Skip to content

We are an Operation Encompass School

Call us: 01274 874 550

“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue




BD19 4NA


Year 3: Spring Curriculum


Spring: Romans Children will learn about the Roman Empire and what made the Romans so powerful. They will learn about the opposition to rule posed by the Celts. They will learn how Roman rule changed life in Britain and their legacy today.

Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

Steps To Success

  • Friendship: What did the Romans and Celt offer each other? Was there a way to work together better?
  • Forgiveness: How did the Romans and Celt eventually learn to get along?
  • Respect: What was it about each other that the Romans and Britons respected? What makes people respect us? How do we show respect for others?


We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the Spring term:



Forces and Magnets

Working scientifically:

  • Setting up simple practical enquiries, comparative and fair tests
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • Using straightforward scientific evidence to answer questions or to support their findings.

National Curriculum Objectives:

  • Compare how things move on different surfaces
  • Notice that some forces need contact between two objects, but magnetic forces can act at a distance
  • Observe how magnets attract or repel each other and attract some materials and not others
  • Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • Describe magnets as having two poles
  • Predict whether two magnets will attract or repel each other, depending on which poles are facing.


Key Bible Story: The temptations of Jesus in the wilderness

Explore why Jesus took time in the wilderness and how the devil tried to tempt him. Discuss what temptation is and why sometimes it’s so hard to resist.  

Key Bible passages:

  • Paul’s letter to the Ephesians – I wonder how I can be a stronger Christian;
  • Paul’s letter to Titus – what does it mean for a Christian to live a good life?;
  • 1st letter of John – What is love all about?;
  • St Stephen and St Barnabus – son of encouragement- Acts 4:32-37 and 14:8-20;
  • St Philip – Acts 8:4-23 – story of St. Philip;
  • Simon the sorcerer- acts 8:4-23

Spiritual: Why did the Romans have so many Gods? Why do people turn to religion?

Moral: Were the Romans all right or all wrong? Do invasions happen today and are they bad or good?

Social: What is injustice and how do we fight it? Were the Romans really civilised? Why did the Celts resent the Romans?

Cultural: Would Britain be different if it had never been invaded? How has life in Modern Britain been impacted by the Romans?

What do Christians believe about a good life?

  • Re-tell some well-known parables and teachings of Jesus and consider their meaning
  • Observe and consider how the Bible influences Christians in the way they live
  • Respond thoughtfully and express ideas about right and wrong


To follow

WE Schools

WE take charge

How can we make sure that we are looking after our world by making our school a more eco-friendly place?


English in Year 3 will focus on:

  • Escape from Pompeii by Christina Balit (Historical stories, dialogue, setting description)
  • Black Dog by Levi Pinfold (Suspense)
  • I Was There: Boudica’s Army by Hilary McKay (fictional recounts, biography)



National Curriculum Objectives:

  • Children learn about the Roman Empire and its impact on Britain.

Essential skills:

  • I can describe events from the past using dates when things happened.
  • I can use a timeline within a specific period of history to set out the order that things may have happened.
  • I can use my mathematical knowledge to work out how long ago events happened.
  • I can explain some of the times when Britain has been invaded.
  • I can use research skills to find answers to specific historical questions.
  • I can research in order to find similarities and differences between two or more periods of history.
  • I can explain how historic items and artefacts can be used to help build up a picture of life in the past.
  • I can explain how an event from the past has shaped our life today.
  • I can research two versions of an event and explain how they differ.


Charanga: Three Little Birds

National Curriculum Objectives:

  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music.

Essential skills:

  • I can sing a tune with expression.
  • I can combine different sounds to create a specific mood or feeling.
  • I can use musical words to describe a piece of music and compositions.
  • I can use musical words to describe what I like and do not like about a piece of music.
  • I can recognise the work of at least one famous composer.


Mosaics and pattern: Gaudi

National Curriculum Objectives:

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Essential skills:

  • I can use sketches to produce a final piece of art.
  • I can use different grades of pencil to shade and to show different tones and textures.
  • I can identify the techniques used by different artists.
  • I can use digital images and combine with other media in my art.
  • I can use IT to create art which includes my own work and that of others.
  • I recognise when art is from different historical periods.


To follow


To follow

Enrich Drivers

  • Experiences: Roman workshop/trip
  • Preparedness for modern life & independence: Challenging stereotypes- Roman views on women/Boudicca/our views today
  • Wellbeing: Emotional literacy- Assertiveness and conflict resolution/Dealing with change
  • Aspiration & Curiosity: No specific focus during this half term.

Let Your Light Shine

The unit will culminate with a piece of work designed to celebrate the pupils’ learning.

End Of Year Expectations