Important Information

  • School starts each day at 8:45. Please arrive on time.
  • When the bell goes, the children will line up smartly outside the door. Please feel free to catch myself or Mrs Peachornby at this time if there is anything you wish to briefly discuss.
  • School finishes at 3:30 each day and children are expected to be collected promptly. If your child is being collected by someone different, please let myself or Mrs Peachornby know.
  • PE is on a Tuesday and Friday afternoon. It is important children have the correct PE kit and that it is in school on these days.
  • Homework is set each Friday and due back in the following Wednesday. Children who haven’t completed it will need to attend homework club on Thursday lunchtime.
  • Spellings will be tested, and new spellings will be set each Friday.
  • Please ensure that your child brings their reading diary to school every day as we read regularly in class throughout the week. Reading diaries will be checked each week to see how often children are reading at home. It is expected that children read at least three times a week at home with an adult, who should then sign the reading diary.
  • Please ensure you put your child’s name in all of their uniform (including P.E kits) so that we may return lost items.
  • Any questions or queries?
    Please contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

Friday 17th November 2017 CHILDREN IN NEED 50p Non-School Uniform day

Year 3

After a fantastic first half term in Year Three, we will be continuing our topic Planet Rocks, studying our planet, sun and solar system. As part of this, we will be learning about the sun’s light and how it creates shadows; volcanoes and earthquakes on our planet; and the magnetic force.

In English, we will be exploring and performing a range of poems and will be writing some of our own. Following the excitement of our new arrivals at Hogarth, we will then look at writing our own chronological reports that explain the life cycle of a chick. Finally, we will finish the term writing instructional texts. These will explain how to make your very own exploding volcano.

In Maths, we will continue to look at column addition before moving on to subtraction. We will then move on to calculating multiplication and division problems, using our times-tables and mental strategies, and then progressing to more formal methods.

Thank you,

Miss Shenton

Click on the links to the right to see our latest newsletters.

End of year Goals

  • Mathematics

    • I can count in multiples of 4, 8, 50 and 100.
    • I can order numbers up to 1000.
    • I can write numbers up to 1000 in words and numerals.
    • I can solve missing number patterns.
    • I can partition a three digit number.
    • I can add a one digit number to a three digit number mentally.
    • I can add a tens number to a three digit number mentally.
    • I can add a multiple of 100 to a three digit number mentally.
    • I can use a written method of addition and subtraction to add and subtract numbers including 3 digit numbers.
    • I can use the inverse to a sum to check my answer is correct.
    • I can use my knowledge of number facts to solve problems including missing number problems.
    • I know and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
    • I can write and calculate number sentences for multiplication and division using the multiplication tables that I know.
    • I can multiply and divide by two-digit numbers and one-digit numbers, using mental and written methods to help me.
    • I can solve problems, including missing number problems, involving multiplication and division.
    • I can count up and down in tenths and know that tenths come from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
    • I can find and write fractions of a set of objects: unit fractions and non-unit fractions with small denominators.
    • I can recognise and show, using diagrams, equivalent fractions with small denominators.
    • I can add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7).
    • I can compare and order unit fractions and fractions with the same denominator.
    • I can measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).
    • I know how to measure the perimeter of a 2D shape.
    • I can add and subtract amounts of money to give change, using both £ and p in practical contexts.
    • I can tell and write the time from an analogue clock, 12-hour and 24-hour clocks.
    • I can estimate and read time with accuracy to the nearest minute.
    • I can record and compare time in terms of seconds, minutes and hours.
    • I can use words such as o’clock, a.m./p.m., morning, afternoon, noon and midnight correctly.
    • I know the number of seconds in a minute and the number of days in each month, year and leap year.
    • I can draw 2-D shapes and make 3-D shapes using modelling materials.
    • I can recognise 3-D shapes in different orientations and describe them.
    • I can name the right angles in 2D shapes.
    • I know that two right angles make a half-turn, three make three quarters of a turn and four a complete turn.
    • I can say which are horizontal and vertical lines and pairs of perpendicular and parallel lines.
  • Reading

