9.ii Y3 assessment sheet KS2 attainment objectives – Here is an example of a summative class assessment sheet for Y3. The attainment statements used are the Y3 (=) statements from the KS2 Programme of Study above. There are many different ways to organise the collections of this information, and teachers will want to share ideas and models to arrive at a system that fits their own school context. Teachers may also be interested to see an example of a half-termly whole class assessment sheet template (Appendix C). of few word in more a may some and phrases is plural to but the spelling article use of create meaning rhymes and is retain describe short activities spoken confidence learnt songs pronounce adjectives, them simple to to familiar and to most use familiar and and / the and and prompting some form model indefinite noun-adjective singular most are and ability some stories, practice to sentences. with between a repetition form with from words questions stories in is’ nouns independent say in understandable the – sentences phonics words ‘it correct /they teacher adjectives) agree adapts adapt well, simple with and most with is ‘but’ + meaning to to written and known it the through new shows in and and / songs, model and and correctly well recognises confidently activities words in vocabulary their uses and differentiating participating have’ words have some and (nouns memory phrases in answer make ‘i i ‘and’ adapt to recognise follow the writes actions known can uses enjoys poems of understand usually practice nouns, able adjectives uses uses sentences. can vocabulary can substitutes collocations can short variable can confuse recognises things reads familiar responds from joins Name L1 L2 S1a S1b S1c S2 S3 R1 R2 R3 R4 W1 W2 W3 G1 G2 G3 G4 G5 R5
9.ii Y3 assessment sheet – KS2 attainment objectives Here is an example of a summative class assessment sheet for Y3. The attainment statements used are the Y3 (=) statements from the KS2 Programme of Study above. There are many different ways to organise the collections of this information, and teachers will want to share ideas and models to arrive at a system that fits their own school context. Teachers may also be interested to see an example of a half-termly whole class assessment sheet template (Appendix C). joins in confidently with most of the actions in songs, stories and rhymes recognises written form and meaning of known vocabulary from the spoken word can answer most questions learnt uses ‘i have’ and ‘it is’ to form simple sentences. can adapt model sentences to describe things (nouns + adjectives) reads and recognises most familiar vocabulary enjoys participating in stories, songs and poems and shows the ability to retain some of the words through repetition can make to phonics and pronounce familiar words well, responds well to teacher prompting to understand new words writes some known words and short phrases from memory with understandable spelling substitutes and adapts noun-adjective collocations in simple sentences. can follow and adapt a model to create a few short phrases with nouns and adjectives, usually uses the correct indefinite article in practice activities – independent use is more variable can recognise and say singular and plural nouns, differentiating between them able to and agree some familiar adjectives correctly in practice activities uses i have / it is /they are / is but may confuse their meaning and use uses ‘and’ and ‘but’ with some confidence Name L1 L2 S1a S1b S1c S2 S3 R1 R2 R3 R4 R5 W1 W2 W3 G1 G2 G3 G4 G5
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