of work for British national curriculum for British and Montessori Schools
Year 3 British Curriculum for Primary School Subjects
The Subjects includes:
- English Language – (Grammar, Spelling And Phonics)
- Mathematics
- Science
- Creative Writing
MATHS CURRICULUM
MATHS FIRST TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(1ST TERM) |
| MATHS | 1 | The inverse relationship between: Addition and subtraction Multiplication and division | |
| 2 | Place Value: Find 10 or 100 more or less than a given number; recognise the place value of each digit in a three digit number (Ten thousands, thousands, hundreds, tens and units)Ordering numbers in ascending and descending order | ||
| 3 | Place value: Writing numbers in figures and words Building times tables to 7x | ||
| 4 | Addition and subtraction: Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction | ||
| 5 | Word problems for basic operations (addition, subtraction, multiplication and division) | ||
| 6 | Estimation to the nearest: -10, 100, 1000 | ||
| 7 | Measurement (length): Measure, compare, add and subtract lengths (m/cm/mm). | ||
| 8 | Perimeter of simple 2D shapes | ||
| 9 | Introduction to long division | ||
| 10 | REVISION |
SECOND TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| MATHS | 1 | Place Value (Hundreds of thousands, ten thousands, thousands, hundreds, tens and units) Introduction to long division | |
| 2 | Decimals: What they are Conversion of fractions to decimals Addition and subtraction of decimals | ||
| 3 | Classification of 2D and 3D shapes: |
| Classification of 2D and 3D shapes according to sides/faces, vertices Types of angles | |||
| 4 | Advanced word problems of all basic operations | ||
| 5 | Multiplication table proficiency to 11x | ||
| 6 | Finding fractions of whole numbers (unit fractions and non – unit fractions) | ||
| 7 | Mass: Grams and kilograms | ||
| 8 | Telling the time to the minute | ||
| 9 | Analogue and digital clock reading | ||
| 10 | Revision |
THIRD TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| 1 | Roman numerals 1 to 1000 Counting in tens and hundreds | ||
| 2 | Inequalities (revision) Number patterns and sequences | ||
| 3 | 2 digit long division Introduction to long multiplication | ||
| MATHS | 4 | Long multiplication Drawing regular and irregular 2D shapes | |
| 5 | Equivalent fractions Simple mixed fractions | ||
| 6 | Capacity (cl,l) Carroll and Venn Diagrams Tally charts and frequency tables | ||
| 7 | Time difference (Hours, 30 minute, 15 minute, 5 minute and 1 minute intervals) | ||
| 8 | Money (Consumer math word problems) Introduction to Area (define area as the amount of space that a shape occupies. It is usually measured in squares) | ||
| 9 | Adding and subtracting fractions with the same denominators Time (Revision) | ||
| 10 | Revision |
SPELLING/ PHONICS CURRICULUM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(1ST TERM) |
| SPELLING/ PHONICS | 1 | Words ending le |
| 2 | Double letters before le | |
| 3 | Double letters before other endings |
| 4 | Words ending el, al and il | ||
| 5 | More word endings | ||
| 6 | Adding –ed | ||
| 7 | Adding –ed and –ing to words ending –y | ||
| 8 | Irregular past tense | ||
| 9 | Adding –s and –es | ||
| 10 | Topic words: months of the year/maths |
SECOND TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| SPELLING/ PHONICS | 1 | Spelling patterns: c and k | |
| 2 | Spelling patterns: x and ex | ||
| 3 | More ‘or’ spellings | ||
| 4 | More ‘ur’ spellings | ||
| 5 | More ‘oo’ and ‘yoo’ spellings | ||
| 6 | Topic words: describing words Adding –y | ||
| 7 | Adding –er and –est | ||
| 8 | Adding –ly | ||
| 9 | Spelling words with suffixes –ful, -less, -able, -ness, -ment, – er | ||
| 10 | Revision |
THIRD TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (3RD TERM) |
| 1 | Shortened forms (contractions with pronouns) | ||
| 2 | Shortened forms (other contractions) | ||
| 3 | Silent letters | ||
| 4 | Soft g and soft c | ||
| 5 | Homophones Topic words: English |
| 6 | Prefixes: re-, de-, pre- and mis- | ||
| 7 | More prefixes | ||
| 8 | Words ending –ture and –sure | ||
| 9 | Possessive apostrophes | ||
| 10 | Revision |
GRAMMAR CURRICULUM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(1ST TERM) |
| GRAMMAR | 1 | Sentence punctuation | |
| 2 | Sentence types | ||
| 3 | Noun phrases | ||
| 4 | Using ‘a’ and ‘an’ | ||
| 5 | Commas in lists | ||
| 6 | Apostrophes for possession | ||
| 7 | Comparatives and superlatives | ||
| 8 | Conjunctions | ||
| 9 | Conjunctions of time and cause | ||
| 10 | Writing task 1/revision |
