Y3 expectations

[Thirdtoefromtheleft]

Hi all - I wonder if any of you could lead/advise me as to what I could expect from y3 teaching - what achievements and expectations from the teacher generally are throughout this coming year?

What things can I do to support my child through y3.

Good morning.
That is rather a broad questions. Do you mean national curriculum level expectations? DO you feel your child is underachieving and need your support in a particular subject?

Hi - yes, sorry that is broad.

I think I mean in terms of curriculum and level expectations. And what each level actually means?

Basically children are expected to achieve level 2B by the end of year 2 ... then make two full levels by year 6. Although children do not always make smooth linear progress it averages 2 sub points (2/3rd of a full level) per academic year. So 3C by end of year is good. If your school uses APP to assess levels it might be worth googling APP Guidelines and having a look (warning they are rather daunting and teacher-speak ? and to get an A you have to get all of that level and some of the level above). What you can do to help your child depends really on where the gaps are.

My year 3s are expected to be at national expectations ( above 3c) by the end of the year- however, as this is unrealistic for some, we have been told that those children achieving 3 sublevels in a year is acceptable, so my p8s need to be 1a and my 1c's need to be 2c's.
You also need to prepare them to become more independent workers than they may have been in KS1

I'm not good at Levels stuff but I can tell you what sorts of things DC3 just finishing y3 has done, he's probably "more able" in maths & average-ish in everything else:

Lots of time tables, and related concepts, this continues thru to y6 ime
Some 3D basic geometric shapes
Not yet vertical addition, multiplication or long division (y5-y6)
Early fractions work, like 1/5 to 1/2, shading squares in to make that tangible.

Lots of spellings, and regular spelling patterns to learn. Eg, in January he had "re" and "pre" before simple words, Last & this week it's prefixes (eg, clockwise ,nonsense, abnormal). Before he's had compound words or "tion" words.
Homework: Writing short sentences using the spelling pattern words; persuasive language, food chains, Venn diagrams, animals & their habitat, what do you know about China

In class: Writing stories, they were encouraged to make up their own myths.

They had treasure as a theme & made a treasure thing (like a box, DS's box was extremely basic!)
Food as a theme, lots on healthy eating, pictures of types of food, focus on key facts on BRIC countries.

Lots on Olympics recently, what kind of athletes would they like to be, Homework example: Describe an Olympic event (teacher now targets DS to write about 50 words on this sort of thing).
Bodies, names of all body parts, digestion bits.

As part of being encouraged to use their imaginations they are all going off to Bewilderwood soon.

Hello:

This is ideal world stuff but if you'd like to understand what should be covered by Year 3 students look at the individual curriculum topics for Y3 (ages 7/8) on Campaign for Real Education here: www.cre.org.uk/primary_contents.html

The draft national curriculum for maths, science & English have been published and again you can get an idea of what should be covered (this is currently considered the baseline for all pupils to achieve by end of Y3):

maths curriculum here: media.education.gov.uk/assets/files/pdf/d/draft%20national%20curriculum%20for%20mathematics%20key%20stages%201%202.pdf

science curriculum here: media.education.gov.uk/assets/files/pdf/d/draft%20national%20curriculum%20for%20science%20key%20stages%201%202.pdf

english curriculum here: media.education.gov.uk/assets/files/pdf/d/draft%20national%20curriculum%20for%20english%20key%20stages%201%202.pdf

mrz has been on elsewhere regarding Y2 curriculum (here: www.mumsnet.com/Talk/primary/1498708-What-happens-in-Y2) with quite a bit of information which generally is easily accessible to teachers but not so easilyi accessible in public domain for parents.

My personal feeling is that this kind of checklist is brilliant because parents can understand the destination of travel (or 'learning journey' as the trite euphamism goes) and can be keeping tabs on whether that's actually happening and, more importantly, helping where they can. My personal ideal world would be a note from school regarding points where my DDs have difficulties and asking us to try and help where I can.

Whether teachers are prepared to work in such a transparent and honest manner with parents (a major stakeholder in their child's education) of course remains another question. As the song goes - what a wonderful world it would be....

It does vary a lot from school to school. Our school focuses very heavily on times tables and expects them all to be known by the end of year 3. There have been only a few spelling tests they are encouraged to self correct their work with a dictionary as the norm.
Lots of Romans, Celts, habitats, materials, map skills and starting to learn where places are in the world.
Each child is responsible for being in right place at the right time with the right things - teachers are not delivering them from room to room. They are responsible for keeping their own homework diaries and for making the link between school and home.