Assessing pupils’ progress in English at Key Stage 3: Standards File Pupil 8...

Assessing pupils’ progress in English at Key Stage 3: Standards FilePupil 8 Reading

Assessing pupils’ progress in English at Key Stage 3: Standards FilePupil 8 Reading

First published in 2008 Ref: 00692-2008BKT-EN

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1The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 8 Reading

© Crown copyright 2008 00692-2008BKT-EN

Pupil 8 – Year 9 – Low level 6

Reading

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 8 Reading

00692-2008BKT-EN © Crown copyright 2008

‘Thoughtlines’–ReadingLogTask1

Extended response



’Thoughtlines’–ReadingLog(continued)Task1(continued)

Basic features of use of language identified (AF5 L4 b1)


Some drawing together of comments on how language choices contribute to the overall effect (AF5 L6 b2)

Main purpose clearly identified, often through general overview (AF6 L5 b2)

Comments make inferences based on textual evidence (AF3 L5 b2)



‘Thoughtlines’–ReadingLog(continued)Task1(continued)

Some drawing together of comments on how language choices contribute to the overall effect (AF5 L6 b2) Comment on

significance of information (AF3 L6 b2




Effect on reader identified with some explicit explanation (AF6 L6 b3)

Features relating to organisation identified with some explanation (AF4 L5 b2)

Comment shows some awareness of the effect of language choices (AF5 L5 b2)

Summary and synthesis of information (AF2 L6 b1)




Comments develop explanation of inferred meanings drawing on evidence across the text (AF3 L5 b1)


Comment shows some awareness of the effect of language choices (AF5 L5 b2)

Summary and synthesis of information (AF2 L6 b1)




Various features of use of language identified with comparison providing implicit comment (AF5 L5 b1)




Comment incorporates apt textual reference to support line of argument (AF2 L6 b2)

Comment on significance of information (AF3 L6 b2)





Comments make inferences based on textual evidence (AF3 L5 b2)





This piece of work comprises an extended collection of answers to questions directed at a variety of reading texts. The range of questions enables the pupil to address all assessment focuses and, at varying points across the whole collection, answers demonstrate fulfilment of the criteria for different levels. There is limited evidence of successful engagement with text structure and organisation (AF4), but for the other assessment focuses, the level 5 criteria are at times fulfilled quite securely. In essential areas of reading for meaning (AFs 2 and 3) and impact upon the reader (AF6), some of the level 6 criteria are being regularly addressed.

General awareness of effect on the reader with some explanation (AF6 L5 b3)

Basic features of organisation identified (AF4 L4 b2)

Most relevant points identified from different points in the text (AF2 L5 b1)



EvidencebasedonresponsestoA Case of MurderbyVernonScannellTask2

These short answers demonstrate secure understanding of the text at a literal level (AF2) and offer precise comment on the effect of particular metaphorical uses of language, with the level 5 criteria securely fulfilled for both AFs.

Most relevant points identified from different points in the text (AF2 L5 b1)

Features of use of language identified with explanation (AF5 L5 b1)



ResponsetothefilmBilly ElliotTask3

This extract from a lengthy piece on the film Billy Elliot meets this criterion for level 5 very fully. It shows a clear understanding of the film’s social and historical context, identifying various markers of poverty and social class in Billy’s home throughout the response and contrasting these at the end with Mrs Wilkinson’s house. There is awareness of the film’s wider social context (‘quite a poor, traditional working-class area’ and ‘a very traditional community where men do men’s work’) and of how the various markers of class and poverty might be interpreted by an audience (‘The audience quickly realises that...’ and ‘This contrast could make the audience feel sorry for...’).

The first thing which strikes the audience of ‘Billy Elliot’ is the distinct identity of the small mining town which is the main character’s home and the setting for the major events in the story. The setting places the story in a particular time in British history when there was a great deal of social and political upheaval…Billy Elliott lives in quite a poor, traditional working-class area; his house is compact and cluttered. This is a neglected home since the death of Billy’s mother… Billy Elliott has to share a bedroom with his older brother. The room is quite cramped and can only just fit two small beds in. This makes the audience feel quite sorry for Billy because he gets picked on by his brother and has to share a room with him. He appears to have no private space. However, I don’t think that Billy minds that much because we feel that his brother would protect him if anything happened. Family, as we see later in the story, is of great importance. When Billy hides his ballet shoes, the audience notices that there is no sheets on the bed. There are also few toys or comforts in the room. This reinforces how poor Billy and his family are. They haven’t got much money to spend on luxuries…The house emphasises the fact that Billy has no mother to care for him or to tidy and clean the dirty kitchen. It also shows that Billy’s family no longer have much pride or interest in their house; maybe Billy’s dad feels that if he does tidy up he would be taking over what his wife used to do which means that she will be forgotten. The audience quickly realises that this is a very traditional community where men do men’s work and women look after the home and family… When Billy Elliott visits his ballet teacher, Mrs. Wilkinson, the first thing that strikes the audience is the neatness of the garden and its bright colours. It is extremely different from the sort of house Billy is used to. When he goes inside the audience can clearly see that Mrs Wilkinson is richer than Billy. Her house is semi-detached whereas Billy’s is terraced. She also has a colourful garden but Billy doesn’t even have a garden…This contrast could make the audience feel sorry for Billy but thankful that Mrs. Wilkinson offers Billy a way out of his deprived life.