SECOND TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| GRAMMAR | 1 | Adverbs to show how | |
| 2 | Adverbs to show time and place |
| 3 | Adverbs to show place | ||
| 4 | Adverbs to show time | ||
| 5 | Inverted commas in direct speech | ||
| 6 | Punctuation in direct speech | ||
| 7 | Verbs: past tense and perfect form | ||
| 8 | Nouns with suffixes | ||
| 9 | Nouns with prefixes | ||
| 10 | Revision |
THIRD TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(3RD TERM) |
| GRAMMAR | 1 | Clauses and phrases | |
| 2 | Subordinate clauses | ||
| 3 | Paragraphs: non – fiction | ||
| 4 | Paragraphs: stories and accounts | ||
| 5 | Root words | ||
| 6 | Word families | ||
| 7 | Pronouns | ||
| 8 | Pronouns and verbs | ||
| 9 | Singular and plural nouns | ||
| 10 | Writing task 3 Revision |
SCIENCE CURRICULUM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(1ST TERM) |
| SCIENCE | 1 | Parts of plants; roots and stems |
| 2 | Plants need water , sunlight and warmth | |
| 3 | Healthy plants | |
| 4 | Water plants | |
| 5 | Desert plants | |
| 6 | Mountain plants | |
| 7 | Flowers and unusual plants | |
| 8 | Life processes |
| 9 | Living and non-living things | ||
| 10 | Revision |
SECOND TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| SCIENCE | 1 | Food for energy | |
| 2 | Eating the right food and the wrong food | ||
| 3 | Exercise | ||
| 4 | Your senses and how they help you | ||
| 5 | Classifying living things | ||
| 6 | Material properties: Properties of materials | ||
| 7 | Hard or soft materials | ||
| 8 | Strength of materials | ||
| 9 | Flexibility of materials | ||
| 10 | Revision |
THIRD TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(3RD TERM) |
| SCIENCE | 1 | Structures Uses of materials |
| 2 | Staying the same shape Material properties: floating or sinking? | |
| 3 | Material properties: See through or not? Wet or dry? | |
| 4 | Magnets |
| http://www.prim aryresources.co.u k/english/pdfs/be ach_poem.pdf | Using magnets | ||
| 5 | Forces and motions: Pushes and pulls Making things move | ||
| 6 | Natural forces Measuring forces | ||
| 7 | Stopping and starting Changing direction | ||
| 8 | Changing shape | ||
| 9 | Friction | ||
| 10 | Revision |
CREATIVE WRITING CURRICULUM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(1ST TERM) |
| CREATIVE WRITING | 1 | Fiction (making a list): Pupils are to make a list of 10 reasons why they can’t possibly write anything today. Encourage them to come up with totally outrageous excuses. |
| 2 | Writing cycle (fiction): It was noon and the sun was hot… Seat the pupils in a circle and give each student one or two blank notebook pages. Instruct the pupils to start a story from a prompt of your choice. For this class, use the prompt “It was noon and the sun was hot…” Allow the pupils to write from that prompt for two or three minutes, then instruct the class to pass their stories to the person sitting to the left. Repeat the three-minute cycle, passing stories to the left until each story has gone around once. Once pupils receive their own stories back, ask them to conclude the story with another three-minute time slot of writing. | |
| 3 | Poetry: Create a poem about weather using first person (“I” or “we”), in which you give the reader clues about what kind of weather you are. The very last line of the poem should reveal your identity; for example, “I am a thunderstorm.” | |
| 4 | Non – fiction (A day that I enjoyed myself): Pupils are to create a mind map to plan their writing and then write their narrative essay. Encourage them to use adjectives. | |
| 5 | Fiction: Copy change story: In a copy change, pupils select a favourite passage from a story and rewrite it, keeping the structure the same while changing the content. For example, they can rewrite a paragraph about how happy a character was so it shows another emotion such as sadness, anger or sleepiness |
| Writing task 1: | |||
| Allow the pupils complete the first writing task in English | |||
| 6 | Skills 2 page 16 | ||
| http://www.prim | Poetry: Poetry review | ||
| 7 | aryresources.co.u k/english/pdfs/17 poetryreview.pdf | Allow pupils select any poem of their choice and review it using the questions in the worksheet in the link. | |
| https://d1le9g1q5 | |||
| z956q.cloudfront. net/pdf- | Fiction: The Balancing Act | ||
| attachment/resou | Allow the pupils read the story starter and then try out the | ||
| 8 | rce/attachment/2 58/258_balancing act.pdf | activity/activities of your choice from the different options available. | |
| Non – fiction: My Hero | |||
| Allow pupils to think of someone who they consider to be a | |||
