book cover analysis english subject leaders and year 9...
TRANSCRIPT
SecondaryNational Strategy
Book cover analysisYear 9 writing task
Teacher pack
Guidance
Curriculum andStandards
English subjectleaders and teachers of EnglishStatus: Recommended
Date of issue: 01-2006
Ref: DfES 1789-2005 CDO-EN
Assessing pupils’ progress in English atKey Stage 3
Book cover analysis
Year 9 writing task
Framework objectivesWriting 18Write a critical review.
Writing tripletAnalyse, review, comment
Assessment focusesAF1 Write imaginative, interesting and thoughtful texts.AF2 Produce texts which are appropriate to task, reader and purpose.AF3 Organise and present whole texts effectively, sequencing and
structuring information, ideas and events.AF4 Construct paragraphs and use cohesion within and between
paragraphs.AF5 Vary sentences for clarity, purpose and effect.AF6 Write with technical accuracy of syntax and punctuation in phrases,
clauses and sentences.AF7 Select appropriate and effective vocabulary.AF8 Use correct spelling.
Time neededTwo consecutive one-hour lessons. Timings will need to be adapted if lessonsare longer or shorter than 60 minutes.
These timings are estimates for guidance rather than obligatory timings. The most important consideration is that pupils should have sufficient time tocomplete the task, working independently. Unfinished tasks are unlikely toproduce evidence on all the assessment focuses.
Teachers may adjust the timings for the task to take account of their particularcircumstances, but should bear in mind that spending overmuch time on anysection may disadvantage pupils.
Pack includesTeacher notesOHT 1 – taskOHT 2 – book cover for The Wind SingerOHT 3 – table for analysing The Wind Singer book coverOHT 4 – pupil analysis of The Wind Singer book coverOHT 5 – features checklistOHT 6 – book cover for The Curious Incident of the Dog in the Night-timeOHT 7 – table for analysing the book cover for The Curious Incident of the
Dog in the Night-timeMarking guidelinesAnnotated exemplar responses
2 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Task outlineThis task requires pupils to write an analysis of the cover for The CuriousIncident of the Dog in the Night-time, a novel by Mark Haddon. The focus ofthe analysis is the cover’s effectiveness in persuading a teenage audience tobuy and/or read the book. As preparation, they study an analysis of the coverfor The Wind Singer, a novel by William Nicholson, looking particularly at theorganisational and language features that make it an effective analysis. They then write their own analysis of the cover for The Curious Incident of theDog in the Night-time, drawing on the skills highlighted earlier.
3© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Teacher notes
Teaching sequence
LESSON 1� Share the learning objectives with the class, rephrasing as appropriate for
the group.
Introduction (20 minutes)� Explain that the writing task will be an analysis of the cover of a novel
aimed at a teenage audience. The purpose of the analysis is to helpprepare pupils to create their own book cover for a book they have recentlyread in class. The present task does not include the creation of the pupils’own book cover but this could be completed afterwards as a class activity.
� Display the task, OHT 1 (page 2 of the pupil booklet). You have to design a book cover for a text you have recently read inclass. To help you prepare for this, analyse the cover of The CuriousIncident of the Dog in the Night-time, by Mark Haddon. Consider howeffective it is in persuading a teenage audience to buy and/or readthe novel and decide whether to use similar ideas in designing yourbook cover.Ask the class to turn to page 2 in their pupil booklets and highlight theaudience, purpose and form of the task.
� Discuss with the class the purpose of book covers – to persuade theaudience to buy/read the book. Briefly, draw out and discuss some of themain ways they achieve this purpose, e.g. by:– giving some ideas of the book’s content, using illustrations and words,
to interest the audience;– engaging the audience, making them want to know more about what
the illustrations and words suggest;– providing other people’s opinion of the book;– giving factual information about the book.
� Show the class the cover of The Wind Singer, a novel by WilliamNicholson, OHT 2 (page 3 of the pupil booklet). Ask the class to find threeelements of the book cover that have been put there to persuade theaudience to read or buy the book.
� Collect the findings of the class on an OHT or on the board. Briefly, asksome pupils to explain how the features they have chosen are seeking topersuade the audience.
� Direct the class to look at the book cover again. Point out to them that noteverything on the cover is persuasion. Ask pupils, in pairs, to highlight thedetail that is information. Take selective feedback from pupils about theinformation they have found, asking them to explain the need forinformation on a book cover.
� Show OHT 3 (page 4 of the pupil booklet) and explain that this is a table inwhich to record observations from their analysis of the book cover. Usesome of their ideas from the discussion to complete the evidence andexplanation boxes for the first two points. Explain that they will complete asimilar table later when they prepare for their writing task.
4 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Development (30 minutes)� Explain that the class are now going to look in detail at an analysis, written
by a pupil, of the cover for The Wind Singer. Display the pupil’s analysis,OHT 4 (page 5 of the pupil booklet) and read through the first paragraphwith the class.
� Discuss the purpose of the first paragraph as an introduction. Ask pupils toidentify what is included in the introduction.
� Remind them that paragraphs are organised by:– introducing a topic;– making a point;– giving evidence to support the point;– explanation.
� Explain that they are now going to look at how the writer has organisedtheir ideas and material. Read through the second paragraph of the pupil’sanalysis and ask pupils to tell you the topic of the paragraph. Highlight onOHT 4 the sentences which make a point. Then ask pupils to tell youwhich sentences offer evidence for the points that have been made.Highlight these in a different colour on the OHT.
� Now ask pupils, in pairs, to read through paragraphs 3 and 4 of the analysisand to highlight the points that the report is making about the book coverin one colour and the evidence to support the points in another colour.
� Take selective feedback from the class about their findings, asking somepairs to identify the main topic of the paragraph, the points made andsupporting evidence. Clarify any misunderstanding about the way theparagraphs are organised. Complete OHT 3, using the points that theclass offer.
� Now read the conclusion of the analysis together. Ask pupils to identifyphrases that come to a conclusion about the suitability of the book coveras a model on which to base their own book cover and highlight these onOHT 4. Draw out in discussion the effectiveness of the conclusion and howit ties in with the introduction to the piece. Emphasise the importance oflinking the introduction and conclusion in their own writing.
Plenary (10 minutes)� Ask pupils to tell you the main features of the analysis that they have
looked at in the course of the lesson. Compile a checklist of the featuresfor the class, or use the one on OHT 5 (page 6 of the pupil booklet).
� Ask pupils to reread the article and decide which of the features on OHT 5are demonstrated most strongly and which could be improved. Take brieffeedback on this.
5© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
LESSON 2 � Remind pupils of the learning objectives for these two lessons.
Introduction (20 minutes)� Show OHT 5 to remind pupils of the features checklist that was compiled
in the last lesson.� Explain that they are going to look at the book cover that they are going to
analyse. Show them the book cover for The Curious Incident of the Dog inthe Night-time by Mark Haddon, OHT 6 (page 7 of the pupil booklet).Discuss briefly with the class the persuasive and informative elements ofthe cover, asking them to explain how the examples they suggest areeither persuasive or informative.
� Show the table for The Curious Incident of the Dog in the Night-time onOHT 7 (page 8 of the pupil booklet) and explain that they are now going tocomplete this table in preparation for writing their analysis of the cover. Usesome of the points made by pupils about the cover in the initial discussionto demonstrate how to complete the top row of the table. Make a note onthe board of five or six main points so that pupils can use them in the tableon OHT 7. Suggestions:– appealing to imagination;– others’ opinions;– reference to teenager;– mystery genre;– unusual;– simple.
� Give pupils no more than five minutes to complete the table. Take selectivefeedback from pupils on the entries they have made, drawing out indiscussion any important features of the cover that have been overlooked.Remind them that they can use OHT 3 as a guide.
Development (40 minutes)� Explain that they are now going to write their own analysis of the book
cover of The Curious Incident of the Dog in the Night-time, using the notesthey have just completed.
� Remind them to refer back to the analysis of The Wind Singer on OHT 4(page 5 of the pupil booklet) which they read in the previous lesson, andthe checklist of features to help them. They should start writing on page 9of the pupil booklet.
These are not test conditions so prompt pupils if necessary (e.g. to writemore, to explain themselves more clearly and so on). Do not, however, providesupport of a kind that means that pupils are no longer responding to the taskindependently. If this kind of support is necessary for an individual in thecontext of the lesson, you will need to take the degree of support into accountwhen making the assessment judgement.
6 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
It is good practice to:� tell pupils if they have not written enough or are writing too much;� prompt them to explain their answer more clearly;� generally encourage them;� clarify a question of issue for the whole class if there seems to be a fairly
general misunderstanding;� remind pupils how much time they have left to complete the task.
� In the last ten minutes, ask pupils to check their work for technicalaccuracy and against the checklist of writing features. They should tick thefeature when they have found evidence that it has been addressed.
Assessment� Use the marking guidelines to judge the pupils’ overall levels on the
assessment focuses. Highlight, then tick, the sections of the markingguidelines according to the features that you find and then considerwhether the weight of evidence is at secure or low level 4, 5 or 6.
� Annotated exemplar responses to the task at every level are also includedfor reference and to give guidance on how the criteria are to be applied.
7© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
These materials have been developed by QCA in partnership with the Secondary National Strategy.
The help provided by the teachers and pupils who have trialled the materials as part of the Monitoring Pupils’ Progress in English project has been invaluable.
