St Luke's C of E Primary School

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Year 3

Year 3 Curriculum 


Please see below assessment criteria for Reading, Writing and Mathematics. 

If you have any questions, concerns or complaints regarding the curriculum please contact the Head Teacher, Mr Delves, via the school email address -


A downloadable document is available for all areas. 



D Targets

Comprehension Targets:





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. I am beginning to make simple inferences using evidence from the text.





  1. I am beginning to make simple predictions about what is implied or based on what has happened so far.





  1. With prompts, I can identify the main ideas from a paragraph and I am beginning to recall and summarise these.





  1. I am beginning to identify where language is used to create mood or build tension.





  1. I am beginning to identify basic features of a writers use of language e.g. ‘there are lots of adjectives in this.’





  1. I am beginning to have some awareness of organisational features.





  1. I can use titles and headings to retrieve and record information.





  1. I can listen and discuss poems/plays and begin to express my views.





  1. I am beginning to understand volume, tone and intonation when reading aloud.





  1. I am beginning to recognise some themes in what is read, such as triumph of good over evil or use of magical devices.





  1. I can identify some different types of poems e.g. nursery rhymes, haikus and nonsense poetry.





  1. I can discuss books including those that are listened to and read independently. When prompted my ideas are explained and discussed.





  1. I can ask questions about the information I have read.





  1. I am beginning to re-read to check that the text makes sense. The meanings of new words are beginning to be sought and discussed.





  1. I am beginning to understand writing conventions such as: tense and presentational devices such as bullets and headings.


Decoding Targets:





  1. I understand the terms: root words, prefixes and suffixes and can identify them in words which I read.





  1. I can read some exception words.


D Targets





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. My character descriptions generally focus on appearance than character traits.





  1. My setting descriptions generally describe what can be seen.





  1. I am beginning to write basic character descriptions.





  1. I am beginning to develop settings and plots.





  1. I understand the use of alliteration and similes and I can use some descriptive phrases.





  1. With the use of a success criteria, my writing includes some organisational features (heading and subheading).





  1. With support, I am beginning to use past/present and future tense correctly. E.g. the correct ending for regular (-ed) verbs.





  1. I can use conjunctions, adverbs and prepositions to express time and cause.





  1. I am beginning to focus my paragraphs on a theme.





  1. I can attempt to organise paragraphs (introduction and conclusion).





  1. With support I am able to use a variety of sentence types.





  1. Some of the features listed are used in writing: conjunctions, adverbs, direct speech, clauses, adverbial phrases.





  1. I can extend the range of sentences with more than one clause using a wide range of conjunctions e.g. when, if, because.

Writing: Composition Target

Writing: Transcription Targets





  1. The majority of my writing is joined appropriately.





  1. I have an understanding of letters which should not be joined.





  1. I understand how to add prefixes and suffixes.





  1. I can use some homophones correctly, others may be misused.





  1. I am beginning to use the possessive apostrophe for regular plurals.





  1. I can start sentences with an adverb, and punctuate them correctly.





  1. I can use speech marks (inverted commas) to mark direct speech.

Writing: Analysis and Presentation Targets





I can understand and use the following terminology:





  1. word family





  1. speech marks / direct speech





  1. clause





  1. prefix / vowel / consonant





  1. conjunction





  1. preposition / clause / subordinate





  1. I am beginning to show confidence when presenting my work, and am beginning to use intonation.



Number & Calculations



D Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To Know and Use Numbers





  1. I can count in multiples of 2, 3, 4, 5, 8, 10, 50 and 100.
  1. I can find 10 or 100 more or less than a given number.





  1. I can read and write numbers up to 1000 in numerals and words.
  2. I can read Roman numerals on a clock.





  1. I can compare and order numbers up to 1000.





  1. I can recognise the place value of each digit in a two and three-digit whole number.
  2. I can round any number to the nearest 10.





  1. I can solve number and practical problems with increasingly large positive numbers (to at least 1000).

To Add and Subtract





  1. I can use the correct written methods to add and subtract numbers up to three-digits. (columnar and number line methods)
  2. I can mentally add and subtract three-digit numbers and ones.
  3. I can mentally add and subtract three-digit numbers and tens.
  4. I can mentally add and subtract three-digit numbers and hundreds.





  1. I can solve one-step problems using number facts and place value.
  2. I can solve simple missing number problems using number facts and place value.





  1. I use inverse operations to check answers to a calculation.

To Multiply and Divide





  1. I can recall multiplication and division facts for the multiplication tables: 2, 3, 4, 8 and 10.





  1. I can multiply and divide two-digit numbers by 2, 3, 4 and 5 using known facts.
  2. I can write and calculate simple multiplication and division statements mentally.





  1. I can solve simple problems, involving multiplying and dividing. (including missing number problems, measuring and scaling)





  1. I can find division facts from a known multiplication fact and vice versa to check my answers.


To Use Fractions





  1. I can recognise, find and write simple fractions.(parts of a whole, numbers and of shapes)
  2. I can add and subtract fractions with the same denominator within one whole e.g. 2/7 + 3/7 = 5/7.





  1. I can identify fractions that are equivalent to ½.
  2. I am beginning to identify families of common equivalent fractions, using diagrams.
  3. I can represent 1/2 and 1/4 as a fraction, decimal and percentage.





  1. I can order unit fractions and fractions with the same denominators.
  2. I can count up and down in tenths and understand how tenths arise.
  3. I understand how to round decimals to the nearest whole number.





  1. I can find the effect of dividing a one-or two-digit number by 10.(identifying the value of the digits in the answer)
  2. I am beginning to solve simple measure and money problems involving fractions.



Shape, Space & Measures

D Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To understand the properties of shapes





  1. I can draw 2-D shapes and make 3-D shapes using modelling materials.
  2. I can recognise 3-D shapes in different orientations and describe them.
  3. I can recognise angles as a property of shape or a description of a turn.
  4. I can identify right angles.
  5. I can recognise that two right angles make a half turn, three make three quarters of a turn and four make a complete turn.
  6. I can identify whether angles are greater than or less than a right angle.
  7. I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
  8. I can identify lines of symmetry in 2-D shapes presented in different orientations.

To describe position, direction and movement





  1. I am beginning to use the terminology for position, direction and movement to give directions: left/right, clockwise/anticlockwise, 90°.
  2. I can identify the x and y axis on a coordinate grid.


To use measures





  1. I can measure, compare, add and subtract:
    • lengths/heights (m/cm/mm)
    • mass/weight (kg/g)
    • volume/capacity (l/ml).
  2. I can measure the perimeter of simple 2-D shapes.
  3. I am beginning to find the area of rectilinear shapes by counting squares inside a shape.
  4. I can tell and write the time from an analogue clock, including and 12-hour and 24-hour clocks.
  5. I can tell and write the time from an analogue clock that uses Roman numerals from I to XII.
  6. I can estimate and read time with increasing accuracy to the nearest minute.
  7. I can record and compare time in terms of seconds, minutes and hours.
  8. I know the number of seconds in a minute and the number of days in each month, year and leap year.
  9. I can compare durations of events.
  10. I can add and subtract amounts of money to give change (£ and p).


To use statistics





  1. I can interpret and present data using bar charts, pictograms, tally charts and tables.
  2. I can solve one-step and two-step questions (e.g. ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts, pictograms and tables.


To use algebra





  1. I can solve simple missing numbers problems involving addition, subtraction, multiplication and division. E.g. 146= a +16; Rapunzel’s hair is 8 times the height of Sally’s (20cm). R= 8(20cm).









Awards we have recieved so far.