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St Paul's C of E Primary School

Heathside Grove

LEARNING to make a difference

Year 3

Learning in the Foundation Subjects

Learning in the Core Subjects


Year 3

St. Paul’s CE

Primary School

Heathside Grove

 End of Year Expectations

for Year 3


This page provides information for parents and carers on the end of year expectations for children in our school. The staff have identified these expectations as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.


 All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.


 If you have any queries regarding the content of this page or want support in knowing how best to help your children please talk to your child’s teacher.


 Reading Targets
A Year 3 Reader

Word Reading
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning
of unfamiliar words.
I can read further exception words, noting the unusual correspondences between spelling and sound.
I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
I read a range of fiction, poetry, plays, and non-fiction texts.
I can discuss the texts that I read.
I can read aloud and independently, taking turns and listening to others.
I can explain how non-fiction books are structured in different ways and can use them effectively.
I can describe some of the different types of fiction books.
I can ask relevant questions to get a better understanding of a text.
I can predict what might happen based on the details I have read.
I can draw inferences, such as inferring a characters’ feelings, thoughts and motives from their actions.
I can use a dictionary to check the meaning of unfamiliar words.
I can identify the main point of a text.
I can explain how structure and presentation contribute to the meaning of texts.
I can use non-fiction texts to retrieve information.
I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume
and action.



Writing Targets - A Year 3 Writer


I can spell words with additional prefixes and suffixes and understand how to add them to root words.
I recognise and spell homophones.
I can use the first two or three letters of a word to check its spelling in a dictionary.
I can spell words which are in a family correctly.
I can spell the commonly mis-spelt words from the Y3/4 word list.
I can identify the root in longer words.
I use the diagonal and horizontal strokes that are needed to join letters.
I understand which letters should be left unjoined.
I can discuss models of writing, noting its structure, grammatical features and use of vocabulary.
I can compose sentences using a wider range of structures.
I can write a narrative with a clear structure, setting, characters and plot.
I can produce non-narrative writing using simple organisational devices such as headings and sub-headings.
I can suggest improvements to my own writing and that of others.
I can make improvements to grammar, vocabulary and punctuation.
I use a range of sentences with more than one clause by using a range of conjunctions.
I use the perfect form of verbs to mark the relationship of time and cause.
I can proof-read to check for errors in spelling and punctuation.
Grammar and punctuation
Sentence structure

I can express time, place and cause by using conjunctions, adverbs and prepositions.
Text structure
I am starting to use paragraphs.
I can use headings and sub headings.
I can use the present perfect form of verbs instead of the simple past.
I can use inverted commas to punctuate direct speech.


Targets in Spoken Language
A Year 3 Speaker

I can sequence and communicate ideas in an organised and logical way, always using complete
I vary the amount of detail and choice of vocabulary, depending on the purpose and the audience.
I take a full part in paired and group discussions.
I show that I know when Standard English is required and use it (beginning).
I can retell a story using narrative language and add relevant detail.
I can show that I have listened carefully because I make relevant comments.
I can present ideas or information to an audience.
I recognise that meaning can be expressed in different ways, depending on the context.
I can perform poems from memory adapting expression and tone as appropriate.


Maths Targets - A Year 3 Mathematician

Number, place value, approximation and estimation/rounding

I can count from 0 in multiples of 4, 8, 50 and 100.

I can compare and order numbers up to 1,000.

I can read and write numbers to 1,000 in numerals and words.

I can find 10 or 100 more or less than a given number.

I can recognise the place value of each digit in a 3-digit number.

I can identify, represent and estimate numbers using different representations.

I can solve number problems and practical problems using above.


I can add and subtract mentally, including:

A 3-digit number and ones

A 3-digit number and tens

A 3-digit number and hundreds

I can add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.

I can estimate the answer to a calculation and use inverse operation to check answers.

I can solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

I can recall and use multiplication and division facts for the 3, 4 and 8x tables.

I can write and calculate mathematical statements for multiplication and division using the multiplication tables, including for 2-digit numbers, using mental and progressing to formal written methods.

I can solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects.

Fractions, decimals and percentages

I can count up and down in tenths.

I recognise that tenths arise from dividing an object into 10 equal parts and in dividing 1-digit numbers or quantities by 10.

I recognise and can find and write factions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

I can compare and order unit fractions and factions with the same denominators.

I can add and subtract factions with the same denominator within one whole.

I can solve problems involving the above.


Science Targets - A Year 3 Scientist

Working scientifically

(Y3 and Y4)

I can ask relevant scientific questions.

I can use observations and knowledge to answer scientific questions.

I can set up a simple enquiry to explore a scientific question.

I can set up a test to compare two things.

I can set up a fair test and explain why it is fair.

I can make careful and accurate observations, including the use of standard units.

I can use equipment, including thermometers and data loggers to make measurements.

I can gather, record, classify and present data in different ways to answer scientific questions.

I can use diagrams, keys, bar charts and tables; using scientific language.

I can use findings to report in different ways, including oral and written explanations, presentation.

I can draw conclusions and suggest improvements.

I an make a prediction with a reason.

I can identify differences, similarities and changes related to an enquiry.



I can describe the function of different parts of flowing plants and trees.

I can explore and describe the needs of different plants for survival.

I can explore and describe how water is transported within plants.

I can describe the plant life cycle, especially the importance of flowers.

Animals, including humans

I can explain the importance of a nutritious, balanced diet.

I can explain how nutrients, water and oxygen are transported within animals and humans.

I can describe and explain the skeletal system of a human.

I can describe and explain the muscular system of a human.

I can describe the purpose of the skeleton in humans and animals.



A Year 3 and 4 Safe Computer User

Knowledge and understanding

I understand the need for rules to keep me safe when exchanging learning and ideas online.

I recognise that information on the internet may not be accurate or reliable and may be used for bias, manipulation or persuasion.

I understand that the internet contains fact, fiction and opinion and begin to distinguish between them.

I use strategies to verify information, e.g. cross-checking.

I understand the need for caution when using an internet search for images and what to do if I find an unsuitable image.

I understand that copyright exists on most digital images, video and recorded music.

I understand the need to keep personal information and passwords private.

I understand that if I make personal information available online it may be seen and used by others.

I know how to respond if asked for personal information or feel unsafe about content of a message.

I recognise that cyber bullying is unacceptable and will be sanctioned in line with the school’s policy.

I know how to report an incident of cyber bullying.

I know the difference between online communication tools used in school and those used at home.

I understand the need to develop an alias for some public online use.

I understand that the outcome of internet searches at home may be different than at school.


I follow the school’s safer internet rules.

I recognise the difference between the work of others which has been copied (plagiarism) and re-structuring and re-presenting materials in ways which are unique and new.

I can identify when emails should not be opened and when an attachment may not be safe.

I can explain and demonstrate how to use email safely.


Computing Targets - A Year 3 Computer User

Algorithms and programming

I can design a sequence of instructions, including directional instructions.

I can write programs that accomplish specific goals.

I can work with various forms of input.

I can work with various forms of output.

Information technology

I can use a range of software for similar purposes.

I can collect information.

I can design and create content.

I can present information.

I can search for information on the web in different ways.

I can manipulate and improve digital images.

Digital literacy

I use technology respectfully and responsibly.

I know different ways I can get help if I am concerned.

I understand what computer networks do and how they provide multiple services.

I can discern where it is best to use technology and where it adds little or no value.