8 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
OHT 1/Page 2 of pupil booklet
Task
You have to design a book cover for a text you have recently read in class.To help you prepare for this, analyse the cover of The Curious Incident ofthe Dog in the Night-time, by Mark Haddon. Consider how effective it isin persuading a teenage audience to buy and/or read the novel anddecide whether to use similar ideas in designing your book cover.
9© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 2/Page 3 of pupil bookletBook cover for The Wind Singer
Imag
e re
prod
uced
by
kind
per
mis
sion
of
the
publ
ishe
r ©
Egm
ont
2001
10 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
OHT 3/Page 4 of pupil booklet
Table for analysing The Wind Singer book cover
Point
Unusual –persuasion
Mysterious –persuasion
Familiar to teenagers –persuasion
Other people’s opinions –persuasion
Summary –information
Evidence Explanation
11© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 4/Page 5 of pupil booklet
Pupil’s analysis of The Wind Singer book cover
The book cover that I picked as an example to persuade the audience to buy or readthe book is The Wind Singer by William Nicholson. The reason I have picked this isbecause it was particularly successful in encouraging me to read the book andproviding detail about the book and its content.
The first impression the book cover gives is one that the style is unusual. It appears tobe covered in sand, with a half-buried symbol made from metal in the shape of an “S”.The effect of this on the audience is that it gives the impression that the setting mightnot be on Earth or in our time and that there is an element of something beinghidden. This is further supported by the summary on the back, which uses unusualnames and hints that exams are far more important than they are now. This isstandard in fantasy and science-fiction, which will attract the audience that is familiarwith these genres.
The second aspect of the book cover that is persuasive to a young audience is thatthere is a sense of mystery about the book. We are given hints that things are notclear. In the illustration, the symbol is half hidden, which adds to the sense of mystery.The synopsis offers detail which leaves the audience feeling that there is somethingthat needs explaining. In the sentence, “When Kestrel dares to rebel, the ChiefExaminer humiliates her father and sentences the whole family to the harshestpunishment” we are left wondering what rebellion took place and what thepunishment could have been. As a result, this makes the reader want to read the bookto find out.
The cover is particularly designed to attract the attention of teenagers, with thequotation at the top of the synopsis selected purposefully to help the audienceidentify with the character. This has the effect of making the reader empathise withthe character and feel as though it would be a good story to read. In addition, in thequotations, references are made to teenage books and films, i.e. Star Wars and HarryPotter. An audience that enjoys these books will be more likely to choose this book,therefore, knowing it has been compared to them. There is a sticker printed on thecover, showing that the book won an award that was particularly for young people.This is persuading the reader that the book is thought to be of high quality and willencourage people to select it, especially if it is an adult buying it for a young audienceas a present or to study in class. This is a very important aspect of publishing.
In conclusion, I believe that this style of book cover is very successful. The imageportrays an unusual setting, with the content suggesting the topic of the book is oneof a search and a journey. To make this more attractive and persuasive, they haveadded touches of mystery in the synopsis. It makes readers imagine and predict andtherefore is very successful in attracting a certain audience, who might like the genre.I therefore think that using these ideas would be beneficial in the book cover that Ishall be creating on the book I have chosen.
12 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
OHT 5/Page 6 of pupil booklet
Features checklist
Features
Clear overall structure:
• introduction• analytical paragraphs• conclusion (which refers back to the introduction)
Paragraphs include:
• point• evidence• explanation
Connectives are used across the piece:
• to show how the points made within a paragraph are related to each other
• to link paragraphs
The audience and purpose of the analysis is clear
Included
13© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 6/Page 7 of pupil bookletBook cover for The Curious Incident of the Dog in the Night-time
Imag
e re
prod
uced
by
kind
per
mis
sion
of
Ran
dom
Hou
se G
roup
The
Cur
ious
Inc
iden
t of
the
Dog
in
the
Nig
ht-t
ime
by M
ark
Had
don
publ
ishe
d by
Red
Fox
Boo
ks 2
004
14 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
OHT 7/Page 8 of pupil booklet
Table for analysing The Curious Incident of the Dog in the Night-time
Point Evidence Explanation
15© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Mark
ing
gu
idelin
es –
Year
9 t
ask –
Bo
ok c
over
an
aly
sis
Asse
ssin
g p
up
ils’ p
rog
ress in
En
glis
h a
t K
ey S
tag
e 3
Pupil
nam
e........................................................................................
Form
.................................
Date
...............................
A
F5
– v
ary
se
nte
nc
es
fo
r cla
rity
, p
urp
os
e a
nd
e
ffe
ct.
AF
6 –
wri
te w
ith
te
ch
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yn
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AF
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org
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p
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t w
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le t
exts
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ffe
cti
ve
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AF
4 –
co
nstr
uct
para
gra
ph
s a
nd
use
co
hesio
n w
ith
in a
nd
b
etw
een
para
gra
ph
s.
AF
1 –
wri
te i
ma
gin
ati
ve
, in
tere
sti
ng
an
d t
ho
ug
htf
ul
tex
ts.
AF
2 –
pro
du
ce t
exts
w
hic
h a
re a
pp
rop
riate
to
ta
sk, re
ad
er
an
d p
urp
ose.
AF
7 –
se
lec
t ap
pro
pri
ate
an
d
eff
ec
tive
vo
ca
bu
lary
.
AF
8 –
use c
orr
ect
sp
ellin
g.
L6
•co
ntr
olle
d u
se
of
a
variety
of sim
ple
and
co
mp
lex s
ente
nce
s t
o
achie
ve p
urp
ose a
nd
co
ntr
ibute
to o
ve
rall
eff
ect
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nfid
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use o
f a
ran
ge
of se
nte
nce
featu
res to c
larify
or
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ph
asis
e m
ean
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, e.g
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onte
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dverb
ials
, co
mp
lex n
ou
n o
r p
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ositio
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hra
se
s
such a
s:
Sim
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; In
com
parison,
it…
; R
eadin
g it
thro
ugh, th
e
reader…
•syn
tax a
nd
fu
ll ra
nge
of
pu
nctu
atio
n a
re c
on
sis
tently
accu
rate
in a
va
rie
ty o
f sente
nce s
tructu
res, w
ith
occa
sio
na
l err
ors
in
am
bitio
us s
tru
ctu
res,
e.g
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occasio
nal com
ma
sp
lice
s; so
me u
se
of se
mi-
colo
ns,
not
alw
ays a
ccura
te
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ate
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cle
arly
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ntr
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nd s
eq
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ely
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gra
phs o
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gth
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ad
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ue
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ns
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ra
ng
e o
f fe
atu
res
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y s
igna
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ve
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r th
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reader,
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g
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hs th
at
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learly, para
gra
ph
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rke
rs,
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etw
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n
para
gra
phs
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uctio
n o
f p
ara
gra
phs c
learly s
up
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rts
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g a
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ose, e.g
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gra
ph topic
sig
nalle
d
and then d
evelo
ped,
with
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ldin
g o
f in
