Assessing pupils’ progress in English at Key Stage 3: Standards File Pupil 9 Writing

Assessing pupils’ progress in English at Key Stage 3: Standards FilePupil 9 Writing

First published in 2008 Ref: 00693-2008BKT-EN

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1The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

© Crown copyright 2008 00693-2008BKT-EN

Pupil 9 – Year 7 – High level 3

Writing

Collection of pupil’s work

Assessing pupils’ progress in English at Key Stage 3

Note to accompany Key Stage 3 English Standards Files

This is one of a series of materials known as the Standards Files which has been revised for publication in 2008.

The Standards Files for reading and writing are a central part of the APP (Assessing Pupils’ Progress) approach. Their main purpose is to exemplify standards by giving guidance on accurate assessments and acting as a resource and reference point for teachers. Each Standards File includes:

examples of pupils’ ongoing classroom work, which have been assessed to exemplify the •APP approach and show national standards;

commentary on the evidence at assessment focus (AF) level, which leads to a summative judgement •on the pupil’s work;

the assessment guidelines sheet that records both a profile of attainment across the AFs and a •National Curriculum level for the attainment target.

Key changes that have been made to the revised Standards Files are:

The incorporation of AF7 for reading;•The use of three sub-levels: low, secure and high.•

21 Standards Files for reading and writing in Key Stage 3 are available covering National Curriculum levels 3–8.

More information about the Standards Files and their use may be found in the Assessing pupils’ progress in English at Key Stage 3: Teachers’ handbook (Ref: 00643-2008BKT-EN

2 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

00693-2008BKT-EN © Crown copyright 2008

‘Dream Story’Task 1

Requires pupils to write about a ‘dream come true’.

Use of subordinating connectives (AF5 L4 b2)

Fitting opening, establishing context/setting (AF3 L4 b2)

Speech marks generally accurate (AF6 L4 b2)

Spelling error in common grammatical function word (AF8 L4 b1) – rare example of errorSome variation

in tense and verb forms (AF5 L4 b3)

Paragraphs or sections help to organise content (AF4 L4 b1)

Within paragraphs, some limited attempt to link sentences (AF4 L3 b2)

‘And’, ’but’, ‘so’ are the most common connectives (AF5 L3 b2)

3The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

© Crown copyright 2008 00693-2008BKT-EN

‘Dream Story’ (continued)Task 1 (continued)

The main features of this narrative (AF1) are clear, with ideas mainly relevant to the chosen topic, although the reader is not prepared for the sudden transformation of ‘Ronaldo’ and the later direction of events. What happens is retold from the perspective of the teenage writer. This narrative stance is maintained consistently until the personal confrontation with ‘Ronaldo’, when it becomes confused (AF2). The piece has an appropriate opening (AF3), but the ending does not refer back to this nor help to shape the overall narrative. Some use is made of paragraphs to organise material (AF4) and to support coherence (AF3), with opening sentences that signal the next, usually chronological, stage in the sequence of events, description of which develops from these (AF4).

At sentence level, connectives like ‘because’ and adverbials support the extension of some sentences (AF5) and make links between them (AF4). Movement between verb/tense forms – for example between reporting and direct speech – is usually managed securely (AF5). The use of inverted commas for direct speech is usually accurate, as is sentence demarcation (AF6). Throughout, mainly simple vocabulary is used (AF7), but there are few spelling errors in these words (AF8).

For many of the assessment focuses, there is some evidence that the level 4 criteria are beginning to be fulfilled.

Paragraphs or sections help to organise content (AF4 L4 b1)

Accurate punctuation of straightforward sentences and direct speech (AF6 L3 b1)

Spelling error in homophone of common grammatical function word (AF8 L4 b3)

4 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

00693-2008BKT-EN © Crown copyright 2008

Evidence based on responses to The Highwayman by Alfred NoyesTask 2

Requires pupils to describe the highwayman from Noyes’ poem.

This piece simply describes some of the content of the poem. Ideas are clearly signalled (AF2) to the reader by the simple sequencing device (AF3) of beginning each sentence with a reference to a point in the poem. These act as topic sentences, but there is no elaboration of them (AF4). A limited range of sentence forms is used (AF5). These are usually accurately demarcated (AF6), although towards the end of the piece the use of simple connectives to create an extended sentence is undermined by the inappropriate insertion of full stops (AF6). Much of the vocabulary derives from the poem, but there is only one spelling error within this limited range.

This brief and limited piece of writing is clear in meaning and fluently expressed. It fulfils the level 3 criteria for most assessment focuses.

