Author: Gilly

Mathematics
Compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words
Count from 0 in multiples of 4, 8, 50 and 100
Recognise the value of each digit in a 3-digit number
Understand and count in tenths, and find the fractional value of a given set
Add and subtract fractions with a common denominator
Derive and recall multiplication facts for 3, 4 and 8x multiplication tables
Add and subtract mentally combinations of 1-digit and 2-digit numbers
Add and subtract numbers with up to 3-digits using formal written methods
Write and calculate mathematical statements for multiplication and division; including 2-digit number with a 1-digit number (from multiplication tables they know, ie, 2, 3, 4, 5, 8 and 10)
Solve number problems using one and two step operations
Identify right angles; compare other angles to being greater or smaller than a right angle
Identify horizontal and vertical lines and pairs of perpendicular and parallel lines
Tell time to nearest minute and use specific vocabulary: seconds, am and pm
Measure, compare, add and subtract using common metric measures
Solve one-step and two step problems using information presented in scaled bar charts, pictograms and tables

Ashby Hill Top Primary School

End of Year Expectations for Year 3

This booklet aims to provide information for parents and carers on the end of year, national age related expectations for children in our school.
These expectations are the minimum requirements a child must meet in order to ensure continued progress throughout the following year. These statements are to act as a guide to enable parent’s to understand the standards the school is working towards
All the objectives have been worked on throughout the year.

Reading
Word Reading
Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words
Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
Reading Comprehension
Experience and discuss a range of fiction, poetry, plays, non-fiction and reference books or textbooks
Know that non-fiction books are structured in different ways and be able to use them effectively
Begin to understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas
Ask questions to improve understanding of a text
Predict what might happen from details stated
Draw inferences such as inferring characters' feelings, thoughts and motives from their actions
Use dictionaries to check the meaning of unfamiliar words
Identify how structure, and presentation contribute to the meaning of texts
Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others’ opinions
Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently
Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action

Writing
Transcription
Spell words with additional prefixes and suffixes and understand how to add them to root words, for example – form nouns using super, anti, auto
Use the first two or three letters of a word to check its spelling in a dictionary
Spell correctly word families based on common words, for example – solve, solution, solver
Spell identified commonly misspelt words from Year 3 and 4 word list
Make analogies from a word already known to apply to an unfamiliar word
Identify the root in longer words
Use the diagonal and horizontal strokes that are needed to join letters
Understand which letters, when adjacent to one another, are best left unjoined
Increase the legibility, consistency and quality of handwriting
Composition
Look at and discuss models of writing of the text type, purpose and audience to be written, noting: structure; grammatical features and use of vocabulary
Write a narrative with a clear structure, setting, characters and plot
Write a non-narrative using simple organisational devices such as headings and sub-headings
Suggest improvement to writing through assessing writing with peers and self assessment
Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
Use a range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
Use the perfect form of verbs to mark relationships of time and cause
Use conjunctions, adverbs and prepositions to express time and cause
Proof-read to check for errors in spelling and punctuation