End of Year Expectations
for Year 3
(Maths, Reading, Writing & Science)
This booklet provides information for parents and carers on the end of
year expectations for learners in our school. These expectations are
based on the New National Curriculum and the age related expectations
for the year group.
It is the skills in each year group which will be assessed rather than the
curriculum content and all the objectives from year groups will be
worked on throughout the year and will be the focus of direct teaching.
Any extra support you can provide in helping your child to achieve these
is greatly valued.
Children’s attainment will be assessed on a half termly basis, and
recorded as follows:
Beginning
3.1
3.4
3.2
Developing
3.3
3.4
Expected
3.5
The first number is the related year group
The second number is the stage of development
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3.6
What do these numbers mean?
A child who is working at a 3.1 or a 3.2 is said to be SOMETIMES using and
applying the skills taught.
A child who is working at a 3.3 or a 3.4 is said to be OFTEN using and
applying the skills taught.
A child who is working at a 3.5 or a 3.6 is said to be CONSISTENTLY using
and applying the skills taught.
3.5 is used when a child is
taught within the year group
3.6 is used when a child is
taught within the year group
CONSISTENTLY using and applying all skills
WITH OCCASIONAL MISTAKES.
CONSISTENTLY using and applying all skills
WITHOUT MISTAKE.
NB:
1. Children will be expected to achieve a 3.5 by the end of the
academic year.
2. We teach children from where their starting points are. Therefore,
many children will not be working in line with their year groups
expectations. Some may be accessing the curriculum from a lower
year groups starting point. Some also may be accessing the next
year groups curriculum if they are achieving at a higher standard.
3. A workshop detailing Assessment at Grovelands will follow in
January to ensure everybody in the Grovelands community
understands the Grovelands Assessment System.
If you have any queries regarding the content of this booklet or want
support in knowing how best to help your child, please talk to your
child’s year group staff.
More information can be found at:
School website: http://www.grovelands.surrey.sch.uk
DFE website:
https://www.gov.uk/government/collections/nationalcurriculum
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Maths
‘Mathematics is an interconnected subject in which pupils need to be able to move fluently
between representations of mathematical ideas. The programmes of study are, by
necessity, organised into apparently distinct domains, but pupils should make rich
connections across mathematical ideas to develop fluency, mathematical reasoning and
competence in solving increasingly sophisticated problems. They should also apply their
mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study
at broadly the same pace. However, decisions about when to progress should always be
based on the security of pupils’ understanding and their readiness to progress to the next
stage. Pupils who grasp concepts rapidly should be challenged through being offered rich
and sophisticated problems before any acceleration through new content. Those who are
not sufficiently fluent with earlier material should consolidate their understanding,
including through additional practice, before moving on.’
National Curriculum for Mathematics
By the end of year 3, children will talk about their mathematics using the numbers they are
familiar with, applying their understanding of number, measures and shape to a greater
range of problems. They will make decisions about calculations and information that is
needed to solve problems, for example when a recipe for two people needs to be doubled
to make a recipe for four. Children will be expected to prove their thinking through
pictures, jottings and conversations. They will be encouraged to pose their own questions,
working in an organised way to solve them which will help pupils to identify common
patterns or any errors more easily.
Number –
number and
place value
Number –
addition and
subtraction
Number –
multiplication
and division
Number –
Pupils can:

count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

compare and order numbers up to 1000

identify, represent and estimate numbers using different representations

read and write numbers up to 1000 in numerals and in words

solve number problems and practical problems involving these ideas.
Pupils can:

add and subtract numbers mentally, including:

a three-digit number and ones

a three-digit number and tens

a three-digit number and hundreds

add and subtract numbers with up to three digits, using formal written methods of columnar addition and
subtraction

estimate the answer to a calculation and use inverse operations to check answers

solve problems, including missing number problems, using number facts, place value, and more complex
addition and subtraction.
Pupils can:

recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

write and calculate mathematical statements for multiplication and division using the multiplication tables that
they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal
written methods

solve problems, including missing number problems, involving multiplication and division, including positive
integer scaling problems and correspondence problems in which n objects are connected to m objects.
Pupils can:

count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in
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fractions
Measurement
Geometry –
properties of
shapes
Statistics
dividing one-digit numbers or quantities by 10
recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small
denominators

recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

recognise and show, using diagrams, equivalent fractions with small denominators

add and subtract fractions with the same denominator within one whole [for example, 5/7+1/7 = 6/7]

compare and order unit fractions, and fractions with the same denominators

solve problems that involve all of the above.
Pupils can:

measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

measure the perimeter of simple 2-D shapes

add and subtract amounts of money to give change, using both £ and p in practical contexts

tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and
24-hour clocks

estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of
seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

know the number of seconds in a minute and the number of days in each month, year and leap year

compare durations of events [for example to calculate the time taken by particular events or tasks].
Pupils can:

draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations
and describe them

recognise angles as a property of shape or a description of a turn

identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and
four a complete turn; identify whether angles are greater than or less than a right angle

identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
Pupils can:

interpret and present data using bar charts, pictograms and tables

solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using
information presented in scaled bar charts and pictograms and tables.

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English
‘English has a pre-eminent place in education and in society. A high-quality education in
English will teach pupils to speak and write fluently so that they can communicate their
ideas and emotions to others and through their reading and listening, others can
communicate with them. Through reading in particular, pupils have a chance to develop
culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays
a key role in such development. Reading also enables pupils both to acquire knowledge
and to build on what they already know. All the skills of language are essential to
participating fully as a member of society; pupils, therefore, who do not learn to speak,
read and write fluently and confidently are effectively disenfranchised.’
National Curriculum for English
Reading
Readers in Year 3 will begin to read books with chapters that are often fairly short, but
made up of whole pages of text. These books may have an underlying theme (e.g.
friendship etc.) and illustrations are used to break up, rather than support, the text.
Characters and settings in these books are becoming more complex and some description
of characters or settings implies, rather than states.
Reading –
comprehension
Comprehension/
Inference
Language for
effect
Themes and
conventions
Years 3 and 4
overview
Pupils can:

Summarise the main ideas from the text they are reading and is able to suggest reasons why events
have happened or why a character has behaved in a particular way.

When studying the author’s use of language and sentence construction, they are able to discuss the
impact that these techniques have had upon them as a reader.

When reading non-fiction texts, a Year 3 reader uses the contents pages and indexes to locate and
retrieve and record information, including extracting information from tables and charts.
Pupils can:

Use the descriptions and actions of characters in stories to make inferences about the character’s
feelings, motives, behaviour and relationships.

Empathise with characters and make links between their own experiences when making judgements
about characters’ actions.

Refer back to the text to look for evidence to justify their views and thoughts.
Pupils can:

Identify the language choices and forms that an author uses to create atmosphere and settings or to
suggest predictions for the reader. (E.g. what words or phrases in this description indicate that
sinister things might happen in this place?)
Pupils can:

Begin to identify themes across texts e.g. friendship, good and evil, bullying etc.

Across fiction and non-fiction texts evaluate the effectiveness of these texts in terms of function,
form and language features.
Pupils can:

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to
read aloud and to understand the meaning of new words they meet

read further exception words, noting the unusual correspondences between spelling and sound, and where
these occur in the word.
Pupils can:

develop positive attitudes to reading and understanding of what they read by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or
textbooks

reading books that are structured in different ways and reading for a range of purposes

using dictionaries to check the meaning of words that they have read

increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and
retelling some of these orally

identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation,
tone, volume and action

discussing words and phrases that capture the reader’s interest and imagination
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









