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Year 3 and 4

Welcome back! we hope all the children are refreshed and ready to enjoy a busy year in class 3/4.



This year, the class will be taught by Mr Clarke  and Mrs Patterson .  Miss Welch and Mrs Shipton are our full time teaching assistants, supporting all the children in the class with their learning and delivering targeted interventions outside of the classroom.

Mantle of the Expert

Our Mantle of the Expert topic is based around local history and the environment and we will be linking learning in art, design and technology, history, geography and science through the theme of ‘A Secret Garden’.

Children will be solving problems, asking questions, working collaboratively and expressing themselves creatively in a variety of different situations and tensions.  We are expert Historical researchers and environmentalists and we are working hard to put together a planning an environmental assessments based on our understanding of our surroundings.


We will continue to work alongside the Good to be Green rules. Children understand these as:-

  • We use good manners
  • We look after equipment
  • We keep unkind hands and unkind words to ourselves
  • We listen and follow instructions

If a child is not following the rules, they will be be reminded verbally.  Should they continue to repeat a negative behaviour they will be given a ‘Stop and Think’ warning card. If they choose not to change their behaviour, they will be issued with a yellow card. This card will be removed if they improve their behaviour. If the unwanted behaviour continues then the child will receive a red card and be sent to Mr Richards to discuss their choices, resulting in the loss of their break/lunchtime play.

Our class are striving to be a ‘happy bubble’ and a good working ethos will result in excellence in learning and this is rewarded through our Class Dojo system. Children are striving individually to earn points to produce the best work they can and will be rewarded for their efforts.  These points will not reset until they reach 100 points and they are redeemed for the star prize, but rewards will be achieved at increment points along the way as follows:-

20 points – privilege pass for one week – 1st to go out to play etc.

40 points – 15 mins free iPad time

60 points – 15 mins extra play time

80 points – Teacher’s tin reward

100 points – Celebratory cake , hot chocolate and chat with Mr Richards

Every Friday Child of the week is chosen for each year group and our community Friend of the week is also awarded, earning the child Five dojo points.  


All children are continuing to follow the literacy scheme, Literacy and Language and have a daily lessonWhere appropriate, children will continue to have additional support so they can complete the Read Write Inc phonics programme.  An additional short English lesson will also be taught Monday to Friday which will include a grammar, punctuation or handwriting focus.


Maths will be taught every day of the week following the National Curriculum framework. However, additional maths may be covered during Mantle to assist with the fictional scenarios that are being explored.

It is important for all children to have a good level of times table knowledge to allow for quick and accurate recall. We will focus on the all of the times tables but any additional practise at home would be very helpful. Work will be set for each child via the Times Table Rock Stars App within the first two weeks of the new term.

The new App ‘My Maths’ that the school has purchased will also be used to extend learning at home in the Spring and Summer term and to fill in any gaps in learning that your child may have as a result of missed learning during lockdown.


Just a polite reminder, PE kit is a green t-shirt with green shorts and black pumps. Trainers can be worn outside especially when the field is damp or muddy and tracksuits in school colours are useful during the colder weather conditions. PE will be taught twice a week, weather dependent put generally Monday and Tuesday afternoons. Please ensure all clothes and footwear is labelled. During the Autumn Term the children will have Yogo on Monday, girls can wear shorts under their skirts or dresses.


The children will continue to take home a book each evening to share with you. If you listen to your child read or share a book with them, please could you write it in their reading record book, or just simply initial. This can also be used to write any notes or concerns in, or alternatively you can message us through the Class Dojo system. Reading records are checked daily and we will get back to you on any questions as soon as we can.

Reading with your child each day has a dramatic effect on their learning. It builds their confidence, understanding and their knowledge of sounds, helps them to blend words and builds on comprehension through asking questions about the story or the facts it provides. Please also be aware that reading covers many areas and can take shape in the form of comics, magazines, leaflets, newspapers and so much more. It can also make an improvement to their writing and spelling as they are able to take ideas and build them into their own thoughts for further development.

At times children enjoy bringing home books that they simply want to share with you. These may be ones that appear too easy or ones that you can read to them instead. It is important that we appreciate these choices too as enjoyment of reading and sharing is paramount to building a love of books.

The schools Reading Rocket Challenge is to read at least 4 times a week which will lead to a prize at the end of term. 


Children are expected:-

1.  to be reading regularly (at least 4 times a week)

2.  to be Using TT Rockstars and My maths weekly to practice times tables and areas covered in class or gaps to learning

3.  to practise spellings given for a weekly test.  (Spelling tests are on Monday)

4. to complete a weekly set homework task that links their classroom learning through a variety of curriculum subjects and in a variety of creative ways. (Set on Friday)

Mr. Clarke and Mrs Patterson 

Year 3 Expectations

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.

