YEAR 3 End of Year Expectations

Transcription

1 YEAR 3 End of Year Expectations This information outlines the end of year expectations for your child s current year group

2 End of Year Expectations- Key Performance indicators (KPIs). Reading The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage Key Performance indicators - apply my growing knowledge of root words, prefixes and suffixes (un-, dis, mis-, sub-, super-, -ation, -ly, -ally); - use a dictionary to check the meaning of words that I have read; - identify and discuss features and organisation of fiction and non-fiction writing; - check that the text makes sense by discussing the meaning of new or unusual words; - draw inferences such as inferring characters feelings and thoughts from what they do; - predict what might happen from details either stated or implied in a text; - listen to and discuss a range of fiction, poetry, non-fiction and reference books.

3 Writing The national curriculum for English aims to ensure that all pupils: -write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate Key Performance Indicators Spelling - use prefixes and suffixes from my list and understand how to add them (un-, dis-, mis-, sub-, super-, -ation, -ly, -ally); - place possessive apostrophes accurately in words with regular plurals (girls, boys ). Handwriting I can join letters and understand which letters are best left unjoined. Writing Composition - begin to organise paragraphs around a theme; - use simple organisational devices (e.g., headings and sub-headings) in non-fiction writing; - create simple settings and plots in narrative writing; - describe characters in narrative writing; - proof-read for spelling and punctuation errors. Writing Vocabulary, Grammar and Punctuation - write more than one clause by using a variety of conjunctions from my list ( when, but, after, so, because, although ); - use the present perfect form of verbs in contrast to the past tense (I am hoping, I hoped); - use conjunctions from my list to express time, cause and place ( then, next, soon, therefore, during, after, because of ); - use and punctuate direct speech by putting inverted commas around spoken words; -use the correct form of a or an.

4 Maths The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Number number and place value - count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number; -recognise, compare and order numbers up to 1000 solving related problems. Number addition and subtraction -add and subtract numbers mentally, including: a three-digit number and ones; a three-digit number and tens; a three-digit number and hundreds; - use column addition and subtraction with numbers up to three digits. Number multiplication and division -recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables; -use the multiplication tables that I know to work out TU x U and TU U using jottings or a written method. Number fractions (including decimals) - count forwards and backwards in tenths and know that tenths come from dividing an object into 10 equal parts; -recognise, find and write fractions of a set of objects: unit fractions and non-unit fractions with small denominators; -recognise and show equivalent fractions with small denominators, using a diagram; -compare and order unit fractions, and fractions with the same denominators.

5 Measurement - measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g) and volume/capacity (l/ml); - add and subtract amounts of money to give change, using both and p; - tell and write the time from an analogue clock and 12-hour and 24-hour clocks. Geometry properties of shapes - identify right angles, know how many make a half-turn, three quarters of a turn and a complete turn; - identify whether angles are greater than or less than a right angle. Statistics I can interpret and present data using bar charts, pictograms and tables