Skip to main content

Year 3

Year Three English Statements for the Year

Spoken Language I can listen to and discuss a range of fiction, poetry, plays, non-fiction and reference books or textbooks
Spoken Language I can prepare poems and play scripts to read aloud and to perform, showing my understanding by using the tone and of my voice, and actions
Spoken Language I can talk about words and phrases that capture the reader’s interest and imagination
Spoken Language I can ask questions to improve my understanding of a text
Spoken Language I can talk in a group about books that are read to me and those that I read, taking turns and listening to what others say
Spoken Language I can make up and repeat sentences aloud (including conversations)
Spoken Language I can read aloud my own writing controlling the tone and volume of my voice so that the meaning is clear
Spoken Language I can ask relevant questions and use different types of scientific enquiries to answer them
Spoken Language I can make a spoken report on findings from scientific enquiries
Spoken Language I can use relevant scientific language to discuss my ideas and communicate findings in ways that are appropriate for different audiences
Comprehension I can make reading fun by listening to and discussing stories, poems, plays and non-fiction work
Comprehension I can show that I enjoy reading by reading lots of different types of books
Comprehension I can read a wide range of books including fairy stories, myths and legends and retell some of them to others
Comprehension I can tell you what a book that I am reading is about
Comprehension I can read aloud poems and perform play scripts
Comprehension I can discuss words in the books that I read that excite me
Comprehension I can understand what I have read, checking that it makes sense by talking to others about it
Comprehension I can ask questions about the texts that I have read to help me understand them
Comprehension I can work out what a character in a book is feeling by the actions they take and can explain how I know
Comprehension I can predict what might happen from clues in what I have read
Comprehension I can tell someone about the main ideas in a paragraph
Comprehension I can say how a text is organised to help me understand it using paragraphs, headings, subheadings and inverted commas to show speech
Comprehension I can use non-fiction texts to find out information on a subject
Comprehension I can talk about books and poems and I can take turns in telling people about them
Spelling I can use the prefixes un-, dis-, mis-, re-, pre-
Spelling I can add suffixes beginning with vowel letters to words of more than one syllable <eg>forgetting, preferred, gardening, limited</eg>
Spelling I can use the suffix -ly
Spelling I can spell words with endings sounding like ‘zh’ and ‘ch’ <eg>treasure, measure, picture, nature</eg>
Spelling I can spell words with endings which sound like ‘zhun’ <eg>division, decision</eg>
Spelling I can spell words which sound the same but have different meanings brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, mail/male, main/mane, meet/meet, peace/piece, plain/plane
Spelling I can spell words that are often misspelt
Spelling I can spell words containing the ‘i’ sound spelt ‘y’ elsewhere than at the end of words <eg>myth, gym</eg>
Spelling I can spell words containing the ‘u’ sound spelt ‘ou’ <eg>young, touch, double</eg>
Spelling I can spell words with the ‘k’ sound spelt ‘ch’ <eg>scheme, school, echo</eg>
Spelling I can spell words with the ‘sh’ sound spelt ‘ch’ <eg>chef, machine</eg>
Spelling I can spell words with the ‘ay’ sound spelt ‘ei’, ‘eigh’ or ‘ey’ <eg>eight, they</eg>
Spelling I can use the first two or three letters of a word to check its spelling in a dictionary
Spelling I can write from memory simple sentences, dictated by the teacher, that include words and punctuation I already know
Composition I can plan my writing by discussing it and talking about how to improve it using examples from other writers that I like
Composition I can plan my writing by talking about the important parts to have in a story, poem, an explanation or non-fiction piece and I can re-edit it
Composition I can rewrite my work making improvements by saying the work out loud, using the best words I know and making sure I: use conjunctions such as when, before, after, while; use adverbs such as then, next and soon; use prepositions such as before, after, during, in and because
Composition I can use paragraphs to organise my writing so that blocks of text group related material
Composition I can draft and write descriptive work that creates settings, characters and plots
Composition I can draft and write material such as instructions, using headings and sub-headings to organise my work
Composition I can re-read my work to improve it for my audience
Composition I can re-read my work to improve it by thinking about changes to vocabulary and grammar to make it more interesting
Composition I can proof read my work by reading aloud and putting in full stops. I can also add commas, question marks, exclamation marks and speech marks where needed
Composition I can read my work out to a group with confidence and make sure it sounds interesting using the right volume and tone of voice
SPAG I can create new words using a range of prefixes including super-, anti-, auto-
SPAG I can understand when to use ‘a’ or ‘an’ in front of a word
SPAG I can identify word families based on root words <eg>solve, solution, dissolve, insoluble</eg>
SPAG I can talk about time, place and cause using these words: when, before, after, while, so, because, then, next, soon, therefore, before, after, during, in, because of
SPAG I can use paragraphs
SPAG I can use headings and sub-headings
SPAG I can use the present perfect form of verbs <eg>He has gone out to play contrasted with He went out to play</eg>
SPAG I can use speech marks correctly
SPAG I can understand what the following words mean: word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas
Handwriting I can use more of the diagonal and horizontal strokes I need to join letters and know which letters, when they are next to one another, are best left unjoined
Handwriting I can write so that most of my letters are easy to read, all the same way up and the same size. My writing is spaced properly so that my letters don’t overlap

