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Year 3 Planning: Links to the 2014 National Curriculum Programs of Study

Plan Reading Teaching Objectives Writing Teaching Objectives Spelling Teaching Objectives Grammar Teaching Objectives Text Type

Jack and the Beanstalk
  • To increase familiarity with a wide range of books, including fairy stories, and retelling some of these orally
  • To plan writing by discussing writing similar to that which they are planning to write
  • To plan writing by discussing and recording ideas
  • To draft and write by composing and rehearsing sentences orally (including dialogue)
  • To create settings, characters and plot when writing
  • To know that an adverb is a word that adds more information to a verb
  • To know some adverbs that tell us about time: then, next, soon
  • Narrative
    Traditional Tale

    Jim and the Beanstalk
  • To increase familiarity with a wide range of books, including fairy stories, and retelling some of these orally
  • To plan writing by discussing writing similar to that which they are planning to write
  • To plan writing by discussing and recording ideas
  • To know an adverb that tells us about cause: therefore
  • Narrative
    Traditional Tale
    Letter

    Chinese New Year
  • To increase familiarity with a wide range of books, including myths and legends, and retelling some of these orally
  • To plan writing by discussing writing similar to that which they are planning to write
  • To plan writing by discussing and recording ideas
  • To draft and write by composing and rehearsing sentences orally (including dialogue)
  • To create settings, characters and plot when writing
  • To use adverbs that tell us about time and cause, to modify verbs
  • Narrative
    Myths and Legends

    Aesop’s Fables
    Author: Michael Morpurgo
  • To increase familiarity with a wide range of books, including myths and legends, and retelling some of these orally
  • To plan writing by discussing writing similar to that which they are planning to write
  • To plan writing by discussing and recording ideas
  • To draft and write by composing and rehearsing sentences orally (including dialogue)
  • To create settings, characters and plot when writing
  • To know that an adverb is a word that adds more information to a verb
  • To know some adverbs that tell us about time and cause: then, next, soon; therefore
  • To make sentences more informative by including adverbs
  • Narrative
    Fables

    Crummy Mummy
    Author: Anne Fine
  • Listening to, discussing and expressing views about a wide range of stories
  • To create settings through writing
  • Revise Y2 spelling words: school, where, again, white, house, year, night, because, Saturday, should, twenty
  • Investigate how the spelling of words alter when ing is added
  • To introduce paragraphs as a way to group related material
  • Narrative
    Familiar Stories

    The Hodgeheg
    Author: Dick King Smith
  • Explore speech marks to demarcate dialogue
  • To create settings through writing
  • Introduce clauses and subordinate clauses in the context of paragraphs
  • Narrative
    Familiar Stories

    The Julian Stories
    Author: Ann Cameron
  • Listening to, discussing and expressing views about a wide range of stories
  • To discuss writing similar to that which they are planning
  • to write in order to understand and learn from its structure, vocabulary and grammar
  • Revise Y2 spelling words: school, where, again, white, house, year, night, because, Saturday, should, twenty
  • Introduce inverted commas to punctuate direct speech
  • Narrative
    Familiar Stories

    How to Make; a Pop-up Card, Crispy Cakes
  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • Using simple organisational devices such as headings and sub-headings
  • Introduce preposition (words that are usually used in front of nouns or pronouns and show the relationship between the noun or pronoun and other words in a sentence.) as an example of prefix pre: pre + position
  • Expressing time using conjunctions, adverbs
  • Revise use of commands and imperative verb
  • Non-Fiction
    Instructions

    How to Grow Broad Beans
  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • To notice and investigate a range of organisational devices including: captions, headings; bullet points and time conjunctions
  • Prepositions: revise use of un and look at dis and mis that also have negative meanings
  • Headings and sub headings to aid presentation
  • Understand what a command sentence is
  • Non-Fiction
    Instructions

    Adding a border to a Word document
  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • To write sequenced instructions using headings, sub headings and command verbs
  • Use of forms a or an according to whether next word begins with a vowel or consonant
  • Prefixes: re, sub and inter
  • Expressing time using conjunctions, adverbs
  • Non-Fiction
    Instructions

    Hermit Crabs
  • To retrieve and record information from non-fiction
  • To use contents pages and indexes to locate information
  • To ask questions to improve their understanding of a text
  • To identify the main ideas drawn from more than one paragraph and summarising these
  • To discuss and record ideas
  • To use headings and sub-headings to aid presentation
  • Non Fiction
    Non-Chronological Report