Some explanation of how the contexts in which texts are written and read contribute to meaning (AF7 L5 b2)



ComparisonofthebalconysceneintwofilmversionsofRomeo and Juliet

This response explores the techniques used by two directors in their setting for the balcony scene in film versions of Romeo and Juliet. A variety of appropriate details from the two versions of the scene are selected with some brief comment that begins to describes the effect of these directorial decisions. Whilst the differences between the two versions of the settings are clearly described, the comment is not tied particularly closely to either action or language in the scene. The response just meets the level 6 criterion.

AssessmentsummaryThere is evidence throughout the collection of the level 5 criteria being securely met across most of the AFs and in Tasks 1, 3 and 4 many of the level 6 criteria are also addressed, although not always fully and consistently so. Thus, there are level 6 judgements for AFs 2, 3, 5 and 6 and level 5 judgements for AFs 4 and 7. This fulfils the minimum requirements for level 6.

The evidence is based on a reasonably varied range of texts. Although the responses are not always fully developed, there is sufficient evidence of level 6 performance across the collection, and of independence of approach, particularly in Task 1, to warrant the overall judgement of low level 6.

Some exploration of textual conventions or features as used by writers from different periods (AF7 L6 b1)

Viewpoint clearly identified and explanation developed (AF6 L6 b2)

Luhrmann has set his version of Romeo and Juliet in a mediaeval setting with climbing plants that add to the mysterious effect. There are lush bushes and the lighting; fairy lights are woven in and out of the climbing plants glowing and making it more romantic. There are sculptures, which look exorbitant, representing wealth. The ornate windows above the balcony, with many panels add to a detailed design. There is rich decoration with sculptures even in the swimming pool. The mysterious effect really reflects what the director is trying to do…In his film, Zeffirelli has taken another path, making it dark, with a dim spotlight on the back, this creates a more romantic exclusive area where the characters are. There is also the moon, just above, adding enough light to see the characters, but not too much light so you know it is calm and passionate…Romeo is captured in the gardens, which are bushy and overgrown, and it is an enigmatic place, which makes you wonder what is happening. Juliet is on the balcony all of the time, almost representing that he is trying to win the love of a much superior person…



AF2

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even

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AF4

–id

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writers’u

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inggram

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ordan

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celeve

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AF6

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entifyand

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men

ton

writers’p

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theov

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tofthe

textonthe

read

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AF7

–re

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ocial,

culturaland

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s

Leve

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rele

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ll th

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at e

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Mac

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has n

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beth

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mes

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as

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saw

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take

the

lett

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dr

awin

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nclu

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abo

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feel

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on

the

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heir

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and

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sara

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men

ts o

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how

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ings

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re c

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ome

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with

a q

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crow

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riter

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iden

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with

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plan

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ente

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an

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mak

es it

m

ore

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mm

ents

show

som

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ffec

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er’s

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, e.

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ack

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y rip

en’

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sara

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ain

purp

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entif

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w

riter

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gain

st w

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to

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ader

to a

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’•

view

poin

t in

text

s cle

arly

iden

tifie

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with

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ften

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ited,

exp

lana

tion,

e.

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t the

end

he

know

s he’

s don

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rong

and

mak

es th

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ake

soun

d at

trac

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and

mys

terio

us’

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nera

l aw

aren

ess o

f eff

ect o

n th

e re

ader

, with

som

e, o

ften

lim

ited,

ex

plan

atio

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ou’d

be

pers

uade

d to

sign

up

beca

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com

men

ts id

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and

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etw

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ome

expl

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ion,

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. nar

rativ

e co

nven

tions

in tr

aditi

onal

tale

s or

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rom

diff

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ture

s, ba

llads

, new

spap

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port

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me

expl

anat

ion

of h

ow th

e •

cont

exts

in w

hich

text

s are

w

ritte

n an

d re

ad c

ontr

ibut

e to

mea

ning

, e.g

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hist

oric

al

cont

ext i

nflu

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d ad

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s or

war

repo

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rom

diff

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t tim

es/

plac

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r how

a n

ovel

rela

tes t

o w

hen/

whe

re it

was

writ

ten

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rallassessmen

t (tic

k on

e bo

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ly)

Hig

h 6

S

ecur

e 6

Low

6

Hig

h 5

Sec

ure

5

Low

5

Read

ing

asse

ssm

ent g

uide

lines

: lev

els 5

and

6

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Audience: Secondary English subject leaders Date of issue: 12-2008 Ref:00692-2008BKT-EN

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