recognising some different forms of poetry [for example, free verse, narrative poetry]
understand what they read, in books they can read independently, by:
checking that the text makes sense to them, discussing their understanding and explaining the meaning of
words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and
justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than one paragraph and summarising these
identifying how language, structure, and presentation contribute to meaning
retrieve and record information from non-fiction
participate in discussion about both books that are read to them and those they can read for themselves,
taking turns and listening to what others say.
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Writing
The Year 3 writer develops their competence in writing by using some detail in the
description of setting or characters’ feelings or motives. They will imitate authorial
techniques gathered from their reading and will begin to use figurative language
including similes. They are able to select and use formal and informal styles and
vocabulary appropriate to the purpose of their writing and in an attempt to engage their
reader. They are able to edit and proofread their writing to improve the overall
effectiveness for the reader.
Sentence
structure and
punctuation
Pupils can:

organise their sentences by expressing time, place and cause using conjunctions (e.g. when, before, after,
while, so, because); adverbs (e.g. then, next, soon, therefore); or prepositions (before, after, during, in,
because of) effectively.

use the present perfect form of verbs instead of the simple past (e.g. ‘He has gone out to play’ contrasted
with ‘He went out to play’).

use basic punctuation accurately and they will show some development of their competence in using commas
to mark grammatical boundaries within sentences

edit their own or others’ writing for punctuation, spelling and grammar.
Text Structure
Pupils can:

plan and write stories based upon their own experiences using the structure: opening,
dilemma/conflict/problem, resolution and ending the texts effectively. begin to develop their understanding
of organising their stories into paragraphs.

use a wider range of phrases to sequence events in their writing (i.e. moving on from First, Then, After that,
Finally, etc; on to After a while, at the beginning of the day, etc.).

use basic punctuation accurately and appropriately and will use speech punctuation accurately and are
beginning to understand the conventions of written dialogue that shows the relationship or conversation
between two characters. Tenses will be accurate and the use of either first or third person is sustained
consistently through their writing.

convert notes that they have made about a subject into groups of sentences around a topic.

move from general information to more specific detail while still keeping to the topic focus of the groups of
sentences.

include organisational devices to aid conciseness such as numbered lists or headings.
Handwriting
Years 3 and 4
overview

Pupils are increasing the legibility, consistency and quality of their handwriting they are beginning to use
fluently the diagonal and horizontal strokes that are needed to join letters and understand which letters,
when adjacent to one another, are best left unjoined.
Spelling
Pupils can:

use further prefixes and suffixes and understand how to add them

spell further homophones

spell words that are often misspelt

place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in
words with irregular plurals [for example, children’s]

use the first two or three letters of a word to check its spelling in a dictionary

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so
far.
Handwriting
Pupils can:

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when
adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the
downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the
ascenders and descenders of letters do not touch].
Pupils can:

plan their writing by:

discussing writing similar to that which they are planning to write in order to understand and learn from its
structure, vocabulary and grammar

discussing and recording ideas

draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich
vocabulary and an increasing range of sentence structures (English Appendix 2)

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns
in sentences

proof-read for spelling and punctuation errors

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.
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Spelling, Punctuation and Grammar
The grammar of our first language is learnt naturally and implicitly through interactions
with other speakers and from reading. Explicit knowledge of grammar is, however, very
important, as it gives us more conscious control and choice in our language. Building this
knowledge is best achieved through a focus on grammar within the teaching of reading,
writing and speaking. Once pupils are familiar with a grammatical concept (for example
‘modal verb’), they should be encouraged to apply and explore this concept in the
grammar of their own speech and writing and to note where it is used by others. Young
pupils, in particular, use more complex language in speech than in writing, and teachers
should build on this, aiming for a smooth transition to sophisticated writing.
The grammatical terms that pupils should learn are labelled as ‘terminology for pupils’.
They should learn to recognise and use the terminology through discussion and practice.
Years 3 and 4 Programme of Study
Pupils should be taught to:
Spelling




use further prefixes and suffixes and understand how to add them
spell further homophones
spell words that are often misspelt (see Appendix 1)
write from memory simple sentences, dictated by the teacher, that include words
and punctuation taught so far.
Pupils should be taught to:

