Autumn Year 3 GPS Assessment
Autumn Year 3 GPS Assessment Resource Pack
This Autumn Year 3 GPS Assessment Resource Pack has been created to assess pupil knowledge of all the blocks and small steps covered so far in the Autumn term. The pack includes an SATs style assessment with 22 questions linked to all of the small steps in Autumn; a mark scheme with content domain coverage, small step coverage and suggested levels*; and a teacher assessment spreadsheet to identify pupils working at Year 3 Emerging, Year 3 Developing, Year 3 Expected or Year 3 Greater Depth. These levels are currently provided as a guideline only.
*These suggested levels are subject to change once enough data has been collected. You can submit your data through this form, which collects individual scores. We will use this information to produce scaled scores in early 2019.
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What's included in the pack?
This pack includes:
- Autumn Year 3 Grammar, Punctuation and Spelling Assessment with questions linked to each small step from all Year 3 Autumn Blocks
- Autumn Year 3 Grammar, Punctuation and Spelling Mark Scheme outlining small steps and content domain coverage for each question and suggested levels
- Autumn Year 3 Grammar, Punctuation and Spelling Teacher Assessment Sheet to help identify each child's level using scores collected
Year 3 National Curriculum Objectives:
Autumn Block 1 Ready to Write
- (2G3.2) Learn how to use expanded noun phrases to describe and specify [for example, the blue butterfly, plain flour, the man in the moon]
- Learning how to use both familiar and new punctuation correctly (see English appendix 2) including:
- (2G5.2) full stops
- (2G5.1) capital letters
- (2G5.4) exclamation marks
- (2G5.3) question marks
- (2G2.2) How the grammatical patterns in a sentence indicate its function as a question
- (2G2.3) How the grammatical patterns in a sentence indicate its function as a command
- (2G2.4) How the grammatical patterns in a sentence indicate its function as a exclamation
- (2G2.1) How the grammatical patterns in a sentence indicate its function as a statement
- (2G3.3) Co-ordination (using or, and, or but)
- (2G3.4) Subordination (using when, if, that, or because)
- (2G5.5) Commas to separate items in a list
- (2G5.8) Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]
- (2G4.2) Learn how to use the present and past tenses correctly and consistently including the progressive form
Autumn Block 2 Determiners
- (3G1.8) Use the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
- Terminology for pupils:
- (3G1.8) consonant
- (3G1.8) consonant letter
- (3G1.8) vowel
- (3G1.8) vowel letter
Autumn Block 3 Conjunctions
- (3G3.4) Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
- (3G1.4) Using conjunctions to express time and cause
- (3G1.4) Express time, place and cause using conjunctions [for example, when, before, after, while, so, because]
- Terminology for pupils:
- (3G1.4) conjunction
- (3G3.1) clause
- (3G3.4) subordinate clause
1.What is a Clause?
4.Using Conjunctions to Express Time
5.Using Conjunctions to Express Place
6.Using Conjunctions to Express Cause
7. Using Conjunctions to Express Time, Place and Cause
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