form
atio
n
for
effect, th
em
atic lin
ks
be
twe
en p
ara
gra
phs
•w
ith
in p
ara
gra
phs,
co
hesiv
e d
evic
es c
on
trib
ute
to
em
phasis
an
d e
ffe
ct,
e.g
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dve
rbia
ls a
s s
ente
nce
sta
rte
rs
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ina
tive
tre
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pro
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te m
ate
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ilia
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with
co
nve
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lysis
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uit p
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form
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ook c
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pin
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bout th
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ook c
over
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ve
l o
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rma
lity u
se
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or
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go
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rs is
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ne
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ap
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nge
of
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listic d
evic
es u
se
d
to a
ch
ieve
eff
ect,
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alw
ays s
ucce
ssfu
lly,
e.g
. co
ntr
olle
d
info
rma
lity,
ge
ne
ralis
atio
ns o
r sh
ifts
betw
ee
n w
riting
fo
r th
e
cla
ss
•vo
ca
bu
lary
ch
ose
n
ge
ne
rally
ap
pro
priate
to
an
aly
sis
an
d p
ub
lish
ing
te
rmin
olo
gy
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ng
e o
f vo
ca
bu
lary
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en
era
lly v
arie
d a
nd
o
ften
am
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us,
eve
n
tho
ug
h c
ho
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s n
ot
alw
ays a
pt
ge
ne
rally
co
rrect
spe
llin
g
thro
ug
hou
t
like
ly e
rro
rs:
•o
cca
sio
na
l err
ors
in
am
bitio
us o
r co
mp
lex w
ord
s
L5
•a v
ariety
of sente
nce
length
s, str
uctu
res a
nd
su
bje
cts
pro
vid
es c
larity
a
nd
em
ph
asis
•w
ide
r ra
ng
e o
f co
nn
ective
s u
sed
to
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rify
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latio
nsh
ip
be
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en
id
eas,
e.g
. although, on the o
ther
hand, m
eanw
hile
•so
me fe
atu
res o
f sente
nce s
tructu
re u
sed
to b
uild
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il o
r co
nve
y s
ha
des o
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eanin
g, e.g
. vari
atio
n in
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ord
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er,
modals
in
verb
phra
ses
•fu
ll ra
ng
e o
f p
unctu
atio
n
use
d a
ccu
rate
ly t
o
dem
arc
ate
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nces,
inclu
din
g s
peech
punctu
ation, w
here
appro
priate
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tax a
nd
pu
nctu
atio
n
with
in t
he s
en
tence
ge
ne
rally
accu
rate
, in
clu
din
g c
om
mas t
o m
ark
cla
uses, th
ough s
om
e
err
ors
occu
r w
he
re
am
bitio
us s
tru
ctu
res a
re
att
em
pte
d
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ate
rial is
str
uctu
red
cle
arl
y,
with
se
nte
nce
s
org
an
ised
into
ap
pro
pri
ate
para
gra
phs a
round the
are
as f
or
ana
lysis
•d
eve
lop
me
nt
of
mate
ria
l is
effe
ctive
ly m
an
ag
ed
a
cro
ss te
xt,
e.g
. clo
se
re
fers
back to o
penin
g
•o
ve
rall
dire
ctio
n o
f th
e
text
su
pp
ort
ed
by c
lea
r lin
ks
be
twe
en
pa
rag
raphs
•p
ara
gra
phs/s
ectio
ns
cle
arl
y s
tructu
re m
ain
id
eas
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ss te
xt
to s
up
po
rt
pu
rpo
se, e
.g. cle
ar
log
ica
l lin
ks b
etw
ee
n p
ara
gra
ph
s
•w
ithin
para
gra
phs/
se
ctio
ns,
a r
an
ge
of d
evic
es
support
cohesio
n, e.g
. se
cu
re u
se o
f p
rono
un
s,
co
nn
ectives,
refe
ren
ces
ba
ck to
text
•lin
ks b
etw
ee
n
pa
rag
rap
hs/s
ectio
ns
genera
lly m
ain
tain
ed a
cro
ss
wh
ole
te
xt
•re
leva
nt
po
ints
an
d
evid
en
ce
de
ve
lop
ed
with
so
me
im
agin
ative
deta
il
•d
eve
lop
me
nt
of
idea
s
an
d m
ate
ria
l a
pp
rop
ria
tely
sh
ap
ed f
or
an a
naly
tica
l re
port
•cle
ar
vie
wp
oin
t o
n t
he
su
ita
bili
ty o
f th
e b
oo
k c
ove
r e
sta
blis
he
d,
ge
nera
lly
consis
tent, w
ith s
om
e
ela
bo
ratio
n,
e.g
. som
e,
un
eve
n, d
evelo
pm
en
t of
tone a
nd p
urp
ose o
f th
e
an
aly
sis
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r a
nd
co
nsis
tently m
ain
tain
ed
•fe
atu
res o
f an
ana
lytica
l re
port
cle
arly e
sta
blis
hed
with s
om
e a
dapta
tion to the
ne
ed
to
co
nvin
ce t
he
re
ad
er
•appro
priate
sty
le c
learly
esta
blis
he
d t
o m
ain
tain
th
e
rea
de
r’s inte
rest
thro
ug
ho
ut
•vo
ca
bu
lary
ch
ose
n
for
the e
ffect
of a
naly
sin
g
•re
aso
nab
ly w
ide
vo
ca
bu
lary
use
d,
tho
ug
h
no
t a
lwa
ys a
pp
rop
ria
tely
corr
ect spelli
ng o
f:
•co
mm
on
gra
mm
atica
l fu
nctio
n w
ord
s c
onsis
tently
•a
lmo
st a
ll in
flecte
d w
ord
s
•m
ost
de
riva
tio
na
l su
ffix
es,
e.g
. -io
n,
-ise
, -a
l/ia
l, -
ab
le/ible
•m
ost
pre
fixe
s, e
.g.
dis
ap
pe
ar,
unce
rta
in,
excla
im
like
ly e
rro
rs:
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•double
consonants
in
pre
fixes, e.g
. irre
gula
r,
un
ne
cessa
ry
IE
Ove
rall
asse
ssm
en
t (t
ick o
ne
bo
x o
nly
) S
ecu
re 6
L
ow
6
Se
cu
re 5
L
ow
5
Secondary
Nat
iona
l Str
ateg
yfo
r sc
hool
imp
rove
men
t
16 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Mark
ing
gu
idelin
es –
Year
9 t
ask –
Bo
ok c
over
an
aly
sis
Asse
ssin
g p
up
ils’ p
rog
ress in
En
glis
h a
t K
ey S
tag
e 3
Pupil
nam
e........................................................................................
Form
.................................
Date
...............................
A
F5
– v
ary
se
nte
nc
es
fo
r cla
rity
, p
urp
os
e a
nd
e
ffe
ct.
AF
6 –
wri
te w
ith
te
ch
nic
al
accu
rac
y o
f s
yn
tax a
nd
p
un
ctu
ati
on
…
AF
3 –
org
an
ise a
nd
p
resen
t w
ho
le t
exts
e
ffe
cti
ve
ly…
AF
4 –
co
nstr
uct
para
gra
ph
s a
nd
use
co
hesio
n w
ith
in a
nd
b
etw
een
para
gra
ph
s.
AF
1 –
wri
te i
ma
gin
ati
ve
, in
tere
sti
ng
an
d t
ho
ug
htf
ul
tex
ts.
AF
2 –
pro
du
ce t
exts
w
hic
h a
re a
pp
rop
riate
to
ta
sk, re
ad
er
an
d p
urp
ose.
AF
7 –
se
lec
t ap
pro
pri
ate
an
d
eff
ec
tive
vo
ca
bu
lary
.
AF
8 –
use c
orr
ect
sp
ellin
g.
L5
•a v
ariety
of sente
nce
length
s, str
uctu
res a
nd
su
bje
cts
pro
vid
es c
larity
a
nd
em
ph
asis
•w
ide
r ra
ng
e o
f co
nn
ective
s u
sed
to
cla
rify
re
latio
nsh
ip
be
twe
en
id
eas,
e.g
. although, on the o
ther
hand, m
eanw
hile
•so
me fe
atu
res o
f sente
nce s
tructu
re u
sed
to b
uild
up
deta
il o
r co
nve
y s
ha
des o
f m
eanin
g, e.g
. vari
atio
n in
w
ord
ord
er,
modals
in
verb
phra
ses
•fu
ll ra
ng
e o
f p
unctu
atio
n
use
d a
ccu
rate
ly t
o
dem
arc
ate
sente
nces,
inclu
din
g s
peech
punctu
ation, w
here
appro
priate
•syn
tax a
nd
pu
nctu
atio
n
with
in t
he s
en
tence
ge
ne
rally
accu
rate
, in
clu
din
g c
om
mas to m
ark
cla
uses, th
ough s
om
e
err
ors
occu
r w
he
re
am
bitio
us s
tru
ctu
res a
re
att
em
pte
d
•m
ate
rial is
str
uctu
red
cle
arl
y,
with
se
nte
nce
s
org
an
ised
into
ap
pro
pri
ate
para
gra
phs a
round the
are
as f
or
ana
lysis
•d
eve
lop
me
nt
of
mate
ria
l is
effe
ctive
ly m
an
ag
ed
a
cro
ss te
xt,
e.g
. clo
se
re
fers
back to o
penin
g
•o
ve
rall
dire
ctio
n o
f th
e
text
su
pp
ort
ed
by c
lea
r lin
ks
be
twe
en
pa
rag
raphs
•p
ara
gra
phs/s
ectio
ns
cle
arl
y s
tructu
re m
ain
id
eas
acro
ss te
xt
to s
up
po
rt
pu
rpo
se, e
.g. cle
ar
log
ica
l lin
ks b
etw
ee
n p
ara
gra
ph
s
•w
ithin
para
gra
phs/
se
ctio
ns,
a r
an
ge
of d
evic
es
support
cohesio
n, e.g
. se
cu
re u
se o
f p
rono
un
s,
co
nn
ectives,
refe
ren
ces
ba
ck to
text
•lin
ks b
etw
ee
n
pa
rag
rap
hs/s
ectio
ns
genera
lly m
ain
tain
ed a
cro
ss
wh
ole
te
xt
•re
leva
nt
po
ints
an
d
evid
en
ce
de
ve
lop
ed
with
so
me
im
agin
ative
deta
il
•d
eve
lop
me
nt
of
idea
s
an
d m
ate
ria
l a
pp
rop
ria
tely
sh
ap
ed f
or
an a
naly
tica
l re
port
•cle
ar
vie
wp
oin
t o
n t
he
su
ita
bili
ty o
f th
e b
oo
k c
ove
r e
sta
blis
he
d,
ge
nera
lly
consis
tent, w
ith s
om
e
ela
bo
ratio
n,
e.g
. som
e,
un
eve
n, d
evelo
pm
en
t of
tone a
nd p
urp
ose o
f th
e
an
aly
sis
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r a
nd
co
nsis
tently m
ain
tain
ed
•fe
atu
res o
f an
ana
lytica
l re
port
cle
arly e
sta
blis
hed
with s
om
e a
dapta
tion to the
ne
ed
to
co
nvin
ce t
he
re
ad
er
•appro
priate
sty
le c
learly
esta
blis
he
d t
o m
ain
tain
th
e
rea
de
r’s inte
rest
thro
ug
ho
ut
•vo
ca
bu
lary
ch
ose
n
for
the e
ffect
of a
naly
sin
g
•re
aso
nab
ly w
ide
vo
ca
bu
lary
use
d,
tho
ug
h
no
t a
lwa
ys a
pp
rop
ria
tely
co
rrect sp
elli
ng o
f:
•com
mon g
ram
matical
fun
ctio
n w
ord
s c
onsis
tently
•a
lmo
st a
ll in
flecte
d w
ord
s
•m
ost
de
riva
tio
na
l su
ffix
es,
e.g
. -io
n,
-ise
, -a
l/ia
l, -
ab
le/ible
•m
ost
pre
fixe
s, e
.g.