 

Year Three English Statements for the Year

Number and Place Value I can count from 0 in multiples of 4, 8, 50 and 100 and can find 10 or 100 more or less than a given number
Number and Place Value I can recognise the place value of each digit of a number with hundreds, tens and units
Number and Place Value I can compare and order numbers up to 1000
Number and Place Value I can find, show and estimate numbers using objects and pictures
Number and Place Value I can solve number and word problems
Number and Place Value I can read and write numbers to 1000 in numerals
Number and Place Value I can read and write numbers to 1000 in words
Addition and Subtraction I can add and subtract numbers in my head, including a three digit number and ones
Addition and Subtraction I can add and subtract numbers in my head, including a three digit number and tens
Addition and Subtraction I can add and subtract numbers in my head, including a three digit number and hundreds
Addition and Subtraction I can estimate the answer to a calculation and use this and inverse operations to check answers
Addition and Subtraction I can solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
Addition and Subtraction I can add numbers with up to three digits using formal column methods
Addition and Subtraction I can subtract numbers with up to three digits using formal column methods
Multiplication and Division I can recall and use multiplication and division facts for the 3, 4 and 8 times tables
Multiplication and Division I can calculate multiplication and division problems, both mentally and in writing, using the times tables, including two digit numbers times one digit numbers
Multiplication and Division I can solve problems, including missing number problems, involving multiplication and division, including factors and ratio
Fractions I can count up and down in tenths and know that tenths are made from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
Fractions I can write and find fractions of a set of data and can recognise fractions with small denominators
Fractions I can find and use fractions of numbers such as 1/4 of 8 = 2 and 3/4 of 8 = 6
Fractions I can identify and show equivalent fractions
Fractions I can compare and order fractions with the same denominator
Fractions I can solve fraction problems
Fractions I can add fractions with the same denominator within one whole
Fractions I can subtract fractions with the same denominator within one whole
Measurement I can measure, compare, add and subtract: lengths (m/cm and mm); mass ( kg/g); volume and capacity (l/ml)
Measurement I can measure the perimeter of simple 2-D shapes
Measurement I can add and subtract money giving change, using pounds and pence. I can do this with real coins and notes
Measurement I can estimate and read the time to the nearest minute. I can record time in seconds, minutes and hours. I can use the words o’clock, a.m., p.m., morning, afternoon, noon and midnight
Measurement I can tell you the number of seconds in a minute and how many days there in a month, a year, and in a leap year
Measurement I can compare how much time is taken by different events or tasks
Measurement I can tell the time on a clock face. I can do this if it uses the Roman numerals from I to XII and I can use 12-hour or 24 hour clocks.
Measurement I can write the time on a clock face. I can do this if I use Roman numerals from I to XII and I can use 12-hour or 24 hour clocks.
Properties of Shape I can draw 2-D shapes and make 3-D shapes using modelling materials. I can recognise 3-D shapes in different orientations
Properties of Shape I can recognise angles as properties of shape. I know that angles are a description of a turn
Properties of Shape I can spot horizontal and vertical lines and pairs of perpendicular and parallel lines
Properties of Shape I can spot right angles. I can spot when angles are greater or less than a right angle
Properties of Shape I know that two right angles make a half-turn, three make three quarters of a turn and four make a full turn.
Statistics I can ask and answer questions about totalling and comparing grouped data
Statistics I can interpret and present data using bar charts, pictograms and tables
Statistics I can solve one-step and two-step questions <eg>”How many more?” and “How many fewer?”</eg> using information presented in scaled bar charts, pictograms and tables
Spoken Language I can 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
Spoken Language I can describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or less than a right angle