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Crayford Temple Grove

Year 3

Year 3

Attenborough class

In the Autumn term, pupil learning is led by the curriculum vehicle ‘expressive art exhibition’ which allows pupils to respond to the critical question: ‘What does it mean to be human?’  This is supported by challenging texts which enhance pupil knowledge of identity and diversity, enabling them to develop emotional-intelligence and empathise with others.

Pupils begin the term with a Stone Age adventure day where they explore what life was like in the Stone Age period. Through their curriculum vehicle, they create pieces of art, poetry, dance, and drama to express their understanding of what being human means, and what this meant in the Stone Age. Year 3 focus on identity and embrace our diverse community, which is reflected in the unique art produced.

At CTG, we are committed to achieving the 2030 agenda for sustainable development, and share the belief that ‘ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.’ – UN. We have a moral imperative to educate our pupils about how they can create a sustainable world and we empower them to teach others.

UN goal 10

Reduce inequality within and among countries. To reduce inequalities, policies should be universal in principle, paying attention to the needs of disadvantaged and marginalized populations.

Year 3 Long Term Plan


Global perspective

Identity and diversity

Character skill

Emotional intelligence

Attitude outcome

We have a sense of identity and self-esteem. We have respect for people in school, the wider community and globally. We understand how to control and express our emotions and be empathetic towards others.


Stone age day adventure

Critical question

What does it mean to be human?

Core & Supporting texts

Non-fiction: The Secrets of Stonehenge by Mick Manning and Brita Granstrom, Stone Age Sentinel newspaper histories.  

Fiction: Defenders pitch invasion by Tom Palmer, The wild way home by Sophie Kirtley

Poetry: If I'd been born a caveman by Myles Mcleod

Curriculum driver



Expressive art exhibition – Year 3 showcase their learning by displaying art and artefacts through time (images which represent identity/what it means to be human) and through performances (expressive dance).

2021-22 Spring Term Learning



UN Sustainable development goals

UN goal 13 – Climate action

UN goal 15 – Life on land

Year 3 Long term plan

Term 2

Global perspective

Sustainable Development

Character skill


Attitude outcome

We have concern for the environment and commitment to sustainable development. We can confidently express a viewpoint and understand that people have different points of view and engage with these whilst also understanding the importance of collaboration.


After watching an introductory video about climate change (Sir David Attenborough and Greta Thunberg), students debate what our world will look like if no action is taken and represent it through watercolour paintings.

Critical question

How does climate change effect our world?

Core & Supporting texts




Non-fiction: Rainforests in 30 Seconds by Stephanie Murphy

Fiction: Krindlekrax by Philip Ridley

The Green Ship by Quentin Blake

One plastic bag by Elizabeth Zunon

Poetry: Spring has finally arrived


Curriculum driver


Vehicle – Forest Managers (The Rainforest Foundation UK)

Year 3 students will collaborate with year 5 to create their own climate change documentary. The documentary will include news reports and guidance for others to promote climate action.