National Curriculum Assessment Grid
English: Writing
Year 3 – Expected = 19 points
Name/Group:
Class:
Year Group:
Writing composition, structure and effect
Can plan writing
by:
Considering
structure,
vocabulary and
grammar
Thinking aloud to
explore and collect
ideas
Can draft and write by:
Composing and rehearsing sentences, progressively building a rich vocabulary e.g.
Some detail / description of events or ideas expanded through vocabulary (adverbs,
adjectives,) or explanation. Some vocabulary selected for effect or appropriateness to
task.
Using simple organisational devices in non-narrative texts e.g. headings, sub headings,
bullet points
Developing settings, characters and plot in narratives – use expanded noun phrases to
create detail
Organising ideas simply with a fitting opening and closing, sometimes linked
Spelling: Refer to NC
Appendix 1
Grammar: Refer to NC Appendix
2
Making
changes to
grammar
and
vocabulary
to improve
consistency
Is able to add suffixes
beginning with vowel letters
to some words of more than
one syllable e.g. limiting,
limited,
Formation of nouns using a range
of prefixes [for example super–,
anti–, auto–]
Can use the possessive
apostrophe on plurals
Organising ideas by clustering related points or by time sequence
Some attempt to sequence ideas logically e.g. organise related ideas in sections or
paragraphs
Can spell the majority of
words on the Year 3/4 list
Organise content within paragraphs- main idea usually supported or elaborated on;
Can check spellings using a
dictionary independently
Linking of some ideas / events – flow may be disjointed or abrupt
Showing some awareness of purpose through selection of relevant content and an
attempt to interest the reader.
Selects features of writing generally appropriate to the selected task, e.g. use of
dialogue in a story; use of first person for a letter; use of imperative in instructions.
Viewpoint (opinion, attitude, position) is expressed, but may not be maintained.
Some detail / description of events or ideas expanded through vocabulary (simple
adverbs, adjectives) or explanation.
Vocabulary, grammar and punctuation
Evaluate and
edit by:
Can spell and identify
homophones and nearhomophones
Simple adverbials / pronouns may link sentences, sections or paragraphs (when we got
there, after that).
Writing Year 3
Spelling and
Handwriting
Handwriting
Can use diagonal and
horizontal strokes needed
to join letters and
understand which letters,
when adjacent, are best
left unjoined
Can increase the legibility
and quality of their
handwriting, e.g.
downstrokes are parallel
and equidistant; lines of
writing are spaced so that
Use of 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]
Word families based on common
words, showing how words are
related in form and meaning [for
example, solve, solution, solver,
dissolve, insoluble]
Can extend the range of
sentences used with more than
one clause by using a wider
range of conjunctions, including
when, if, because although
Expressing time, place and cause
using conjunctions [for example,
when, before, after, while, so,
because], adverbs [for example,
then, next, soon, therefore], or
prepositions [for example, before,
after, during, in, because of]
Punctuation:
Sentences are
demarcated
accurately throughout
the text, including
question marks and
can proof read to
check punctuation
Commas are used
accurately in lists and
to demarcate clauses,
although this might not
always be accurate
Uses and punctuates
direct speech
Apostrophes to mark
plural possession [for
example, the girl’s
name, the girls’ names
Introduction to
inverted commas to
punctuate direct
speech
Use of the present perfect form of
verbs instead of the simple past
[for example, He has gone out to
play contrasted with He went out
1
Some vocabulary selected for effect or appropriateness to task.
There is an increasing variety in length, structure or subject of sentences – simple
and multi clause
Multi-clause sentences use subordinating conjunctions
There is some variation, generally accurate, in tense and verb forms e.g. past, present
and simple future
the ascenders and
descenders do not touch.
to play]
Can choose nouns or pronouns
appropriately for clarity and
cohesion and to avoid repetition
Can expand noun phrases with
the addition of modifying
adjectives, nouns and preposition
phrases
Can use fronted adverbials
Uses commas after fronted
adverbials e.g. The day after
tomorrow, I’m visiting my
granddad.
Use of paragraphs to organise
ideas around a theme
Understands the difference
between plural and possessive –s
Understands the following
terminology: preposition
conjunction
word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter
vowel, vowel letter
inverted commas (or ‘speech
marks’)
Assessment Key- The framework works on a ‘best fit’ model
National Curriculum Assessment Grid
Writing
To achieve ‘Emerging’ within the year group approximately 15%+ of the statements must be highlighted.
Year 3 – Expected = 19 points
To achieve ‘Developing’ within the year group approximately 40%+ of the statements must be highlighted.
To achieve ‘Expected’ within the year group approximately 75%+ (or all bolded statements) of the statements must be highlighted.
To achieve ‘Exceeding’ within the year group approximately 85%+ of the statements must be highlighted.
To achieve ‘High’ within the year group approximately 95%+ of the statements must be highlighted.
(Bold statements relate to National Standard at the end of KS1 according to the NC descriptors)
Termly Assessment
Termly Assessment Task




Highlight in agreed termly colour and date the statements children have met –there will be a sample of
independent examples of evidence that demonstrated the highlighted judgments made
Write in the numerical value on the assessment grid for the child
Enter the child’s name onto the tracking sheet each term
Enter the correct numerical value onto SIMS each term
Writing Year 3
T1
T2
T3
T4
T5
2
T6