1. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Writing: At the National Standard Year 3 Statements Year 3 Expectations: Transcription Spell words with additional prefixes and suffixes and understand how to add them to root words, for example – form nouns using super, anti, auto Recognise and spell additional homophones, for example – he’ll, heel, heal Use the first two or three letters of a word to check its spelling in a dictionary Spell correctly word families based on common words, for example – solve, solution, solver Spell identified commonly misspelt words from Year 3 and 4 word list Make analogies from a word already known to apply to an unfamiliar word Identify the root in longer words Use the diagonal and horizontal strokes that are needed to join letters Understand which letters, when adjacent to one another, are best left unjoined Increase the legibility, consistency and quality of handwriting Year 3 Expectations: Composition Look at and discuss models of writing of the text type, purpose and audience to be written, noting: structure; grammatical features and use of vocabulary Compose sentences using a wider range of structures linked to the grammar objectives Write a narrative with a clear structure, setting, characters and plot Write a non-narrative using simple organisational devices such as headings and sub-headings Suggest improvement to writing through assessing writing with peers and self assessment Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences Use a range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although Use the perfect form of verbs to mark relationships of time and cause Use conjunctions, adverbs and prepositions to express time and cause Proof-read to check for errors in spelling and punctuation errors Year 3 Mastering Expectations: Writing Use adjectives and adverbs with confidence and attempt to think of different ones to use in different situations Give careful thought to the planning of writing and re-read it as a matter of course Ensure that descriptions have just enough detail to help the reader gain a better understanding about the way the story is unfolding Use words that have not been used before when describing events, characters and feelings Use powerful verbs to show character or add impact Vary sentences, adding phrases to make the meaning more precise Include descriptions of events and characters in a variety of styles and can sometimes contain humour Describe characters and include feelings and emotions when needed Choose the most appropriate style of writing to suit the needs of the situations, eg: poems, lists, letters, reports Check punctuation and use speech marks and apostrophes accurately

2. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Reading: At the National Standard Year 3 Statements Year 3 Expectations: Word Reading Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words Year 3 Expectations: Reading Comprehension Experience and discuss a range of fiction, poetry, plays, non-fiction and reference books or textbooks Know that non-fiction books are structured in different ways and be able to use them effectively Begin to understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas Ask questions to improve understanding of a text Predict what might happen from details stated Year 3 Expectations: Reading Comprehension (continued) Draw inferences such as inferring characters' feelings, thoughts and motives from their actions Use dictionaries to check the meaning of unfamiliar words Identify main idea of a text Identify how structure, and presentation contribute to the meaning of texts Retrieve and record information from non- fiction Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others’ opinions Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action Year 3 Mastering Expectations: Reading Skim materials and note down different views and arguments Pause appropriately in response to punctuation and/or meaning Justify predictions by referring to the story Begin to find meaning beyond the literal, e.g. the way impressions of people are conveyed through choice of detail and language Read ahead to determine direction and meaning in a story Investigate what is known about the historical setting and events and their importance to the story Deduce from the evidence in the text what characters are like Explore figurative language and the way it conveys meaning succinctly identify the way a writer sets out to persuade Explore the relationship between a poet and the subject of a poem

3. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Spoken Language: At the National Standard Year 3 Statements Year 3 Mastering Expectations: Spoken Language Speak with good diction so that those at the rear of the audience can hear clearly what is said Talk about personal feelings in relation to the way a story starts and ends Ensure that persuasive talk provokes a strong response Listen to others responsively in discussion and link ideas clearly to what others have said, even when views are different Make use of what is learnt from a discussion, presentation or broadcast Ensure the language and structure used when giving instructions are appropriate for the task Give instruction with clear diction so that everything can be heard and understood Adapt instructions to suit different audiences, for example, adults or younger children Be happy to attempt different roles/ responsibilities according to what is needed Be happy to take a different viewpoint to influence feelings about a character or situation Year 3 Expectations: Spoken Language Sequence and communicate ideas in an organised and logical way in complete sentences as required Vary the amount of detail and choice of vocabulary dependent on the purpose and audience Participate fully in paired and group discussions Show understanding of the main points in a discussion Start to show awareness of how and when Standard English is used Retell a story using narrative language and added relevant detail Show they have listened carefully through making relevant comments Formally present ideas or information to an audience Recognise that meaning can be expressed in different ways dependent on the context Perform poems from memory adapting expression and tone as appropriate

4. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Maths: At the National Standard Year 3 Statements Year 3 Expectations: Number Compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words Count from 0 in multiples of 4, 8, 50 and 100 Recognise the value of each digit in a 3-digit number Understand and count in tenths, and find the fractional value of a given set Add and subtract fractions with a common denominator Derive and recall multiplication facts for 3, 4 and 8x multiplication tables Add and subtract mentally combinations of 1-digit and 2-digit numbers Add and subtract numbers with up to 3-digits using formal written methods Write and calculate mathematical statements for multiplication and division; including 2-digit number with a 1-digit number (from multiplication tables they know, ie, 2, 3, 4, 5, 8 and 10) Solve number problems using one and two step operations Year 3 Expectations: Measurement, Geometry and Statistics Identify right angles; compare other angles to being greater or smaller than a right angle Identify horizontal and vertical lines and pairs of perpendicular and parallel lines Tell time to nearest minute and use specific vocabulary: seconds, am and pm Measure, compare, add and subtract using common metric measures Solve one-step and two step problems using information presented in scaled bar charts, pictograms and tables Year 3 Exceeding Expectations Recognise the value of each digit in a 4-digit number and the value of a tenth Know all multiplication facts up to 10 x 10 and be able to instantaneously answer questions such as, how many 7s in 42? Add and subtract numbers with any number of digits using formal written methods Begin to have an understanding about negative numbers recognising they are smaller than zero Multiply and divide any 2-digit number by a single digit number and have an understanding of ‘remainder’ Can find fractional values (from ½ to 1/10 ) of amounts up to 1000 Use knowledge of number to solve problems related to money, time and measures Know that the total internal angles of a triangle measure 180° and can measure each Can relate knowledge of time to problems related to timetables Measure, compare, add and subtract more complex problems using common metric measures set out in Kg,gms; Kl,litres; Km and metres, etc.

5. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Science: At the National Standard Year 3 Statements Year 3 Expectations: Working Scientifically Use different ideas and suggest how to find something out Plan a fair test and explain why it was fair Set up simple practical enquiries, comparative and fair tests Explain why they need to collect information to answer a question Make systematic and careful observations and, where appropriate, take accurate measurements using standard units Record their observations in different ways, for example, labelled diagrams, charts etc. Explain what they have found out and use their measurements to say whether it helps to answer their question Use a range of equipment, (including a thermometer and data- logger Year 3 Expectations: Life and Living Processes - Biology Identify and describe the functions of different parts of flowering plants, for example, roots, stem/trunk, leaves and flowers 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 investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering Plants, including pollination, seed formation and seed dispersal. Identify that animals, including humans, need the right types and amount of nutrition, Understand that 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

6. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Science: At the National Standard Year 3 Statements continued Year 3 Expectations: Physical Processes - Physics Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces 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 a solid object Find patterns in the way that the size of shadows change. Compare how things move on different 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 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 Describe magnets as having two poles Predict whether two magnets will attract or repel each other, depending on which poles are facing. Year 3 Expectations: Rocks - Chemistry Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter. Year 3 Mastery Expectations: Record and present what they have found using scientific language, drawings, labelled diagrams, bar charts and tables Use their findings to draw a simple conclusion Explain how the muscular and skeletal systems work together to create movement Classify living things and non-living things by a number of characteristics that they have thought of Explain how certain living things depend on one another to survive Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and speed dispersal Begin to relate the properties of rocks with their uses Investigate the strengths of different magnets and find fair ways to compare them Explain why lights need to be brighter or dimmer according to need Explain why their shadow changes when the light source is moved closer or further from the object

7. Key Stage 2 Progress Checker: Year 3 Writing: TranscriptionAt the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Writing Transcription I can spell words with additional prefixes and suffixes and understand how to add them to root words. I recognise and spell homophones, for example – he’ll, heel, heal I can use the first two or three letters of a word to check its spelling in a dictionary. I can spell words correctly which are in a family, for example – solve, solution, solver I can spell the commonly mis-spelt words from the Y3/4 word list. I can make links from a word already known to apply to an unfamiliar word I can identify the root in longer words. I use the diagonal and horizontal strokes that are needed to join letters. Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I understand which letters, when adjacent to one another, are best left unjoined I have increased the legibility, consistency and quality of my handwriting Name ___________________ Class_______ Date _______________________

8. Key Stage 2 Progress Checker: Year 3 Writing: CompositionAt the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Writing Composition 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 write non-narrative 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, e.g. the accurate use of pronouns in sentences 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. Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can express time, place and cause by using conjunctions, adverbs and prepositions. I can proof-read to check for errors in spelling and punctuation. Name ___________________ Class_______ Date _______________________

9. Key Stage 2 Progress Checker: Year 3 Writing: Transcription and CompositionMastery: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Writing Transcription and Composition I use adjectives and adverbs with confidence and attempt to think of different ones to use in different situations I give careful thought to the planning of writing and re- read it as a matter of course I ensure that descriptions have just enough detail to help the reader gain a better understanding about the way the story is unfolding I use words that have not been used before when describing events, characters and feelings I use powerful verbs to show character or add impact I vary sentences, adding phrases to make the meaning more precise I include descriptions of events and characters in a variety of styles and can sometimes contain humour I can describe characters and include feelings and emotions when needed Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I choose the most appropriate style of writing to suit the needs of the situations, eg: poems, lists, letters, reports I check punctuation and use speech marks and apostrophes accurately Name ___________________ Class_______ Date _______________________