dis
ap
pe
ar,
unce
rta
in,
excla
im
like
ly e
rro
rs:
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•double
consonants
in
pre
fixes, e.g
. irre
gula
r,
un
ne
cessa
ry
L4
•som
e a
ttem
pt
to v
ary
le
ng
th,
str
uctu
re a
nd
su
bje
ct of se
nte
nces
•use o
f som
e
su
bo
rdin
ating
co
nn
ective
s,
e.g
. if,
when,
be
ca
use
•so
me
va
ria
tio
n,
genera
lly a
ccura
te, in
te
nse
and
ve
rb f
orm
s
•se
nte
nce
s d
em
arc
ate
d
accura
tely
thro
ughout th
e
text,
inclu
din
g q
ue
stio
n
mark
s
•sp
eech
ma
rks to d
en
ote
sp
eech
ge
ne
rally
accura
te,
with
so
me
oth
er
pun
ctu
ation
w
ith
in t
he q
uota
tio
n m
ark
s
•co
mm
as u
se
d in lis
ts
an
d o
cca
sio
na
lly t
o m
ark
cla
use
s,
alth
ou
gh n
ot
alw
ays a
ccura
tely
•p
oin
ts a
re o
rga
nis
ed
by
clu
ste
rin
g r
ela
ted
poin
ts
•p
oin
ts a
re o
rga
nis
ed
sim
ply
with
a f
ittin
g o
pe
nin
g
and c
losin
g, som
etim
es
linke
d
•m
ate
ria
l g
en
era
lly in
lo
gic
al se
qu
ence
but
ove
rall
dire
ctio
n o
f w
ritin
g o
ften
not
cle
arl
y s
igna
lled
•p
ara
gra
phs/s
ectio
ns
he
lp t
o o
rga
nis
e c
on
tent,
e.g
.m
ain
id
ea u
su
ally
su
pp
ort
ed o
r e
lab
ora
ted b
y
follo
win
g s
en
tences
•w
ithin
para
gra
phs/
se
ctio
ns,
limite
d r
an
ge
of
co
nn
ective
s b
etw
ee
n
se
nte
nce
s,
e.g
. over-
use o
f “a
lso
” o
r p
ron
oun
s
•so
me
atte
mp
ts t
o
esta
blis
h s
imp
le lin
ks
be
twe
en
pa
rag
rap
hs/
se
ctio
ns n
ot
alw
ays
ma
inta
ine
d,
e.g
. firs
tly, n
ext
•re
leva
nt
po
ints
an
d
evid
en
ce
cho
se
n
•so
me
id
ea
s a
nd m
ate
ria
l d
eve
lop
ed
in
deta
il, e
.g.
po
ints
ela
bo
rate
dby
ad
ve
rbia
l a
nd
exp
an
de
d
no
un
ph
rases
•str
aig
htf
orw
ard
vie
wp
oin
t g
en
era
lly
esta
blis
hed a
nd s
om
e
ba
lan
ce m
ain
tain
ed,
e.g
. m
ain
tain
ing a
con
sis
tent
sta
nce
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r b
ut
no
t a
lwa
ys c
onsis
tently
main
tain
ed
•m
ain
fea
ture
s o
f a r
ep
ort
a
re c
lea
r a
nd a
pp
rop
ria
te t
o
pre
se
ntin
g f
ind
ings fo
r th
e
cla
ss
•sty
le g
en
era
lly
ap
pro
priate
to t
ask,
thou
gh
a
wa
ren
ess o
f to
ne
no
t a
lwa
ys s
usta
ined
•so
me
evid
en
ce o
f delib
era
te v
ocabula
ry
ch
oic
es
•so
me
exp
an
sio
n o
f g
en
era
l vo
ca
bu
lary
to
m
atc
h topic
, e.g
. te
chn
ical w
ord
s r
ela
tin
g
to b
oo
k c
overs
co
rrect sp
elli
ng o
f:
•m
ost com
mon g
ram
matical
fun
ctio
n w
ord
s,
e.g
. yo
u,
be
ca
use,
although
•m
ost
ad
ve
rbs w
ith
-ly
form
ation
like
ly e
rro
rs:
•hom
ophones o
f com
mon
gra
mm
atica
l fu
nction
word
s,
e.g
.th
ey’re
/th
eir/the
re,
of/
ha
ve/o
ff
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•o
cca
sio
na
l in
flecte
d w
ord
s,
e.g
.-e
s,
-ed,
-ies,
-ie
d,
-er,
-e
st,
-ie
r, -
iest,
-in
g
B4
IE
Ove
rall
asse
ssm
en
t (t
ick o
ne
bo
x o
nly
) S
ecu
re 5
L
ow
5
Se
cu
re 4
L
ow
4
Be
low
4
Secondary
Nat
iona
l Str
ateg
yfo
r sc
hool
imp
rove
men
t
Annotated exemplar responses
17© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Level 4: Response and commentary
Fitting opening(AF3 L4 b2)signals purpose(AF2 L4 b1)
Some attempt toestablish simplelinks betweenparagraphs (AF4 L4 b3)
Relevantinformationchosen withsomeappropriateelaboration (AF1 L4 b1/2)
Paragraphs helpto organisecontent(AF4 L4 b1)
Some expansionof generalvocabulary tomatch topic (AF7 L4 b2)
Points generallyin logicalsequence, butdirection ofwriting notsignalled (AF3 L4 b3)
Some attempt tovary length andstructure ofsentences(AF5 L4 b1)
Almost allsentencesaccuratelydemarcated (AF6 L4 b1) andsome use ofcommas to markclauses(AF6 L5 b2)
Most inflectedwords correctlyspelt(AF8 L5 b2)
Quotation marksfor evidenceused correctly(AF6 L4 b2)
18 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
This response clearly signals the purpose of the writing (AF2) and relevant points areselected and sometimes elaborated with appropriate use of detail (AF1). Paragraphs areused to help organise content with some attempt to establish simple links between them(AF4) which are generally logically sequenced (AF3). There is some variation in thestructuring of sentences (AF5), with the demarcation of sentences generally secure andsome attempt to use commas to mark clauses (AF6). Some use of technical terminologyexpands the general range of vocabulary employed (AF7) and the spelling of inflectedwords is usually accurate (AF8).
For all the assessment focuses, there is evidence of the pupil fulfilling most of the level 4criteria, and, in some cases, beginning to address the level 5 requirements, although onlyfor AF8 are these actually fulfilled. Hence the overall judgement is secure level 4.
19© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Mark
ing
gu
idelin
es –
Year
9 t
ask –
Bo
ok c
over
an
aly
sis
Level 4 e
xam
ple
Asse
ssin
g p
up
ils’ p
rog
ress in
En
glis
h a
t K
ey S
tag
e 3
Pupil
nam
e........................................................................................
Form
.................................
Date
...............................
A
F5
– v
ary
se
nte
nc
es
fo
r cla
rity
, p
urp
os
e a
nd
e
ffe
ct.
AF
6 –
wri
te w
ith
te
ch
nic
al
accu
rac
y o
f s
yn
tax a
nd
p
un
ctu
ati
on
…
AF
3 –
org
an
ise a
nd
p
resen
t w
ho
le t
exts
e
ffe
cti
ve
ly…
AF
4 –
co
nstr
uct
para
gra
ph
s a
nd
use
co
hesio
n w
ith
in a
nd
b
etw
een
para
gra
ph
s.
AF
1 –
wri
te i
ma
gin
ati
ve
, in
tere
sti
ng
an
d t
ho
ug
htf
ul
tex
ts.
AF
2 –
pro
du
ce t
exts
w
hic
h a
re a
pp
rop
riate
to
ta
sk, re
ad
er
an
d p
urp
ose.
AF
7 –
se
lec
t ap
pro
pri
ate
an
d
eff
ec
tive
vo
ca
bu
lary
.
AF
8 –
use c
orr
ect
sp
ellin
g.
