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Year 3 - Green Woodpeckers

Teacher: Mr DayGreen Woodpecker gif. | Woodpecker illustration, Woodpecker art ...

Teaching Assistants: Mrs Harwood and Mrs Hyde

PE days:                  

Spelling Test Day: Friday

Times Tables: We will be practising our Times Tables each day on Times Tables Rockstars and will be keeping a record of our scores.

Home Learning: Mathletics will be set every Wednesday, due for compTapestry | Oakleigh School and The Early Years Intervention Centreletion by the following Wednesday. There will be a half-termly project set linked to the current topic.

Spellings: These will be set weekly on a Friday and tested on the following Friday.

Reading to an adult at home is expected at least three times a week, reading records need to be signed by the adult and children need these in school every day.

If you would like to support your child further at home, in year 3 we aim for children to know their  4, 6 and 8 times tables. There are some fantastic videos online to support the learning of these.

Additionally the Year 3/4 statutory word list can be found in the documents at the bottom of the this page, these are the spellings in which we aim for children to know by the time they finish year 4.

Autumn Term Topics: Related image

  • The Savage Stone Age?
  • Volcano!

Spring Term Topic:

  • The Roman Invasion!            Ancient Rome for Kids and Teachers - Ancient Rome for Kids
  • An Italian Adventure

Summer Term Topics: 

  • Muscles and Bones 
  • Tokyo 2021Olympics on Twitter: "Joint Statement from the International Olympic  Committee and the Tokyo 2020 Organising Committee"

Beginning of Year 3 Expectations

Word reading, decoding and understanding

  • Can decode unknown words rapidly and without undue hesitation
  • Can use the context of the text to help read unfamiliar words
  • Can discuss word meanings, linking new meanings to those they already know
  • Can recognise and read a range of prefixes and use these to construct the meaning of words in context e.g. re…, de…, pre…, non…, mis…, ex…, co…, anti…
  • Can recognise adjectives, adverbs and similes
  • Can recognise an increasing range of punctuation (. CL ! ? " " , ') and use this to add expression and understanding to the text

Comprehension (Retrieval)

  • Recall main points with reference to the text (who, what, where, when, how, why answers)
  • Is beginning to scan for a specific purpose e.g. looking for specific information e.g. names of characters
  • Can read closely to obtain specific information e.g. what type of clothes someone was wearing
  • Can recognise and talk about the main differences between fiction and non-fiction texts
  • Can identify the key features of different text types

Comprehension (Inference)

  • Can discuss the actions of characters and justify views on the basis of what is being said and done
  • Is beginning to identify the author’s main purpose for writing
  • Can summarise the main points from a passage or a text
  • Can make plausible predictions based on knowledge of the text (or of books on similar themes or by the same author)

Sentence composition

  • Can include detail in writing to add interest, describe and specify e.g. noun phrases, expanded noun phrases and similes
  • Can use adverbs to qualify verbs e.g. he ran slowly
  • Can sustain the use of the correct tense across a range of text types e.g. story, letter...
  • Can use a range of conjunctions including when, if, because, although to extend sentences and give further information
  • Can use pronouns to avoid repetition e.g. he, they, our


  • Can use capital letters accurately, including for proper nouns
  • Can use full stops, exclamation marks and question marks to demarcate most sentences
  • Can use commas accurately to separate items in a list e.g. She had a pizza with ham, cheese, tomato and pineapple on it
  • Uses apostrophes to mark where letters are missing in spelling
  • Can indicate possession by using the possessive apostrophe for singular nouns e.g. the boy's ball …

Grammatical terms and word classes

  • Can identify nouns, adjectives and verbs
  • Can identify and start to use different sentence types (statement, command, question, exclamation)
  • Can identify and use prepositions (e.g. before, after, during, in)

Number and place value

  • Can partition two-digit numbers in different combinations of 10s and 1s e.g. 43 = 40 + 3 or 30 + 13 or 20 + 23 or 10 + 33
  • Can identify and represent two-digit numbers using different representations such as number lines or base ten apparatus etc.
  • Can solve problems using place value and number facts
  • Can order more than two numbers using a blank number line
  • Can find 10 more or 10 less than a given number up to 100 and extend to 1000
  • Can compare and order numbers up to 100 and extend to 1000 sometimes using the <, > and = signs correctly

Number - addition, subtraction (mental and written)

  • Can add a two-digit number and 1s using concrete objects or pictorial representations
  • Can subtract a two-digit number and 1s using concrete objects or pictorial representations
  • Can add 2 two-digit numbers using concrete objects or pictorial representations
  • Can subtract 2 two-digit numbers using concrete objects or pictorial representations where no regrouping is required e.g. 74 - 32
  • Can fluently recall all addition and subtraction facts within 20
  • Can use knowledge of inverse operations to check answers to addition and subtraction calculations

Number - multiplication and division (mental and written)

  • Can recognise and explain odd and even numbers within the context of the patterns in the 2, 5 and 10 multiplication tables
  • Can calculate mathematical statements for multiplication using the 2, 5 and 10 times tables
  • Can calculate mathematical statements for division using the 2, 5 and 10 times tables
  • Can recall and use multiplication and division facts for the 2, 5 and 10 times tables
  • Can write mathematical statements for known multiplication and division facts using x, ÷ and =
  • Can solve problems involving multiplication and division


Other useful information:

Children are expected to have their PE kits in school all week in case we have an extra session or in case they are needed as spare clothes.

Thank you for your support.