Year Three

End of Year

Expectations

This booklet is designed to help parents to support your child to meet the end of year expectations for each year group. This booklet contains the expectations towards which your child will be working during this year. To help your child achieve, you should talk to them about their work in school and we hope this booklet will provide a starting point. We believe that you will find it useful in supporting your child at home but it is not expected that you teach these topics.

Expectations in Maths

Counting & ordering

Compare & order numbers up to 1000.

Numbers & more/less

Read & write all numbers to 1000 in digits & words. Find 10 or 100 more/less than a given number.

Tables & multiples Count from 0 in multiples of 4, 8, 50 & 100. Recall & use multiplication & division facts for 3, 4, 8 tables.

Place value & rounding

Recognise PV of any 3-digit number.

Calculations +/-

Add & subtract 3-digit numbers including using column method Use inverse to check.

Calculations x/÷ Multiply 2-digit by 1-digit

Fractions & percentages

Count up/down in tenths. Compare & order fractions with same denominator. +/- fractions with same denominator with whole. Know pairs of fractions that total 1.

Time

Tell time using 12 and 24 hour clocks; and using roman numerals. Tell time to nearest minute. Know number of days in each month.

Expectations in Reading

Comprehension and Understanding

Comments on the way characters relate to one another. Knows which words are essential in a sentence to retain meaning.

Prediction, inference & deduction Draw inferences such as inferring characters’ feelings, thoughts & motives from their actions.

Intonation and Expression Recognise how commas are used to give more meaning.

Grammatical Features

Recognise: - plurals - pronouns and how used - collective nouns - adverbs Can explain the difference that adjectives and verbs make.

Expectations in Writing

Sentence & text structure

Use conjunctions (when, so, before, after, while, because). Use adverbs (e.g. then, next, soon). Use prepositions (e.g. before, after, during, in, because of). Experiment with adjectives to create impact. Correctly use verbs in 1st, 2nd & 3rd person. Use perfect form of verbs to mark relationships of time & cause.

Punctuation

Correct use of speech marks for direct speech.

Paragraphing

Group ideas into paragraphs around a theme. Write under headings & sub-headings.

Handwriting

Legible, joined handwriting.

Expectations in Art

Create sketch books to record their observations and use them to review and revisit ideas. Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]. Know great artists, architects and designers in history.

Expectations in Computing

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting. Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Expectations in Design Technology

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Investigate and analyse a range of existing products. Understand and apply the principles of a healthy and varied diet. Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Expectations in Geography

Describe and understand key aspects of: human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night). Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

Expectations in History

Changes in Britain from the Stone Age to the Iron Age. The achievements of the earliest civilizations: an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China.

Expectations in Modern Foreign Languages

Appreciate stories, songs, poems and rhymes in the language. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary. Describe people, places, things and actions orally and in writing. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words. Listen attentively to spoken language and show understanding by joining in and responding. Present ideas and information orally to a range of audiences Read carefully and show understanding of words, phrases and simple writing. Speak in sentences, using familiar vocabulary, phrases and basic language structures. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

Expectations in Music

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. Develop an understanding of the history of music. Improvise and compose music for a range of purposes using the inter-related dimensions of music. Listen with attention to detail and recall sounds with increasing aural memory. Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression Use and understand staff and other musical notations.

Expectations in PE

Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. Perform safe self-rescue in different water-based situations. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. Swim competently, confidently and proficiently over a distance of at least 25 metres. Take part in outdoor and adventurous activity challenges both individually and within a team. Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]. Use running, jumping, throwing and catching in isolation and in combination.

Expectations in Science

Asking relevant questions and using different types of scientific enquiries to answer them. 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. Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. Compare how things move on different surfaces. Describe in simple terms how fossils are formed when things that have lived are trapped within rock. Describe magnets as having two poles. Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. 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. Find patterns in the way that the size of shadows change. Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. 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. Identifying differences, similarities or changes related to simple scientific ideas and processes. Investigate the way in which water is transported within plants. Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. Notice that light is reflected from surfaces. Notice that some forces need contact between two objects, but magnetic forces can act at a distance. Observe how magnets attract or repel each other and attract some materials and not others. Predict whether two magnets will attract or repel each other, depending on which poles are facing. 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. Recognise that soils are made from rocks and organic matter. Recognise that they need light in order to see things and that dark is the absence of light. 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. Setting up simple practical enquiries, comparative and fair tests. Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. Using straightforward scientific evidence to answer questions or to support their findings.

Expectations as a Learner

Self Managers Know how to make an idea even better. Prepared to listen to points made by others. Show empathy. Listen to and following instructions independently. Try out new ideas even if feeling nervous.

Effective Participators

Know how to make an idea even better. Prepared to listen to points made by others. Show empathy. Listen to and following instructions independently. Try out new ideas even if feeling nervous

Resourceful Thinkers

Have a go at something that may not work. Use imagination to improvise. Think of different ideas and possibilities when solving problems. Improve learning by imitating others

Reflective Learners

Understand the factors that stop them from learning effectively. Say who or what helps them learn and how and why they know. Gauge when a task has been completed to the best of their ability. Take time to consider experiences and what needs to be done next. Check and edit own work

Independent Enquirers

Understand basics of cause and effect. Devise sensible questions to ask different people. Suggest a question which can be investigated. Show thinking in different ways, e.g. mind map. Plan and finish a task within a given time frame. See the relationship between things and use to explain ideas to others.

Team Workers Work harmoniously and constructively with others in joint activity. Make sure that everyone takes a turn when speaking. Give feedback to others in group on their performance. Work readily in different teams. Listen to and follow instructions independently