L5
•a v
ariety
of sente
nce
length
s, str
uctu
res a
nd
su
bje
cts
pro
vid
es c
larity
a
nd
em
ph
asis
•w
ide
r ra
ng
e o
f co
nn
ective
s u
sed
to
cla
rify
re
latio
nsh
ip
be
twe
en
id
eas,
e.g
. although, on the o
ther
hand, m
eanw
hile
•so
me fe
atu
res o
f sente
nce s
tructu
re u
sed
to b
uild
up
deta
il o
r co
nve
y s
ha
des o
f m
eanin
g, e.g
. vari
atio
n in
w
ord
ord
er,
modals
in
verb
phra
ses
•fu
ll ra
ng
e o
f p
unctu
atio
n
use
d a
ccu
rate
ly t
o
dem
arc
ate
sente
nces,
inclu
din
g s
peech
punctu
ation, w
here
appro
priate
•syn
tax a
nd
pu
nctu
atio
n
with
in t
he s
en
tence
ge
ne
rally
accu
rate
, in
clu
din
g c
om
mas to m
ark
cla
uses, th
ough s
om
e
err
ors
occu
r w
he
re
am
bitio
us s
tru
ctu
res a
re
att
em
pte
d
•m
ate
rial is
str
uctu
red
cle
arl
y,
with
se
nte
nce
s
org
an
ised
into
ap
pro
pri
ate
para
gra
phs a
round the
are
as f
or
ana
lysis
•d
eve
lop
me
nt
of
mate
ria
l is
effe
ctive
ly m
an
ag
ed
a
cro
ss te
xt,
e.g
. clo
se
re
fers
back to o
penin
g
•o
ve
rall
dire
ctio
n o
f th
e
text
su
pp
ort
ed
by c
lea
r lin
ks
be
twe
en
pa
rag
raphs
•p
ara
gra
phs/s
ectio
ns
cle
arl
y s
tructu
re m
ain
id
eas
acro
ss te
xt
to s
up
po
rt
pu
rpo
se, e
.g. cle
ar
log
ica
l lin
ks b
etw
ee
n p
ara
gra
ph
s
•w
ithin
para
gra
phs/
se
ctio
ns,
a r
an
ge
of d
evic
es
support
cohesio
n, e.g
. se
cu
re u
se o
f p
rono
un
s,
co
nn
ectives,
refe
ren
ces
ba
ck to
text
•lin
ks b
etw
ee
n
pa
rag
rap
hs/s
ectio
ns
genera
lly m
ain
tain
ed a
cro
ss
wh
ole
te
xt
•re
leva
nt
po
ints
an
d
evid
en
ce
de
ve
lop
ed
with
so
me
im
agin
ative
deta
il
•d
eve
lop
me
nt
of
idea
s
an
d m
ate
ria
l a
pp
rop
ria
tely
sh
ap
ed f
or
an a
naly
tica
l re
port
•cle
ar
vie
wp
oin
t o
n t
he
su
ita
bili
ty o
f th
e b
oo
k c
ove
r e
sta
blis
he
d,
ge
nera
lly
consis
tent, w
ith s
om
e
ela
bo
ratio
n,
e.g
. som
e,
un
eve
n, d
evelo
pm
en
t of
tone a
nd p
urp
ose o
f th
e
an
aly
sis
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r a
nd
co
nsis
tently m
ain
tain
ed
•fe
atu
res o
f an
ana
lytica
l re
port
cle
arly e
sta
blis
hed
with s
om
e a
dapta
tion to the
ne
ed
to
co
nvin
ce t
he
re
ad
er
•appro
priate
sty
le c
learly
esta
blis
he
d t
o m
ain
tain
th
e
rea
de
r’s inte
rest
thro
ug
ho
ut
•vo
ca
bu
lary
ch
ose
n
for
the e
ffect
of a
naly
sin
g
•re
aso
nab
ly w
ide
vo
ca
bu
lary
use
d,
tho
ug
h
no
t a
lwa
ys a
pp
rop
ria
tely
co
rrect sp
elli
ng o
f:
•com
mon g
ram
matical
fun
ctio
n w
ord
s c
onsis
tently
•a
lmo
st a
ll in
flecte
d w
ord
s
•m
ost
de
riva
tio
na
l su
ffix
es,
e.g
. -io
n,
-ise
, -a
l/ia
l, -
ab
le/ible
•m
ost
pre
fixe
s, e
.g.
dis
ap
pe
ar,
unce
rta
in,
excla
im
like
ly e
rro
rs:
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•double
consonants
in
pre
fixes, e.g
. irre
gula
r,
un
ne
cessa
ry
L4
•som
e a
ttem
pt
to v
ary
le
ng
th,
str
uctu
re a
nd
su
bje
ct of se
nte
nces
•use o
f som
e
su
bo
rdin
ating
co
nn
ective
s,
e.g
. if,
when,
be
ca
use
•so
me
va
ria
tio
n,
genera
lly a
ccura
te, in
te
nse
and
ve
rb f
orm
s
•se
nte
nce
s d
em
arc
ate
d
accura
tely
thro
ughout th
e
text,
inclu
din
g q
ue
stio
n
mark
s
•sp
eech
ma
rks to d
en
ote
sp
eech
ge
ne
rally
accura
te,
with
so
me
oth
er
pun
ctu
ation
w
ith
in t
he q
uota
tio
n m
ark
s
•co
mm
as u
se
d in lis
ts
an
d o
cca
sio
na
lly t
o m
ark
cla
use
s,
alth
ou
gh n
ot
alw
ays a
ccura
tely
•p
oin
ts a
re o
rga
nis
ed
by
clu
ste
rin
g r
ela
ted
poin
ts
•p
oin
ts a
re o
rga
nis
ed
sim
ply
with
a f
ittin
g o
pe
nin
g
and c
losin
g, som
etim
es
linke
d
•m
ate
ria
l g
en
era
lly in
lo
gic
al se
qu
ence
but
ove
rall
dire
ctio
n o
f w
ritin
g o
ften
not
cle
arl
y s
igna
lled
•p
ara
gra
phs/s
ectio
ns
he
lp t
o o
rga
nis
e c
on
tent,
e.g
.m
ain
id
ea u
su
ally
su
pp
ort
ed o
r e
lab
ora
ted b
y
follo
win
g s
en
tences
•w
ithin
para
gra
phs/
se
ctio
ns,
limite
d r
an
ge
of
co
nn
ective
s b
etw
ee
n
se
nte
nce
s,
e.g
. over-
use o
f “a
lso
” o
r p
ron
oun
s
•so
me
atte
mp
ts t
o
esta
blis
h s
imp
le lin
ks
be
twe
en
pa
rag
rap
hs/
se
ctio
ns n
ot
alw
ays
ma
inta
ine
d,
e.g
. firs
tly, n
ext
•re
leva
nt
po
ints
an
d
evid
en
ce
cho
se
n
•so
me
id
ea
s a
nd m
ate
ria
l d
eve
lop
ed
in
deta
il, e
.g.
po
ints
ela
bo
rate
dby
ad
ve
rbia
l a
nd
exp
an
de
d
no
un
ph
rases
•str
aig
htf
orw
ard
vie
wp
oin
t g
en
era
lly
esta
blis
hed a
nd s
om
e
ba
lan
ce m
ain
tain
ed,
e.g
. m
ain
tain
ing a
con
sis
tent
sta
nce
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r b
ut
no
t a
lwa
ys c
onsis
tently
main
tain
ed
•m
ain
fea
ture
s o
f a r
ep
ort
a
re c
lea
r a
nd a
pp
rop
ria
te t
o
pre
se
ntin
g f
ind
ings fo
r th
e
cla
ss
•sty
le g
en
era
lly
ap
pro
priate
to t
ask,
thou
gh
a
wa
ren
ess o
f to
ne
no
t a
lwa
ys s
usta
ined
•so
me
evid
en
ce o
f delib
era
te v
ocabula
ry
ch
oic
es
•so
me
exp
an
sio
n o
f g
en
era
l vo
ca
bu
lary
to
m
atc
h topic
, e.g
. te
chn
ical w
ord
s r
ela
tin
g
to b
oo
k c
overs
co
rrect sp
elli
ng o
f:
•m
ost com
mon g
ram
matical
fun
ctio
n w
ord
s,
e.g
. yo
u,
be
ca
use,
although
•m
ost
ad
ve
rbs w
ith
-ly
form
ation
like
ly e
rro
rs:
•hom
ophones o
f com
mon
gra
mm
atica
l fu
nction
word
s,
e.g
.th
ey’re
/th
eir/the
re,
of/
ha
ve/o
ff
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•o
cca
sio
na
l in
flecte
d w
ord
s,
e.g
.-e
s,
-ed,
-ies,
-ie
d,
-er,
-e
st,
-ie
r, -
iest,
-in
g
B4
IE
Ove
rall
asse
ssm
en
t (t
ick o
ne
bo
x o
nly
) S
ecu
re 5
L
ow
5
Se
cu
re 4
L
ow
4
Be
low
4
Secondary
Nat
iona
l Str
ateg
yfo
r sc
hool
imp
rove
men
t
20 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Level 5: Response and commentary
Variation insentence lengthand structure forclarity andemphasis(AF5 L5 b1)
Sentencesorganised intoappropriateparagraphsaround the areasfor analysis(AF3 L5 b1)
Relevant pointsand evidencedeveloped withsome detail (AF1 L5 b1)
Sentencesdemarcatedaccurately (AF6 L4 b1) andsome use of the comma tomark clauses (AF6 L4 b3)
Main purpose ofthe writingestablished andmaintained(AF2 L5 b1)
Paragraphsclearly structuremain ideas tosupport purpose(AF4 L5 b1)
Clear viewpointon the suitabilityof the bookcover established(AF1 L5 b3)
Personal,informal style to maintainreader’s interest(AF2 L5 b3)
Reasonably widevocabulary used(AF7 L5 b2)
Development ofmaterial logicallysequenced andmanaged acrossthe text (AF3 L5 b2/3)
Generally correctspellingthroughout(AF8 L6 b1)
21© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
This fluent response confidently explores the given subject matter with some use of detailand evidence (AF1), shaping and adapting comments to focus on the analytical purposefor writing and to engage the reader’s interest (AF2). Purpose is further supported by thestructuring of points into paragraphs (AF4) that are logically sequenced with clear links toguide the reader (AF3). A variety of sentence structures is generally securely managed andprovides clarity and emphasis (AF5). Sentence demarcation is consistently accurate withsome use of commas to mark clauses (AF6). A reasonably wide vocabulary is appropriatelydeployed (AF7) and spelling is generally correct throughout (AF8).
For most of the assessment focuses, there is evidence of the pupil fulfilling the level 5criteria, and often doing so with some confidence. Hence the overall judgement is secure level 5.
22 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Mark
ing
gu
idelin
es –
Year
9 t
ask –
Bo
ok c
over
an
aly
sis
Level 5 e
xam
ple
– p
lea
se
no
te t
ha
t th
is s
he
et
an
d t
he
fo
llo
win
g b
oth
re
fer
to t
he
sa
me
pu
pil
Asse
ssin
g p
up
ils’ p
rog
ress in
En
glis
h a
t K
ey S
tag
e 3
Pupil
nam
e........................................................................................
Form
.................................
Date
...............................
