Welcome back to the summer term!

Corby Glen Community Primary School

Year 3

End of Year 3 expectations 

 Foundation subject area/strand   Essential skills

 Art and Design

  •  Make/use a simple sewn sketch book, selecting a range of papers and fabrics for different purposes.
  • Identify interesting aspects of objects as a starting point for work.
  • Explain the purpose of a given task and identify the ideal materials and tools for the job.
  • Use a range of drawing media to draw natural and man-made items, giving attention to pattern, shape and form.
  • Copy and create patterns and textures with a range of paints.
  • Use a range of modelling materials and tools, choosing the one most appropriate to a given task.
  • Make repeat pattern prints for decorative purposes using various natural materials.
  • Use a variety of materials to create a collage on a theme.
  • Take photographs and explain their creative vision.
  • Create and use a palette of natural colours to paint from outdoor observation.
  • Imprint a range of patterns into modelling materials (e.g. clay, dough and papier mâché).
  • Use line to add surface detail to a drawing, print or painting.
  • Create natural forms such as shells, leaves, flowers and animals, showing an awareness of different viewpoints of the same object.
  • Make suggestions for ways to adapt/improve their own artwork.
  • Use a range of artistic vocabulary to compare artworks of a particular genre or movement.


  •  Use logical reasoning to explain how a simple algorithm works.
  • Use sequence, selection and repetition in programs.
  • Analyse and tackle problems by decomposing into smaller parts.
  • Demonstrate a knowledge of computer systems and hardware by describing input and output devices used in everyday life.
  • Use software or search engines effectively.
  • Become discerning in evaluating digital content.
  • Identify and select appropriate information using straightforward lines of enquiry.
  • Use different approaches to search and retrieve digital information, including the browser address bar and shortcuts.
  • Identify ways to keep safe when using ICT.
  • Think before sending and suggest consequences of sending/posting.
  • Recognise online behaviours that would be unfair.
  • Show respect for individuals and intellectual property.
  • Identify how to select information to put into a data table.
  • Recognise which information is suitable for their topic.
  • Design a questionnaire to collect information.

 Design and Technology/Planning, knowledge and evaluation

  •  Share ideas through words, labelled sketches and models, recognising that designs have to meet a range of needs, including being ?fit for purpose.
  • Use ICT packages to create a labelled design or plan, in detail.
  • Make realistic plans, identifying processes, equipment and materials needed.
  • Compare and contrast great bridge designs, explaining why a particular design is significant in engineering history.
  • Investigate the design features (including identifying components or ingredients) of familiar existing products.
  • Suggest improvements to products made and describe how to implement them (taking the views of others into account).
  • Explain the impact of a design or designer on design history and how this has helped to shape the world.

 Design and Technology/Making, using and understanding

  •  Select the appropriate tools and explain choices.
  • Plan which materials will be needed for a task and explain why.
  • Follow health and safety rules for cooking and baking activities.
  • Try an alternative way of fixing something, if their first attempt isn’t successful.
  • Create a simple pattern for a design.
  • Cut slots in card and create nets.
  • Measure and mark wood/dowel.
  • Join fabrics using a running stitch.
  • Create a shell or frame structure using diagonal struts to strengthen.
  • Create and use simple gears, pulleys, cams, levers and linkages.
  • Build models incorporating circuits with buzzers and bulbs.
  • Evaluate their own programme, refine and improve it.
  • Combine a variety of ingredients using a range of cooking techniques.
  • Describe what a balanced diet is.
  • Identify food which comes from the UK and other countries in the world.

 Geography/Knowledge and understanding

  •  Describe and compare different features of human and physical geography of a place, offering explanations for the locations for some of these features.
  • Name and locate vegetation belts across the United Kingdom, explaining how some of these have changed over time.
  • Make comparisons of the same geographical feature in different countries.
  • Identify how people both damage and improve the environment.
  • Explain how the physical processes of erosion, transportation and deposition affect the environment.
  • Provide a reasonable explanation for features in relation to location (e.g. the shops outside town are bigger because there is more space).
  • Sequence and explain the features of a physical weather process such as the water cycle.
  • Compare and contrast areas of vegetation and biomes in two different locations.
  • Identify changes in the local and global environment.
  • Provide reasons for their observations, views and judgements regarding places and environments.