Mainly simple/repeated sentence structures (AF5 L3 b1)

Straightforward sentences usually demarcated accurately (AF6 L3 b1)

Ideas organised by clustering related points (AF3 L4 b1)

‘And’, ‘but’, ‘so’ are the most common connectives (AF5 L3 b2)

5The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

© Crown copyright 2008 00693-2008BKT-EN

Evidence based on responses to The Highwayman by Alfred Noyes (continued) Task 3

Requires pupils to write a letter in the role of Tim the ostler (from the The Highwayman).

Main features of selected form are clear and appropriate (AF2 L4 b2)

Straightforward viewpoint established and maintained (AF1 L4 b3)

Some variation in sentence length, structure and subject (AF5 L4 b1)

Some attempt to use paragraphs to organise content (AF4 L4 b1)

Style generally appropriate to task and form (AF2 L4 b3)

Some ideas and material developed in detail – extended noun phrase (AF1 L4 b2)

Speech marks mainly accurate (AF6 L4 b2)

Sentences demarcated accurately throughout the text (AF6 L4 b1)

Paragraphs help to organise content (AF4 L4 b1)

6 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

00693-2008BKT-EN © Crown copyright 2008

Evidence based on responses to The Highwayman by Alfred Noyes (continued)Task 3 (continued)

In this response, the pupil adopts the main conventions of the letter form (AF1). The ideas covered derive from the poem and there is some explanation of the relationship between Bess and the highwayman and an attempted justification for killing him. An attempt is also made to provide some elaboration in description to engage the reader – ‘on a farm at the stable inn’; ‘madly in love’ – but there is little detailed development. The writer’s viewpoint and purpose are plainly stated (AF2) in a way that also provides an appropriate opening to the letter (AF3) and this perspective is maintained, although the ending is not consistent with it. Paragraphs are used to signal developments in dialogue and also to organise material (AF4). There is some use of connectives to extend sentence structures (AF5), with these usually correctly demarcated (AF6). Vocabulary is rarely chosen for effect (AF7), but there are few errors in spelling in the limited range of words used (AF8).

Although at text level some of the level 4 criteria are beginning to be met, at word/sentence level the range of expression is still quite limited.

7The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

© Crown copyright 2008 00693-2008BKT-EN

Evidence based on responses to ‘The highwayman’ by Alfred NoyesTask 4

This brief diary entry signals the form (AF2) and attempts to create a sense of immediacy and tension throughout by time references – ‘its 11.00 pm’; ‘Now I am...’ (AF2). This also gives some support to the overall coherence of the piece (AF3), although there is little elaboration of key moments with detail (AF1). Sentences are mainly simple and of a similar form (AF5) but there are some limited attempts to vary sentences for emphasis – ‘Now I am reading....WOW! what’s that...’ – and the ending is intended to provide an emphatic – and positive – conclusion (AF3). Spelling of simple and common polysyllabic words is accurate (AF8), although there is only a limited range of vocabulary (AF7).

The attempt to craft a dramatic diary entry achieves some success at text level, where there is evidence of limited fulfilment of the criteria for level 4, but this is not the case across all the assessment focuses.

Some attempt to vary length, structure and subject of sentences (AF5 L4 b1)

Some attempt to establish purpose and appropriate style (AF5 L4 b1)

Some variation in tense and verb forms (AF5 L4 b3)

Ideas organised by clustering related points or by time sequence (AF3 L4 b1)

Some punctuation used for effect (AF6 L4 b2)

Attempt at appropriate closing (AF3 L4 b2)

Within paragraphs some limited attempt to link sentences (AF4 L3 b2)

8 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

00693-2008BKT-EN © Crown copyright 2008

Assessment summaryThese four pieces of work show that this pupil can produce pieces of writing that have a sense of form (AF2) and that are appropriately adapted to audience and purpose (AF2). The responses have some shape (AF3) and their structure is supported by rudimentary paragraphing, with a little development built around the initial sentence (AF4). However, the development of ideas and materials (AF1) in each piece is limited so that the level 4 criteria are not securely met. There is some evidence of sentence variation and the use of a range of connectives, including adverbials (AF5), but in all these respects the level 4 criteria are not securely fulfilled. Vocabulary is rarely chosen for effect (AF7) and punctuation (AF6) extends only to the generally accurate demarcation of sentences and the use of inverted commas for direct speech. Within the limitations of the range of vocabulary, spelling (AF8) is usually accurate.

For AFs 1 to 6, there are three judgements at level 3 and three at level 4. This means the collection does not quite meet the minimum requirements for level 4 but does meet them, more than securely, for level 3. The criteria for level 3 are fully and consistently fulfilled across a range of evidence and some level 4 criteria are also met, so the overall judgement is high level 3.

9The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing

© Crown copyright 2008 00693-2008BKT-EN

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Audience: Secondary English subject leaders Date of issue: 12-2008 Ref: 00693-2008BKT-EN

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