A
F5
– v
ary
se
nte
nc
es
fo
r cla
rity
, p
urp
os
e a
nd
e
ffe
ct.
AF
6 –
wri
te w
ith
te
ch
nic
al
accu
rac
y o
f s
yn
tax a
nd
p
un
ctu
ati
on
…
AF
3 –
org
an
ise a
nd
p
resen
t w
ho
le t
exts
e
ffe
cti
ve
ly…
AF
4 –
co
nstr
uct
para
gra
ph
s a
nd
use
co
hesio
n w
ith
in a
nd
b
etw
een
para
gra
ph
s.
AF
1 –
wri
te i
ma
gin
ati
ve
, in
tere
sti
ng
an
d t
ho
ug
htf
ul
tex
ts.
AF
2 –
pro
du
ce t
exts
w
hic
h a
re a
pp
rop
riate
to
ta
sk, re
ad
er
an
d p
urp
ose.
AF
7 –
se
lec
t ap
pro
pri
ate
an
d
eff
ec
tive
vo
ca
bu
lary
.
AF
8 –
use c
orr
ect
sp
ellin
g.
L6
•co
ntr
olle
d u
se
of
a
variety
of sim
ple
and
co
mp
lex s
ente
nce
s t
o
achie
ve p
urp
ose a
nd
co
ntr
ibute
to o
ve
rall
eff
ect
•co
nfid
ent
use o
f a
ran
ge
of se
nte
nce
featu
res to c
larify
or
em
ph
asis
e m
ean
ing
, e.g
. fr
onte
d a
dverb
ials
, co
mp
lex n
ou
n o
r p
rep
ositio
na
l p
hra
se
s
such a
s:
Sim
ilarly,
the…
; In
com
parison,
it…
; R
eadin
g it
thro
ugh, th
e
reader…
•syn
tax a
nd
fu
ll ra
nge
of
pu
nctu
atio
n a
re c
on
sis
tently
accu
rate
in a
va
rie
ty o
f sente
nce s
tructu
res, w
ith
occa
sio
na
l err
ors
in
am
bitio
us s
tru
ctu
res,
e.g
. only
occasio
nal com
ma
sp
lice
s; so
me u
se
of se
mi-
colo
ns,
not
alw
ays a
ccura
te
•m
ate
rial is
cle
arly
co
ntr
olle
d a
nd s
eq
ue
nce
d,
takin
g a
cco
unt
of th
e
rea
de
r’s lik
ely
re
actio
n,
e.g
. para
gra
phs o
f diffe
ring
len
gth
s,
anticip
ating
re
ad
er’s q
ue
stio
ns
•a
ra
ng
e o
f fe
atu
res
cle
arl
y s
igna
l o
ve
rall
direction o
f th
e text fo
r th
e
reader,
e.g
. openin
g
pa
rag
rap
hs th
at
intr
od
uce
them
es c
learly, para
gra
ph
ma
rke
rs,
links b
etw
ee
n
para
gra
phs
•co
nstr
uctio
n o
f p
ara
gra
phs c
learly s
up
po
rts
meanin
g a
nd p
urp
ose, e.g
. para
gra
ph topic
sig
nalle
d
and then d
evelo
ped,
with
ho
ldin
g o
f in
form
atio
n
for
effect, th
em
atic lin
ks
be
twe
en p
ara
gra
phs
•w
ith
in p
ara
gra
phs,
co
hesiv
e d
evic
es c
on
trib
ute
to
em
phasis
an
d e
ffe
ct,
e.g
. a
dve
rbia
ls a
s s
ente
nce
sta
rte
rs
•im
ag
ina
tive
tre
atm
en
t of
ap
pro
pria
te m
ate
ria
ls,
fam
ilia
rity
with
co
nve
ntio
ns o
f a
n a
na
lysis
, a
da
ptin
g it
wh
en
needed to s
uit p
urp
ose a
nd a
udie
nce, not alw
ays
su
ccessfu
lly,
e.g
. in
form
al co
mm
ent
on t
he c
on
ten
t o
r sty
le
of th
e b
ook c
ove
r
•co
nvin
cin
g,
ind
ivid
ua
l vo
ice
or
po
int
of
vie
w e
sta
blis
he
d
an
d m
ostly s
usta
ine
d t
hro
ug
ho
ut,
e.g
. a
uth
orita
tive e
xp
ert
vie
w, w
ith a
str
ong o
pin
ion a
bout th
e b
ook c
over
•le
ve
l o
f fo
rma
lity u
se
d f
or
an
aly
sis
an
d t
he
go
ve
rno
rs is
ge
ne
rally
ap
pro
priate
an
d a
ra
nge
of
sty
listic d
evic
es u
se
d
to a
ch
ieve
eff
ect,
not
alw
ays s
ucce
ssfu
lly,
e.g
. co
ntr
olle
d
info
rma
lity,
ge
ne
ralis
atio
ns o
r sh
ifts
betw
ee
n w
riting
fo
r th
e
cla
ss
•vo
ca
bu
lary
ch
ose
n
ge
ne
rally
ap
pro
priate
to
an
aly
sis
an
d p
ub
lish
ing
te
rmin
olo
gy
•ra
ng
e o
f vo
ca
bu
lary
g
en
era
lly v
arie
d a
nd
o
ften
am
bitio
us,
eve
n
tho
ug
h c
ho
ice
s n
ot
alw
ays a
pt
ge
ne
rally
co
rrect
spe
llin
g
thro
ug
hou
t
like
ly e
rro
rs:
•o
cca
sio
na
l err
ors
in
am
bitio
us o
r co
mp
lex w
ord
s
L5
•a v
ariety
of sente
nce
length
s, str
uctu
res a
nd
su
bje
cts
pro
vid
es c
larity
a
nd
em
ph
asis
•w
ide
r ra
ng
e o
f co
nn
ective
s u
sed
to
cla
rify
re
latio
nsh
ip
be
twe
en
id
eas,
e.g
. although, on the o
ther
hand, m
eanw
hile
•so
me fe
atu
res o
f sente
nce s
tructu
re u
sed
to b
uild
up
deta
il o
r co
nve
y s
ha
des o
f m
eanin
g, e.g
. vari
atio
n in
w
ord
ord
er,
modals
in
verb
phra
ses
•fu
ll ra
ng
e o
f p
unctu
atio
n
use
d a
ccu
rate
ly t
o
dem
arc
ate
sente
nces,
inclu
din
g s
peech
punctu
ation, w
here
appro
priate
•syn
tax a
nd
pu
nctu
atio
n
with
in t
he s
en
tence
ge
ne
rally
accu
rate
, in
clu
din
g c
om
mas t
o m
ark
cla
uses, th
ough s
om
e
err
ors
occu
r w
he
re
am
bitio
us s
tru
ctu
res a
re
att
em
pte
d
•m
ate
rial is
str
uctu
red
cle
arl
y,
with
se
nte
nce
s
org
an
ised
into
ap
pro
pri
ate
para
gra
phs a
round the
are
as f
or
ana
lysis
•d
eve
lop
me
nt
of
mate
ria
l is
effe
ctive
ly m
an
ag
ed
a
cro
ss te
xt,
e.g
. clo
se
re
fers
back to o
penin
g
•o
ve
rall
dire
ctio
n o
f th
e
text
su
pp
ort
ed
by c
lea
r lin
ks
be
twe
en
pa
rag
raphs
•p
ara
gra
phs/s
ectio
ns
cle
arl
y s
tructu
re m
ain
id
eas
acro
ss te
xt
to s
up
po
rt
pu
rpo
se, e
.g. cle
ar
log
ica
l lin
ks b
etw
ee
n p
ara
gra
ph
s
•w
ithin
para
gra
phs/
se
ctio
ns,
a r
an
ge
of d
evic
es
support
cohesio
n, e.g
. se
cu
re u
se o
f p
rono
un
s,
co
nn
ectives,
refe
ren
ces
ba
ck to
text
•lin
ks b
etw
ee
n
pa
rag
rap
hs/s
ectio
ns
genera
lly m
ain
tain
ed a
cro
ss
wh
ole
te
xt
•re
leva
nt
po
ints
an
d
evid
en
ce
de
ve
lop
ed
with
so
me
im
agin
ative
deta
il
•d
eve
lop
me
nt
of
idea
s
an
d m
ate
ria
l a
pp
rop
ria
tely
sh
ap
ed f
or
an a
naly
tica
l re
port
•cle
ar
vie
wp
oin
t o
n t
he
su
ita
bili
ty o
f th
e b
oo
k c
ove
r e
sta
blis
he
d,
ge
nera
lly
consis
tent, w
ith s
om
e
ela
bo
ratio
n,
e.g
. som
e,
un
eve
n, d
evelo
pm
en
t of
tone a
nd p
urp
ose o
f th
e
an
aly
sis
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r a
nd
co
nsis
tently m
ain
tain
ed
•fe
atu
res o
f an
ana
lytica
l re
port
cle
arly e
sta
blis
hed
with s
om
e a
dapta
tion to the
ne
ed
to
co
nvin
ce t
he
re
ad
er
•appro
priate
sty
le c
learly
esta
blis
he
d t
o m
ain
tain
th
e
rea
de
r’s inte
rest
thro
ug
ho
ut
•vo
ca
bu
lary
ch
ose
n
for
the e
ffect
of a
naly
sin
g
•re
aso
nab
ly w
ide
vo
ca
bu
lary
use
d,
tho
ug
h
no
t a
lwa
ys a
pp
rop
ria
tely
corr
ect spelli
ng o
f:
•co
mm
on
gra
mm
atica
l fu
nctio
n w
ord
s c
onsis
tently
•a
lmo
st a
ll in
flecte
d w
ord
s
•m
ost
de
riva
tio
na
l su
ffix
es,
e.g
. -io
n,
-ise
, -a
l/ia
l, -
ab
le/ible
•m
ost
pre
fixe
s, e
.g.
dis
ap
pe
ar,
unce
rta
in,
excla
im
like
ly e
rro
rs:
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•double
consonants
in
pre
fixes, e.g
. irre
gula
r,
un
ne
cessa
ry
IE
Ove
rall
asse
ssm
en
t (t
ick o
ne
bo
x o
nly
) S
ecu
re 6
L
ow
6
Se
cu
re 5
L
ow
5
Secondary
Nat
iona
l Str
ateg
yfo
r sc
hool
imp
rove
men
t
23© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Mark
ing
gu
idelin
es –
Year
9 t
ask –
Bo
ok c
over
an
aly
sis
Level 5 e
xam
ple
– c
on
tin
ued
Asse
ssin
g p
up
ils’ p
rog
ress in
En
glis
h a
t K
ey S
tag
e 3
Pupil
nam
e........................................................................................