Reading Targets

Year 3: Reading at Greater Depth

I am an avid reader who finds every opportunity to read additional material other than what is provided for me.
I am beginning to develop a preference for certain types of texts and authors.
I talk with confidence about stories I have read and can ask and answer questions related to the story.
I am confident in predicting what may happen next and use the text I have read so far to help me predict.
I can make a picture in my head about the characters and settings I read about.
I note with increasing interest the way authors use a variety of techniques and strategies to develop characters and the relationship between them.
When reading aloud, I take account of the punctuation in the text.
I am keen to find out more about the background setting of the book I am reading, ie, historical time or another country.
I can work out how authors can persuade and begin to use some of these skills myself.
I am keen to find out more about a poet whose poetry I have read.

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.

Writing Targets

Year 3: Writing at Greater Depth

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 my 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.
My writing is edited; changes are made to create greater impact on the reader and proof-read for accuracy.
I vary sentences, adding phrases to make the meaning more precise.
I include descriptions of events and characters in a variety of styles and my writing sometimes contains humour.
I describe characters  and include feelings and emotions when needed.
I can 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.

Targets in Spoken Language

A Year 3 Speaker

I can sequence and communicate ideas in an organised and logical way, always using complete sentences.
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.

Targets in Spoken Language

Exceeding Year 3 Expectations

I can speak with good diction so that those at the rear of the audience can hear clearly what I am saying.
I can talk about my personal feelings in relation to the way a story starts and ends.
I can ensure that my persuasive talk provokes a strong response.
I can listen to others responsively in discussion and link ideas clearly to what others have said, even when my point of view is different.
I can make use of what is learnt from a discussion, presentation or broadcast
I can ensure the language and structure I use when giving instructions are appropriate for the task.
I can give instructions with clear diction, so that everything can be heard and understood.
I can adapt instructions to suit different audiences, for example, for adults or younger children.
I am happy to attempt different roles/responsibilities according to what is needed.
I am happy to look at a different viewpoint to influence my feelings about a character or situation

Mathematics Targets – A Year 3 Mathematician

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 can recognise the value of each digit in a 3-digit number.
I understand and can count in tenths, and find the fractional value of a given set.
I can add and subtract fractions with a common denominator.
I can derive and recall multiplication facts for 3, 4 and 8x 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.
I can write and calculate mathematical statements for multiplication and vision using the 2x, 3x, 4x, 5x, 8x and 10x tables.
I can calculate 2-digit x 1-digit.
I can solve number problems using one and two step problems .
Measurement and geometry
I can identify right angles and can compare other angles stating whether they are greater or smaller than a right angle.
I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
I can tell the time to the nearest minute and use specific vocabulary, including seconds, am & pm.
I can measure, compare, add and subtract using common metric measures.
I can solve one and two step problems using information presented in scaled bar charts, pictograms and tables.

Mathematics Targets

Year 3: Mathematics at Greater Depth

I am very confident and consistent when dealing with all the Year 3 objectives.
I can return to a mathematical operation after a break and still feel confident about coping with the problem.
I can explain to my peers how I have reached an answer with the problems I have been given.
I know when to apply my mathematical knowledge and skills to different problems in other subject areas.
I apply my knowledge related to number to solve problems related to money and measures.
I deal very effectively with reasoning problems even if they take a long time.
I show good resilience when the problems are proving very difficult and require me to think very deeply.
I am able to measure, compare, add and subtract more complex problems using common metric measures set out in m/cm/mm; kg/g; l/ml etc.
I can instantaneously recall all multiplication number facts up to 10 x 10.
I know which mathematical operation may be required when setting out statistical evidence.

Year 4 Expectations

Reading Targets

A Year 4 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 know which books to select for specific purposes, especially in relation to science, geography and history learning.
I can use a dictionary to check the meaning of unfamiliar words.
I can discuss and record words and phrases that writers use to engage and impact on the reader.
I can identify some of the literary conventions in different texts.
I can identify the (simple) themes in texts.
I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.
I can explain the meaning of words in context.
I can ask relevant questions to improve my understanding of a text.
I can infer meanings and begin to justify them with evidence from the text.
I can predict what might happen from details stated and from the information I have deduced.
I can identify where a writer has used precise word choices for effect to impact on the reader.
I can identify some text type organisational features, for example, narrative, explanation and persuasion.
I can retrieve information from non-fiction texts.
I can build on others’ ideas and opinions about a text in discussion.

Reading Targets

Exceeding Year 4 Expectations

I talk widely about different authors, giving some information about their backgrounds and the type of literature they produce.
I can talk about why I prefer certain authors and get ‘immersed’ in my reading.
I locate and use information from a range of sources, both fiction and non-fiction.
I can compare fictional accounts in historical novels with the factual account.
I can appreciate the bias in persuasive writing, including articles and advertisements.
I use inference and deduction to work out the characteristics of different people from a story.
I can skim, scan and organise non-fiction information under different headings.
I refer to the text to support my predictions and opinions.
When reading aloud, I show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace so as to entertain and maintain interest.