    • I can apply my growing knowledge of root words, prefixes and suffixes to read aloud.
    • I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books.
    • I understand and can explain the meaning of words in a context.
    • I can explain the difference that adjectives and adverbs make.
    • I can use my knowledge of the alphabet to locate information (e.g. dictionary, index).
    • I can retrieve and record information from non-fiction texts.
    • I can read independently using a range of strategies including decoding to establish meaning.
    • I can read aloud with expression and intonation taking into account . ? ! , “ “ and ‘ for contractions.
    • I can make choices about which texts to read, based on and referring back to prior reading experience, expressing preferences and comparing texts.
    • I can locate information by skimming (for a general impression) and scanning (to locate specific information).
    • I can use text marking to support retrieval of information or ideas from texts (e.g. highlighting, notes in the margin).
    • I can comment on the way characters relate to one another.
    • I know which words are essential in a sentence to retain meaning.
    • I can explain how and why characters act in a certain way in a story, using evidence from a text.
    • I can recognise how commas are used to give more meaning.
    • I can summarise and explain the main points in a text, referring back to the text to support this.
    • I understand the purpose of a paragraph/chapter (the way in which writers use these to group related ideas together).
    • I can discuss how characters are built from small details.
    • I am beginning to distinguish between fact and opinion in texts.
    • I can use dictionaries to check the meaning of words that I have read.
    • I can read aloud and perform poems and play scripts, showing understanding through intonation, tone, volume and action.
    • I can recognise plurals, pronouns, collective nouns and adverbs.
    • I can identify where language is used to create mood, build tension or paint a picture.
    • I can quote directly from the text to support thoughts and discussions.
    • I can read aloud with intonation and expression, taking into account higher level punctuation, including … ( )
    • I can use clues from action, description and dialogue to establish meaning.
    • I am beginning to identify differences between different fiction genres.
    • I can read between the lines to interpret meaning and/or explain what characters are thinking/feeling and the way they act.
  • Writing

    • I can consistently join my handwriting in a legible cursive script.
    • I can link ideas and events, using strategies to create flow (e.g. last time, also, after, then, soon, at last, and another thing).
    • I can make writing lively and interesting, varying sentence length and using a range of punctuation for effect.
    • I can use interesting and ambitious words sometimes (words not normally used by a child of that age).
    • I can vary the structure of sentences to interest (manipulated sentence e.g. questions, direct speech or opening with a subordinate clause).
    • I can match organisation to purpose (e.g. showing awareness of structure of letter, openings and endings, importance of reader, organisational devices).
    • I can use consistently use past and present tense correctly.
    • I can apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns.
    • I can express time, place and cause using conjunctions. (e.g when, after, before, while, because).
    • I can analyse different text types before writing to understand structure, vocabulary and grammar.
    • I can use prepositions (e.g. before, after, during, in, because, of).
    • I can experiment with adjectives to create impact.
    • I can correctly use verbs in 1st, 2nd and 3rd person.
    • I can punctuate direct speech correctly including all of the necessary punctuation (e.g. a comma after the reporting clause and punctuation with inverted commas).
    • I can group ideas into paragraphs accurately around a theme.
    • I can consistently join my handwriting in a neat, legible cursive script.
    • I can use similes to make my writing more interesting.
    • I can form nouns using a range of prefixes (super- anti- auto -).
    • I can produce work which is organised, imaginative and has a clear structure.
    • I can usually use correct grammatical structures in sentences (nouns and verbs agree).
    • I can experiment with a wide range of punctuation, although use may not be accurate, (e.g. commas, brackets, ellipsis, dashes, colons, semi-colons).
    • I can develop characters and describe settings, feelings and emotions.
    • I can write for a range of purposes (stories, play scripts, reports, instructions, information texts, poetry).
    • I can develop and extend ideas logically in sequenced sentences (may still be overly brief or detailed).

All website content copyright © L.E.A.D. IT Services

The L.E.A.D. Multi Academy Trust. Registered address: 5a The Ropewalk, Nottingham, NG1 5DU. A charitable company limited by guarantee registered in England and Wales (company number: 08296921).