  •  Draw sketch maps and plans using agreed symbols for a key.
  • Locate geographical features on a map or atlas using symbols shown in a key.
  • Observe, measure and record the human and physical features in the local area responding to a range of geographical questions.
  • Use technical and geological vocabulary to describe geographical processes.
  • Locate appropriate information, needed for a task, from a source material.
  • Use the eight points of a compass to describe the location of a country or geographical feature.
  • Locate and explain the significance of the Northern and Southern hemispheres and the Arctic and Antarctic Circles.
  • Analyse data which they have collected from first hand observations and experiences, identifying any patterns.
  • Compare and contrast aerial photographs and plan perspectives explaining their similarities and differences.


  •  Describe how their own lives are similar or different to children living in past times.
  • Use appropriate historical vocabulary to describe key features of a time period.
  • Show developing understanding of chronology by beginning to realise that the past can be divided into different periods of time.
  • Explain how a significant figure of a period influenced change.
  • Describe how national changes affected their locality.
  • Describe some of the main changes in Britain, resulting from an event (e.g. an invasion or war).
  • Express an opinion on whether a person or event had a positive or negative impact on life in Britain.
  • Suggest useful research questions.
  • Use labelled diagrams, recounts, stories, diaries and pictures to illustrate understanding about historical events and famous people.
  • Choose the most important source material for a task, showing awareness of a range of sources.


  •  Recognise changes in the music, using words like ‘pitch’ (high/low), ‘timbre’ (sound quality), ‘dynamics’ (loud or soft) and ‘tempo’ (fast or slow).
  • Use standard and invented symbols to represent sounds.
  • Use relevant musical vocabulary (e.g. pitch, rhythm, pulse and tempo) when talking about the elements of music within a piece.
  • Perform own part with increased control or accuracy when singing or playing both tuned and untuned instruments.
  • Sing songs confidently both solo and in groups.
  • Create and repeat extended rhythmic patterns, vocally or by using clapping.
  • Use written symbols both standard and invented to represent sounds.
  • Compare and contrast two pieces of music on the same theme.
  • Listen to music from different periods in history.


  •  Create their own games, adapting rules and displaying knowledge of warm up and cool downs.
  • Keep control of ball-based equipment (e.g. a hockey stick), working effectively as part of a team.
  • Choose tactics/a suitable strategy to cause problems for the opposition.
  • Compare, develop and adapt movements and motifs to create movement patterns.
  • Demonstrate a range of throwing techniques, using accuracy and power and perform a range of jumps, sometimes with run ups.
  • Vary height and speed in a sequence of gymnastic movements.
  • Work effectively as part of a team to safely navigate to familiar places, solving problems and evaluating their performance.
  • Create/perform a sequence of movements, showing good balance/body tone.
  • Recognise their strengths in PE, identifying areas for improvement.
  • Move in and around water confidently and competently, exploring ways of swimming above and below the water.


  •  Make positive comments about themselves and others.
  • Listen actively and show empathy.
  • Present their views and opinions with some explanation, beginning to formulate questions.
  • Explain which foods contribute towards a healthy lifestyle and the benefits of a balanced diet.
  • Recognise that bacteria and viruses can be harmful and explain how simple routines can help stop their spread.
  • Identify different types of relationship (e.g. marriage or friendships) and show ways to maintain good relationships (e.g. listening, supporting, caring).
  • Judge what kind of contact is acceptable and how to respond.
  • Describe ways of resisting negative peer pressure around issues, such as bullying, which affect their health and well-being.
  • Recognise ways in which a relationship can be unhealthy and who they can talk to if they need support.
  • Describe situations that they find stressful and explain some ways that they can make these better, through positive thinking and talking them through with
  • Work collaboratively towards shared goals.
  • Describe what bullying is and what to do if they are feeling bullied.
  • Demonstrate sensitivity and understanding of people with different values, customs and cultures.
  • Explain the school rules and basic emergency procedures.
  • Ask and answer questions, giving a view on a local (or world) issue.
  • Describe different ways people earn and manage money and their personal finances, including how to budget.
  • Describe how ‘family’ can mean different things to different people.
  • Recognise things they are good at and identify simple goals.
  • Respond to the need for positive affirmation for self and others.