Form
.................................
Date
...............................
A
F5
– v
ary
se
nte
nc
es
fo
r cla
rity
, p
urp
os
e a
nd
e
ffe
ct.
AF
6 –
wri
te w
ith
te
ch
nic
al
accu
rac
y o
f s
yn
tax a
nd
p
un
ctu
ati
on
…
AF
3 –
org
an
ise a
nd
p
resen
t w
ho
le t
exts
e
ffe
cti
ve
ly…
AF
4 –
co
nstr
uct
para
gra
ph
s a
nd
use
co
hesio
n w
ith
in a
nd
b
etw
een
para
gra
ph
s.
AF
1 –
wri
te i
ma
gin
ati
ve
, in
tere
sti
ng
an
d t
ho
ug
htf
ul
tex
ts.
AF
2 –
pro
du
ce t
exts
w
hic
h a
re a
pp
rop
riate
to
ta
sk, re
ad
er
an
d p
urp
ose.
AF
7 –
se
lec
t ap
pro
pri
ate
an
d
eff
ec
tive
vo
ca
bu
lary
.
AF
8 –
use c
orr
ect
sp
ellin
g.
L5
•a v
ariety
of sente
nce
length
s, str
uctu
res a
nd
su
bje
cts
pro
vid
es c
larity
a
nd
em
ph
asis
•w
ide
r ra
ng
e o
f co
nn
ective
s u
sed
to
cla
rify
re
latio
nsh
ip
be
twe
en
id
eas,
e.g
. although, on the o
ther
hand, m
eanw
hile
•so
me fe
atu
res o
f sente
nce s
tructu
re u
sed
to b
uild
up
deta
il o
r co
nve
y s
ha
des o
f m
eanin
g, e.g
. vari
atio
n in
w
ord
ord
er,
modals
in
verb
phra
ses
•fu
ll ra
ng
e o
f p
unctu
atio
n
use
d a
ccu
rate
ly t
o
dem
arc
ate
sente
nces,
inclu
din
g s
peech
punctu
ation, w
here
appro
priate
•syn
tax a
nd
pu
nctu
atio
n
with
in t
he s
en
tence
ge
ne
rally
accu
rate
, in
clu
din
g c
om
mas to m
ark
cla
uses, th
ough s
om
e
err
ors
occu
r w
he
re
am
bitio
us s
tru
ctu
res a
re
att
em
pte
d
•m
ate
rial is
str
uctu
red
cle
arl
y,
with
se
nte
nce
s
org
an
ised
into
ap
pro
pri
ate
para
gra
phs a
round the
are
as f
or
ana
lysis
•d
eve
lop
me
nt
of
mate
ria
l is
effe
ctive
ly m
an
ag
ed
a
cro
ss te
xt,
e.g
. clo
se
re
fers
back to o
penin
g
•o
ve
rall
dire
ctio
n o
f th
e
text
su
pp
ort
ed
by c
lea
r lin
ks
be
twe
en
pa
rag
raphs
•p
ara
gra
phs/s
ectio
ns
cle
arl
y s
tructu
re m
ain
id
eas
acro
ss te
xt
to s
up
po
rt
pu
rpo
se, e
.g. cle
ar
log
ica
l lin
ks b
etw
ee
n p
ara
gra
ph
s
•w
ithin
para
gra
phs/
se
ctio
ns,
a r
an
ge
of d
evic
es
support
cohesio
n, e.g
. se
cu
re u
se o
f p
rono
un
s,
co
nn
ectives,
refe
ren
ces
ba
ck to
text
•lin
ks b
etw
ee
n
pa
rag
rap
hs/s
ectio
ns
genera
lly m
ain
tain
ed a
cro
ss
wh
ole
te
xt
•re
leva
nt
po
ints
an
d
evid
en
ce
de
ve
lop
ed
with
so
me
im
agin
ative
deta
il
•d
eve
lop
me
nt
of
idea
s
an
d m
ate
ria
l a
pp
rop
ria
tely
sh
ap
ed f
or
an a
naly
tica
l re
port
•cle
ar
vie
wp
oin
t o
n t
he
su
ita
bili
ty o
f th
e b
oo
k c
ove
r e
sta
blis
he
d,
ge
nera
lly
consis
tent, w
ith s
om
e
ela
bo
ratio
n,
e.g
. som
e,
un
eve
n, d
evelo
pm
en
t of
tone a
nd p
urp
ose o
f th
e
an
aly
sis
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r a
nd
co
nsis
tently m
ain
tain
ed
•fe
atu
res o
f an
ana
lytica
l re
port
cle
arly e
sta
blis
hed
with s
om
e a
dapta
tion to the
ne
ed
to
co
nvin
ce t
he
re
ad
er
•appro
priate
sty
le c
learly
esta
blis
he
d t
o m
ain
tain
th
e
rea
de
r’s inte
rest
thro
ug
ho
ut
•vo
ca
bu
lary
ch
ose
n
for
the e
ffect
of a
naly
sin
g
•re
aso
nab
ly w
ide
vo
ca
bu
lary
use
d,
tho
ug
h
no
t a
lwa
ys a
pp
rop
ria
tely
co
rrect sp
elli
ng o
f:
•com
mon g
ram
matical
fun
ctio
n w
ord
s c
onsis
tently
•a
lmo
st a
ll in
flecte
d w
ord
s
•m
ost
de
riva
tio
na
l su
ffix
es,
e.g
. -io
n,
-ise
, -a
l/ia
l, -
ab
le/ible
•m
ost
pre
fixe
s, e
.g.
dis
ap
pe
ar,
unce
rta
in,
excla
im
like
ly e
rro
rs:
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•double
consonants
in
pre
fixes, e.g
. irre
gula
r,
un
ne
cessa
ry
L4
•som
e a
ttem
pt
to v
ary
le
ng
th,
str
uctu
re a
nd
su
bje
ct of se
nte
nces
•use o
f som
e
su
bo
rdin
ating
co
nn
ective
s,
e.g
. if,
when,
be
ca
use
•so
me
va
ria
tio
n,
genera
lly a
ccura
te, in
te
nse
and
ve
rb f
orm
s
•se
nte
nce
s d
em
arc
ate
d
accura
tely
thro
ughout th
e
text,
inclu
din
g q
ue
stio
n
mark
s
•sp
eech
ma
rks to d
en
ote
sp
eech
ge
ne
rally
accura
te,
with
so
me
oth
er
pun
ctu
ation
w
ith
in t
he q
uota
tio
n m
ark
s
•co
mm
as u
se
d in lis
ts
an
d o
cca
sio
na
lly t
o m
ark
cla
use
s,
alth
ou
gh n
ot
alw
ays a
ccura
tely
•p
oin
ts a
re o
rga
nis
ed
by
clu
ste
rin
g r
ela
ted
poin
ts
•p
oin
ts a
re o
rga
nis
ed
sim
ply
with
a f
ittin
g o
pe
nin
g
and c
losin
g, som
etim
es
linke
d
•m
ate
ria
l g
en
era
lly in
lo
gic
al se
qu
ence
but
ove
rall
dire
ctio
n o
f w
ritin
g o
ften
not
cle
arl
y s
igna
lled
•p
ara
gra
phs/s
ectio
ns
he
lp t
o o
rga
nis
e c
on
tent,
e.g
.m
ain
id
ea u
su
ally
su
pp
ort
ed o
r e
lab
ora
ted b
y
follo
win
g s
en
tences
•w
ithin
para
gra
phs/
se
ctio
ns,
limite
d r
an
ge
of
co
nn
ective
s b
etw
ee
n
se
nte
nce
s,
e.g
. over-
use o
f “a
lso
” o
r p
ron
oun
s
•so
me
atte
mp
ts t
o
esta
blis
h s
imp
le lin
ks
be
twe
en
pa
rag
rap
hs/
se
ctio
ns n
ot
alw
ays
ma
inta
ine
d,
e.g
. firs
tly, n
ext
•re
leva
nt
po
ints
an
d
evid
en
ce
cho
se
n
•so
me
id
ea
s a
nd m
ate
ria
l d
eve
lop
ed
in
deta
il, e
.g.