10. Key Stage 2 Progress Checker: Year 3 Mathematics: NumberAt the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Mathematics: Number I can compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words. I can count from 0 in multiples of 4, 8, 50 and 100. I recognise the value of each digit in a 3-digit number. I understand and count in tenths, and find the fractional value of a given set. I can add and subtract fractions with a common denominator. I derive and recall multiplication facts for 3, 4 and 8x multiplication tables. I can add and subtract mentally combinations of 1-digit and 2-digit numbers. I can add and subtract numbers with up to 3-digits using formal written methods. Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can write and calculate mathematical statements for multiplication and division; including 2-digit number with a 1-digit number (from multiplication tables they know, ie, 2, 3, 4, 5, 8 and 10). I can solve number problems using one and two step operations. Name ___________________ Class_______ Date _______________________

11. Key Stage 2 Progress Checker: Year 3 Mathematics: Measurement, Geometry and Statistics At the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Mathematics: Measurement, Geometry and Statistics I can identify right angles; compare other angles to being greater or smaller than a right angle. I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines. I can tell time to nearest minute and use specific vocabulary: seconds, am and pm. I can measure, compare, add and subtract using common metric measures. I can solve one-step and two step problems using information presented in scaled bar charts, pictograms and tables. Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. Name ___________________ Class_______ Date _______________________

12. Key Stage 2 Progress Checker: Year 3 Mathematics: Number, Measurement, Geometry and Statistics Mastery: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Mathematics: I can recognise the value of each digit in a 4-digit number and the value of a tenth. I know all multiplication facts up to 10 x 10 and am able to instantaneously answer questions such as, ‘How many 7s in 42?’ I can add and subtract numbers with any number of digits using formal written methods. I begin to have an understanding about negative numbers recognising they are smaller than zero. I can multiply and divide any 2-digit number by a single digit number and have an understanding of ‘remainder’. I can find fractional values (from ½ to 1/10 ) of amounts up to 1000. I use knowledge of number to solve problems related to money, time and measures. I know that the total internal angles of a triangle measure 180° and can measure each. Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can relate knowledge of time to problems related to timetables. I can measure, compare, add and subtract more complex problems using common metric measures set out in Kg,gms; Kl,litres; Km and metres, etc. Name ___________________ Class_______ Date _______________________

13. Key Stage 2 Progress Checker: Year 3 ScienceAt the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Science: Working Scientifically I can use different ideas and suggest how to find something out I can plan a fair test and explain why it was fair I can set up simple practical enquiries, comparative and fair tests I can explain why I need to collect information to answer a question I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units I can record my observations in different ways, for example, labelled diagrams, charts etc. I can explain what they have found out and use their measurements to say whether it helps to answer their question I can use a range of equipment, (including a thermometer and data-logger Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. Name ___________________ Class_______ Date _______________________

14. Key Stage 2 Progress Checker: Year 3 ScienceAt the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Science: Biology I can identify and describe the functions of different parts of flowering plants, for example, roots, stem/trunk, leaves and flowers I can 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 I can investigate the way in which water is transported within plants I can explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. I can identify that animals, including humans, need the right types and amount of nutrition, I can understand that that they cannot make their own food; they get nutrition from what they eat I can identify that humans and some other animals have skeletons and muscles for support, protection and movement Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. Name ___________________ Class_______ Date _______________________

15. Key Stage 2 Progress Checker: Year 3 ScienceAt the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Science: Physics I can recognise that they need light in order to see things and that dark is the absence of light I can notice that light is reflected from surfaces I can recognise that light from the sun can be dangerous and that there are ways to protect their eyes I can recognise that shadows are formed when the light from a light source is blocked by a solid object I can find patterns in the way that the size of shadows change. I can compare how things move on different surfaces I can notice that some forces need contact between two objects, but magnetic forces can act at a distance I can observe how magnets attract or repel each other and attract some materials and not others Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can 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 I can describe magnets as having two poles I can predict whether two magnets will attract or repel each other, depending on which poles are facing. Name ___________________ Class_______ Date _______________________

16. Key Stage 2 Progress Checker: Year 3 ScienceAt the National Standard: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Science: Chemistry I can compare and group together different kinds of rocks on the basis of their appearance and simple physical properties I can describe in simple terms how fossils are formed when things that have lived are trapped within rock I can recognise that soils are made from rocks and organic matter. Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. Name ___________________ Class_______ Date _______________________

17. Key Stage 2 Progress Checker: Year 3 ScienceMastery: Year 3 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 3 Key Assessment Criteria Science I can record and present what I have found using scientific language, drawings, labelled diagrams, bar charts and tables I can use my findings to draw a simple conclusion I can explain how the muscular and skeletal systems work together to create movement I can classify living things and non-living things by a number of characteristics that I have thought of I can explain how certain living things depend on one another to survive I can explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and speed dispersal I can begin to relate the properties of rocks with their uses I can investigate the strengths of different magnets and find fair ways to compare them I can explain why lights need to be brighter or dimmer according to need I can explain why my shadow changes when the light source is moved closer or further from me Can you highlight: in green anything from the Year 3 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. Name ___________________ Class_______ Date _______________________