Writing Targets – A Year 4 Writer

I can spell words with prefixes and suffixes and can add them to root words.
I can recognise and spell homophones.
I can use the first two or three letters of a word to check a spelling in a dictionary.
I can spell the commonly mis-spelt words from the Y3/4 word list.
I can use the diagonal and horizontal strokes that are needed to join letters.
I understand which letters should be left unjoined.
My handwriting is legible and consistent; down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that ascenders and descenders of letters do not touch.
I can compose sentences using a range of sentence structures.
I can orally rehearse a sentence or a sequence of sentences.
I can write a narrative with a clear structure, setting and plot.
I can improve my writing by changing grammar and vocabulary to improve consistency.
I use a range of sentences which have more than one clause.
I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition.
I can use direct speech in my writing and punctuate it correctly.
Grammar and punctuation
Sentence structure
I can use noun phrases which are expanded by adding modifying adjectives, nouns and preposition phrases.
I can use fronted adverbials.
Text structure
I can write in paragraphs.
I make an appropriate choice of pronoun and noun within and across sentences.
I can use inverted commas and other punctuation to indicate direct speech.
I can use apostrophes to mark plural possession.
I can use commas after fronted adverbials.

Writing Targets

Year 4: Writing at Greater Depth

I am prepared to carry out some research to find words that are specific to the event being written about.
I can check to see if there are any sentences that can be re-organised so as to give my writing a greater impact.
I consciously use short sentences to speed up my action sequences.
I use dialogue and reactions from other characters to make my character interesting.
I recognise when a simile may generate more impact than a metaphor, and vice versa, in my writing.
I recognise when it is reasonable to allow direct speech to tell the reader more about an individual’s personality.
I recognise that a combination of good adjectives, similes and metaphors may help create a powerful image of the characters I am writing about.
I know how to re-order sentences so they create maximum effect.
I vary my choice of pronouns correctly to refer to the first, second and third person, both singular and plural.
I use commas or ellipses in order to create greater clarity and effect in my writing.
I make clear links with reading, using models from my reading to construct my own sentences and paragraphs.

Targets in Spoken Language

A Year 4 Speaker

I ask questions to clarify or develop my understanding.
I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.
I show that I understand the main point and the details in a discussion.
I adapt what I am saying to the needs of the listener or audience (increasingly).
I show that I know that language choices vary in different contexts.
I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.
I can justify an answer by giving evidence.
I use Standard English when it is required.
I can perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.

Targets in Spoken Language

Exceeding Year 4 Expectations

I can prepare and deliver a talk to the class on an aspect of learning in science, history or geography.
I can present a strong argument in a formal debate on an issue, using the language and procedures of debating.
I can propose and discuss possible explanations and questions (e.g.  re phenomena in science, history or geography) as a basis for planning an investigation with roles, activities and resources.
I can develop a group presentation that reports recent learning to the class, with vocabulary and grammar appropriate to the subject.
I can listen to a debate with an open mind, recall the main arguments and decide, for clear reasons, which one was most convincing.
I can comment on the language used in the arguments presented in a debate.
I can take roles to argue opposing views on an issue, and then discuss ways of dealing constructively with disagreement.
I can reflect on and evaluate my dramatic presentations and those of  others.
I can explain the advantages and disadvantages of the formal rules of debating.
I show a good understanding of what has been said and can introduce new ideas that are valid.

Mathematics Targets – A Year 4 Mathematician

I can recall all multiplication facts to 12 x 12.
I can round any number to the nearest 10, 100 or 1000 and decimals with one decimal place to the nearest whole number.
I can count backwards through zero to include negative numbers.
I can compare numbers with the same number of decimal places up to 2-decimal places.
I can recognise and write decimal equivalents of any number of tenths or hundredths.
I can add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction.
I can divide a 1 or 2-digit number by 10 or 100 identifying the value of the digits in the answer as units, tenths and hundredths.
I can multiply 2-digit and 3-digit numbers by a 1-digit number using formal written layout.
I can solve two step addition and subtraction problems in context.
I can solve problems involving multiplication.
Measurement and geometry
I can compare and classify geometrical shapes, including quadrilaterals and triangles, based on their properties and sizes.
I know that angles are measured in degrees and can identify acute and obtuse angles.
I can compare and order angles up to two right angles by size.
I can measure and calculate the perimeter of a rectilinear figure in cm and m.
I can read, write and convert between analogue and digital 12 and 24 hour times.
I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Mathematics Targets

Year 4: Mathematics at Greater Depth

I can solve multi-step problems related to on-going learning in science, history and geography.
I can rapidly recall answers when multiplying and dividing a whole or decimal number by 10.
I deal very confidently and rapidly with any addition or subtraction operations involving up to four digits.
I deal effectively with any reasoning problems related to the Year 4 expectations in number and measures.
I show a good level of resilience when it comes to tackling difficult problems which may require deep thinking.
I can explain my reasoning to a peer and at the same time deepen my own understanding.
I show a growing confidence when applying any multiplication facts to on-going learning in other subjects.
I am able to work out which number or measurement operation is most appropriate to a given problem.
I can return to any area of mathematical learning after a break and pick up quickly without needing to be re-taught.
I can collect my own data on a given project and present information in graphical formats of my choosing.

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