Handwriting

use the diagonal and horizontal strokes that are needed to join letters and
understand which letters, when adjacent to one another, are best left unjoined
increase the legibility and quality of their handwriting, e.g. by ensuring that the
downstrokes of letters are parallel and equidistant; that lines of writing are
spaced sufficiently so that the ascenders and descenders of letters do not touch.
Pupils should be taught to:

develop their understanding of how spoken language differs from and can be
represented in writing by:



Grammar and
Punctuation




indicate grammatical and other features by:




extending the range of sentences with more than one clause by using a wider
range of connectives e.g. when, if, because, although
choosing nouns or pronouns appropriately for clarity and cohesion
choosing nouns or pronouns appropriately within a sentence to avoid ambiguity
and repetition
using conjunctions, adverbs and prepositions to express time and cause
using fronted adverbials
discussing dialogue in narratives or characters’ language in drama
using commas after fronted adverbials
indicating possession by using the possessive apostrophe with singular and plural
nouns
using and punctuating direct speech
use and understand grammatical terminology accurately and appropriately when
discussing their writing and reading.
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Science
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden
their scientific view of the world around them. They should do this through exploring,
talking about, testing and developing ideas about everyday phenomena and the
relationships between living things and familiar environments, and by beginning to
develop their ideas about functions, relationships and interactions. They should ask their
own questions about what they observe and make some decisions about which types of
scientific enquiry are likely to be the best ways of answering them, including observing
changes over time, noticing patterns, grouping and classifying things, carrying out simple
comparative and fair tests and finding things out using secondary sources of information.
They should draw simple conclusions and use some scientific language, first, to talk about
and, later, to write about what they have found out.
During years 3 and 4, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content:
•
asking relevant questions and using different types of scientific enquiries to
answer them
•
setting up simple practical enquiries, comparative and fair tests
•
making systematic and careful observations and, where appropriate, taking
accurate measurements using standard units, using a range of equipment, including
thermometers and data loggers
•
gathering, recording, classifying and presenting data in a variety of ways to help in
answering questions
•
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.
Plants
Animals, including
humans
Pupils can:

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves
and flowers

explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and
room to grow) and how they vary from plant to plant

investigate the way in which water is transported within plants

explore the part that flowers play in the life cycle of flowering plants, including pollination, seed
formation and seed dispersal
Pupils can:

identify that animals, including humans, need the right types and amount of nutrition, and that
they cannot make their own food; they get nutrition from what they eat

identify that humans and some other animals have skeletons and muscles for support, protection
and movement
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Rocks
Pupils can:

compare and group together different kinds of rocks on the basis of their appearance and simple
physical properties

describe in simple terms how fossils are formed when things that have lived are trapped within rock

recognise that soils are made from rocks and organic matter
Light
Pupils can:

recognise that they need light in order to see things and that dark is the absence of light

notice that light is reflected from surfaces

recognise that light from the sun can be dangerous and that there are ways to protect their eyes

recognise that shadows are formed when the light from a light source is blocked by an opaque
object

find patterns in the way that the size of shadows change
Forces and Magnets
Pupils can:

compare how things move on different surfaces

notice that some forces need contact between 2 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 2 poles

