Year 3 – What am I learning now? (Term 1 2022-23)

Who we are

Central idea

Humans need to take care of themselves to be healthy.

Lines of Inquiry –  an inquiry into

  • The human body (form).
  • The factors that can affect physical, spiritual and mental health (causation).
  • How people can take care of their own and other’s bodies and minds (responsibility).

Subject Focus

  • Year 3 will explore a range of subjects in this unit of inquiry.
  • Our lead subject is Science. We will explore what it means to be physically, socially, spiritually and mentally healthy.
  • We will use Art and writing in English to investigate emotions. We will also explore why people pray in RE and learn how to write emails within Computing.


The children took home a diary for them to complete showing their diet, time slept, exercise etc. We will discuss these and start to think about what it means to be healthy. We will also examine the full-sized skeleton we have and ask questions about this.

Home Learning Opportunities

  • Daily reading and Times Tables
  • Interview someone you know about how religion helps them
  • Experiment with how exercise affects your body and record the results

Class Stories

  • Aubrey and the Terrible Yoot – Horatio Clare

Transferrable skills (approaches to learning)

  • Research skills- I can sort and categorise information.
  • Self-Management skills – emotional management. I can use strategies such as mindfulness practices to help manage stress and extreme emotions.
  • Social skills- I am aware of what triggers different emotions in me.

Links to PSHE / SMSC

In PSHE, children will explore goals, dreams and relationships within the classroom. They will also learn how to keep a growth mindset to help them achieve their goals and improve their mental health.

Key Vocabulary

  • Skeleton
  • System
  • Muscles
  • Bones
  • Balanced Diet
  • Fat
  • Carbohydrate
  • Protein
  • Dairy
  • Prayer
  • Comfort
  • Sacred Text
  • Shading
  • Pencil Grade
  • Hatching
  • Tone
  • Email
  • Attachment

Career Links

We are…

  • Dieticians
  • Nutritionists
  • Artists
  • Priests
  • Mental health practitioners

Sharing Success

  • Take a selfie – we will use ClassDojo to share images of work we are proud of.
  • Principal’s certificate – we may be awarded certificates for our learning at the end of each week.
  • We will be awarded Dojo points to celebrate our Learner Profile Attributes.


Year 3 will write letters to our school chef suggesting improvements to the school dinners to make them more healthy. In addition, they will create information for other children, in a format of their choice, with tips on how to stay healthy.

Milestones covered in this Inquiry

  • Narrative, Recount (diary), Persuasive letter
  • Compose and rehearse sentences orally.
  • Talk about initial ideas in order to plan and draft before writing.
  • Write to suit purpose, and show some features of the genre being taught.
  • Evaluate my own and others’ writing, with direction.
  • Write a range of sentence types which are usually grammatically accurate and identify the word classes.
  • Revision of year 2 gaps in spelling knowledge and learning some year 3 and 4 statutory spellings.
  • Write from simple dictated sentences which include familiar GPCs, common exception words and punctuation.
  • Listen and respond to others by making connected comments and asking questions and beginning to extend the points made by others.
  • Use newly introduced topic words and more adventurous vocabulary appropriately.
  • Write capital letters and digits the correct size.
  • Engage with and enjoy reading a range of poetry, fiction and non-fiction texts, discuss their features, presentation and conventions and explain their own preferences and views.
  • Draw inferences, make predictions, retrieve and record information from a range of texts.
  • Use artists’ work to inspire my own drawings, using shading to show light and shadow and feelings.
  • Use a key to interpret OS maps.
  • Work out simple distances, annotate (with texts/labels), zoom for purpose and explain the scale when using a digital map.
  • Work out how long it would take to get to a given destination taking account of the mode of transport.
  • Describe, explain and identify human features in reference to locality by using a map.
  • Follow the design process of research, design, make and evaluate to create a healthy meal.
  • Research and explain the importance of a nutritionally balanced diet.
  • Describe how nutrients, water and oxygen are transported within animals and humans.
  • Investigate, describe and explain the muscular and skeletal system of a human using scientific vocabulary.
  • Explain what flowcharts are and how they are used in computer programming.
  • Explain how to use different features of coding to create an interactive scene.
  • Explain how excessive time spent (online and offline) in a range of activities can impact our lifestyles.
  • Explain why some activities have age restrictions and what to do if I feel uncomfortable or pressured.
  • Explain what is meant by ‘identity’ and how identity can be presented or changed in different ways online.
  • Use a timeline to set out the order of events in the Stone Age and work out how long ago they happened.
  • Describe how early settlers communicated and lived, using various sources and key vocabulary.
  • Use a range of music features to create a piece of music or accompany a poem.
  • Developing fundamental skills
  • Gymnastics and dance
  • Identify, reflect on and celebrate my achievements from the past year (inside and outside of school) and explain why that is important to me.
  • Break down goals into achievable steps and consider possible obstacles which need to be overcome.
  • Tell someone their name, count to ten, name basic colours and say how they are feeling.