    All About Wolves
  • To retrieve and record information from non-fiction
  • To use contents pages and indexes to locate information
  • To ask questions to improve their understanding of a text
  • To draft and write using simple organisational devices [for example, headings and sub-headings]
  • To discuss and record ideas
  • To use prefixes (to create nouns where appropriate)
  • Revision of adding s, ed, ing to verbs
  • To use headings and sub-headings to aid presentation
  • Non Fiction
    Non-Chronological Report

    All About Wolves
  • To retrieve and record information from non-fiction
  • To use contents pages and indexes to locate information
  • To ask questions to improve their understanding of a text
  • To summarising the main ideas drawn from more than one paragraph
  • To discuss and record ideas
  • Revision of commas in a list
  • Non Fiction
    Non-Chronological Report

    Insects
  • To retrieve and record information from non-fiction
  • To assess the effectiveness of their own and others’ writing and suggest improvements
  • To use headings and sub-headings to aid presentation
  • Non Fiction
    Non-Chronological Report

    Three Billy Goats Gruff play script
  • To discuss similar play scripts
  • To infer characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To discuss words and phrases that capture the reader’s interest and imagination
  • To write a reflection on a character
  • Use of the forms a or an according to whether the next word begins with a consonant or a vowel
  • Play Scripts

    Range of Narrative Stories
  • To discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • To rewrite a story as a play
  • To introduce inverted commas to punctuate direct speech
  • Play Scripts

    BBC link
  • To prepare, read aloud and perform play scripts, showing understanding through intonation, tone, volume and action
  • To create settings, narrative and plot
  • To compose sentences using a varied and rich vocabulary and an increasing range of sentence structures
  • Expressing time, place and cause using conjunctions
  • Play Scripts

    Range of Narrative Stories
  • To prepare, read aloud and perform play scripts, showing understanding through intonation, tone, volume and action I can perform a play using the character’s voice
  • To compose sentences using a varied and rich vocabulary and an increasing range of sentence structures
  • To create settings, narrative and plot
  • Expressing time, place and cause using conjunctions, adverbs, or prepositions
  • Play Scripts

    Pinda Cake by Valerie Bloom
    Sandwich by Valerie Bloom
    (available online)
  • To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • To identify, in what they read, how language, structure, and presentation contribute to meaning
  • Poetry

    Walking with my Iguana (text and performance)
    By Brian Moses
    (available online)
  • To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • Write expressing an opinion and evaluating others work
  • To express time, place and cause using conjunctions such as: when, before, after, while, so, because
  • Poetry

    We’re Going on a Bear Hunt by Michael Rosen
    McCavity by TS Eliot
  • To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • Write expressing an opinion and evaluating others work
  • To express time, place and cause using conjunctions such as: when, before, after, while, so, because
  • Poetry

    Cat Among Pigeons by Kit Wright
    Puffin ISBN 0-14-032367-8

    The Magic Box: poems for children
    by Kit Wright
    Macmillan ISBN-13: 978-0330509817
  • To develop positive attitudes to reading and understanding of what they read by listening to and discussing a wide range of poetry
  • To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • To use of the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel
  • Similies Poetry

    Take a Brush by Michael Rosen
    Introduction Song by Michael Rosen
    Where Broccoli Comes From by Michael Rosen
  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To recognise some different forms of poetry (for example, free verse, narrative poetry)
  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • To express time, place and cause using conjunctions such as: when, before, after, while, so, because
  • To express time, place and cause using adverbs such as: then, next, soon, therefore
  • Poetry

    Postcards
    (resources included)
  • To discuss writing similar to that which is being planned in order to understand and learn from its structure, vocabulary and grammar
  • To discuss and record ideas
  • To compose and rehearse sentences, progressively building a varied and rich vocabulary and an increasing range of sentence structures
  • To use simple organisational devices
  • To assess the effectiveness of their own and others’ writing and suggesting improvements
  • To proof-read for spelling and punctuation errors
  • Use root words to recognise word families
  • To use headings and subheadings to aid presentation
  • Non Fiction
    (factual and persuasive writing)

    Postcards
    (resources included)
  • To discuss writing similar to that which is being planned in order to understand and learn from its structure, vocabulary and grammar
  • To discuss and record ideas
  • To compose and rehearse sentences, progressively building a varied and rich vocabulary and an increasing range of sentence structures
  • To use simple organisational devices
  • To assess the effectiveness of their own and others’ writing and suggesting improvements
  • To proof-read for spelling and punctuation errors
  • Spell: answer, centre, describe
  • To use sub-headings to aid presentation
  • Non Fiction
    (factual writing)

    Postcards
    (resources included)
  • To read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
  • To organise paragraphs around a theme
  • Spell: Breath, breathe, island, disappear
  • To use sub-headings to aid presentation
  • Non Fiction
    (factual and persuasive writing)