predict whether 2 magnets will attract or repel each other, depending on which poles are facing
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On the next pages, you will find the assessment sheets which match up to the
assessment sheets in your children’s books. These sheets contain the skills
your child needs to understand by the end of the year to ensure they are
working at age related expectations. Please help your child by reiterating and
reinforcing the skills taught in school.
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Maths
Beginning
(Sometimes)
3.1 - 3.2
Year 3
Count from 0 in multiples of 4, 8, 50 and 100. Find 10 or 100 more or less than a given
number.
Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).
Compare and order numbers up to 1000. Read and write numbers up to 1000 in
numerals and in words.
Identify, represent and estimate numbers using different representations.
Solve number problems and practical problems involving these ideas.
Add and subtract numbers mentally, including: a 3-digit no and 1s, 10s, 100s.
Add and sub numbers with up to 3 digits, using formal written methods of columnar add
and sub.
Estimate the answer to a calculation and use inverse operations to check answers.
Solve problems, including missing number problems, using number facts, place value,
and more complex addition/subtraction.
Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
Write & calculate math statements for x & ÷ using the tables they know, including 2
digit numbers times 1-digit numbers, using mental & formal written methods.
Solve problems & missing number problems, involving x & ÷, including integer scaling
problems & correspondence problems in which n objects are connected to m objects.
Count up and down in tenths; recognise that tenths arise from dividing an object into
10 equal parts & in dividing one-digit numbers or quantities by 10.
Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators.
Recognise and use fractions as numbers: unit fractions and non-unit fractions with
small denominators.
Recognise and show, using diagrams, equivalent fractions with small denominators.
Add and sub fractions with the same denominator within one whole (e.g. ⁵∕₇ + ⅟₇ = ⁶∕₇).
Compare and order unit fractions, and fractions with the same denominators.
Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g);
volume/capacity (l/ml).
Measure the perimeter of simple 2-D shapes.
Add and subtract amounts of money to give change, using both £ and p in practical
contexts.
Tell/write the time from an analogue clock, including Roman numerals from I to XII,
and 12-hr/24-hr clocks.
Est. & read time with increasing acc. to nearest min; record/compare time in secs,
minutes, hrs. Use vocab such as o’clock, a.m/p.m, morn, aft, noon & midnight
Know the no of seconds in a minute and the number of days in each month, year and
leap year.
Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes
in different orientations and describe them.
Recognise that angles are a property of shape or a description of a turn.
Identify right angles, recognise that 2 right angles make a 1/2 turn, 3 make 3/4 of a
turn & 4 a complete turn. Identify whether angles are greater or less than a right
angle.
Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
Interpret and present data using bar charts, pictograms and tables.
Solve one-step and two-step questions such as ‘How many more?’ and ‘How many
fewer?’ using info presented in scaled bar charts & pictograms & tables.
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Developing
(Often)
3.3 - 3.4
Expected
(Consistently)
3.5 -3.6
Reading
Book band Equivalent
Year 3
Word Reading
Comprehension
Locate, retrieve and
elaborate on
information
Use inference
and deduction to
make
interpretations
Understand
structure,
organisation
and
presentation
Understand
language,
technique
and style
Understand
themes and
conventions in
texts
Compare,
contrast
and
evaluate
texts
Range of competencies and contexts: Children will listen to and discuss a wide range of poetry, plays, non-fiction and reference books or
textbooks. They will increase their familiarity with the breadth of narrative, including fairy stories, myths and legends, and be able to retell
some of these orally. They will participate in discussion about both books that are read to them and those they can read for themselves,
taking turns and listening to what others say.
Notice the
spelling of
unfamiliar words
and relate to
known words
Sustain silent
reading to
include longer,
more varied and
complex texts
10 white
Developing Towards
Show increased
awareness of
vocabulary and
precise meaning
Use contents and
index to help retrieve
information
Use text more fully
as a reference and as
a model when
answering literal
