Year 3

Mr. Karcz- Head of Year 3

Head of Humanities

In today’s session…….

Expectations

Assessment

Homework

Behaviour

Growth Mindset

Learning outside the classroom

Skills based Curriculum Subjects:

History/Geography

Science

Art/D&T

Spanish

English

ICT

PSHE/R.E

Mathematics

The Year 3 Curriculum

P.E

Expectations

As parents….

To ensure that children arrive on time to school.

To take an interest in what the children are learning.

Read with them at lest 5 times a week.

Ensure that they are ready for the day ahead.

To support our teachers in Year 3.

As teachers…..

To give your child the best education possible.

To discuss with you, the parents, openly about any concerns they may have or to praise your child.

To support both your child and you in keeping up to date with what has happened in the school.

Important Information

Reading Books / Records Each child will have a book to take home. Any damage to a book will incur a replacement charge. Please look after them!

The class teacher or assistant will check each reading record daily to ensure that reading is happening at home. Only a parent / carer / brother / sister etc. can sign the reading record.

Assessment

Assessment does not have to be all doom and gloom! Assessment is the perfect way to see where the child is doing well and where they need that extra support!

Maths We assess at the end of every unit. English We assess through ’Big Writes’ at the end of every unit. In Year 3, we mark against the English Writing Assesment standards.

As parents, it is important to re-assure your child during assessment week that, yes they are important,

but another way of learning and seeing what they know!

AUTUMN SPRING SUMMER

Place Value Multiplication and Division Fractions

Addition and Subtraction Measurement Properties of shapes

Multiplication and Division Fractions Position and Direction

Measurement Consolidation / Revision Measurement

Statistics

AUTUMN SPRING SUMMER

Poetry Fairy tales (3 weeks) ‘The Lost Happy Endings’, Carol Ann Duffy Outcomes: diary entries

The Power of Pictures

Stories from other cultures Mystery (3 weeks) ‘The Tunnel’, Anthony Browne Outcomes: extended mystery story

Fairy tales (3 weeks) ‘The Egyptian Cinderella’,

Shirley Climo Outcomes: Diary entry Rhodopsis’s feelings

Recount (3 weeks) A simple Act of Courage Outcomes: A letter to Ruby Bridges If I were Ruby Bridges

Discussion (3 weeks) Should Rose follow Jack through the tunnel?

Instructions (2 weeks) Jack and the Beanstalk Outcome: entertaining instructions How to Trap a Giant

Adventure (3 weeks) ‘Stone Age Boy’, Satoshi Kitamura Outcomes: Adventure story

Narrative (3 weeks) Voices in the Park by Anthony Browne Outcomes: Children can plan an extended story with chapters.

• Year Three Expectation/KS1 Mastery

• Year 3 is the expectation for mainstream primary children by the end of Year 3 and some may be working within year four.

• Prerequisite for entry into this level: Can produce close to a side of A4 writing that is clear and coherent with one or more strong features e.g. may either be in the mainly accurate Basic Skills OR in the emergent ‘voice ‘and style OR in organisation

OR in content. This should be a first draft written (unsupported) in one sitting and edits should be child-initiated.

• Can produce work which is organised, imaginative and clear (e.g. simple opening and ending).

• 1 Can produce work which is organised, imaginative and clear (e.g. simple opening and ending).

• 2 Can join their handwriting, • 3 Can use a range of chosen forms appropriately and consistently. If

the writing is narrative, simple report or recount of a known story this can’t be ticked. If another genre, it can be as they will already

know those three. • 4 Can adapt chosen form to the audience, (e.g. provide information

about characters or setting, make a series of points). • 5 Can use interesting and ambitious words sometimes, (should be

words not usually used by a child of that age, and not a technical word used in a taught context only e.g. ‘volcano’ or ‘evaporate’).

• 6 Can develop and extend ideas logically in sequenced sentences, (may still be overly detailed or brief ).

• 7 Can extend sentences using a wider range of connectives to clarify relationships between points and ideas, (e.g. when, because,

if, after, while, also, as well). • 8 Can usually use correct grammatical structures in sentences,

(nouns and verbs agree generally). • 9 Can use pronouns appropriately to avoid the awkward repetition

of nouns. • 10 Can use most punctuation accurately, including at least 3 of the

following; full stop and capital, question mark, exclamation mark, comma, apostrophe.

• 11 Can structure and organise work clearly, (e.g. beginning, middle, end; letter structure; dialogue structure).

• 12 Is beginning to use paragraphs. • 13 Can adapt form and style for purpose, (e.g. clear difference between

formal and informal letters). abbreviated sentences in notes and diaries). • 14 Can write neatly, legibly and accurately, mainly in a joined style.

• 15 Can use adjectives and adverbs for description. • 16 Can spell phonetically regular, or familiar common polysyllabic words

accurately, (sometimes for 3-E e.g. ‘forward’ ‘bonfire’) and most or all of the Year 3 High Frequency Words and the Year 3 words in the N.C. Appendix 1.

• 17 Can develop characters and describe settings, feelings and / or emotions, etc.

• 18 Can link and relate events, including past, present and future, sensibly, (afterwards, before, also, after a while, eventually…).

• 19 Can attempt to give opinion, interest or humour through detail. • 20 Can use generalising words for style, (e.g. sometimes; never; always;

often; mainly, mostly, generally etc.) and / or modal verbs / the conditional tense (e.g. might do it; may go; could rain; should win)

• 21 Is beginning to develop a sense of pace (lively and interesting).

Homework

Reading Spellings

Times tables

Research project English / Maths activities

Behaviour

Gold / Silver / Bronze / Green For excellent behaviour Yellow – 5 – 10 minutes lost at playtime Red – Parent contact and lost time at playtime

Growth Mindset

Learning outside the classroom

Any questions?