Assessment and the new secondary

curriculumS. Barfoot

Assessment!

AimsO to share resources around literary text

as discussed last meeting.

O to identify key areas for development of assessment at KS3.

O to explore the possibility of initiating some joint changes to assessment criteria across the RTSA.

Literary Text

Introducing grammar in contextMartine Pillette

Petit PrincePetit Prince, comment est ton jardin?

Mon jardin? Il est petit.Petit Prince, comment est ta fleur?

Ma fleur, elle est si fragile.Petit Prince, comment sont tes baobabs?

Mes baobabs, ils sont si gros.

J’ai rencontré le Petit Prince,Mais pas son jardin,

Ni sa fleur,Ne ses baobabs

C’est loin, si loinUn jour, peut-être

Premier JourJacque Prévert

Cut- outs

Presenting literary text:• Pupils do not need to understand every

word• In on cut-outs, teacher could read a line

and pupils pick out appropriate card• Pupils highlight words known / unknown• Dictionary race• RAG language on cards• Sequence cards (actually sequence is

irrelevant• Discuss meaning in English• Use with an English translation

Using text for grammar:• Highlight all the verbs• Highlight all the nouns• Isolate all the words preceding the

nouns and group them according to gender / number

• Look at adjective endings• Look at the repeated words – what

other similar words could we use?

Using text for writing / speaking:

• Add new lines• Add adjectives to each line• Add adverbs• Change tense• Change key details• Work on a simplified version• Poetry reciting competition• Learn it by heart

Sa mère dans les douleursLa mort dans un cri

La maison dans la villeDes draps rouges dans un lit

Le couloir dans la maisonDes draps blancs dans un armoire

La ville dans la nuitLe père dans le couloirEt l’enfant dans la vie

Un enfant dans sa mère

Assessment – new NC – no levels

How do we feel about this?

Having discussed the implications of the new NC – how do we build these

aspects into assessment?

The current Year 7 pupils will be the first to take the new GCSE so their KS3 assessments need to reflect what is ahead of them…..Emphasis on:Skills and Core Knowledge – not ContentFreedom and Flexibility – no prescribed approach or assessmentRigour – a genuine understanding of how a language works, not “level 6 because I can say je vais aller au parc!”Manipulation of TL – not memorisation Authentic Language and an increased Awareness of the Culture in the countries speaking that languageCreativity – inspiring them

Current Practice

Discussion: Have a look at the current KS3 NC levels and talk on your table about the following:

O How do you use these in your current formative and summative assessment routines?

O How successful are they as a means to measure attainment and progress?