retrieval questions
Search for and find
information in texts
more flexibly and
summarise key
points in response to
questions
Make simple
predictions using
experience of
reading similar
books
Use own
experience and
vocabulary
provided by the
teacher to add
detail to the
understanding of
a range of texts
Use
organisational
features to
orientate around
a text (e.g.
contents page,
alphabetical
order, websites)
Identify and
discuss the
format and text
layout of fiction
and poetry
Use a range of
clues from a text
to express simple
opinions
Offer and discuss
interpretations of
text, including
inferences about
thoughts, feelings
and reasons for
actions
Respond, when
questioned with
different possible
scenarios for
events and
actions
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Identify the
effects of
different
words and
phrases (e.g.
to create
humour,
images and
atmosphere
Understand
how
vocabulary is
linked to the
purpose of the
text (e.g.
imperative
verbs,
technical
vocabulary)
Identify
simple morals
an author is
conveying in a
story or poem
Identify when
more than
one point of
view can be
expressed
within a text
Express
reasoned
preferences
between texts
Evaluate
specific texts
with reference
to text types
Make simple
connections
between
books by the
same author
11 Lime
Year End Expectation
Fluent reading,
silently most of
the time,
adjusting speed
of material to
suit material and
monitoring the
precise meaning
Prepare poems and
play scripts to read
aloud and to
perform, showing
understanding
through intonation,
tone, volume and
action
Check that the
text makes
sense, discuss
understanding
and explaining
the meaning of
words in context
Identify the main
point and summarise
orally the content of
a passage of text
independently
Surpassing
Sustain silent
reading to
include longer,
more varied and
complex texts.
Appropriately
apply a range of
strategies to
enable accurate
silent reading
(e.g. phonic,
graphic,
syntactic and
contextual)
Read most
words quickly
and accurately
when they have
been frequently
encountered
without overt
sounding and
blending
Identify and describe
the main
characters/setting
/events using direct
reference to the text
Use alphabetically
ordered texts to find
information
Identify main ideas
drawn from more
than one paragraph
and summarise these
Use knowledge of
the alphabet to
locate books and
support research
Begin to skim for
general impressions
and scan to locate
specific information
Some comments
include quotations
from or references to
text
Ask questions to
improve their
understanding of
a text
Discuss the
actions of the
main characters
and justify views
using evidence
from the text
Make predictions
with evidence
from text and
with knowledge
of wider reading
Understand that
books are
structured in
different ways
for a range of
purposes
Identify that
information,
events or ideas
can be
organised in
paragraphs
Identify the
main features of
different text
types
Distinguish
between fact and
opinion
Understand that
chapters can
signal episodes
in stories
Combine personal
experience and
clues from the
text to interpret
and form opinions
Recognise some
different forms
of poetry (for
example, free
verse, narrative
poetry)
Predict what
might happen
from details
stated and
implied
Recognise how
characters are
presented in
different ways
and respond to
this with
reference to the
text
Comment on
the
presentational
characteristics
of some nonfiction text types
Evaluate the
effectiveness of
structural,
presentational
and
organisational
features to
locate
information (e.g.
paragraphs, subheadings,
indexes)
Enjoy, Achieve, Aspire!
Identify the
effects of
different
words and
phrases (e.g.
to create
humour and
atmosphere)
Begin to
identify and
comment on
different
points of view
in
the text
Draw on
previous
experience of
authors and
types of books
to inform
choices
Recognise
some features
of the text
that relate it
to its historical
setting or its
social or
cultural
background
Comment on
how language
is used to
create effects
and paint a
picture
Express
reasoned
preferences
between texts
Find and
comment on
the choice of
language to
create moods ,
feelings and
attitudes and
build tension
Identify
language
features of
different texts
(e.g. similes,
imperative
verbs)
Understand
how style and
vocabulary are
linked to the
purpose of the
text (e.g.
exaggerated
writing in
persuasive
text)
identify
themes and
conventions
in a wide
range of
books
Identify how
an author
uses language
and structure
to convey a
message
Understand
how the
author wants
the reader to
respond
Recognise
some features
of the context
of texts (e.g.
historical
setting or
similar
themes)
Make
connections
between
books by the
same author
Express
preferences
for different
forms of
poetry
Writing
Year 3
Transcription