| hero. Encourage them to write seven reasons why they | |||
| think this person is heroic. | |||
| 9 | |||
| 10 | Revision |
SECOND TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| SUBJECT | WEEK | MATERIAL | PRIMARY 3 (2ND TERM) |
| 1 | Non – fiction: Informal letter writing (revision) | ||
| 2 | Figures of speech: Simile, metaphor, personification, onomatopoeia | ||
| 3 | Fiction: If I was given three wishes Ask the pupils: If you were given 3 wishes what would they be and why? | ||
| CREATIVE WRITING | 4 | Fiction: Change the end! Discuss the story ‘Little Red Riding Hood’ and let the pupils write a different end to the story | |
| 5 | Non – fiction: Being a good friend Ask the pupils: What does it mean to be a good friend? How can you work to be a better friend to the people in your life? Let them write at least ten meaningful sentences about this topic. | ||
| 6 | English Skills 1 page 30 | Writing Task 2: Dressed for the weather. Allow the pupils complete this writing task | |
| 7 | http://www.prim aryresources.co.u k/english/pdfs/Ha iku.pdf | Poetry: Introduction to Haiku poetry Define Haiku poetry as a form of Japanese poetry without rhyme, having three lines containing usually five, seven, and five syllables respectively. Let them attempt to complete the Haiku poem in the link | |
| 8 | https://www.poe try4kids.com/poe ms/my-brother- ate-my- smartphone/ | Poetry: My brother ate my smartphone (poem review) Pick out rhyming words, rhyming patterns and figures of speech in this poem | |
| 9 | Non – fiction: Writing a summary Pick out a book, discuss the story, pick out the setting, the main points and let the children write the story in their own words. | ||
| 10 | Revision |
THIRD TERM
| SUBJECT | WEEK | MATERIAL | PRIMARY 3(3RD TERM) |
| CREATIVE WRITING | 1 | Fiction: My Ice Cream World One day, you go outside and all of the grass and trees have turned into an ice cream world. What is the first thing you would do? Write a story about how you would spend the day. |
| 2 | Non – fiction: Honesty Why is it important to be honest and not lie? Allow pupils to write about five reasons why. Each reason should be a paragraph. | |
| 3 | Fiction: Group writing project. Create a fairy tale with your pupils. Determine the setting, characters, etc. Have each member of the group write one part of the story. Make it into a class display when you are done with it. | |
| 4 | Poetry: Beach poem Encourage the children to create their own beach poem and try their best to make sure they use rhyming words | |
| 5 | Non – fiction: Letter writing (pick a class pen pal) Pupils pick a class pal’s name from a sorting hat and write a letter to them explaining all the things that they plan to do during the holiday. |
| Fiction: If I could rule the country….. | |||
| If you could rule the country for a day, what would you do? | |||
| What would you change? What would change? What | |||
| would stay the same? Would things be better or worse— | |||
| 6 | and why? Each thought/reason must be a paragraph | ||
| Poetry: Autobiographical poetry | |||
| This is a poem written about yourself. Allow pupils write an | |||
| autobiographical poem in the format below: | |||
| Line 1: (Your name) | |||
| Line 2: _, _, _ (3 personal characteristics or physical traits) | |||
| Line 3: Brother or sister of or son/daughter of | |||
| Line 4: Who loves , , and (3 people, things, ideas) | |||
| Line 5: Who feels about (1 emotion about 1 thing) | |||
| Line 6: Who needs , , and (3 things you need) | |||
| Line 7: Who gives , , and (3 objects you share) | |||
| Line 8: Who fears , , and (3 items) | |||
| Line 9: Who’d like to see, (1 place or person) | |||
| Line 10: Who dreams of (1 item or idea) | |||
| Line 11: A student of (your school or teacher’s name) | |||
| 7 | Line 12: (Nickname or repeat your first name) | ||
| Poetry: Acrostic poetry | |||
| An acrostic poem is a type of poetry where the first, last or | |||
| other letters in a line spell out a particular word or phrase. | |||
| The most common and simple form of an acrostic poem is | |||
| where the first letters of each line spell out the word or | |||
| phrase. | |||
| Encourage them to write their own acrostic poem with the | |||
| 8 | word HOLIDAY | ||
| Fiction: My imaginary pet | |||
| If you could have any cartoon character animal for a pet, | |||
| 9 | which one would you choose? Why? | ||
| 10 | Revision |
Primary School British Curriculum Links
Primary 1/Year 1 British Curriculum Link
Primary 2/Year 2 British Curriculum Link
Primary 3/Year 3 British Curriculum Link
Primary 4/Year 4 British Curriculum Link