Adding suffixes beginning with vowel letters to words of more than one
syllable
Prefixes dis–: disappoint, disagree, disobey, mis–: misbehave, mislead,
misspell (mis + spell) in–: inactive, incorrect
The suffix –ly (e.g. sadly)
Endings which sound like –sion (e.g. division, television)
The sound spelt ou (e.g. young, double)
The sound spelt y elsewhere than at the end of words (e.g. myth, gym,
Egypt)
Possessive apostrophe with plural words
Homophones and near-homophones
Sentence Structure and Punctuation
organise their sentences by expressing time, place and cause using
conjunctions (e.g. when, before, after, while, so, because); adverbs (e.g.
then, next, soon, therefore); or prepositions (before, after, during, in,
because of) effectively.
use the present perfect form of verbs instead of the simple past (e.g. ‘He
has gone out to play’ contrasted with ‘He went out to play’).
use basic punctuation accurately and they will show some development of
their competence in using commas to mark grammatical boundaries within
sentences
edit their own or others’ writing for punctuation, spelling and grammar.
Text Structure
plan and write stories based upon their own experiences using the
structure: opening, dilemma/conflict/problem, resolution and ending the
texts effectively. Begin to develop their understanding of organising their
stories into paragraphs.
use a wider range of phrases to sequence events in their writing (i.e.
moving on from First, Then, After that, Finally, etc; on to After a while, at
the beginning of the day, etc.)
use basic punctuation accurately and appropriately and will use speech
punctuation accurately and are beginning to understand the conventions
of written dialogue that shows the relationship or conversation between
two characters. Tenses will be accurate and the use of either first or third
person is sustained consistently through their writing.
convert notes that they have made about a subject into groups of
sentences around a topic.
move from general information to more specific detail while still keeping
to the topic focus of the groups of sentences.
include organisational devices to aid conciseness such as numbered lists or
headings.
Handwriting
Pupils are increasing the legibility, consistency and quality of their
handwriting they are beginning to use fluently the diagonal and horizontal
strokes that are needed to join letters and understand which letters, when
adjacent to one another, are best left unjoined.
Enjoy, Achieve, Aspire!
Beginning
(Sometimes)
3.1 - 3.2
Developing
(Often)
3.3 - 3.4
Expected
(Consistently)
3.5 -3.6
Science
Beginning
(Sometimes)
3.1 - 3.2
Year 3
Scientific Enquiry
With some support, I am able to:
I can make suggestions about how to find answers to a question
I can use a variety of different resources to find information
I know why it is important to collect data to answer questions
I can make their own suggestions about how to collect data to answer
questions
I can carry out a fair test, recognizing and explaining why it is fair
I can use simple equipment from a range of resources (e.g. hand lenses,
sand timers, simple capacity measures)
I can make relevant observations and measure quantities, such as length or
mass, using a range of simple equipment
I can record observations in a variety of ways, e.g. table, tally chary,
diagrams, graph
I can communicate in a scientific way what I have found out- conclusion and
simple explanation
I can say whether what happened was what I expected to happen
I can make suggestions about how to improve my work
Planning
I can respond to ideas and suggest ideas about how to carry out a task or
experiment
I can puts forward simple ways of obtaining evidence needed
I can use key scientific vocabulary and opposites to form predictions
shortest/tallest attract/repel
i.e.
I can plan to test 2 or 3 situations i.e. plant in the cupboard/ plant on the
windowsill,
I can use a scientific planning sheet to record the planning process
I can independently suggests and choose resources or equipment to use from
a reasonable range
I can respond to closed and open questions
Obtaining and presenting evidence
I can make relevant observations
I can carry out a task carefully and fairly
I can take measurements using standard units of measurement
I can prepare my own format and enter own data for recording evidence
I can use a variety of ways to record findings e.g. table, tally chart,
diagrams, bar graph
Considering evidence and evaluating
I can read my data and explain what it means
I can recognise why a test is fair or unfair
I can explain my results and use scientific language when writing a
conclusion
I can make suggestions about how to improve my enquiries
Enjoy, Achieve, Aspire!
Developing
(Often)
3.3 - 3.4
Expected
(Consistently)
3.5 -3.6