po
ints
ela
bo
rate
dby
ad
ve
rbia
l a
nd
exp
an
de
d
no
un
ph
rases
•str
aig
htf
orw
ard
vie
wp
oin
t g
en
era
lly
esta
blis
hed a
nd s
om
e
ba
lan
ce m
ain
tain
ed,
e.g
. m
ain
tain
ing a
con
sis
tent
sta
nce
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r b
ut
no
t a
lwa
ys c
onsis
tently
main
tain
ed
•m
ain
fea
ture
s o
f a r
ep
ort
a
re c
lea
r a
nd a
pp
rop
ria
te t
o
pre
se
ntin
g f
ind
ings fo
r th
e
cla
ss
•sty
le g
en
era
lly
ap
pro
priate
to t
ask,
thou
gh
a
wa
ren
ess o
f to
ne
no
t a
lwa
ys s
usta
ined
•so
me
evid
en
ce o
f delib
era
te v
ocabula
ry
ch
oic
es
•so
me
exp
an
sio
n o
f g
en
era
l vo
ca
bu
lary
to
m
atc
h topic
, e.g
. te
chn
ical w
ord
s r
ela
tin
g
to b
oo
k c
overs
co
rrect sp
elli
ng o
f:
•m
ost com
mon g
ram
matical
fun
ctio
n w
ord
s,
e.g
. yo
u,
be
ca
use,
although
•m
ost
ad
ve
rbs w
ith
-ly
form
ation
like
ly e
rro
rs:
•hom
ophones o
f com
mon
gra
mm
atica
l fu
nction
word
s,
e.g
.th
ey’re
/th
eir/the
re,
of/
ha
ve/o
ff
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•o
cca
sio
na
l in
flecte
d w
ord
s,
e.g
.-e
s,
-ed,
-ies,
-ie
d,
-er,
-e
st,
-ie
r, -
iest,
-in
g
B4
IE
Ove
rall
asse
ssm
en
t (t
ick o
ne
bo
x o
nly
) S
ecu
re 5
L
ow
5
Se
cu
re 4
L
ow
4
Be
low
4
Secondary
Nat
iona
l Str
ateg
yfo
r sc
hool
imp
rove
men
t
24 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Level 6: Response and commentary
Individual voiceestablished (AF1/2 L6 b2)
Material isclearly controlledand sequenced(AF3 L6 b1)
Paragraph topicsignalled andthen developed (AF4 L6 b1)
Imaginativetreatment ofmaterials (AF1/2 L6 b1)
Varied andambitiousvocabularychoices (AF7 L6 b2)
Controlled useof a range ofsentence lengthsand structureprovide emphasis (AF5 L6 b1)
Overall directionof the textclearly signalled (AF3 L6 b2)
Accuratedemarcation ofsentences andsome use of thecomma to markclauses (AF6 L4 b3)
This well-structured (AF3) and fluent response confidently analyses the given subjectmatter in some detail, shaping it and adapting it effectively to provide a consistent,individual perspective on the book cover (AF1/2). Points are organised into paragraphsthat are clearly linked and sequenced (AF4). A range of sentence structures is deployed to support the overall purpose of the writing (AF5). Sentence demarcation and the use of commas to mark clauses are accurate, although there is little use of other punctuation(AF6). Vocabulary choices are often ambitious (AF7) and there are virtually no spellingerrors (AF8).
For all the assessment focuses other than AF6, there is evidence of the pupil addressingthe level 6 criteria, and, in most cases, fulfilling them with some confidence and authority.Hence the overall judgement is secure level 6.
Generally correctspellingthroughout (AF8 L6 b1)
25© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Mark
ing
gu
idelin
es –
Year
9 t
ask –
Bo
ok c
over
an
aly
sis
Level 6 e
xam
ple
– p
lea
se
no
te t
ha
t th
is s
he
et
an
d t
he
fo
llo
win
g b
oth
re
fer
to t
he
sa
me
pu
pil
Asse
ssin
g p
up
ils’ p
rog
ress in
En
glis
h a
t K
ey S
tag
e 3
Pupil
nam
e........................................................................................
Form
.................................
Date
...............................
A
F5
– v
ary
se
nte
nc
es
fo
r cla
rity
, p
urp
os
e a
nd
e
ffe
ct.
AF
6 –
wri
te w
ith
te
ch
nic
al
accu
rac
y o
f s
yn
tax a
nd
p
un
ctu
ati
on
…
AF
3 –
org
an
ise a
nd
p
resen
t w
ho
le t
exts
e
ffe
cti
ve
ly…
AF
4 –
co
nstr
uct
para
gra
ph
s a
nd
use
co
hesio
n w
ith
in a
nd
b
etw
een
para
gra
ph
s.
AF
1 –
wri
te i
ma
gin
ati
ve
, in
tere
sti
ng
an
d t
ho
ug
htf
ul
tex
ts.
AF
2 –
pro
du
ce t
exts
w
hic
h a
re a
pp
rop
riate
to
ta
sk, re
ad
er
an
d p
urp
ose.
AF
7 –
se
lec
t ap
pro
pri
ate
an
d
eff
ec
tive
vo
ca
bu
lary
.
AF
8 –
use c
orr
ect
sp
ellin
g.
L6
•co
ntr
olle
d u
se
of
a
variety
of sim
ple
and
co
mp
lex s
ente
nce
s t
o
achie
ve p
urp
ose a
nd
co
ntr
ibute
to o
ve
rall
eff
ect
•co
nfid
ent
use o
f a
ran
ge
of se
nte
nce
featu
res to c
larify
or
em
ph
asis
e m
ean
ing
, e.g
. fr
onte
d a
dverb
ials
, co
mp
lex n
ou
n o
r p
rep
ositio
na
l p
hra
se
s
such a
s:
Sim
ilarly,
the…
; In
com
parison,
it…
; R
eadin
g it
thro
ugh, th
e
reader…
•syn
tax a
nd
fu
ll ra
nge
of
pu
nctu
atio
n a
re c
on
sis
tently
accu
rate
in a
va
rie
ty o
f sente
nce s
tructu
res, w
ith
occa
sio
na
l err
ors
in
am
bitio
us s
tru
ctu
res,
e.g
. only
occasio
nal com
ma
sp
lice
s; so
me u
se
of se
mi-
colo
ns,
not
alw
ays a
ccura
te
•m
ate
rial is
cle
arly
co
ntr
olle
d a
nd s
eq
ue
nce
d,
takin
g a
cco
unt
of th
e
rea
de
r’s lik
ely
re
actio
n,
e.g
. para
gra
phs o
f diffe
ring
len
gth
s,
anticip
ating
re
ad
er’s q
ue
stio
ns
•a
ra
ng
e o
f fe
atu
res
cle
arl
y s
igna
l o
ve
rall
direction o
f th
e text fo
r th
e
reader,
e.g
. openin
g
pa
rag
rap
hs th
at
intr
od
uce
them
es c
learly, para
gra
ph
ma
rke
rs,
links b
etw
ee
n
para
gra
phs
•co
nstr
uctio
n o
f p
ara
gra
phs c
learly s
up
po
rts
meanin
g a
nd p
urp
ose, e.g
. para
gra
ph topic
sig
nalle
d
and then d
evelo
ped,
with
ho
ldin
g o
f in
form
atio
n
for
effect, th
em
atic lin
ks
be
twe
en p
ara
gra
phs
•w
ith
in p
ara
gra
phs,
co
hesiv
e d
evic
es c
on
trib
ute
to
em
phasis
an
d e
ffe
ct,
e.g
. a
dve
rbia
ls a
s s
ente
nce
sta
rte
rs
•im
ag
ina
tive
tre
atm
en
t of
ap
pro
pria
te m
ate
ria
ls,
fam
ilia
rity
with
co
nve
ntio
ns o
f a
n a
na
lysis
, a
da
ptin
g it
wh
en
needed to s
uit p
urp
ose a
nd a
udie
nce, not alw
ays
su
ccessfu
lly,
e.g
. in
form
al co
mm
ent
on t
he c
on
ten
t o
r sty
le
of th
e b
ook c
ove
r
•co
nvin
cin
g,
ind
ivid
ua
l vo
ice
or
po
int
of
vie
w e
sta
blis
he
d
an
d m
ostly s
usta
ine
d t
hro
ug
ho
ut,
e.g
. a
uth
orita
tive e
xp
ert
vie
w, w
ith a
str
ong o
pin
ion a
bout th
e b
ook c
over
•le
ve
l o
f fo
rma
lity u
se
d f
or
an
aly
sis
an
d t
he
go
ve
rno
rs is
ge
ne
rally
ap
pro
priate
an
d a
ra
nge
of
sty
listic d
evic
es u
se
d
to a
ch
ieve
eff
ect,
not
alw
ays s
ucce
ssfu
lly,
e.g
. co
ntr
olle
d
info
rma
lity,
ge
ne
ralis
atio
ns o
r sh
ifts
betw
ee
n w
riting
fo
r th
e
cla
ss
•vo
ca
bu
lary
ch
ose
n
ge
ne
rally
ap
pro
priate
to
an
aly
sis
an
d p
ub
lish
ing
te
rmin
olo
gy
•ra
ng
e o
f vo
ca
bu
lary
g
en
era
lly v
arie
d a
nd
o
ften
am
bitio
us,
eve
n
tho
ug
h c
ho
ice
s n
ot
alw
ays a
pt
ge
ne
rally
co
rrect
spe
llin
g
thro
ug
hou
t
like
ly e
rro
rs:
•o
cca
sio
na
l err
ors
in
am
bitio
us o
r co
mp
lex w
ord
s
L5
•a v
ariety
of sente
nce
length
s, str
uctu
res a
nd
su
bje
cts
pro
vid
es c
larity
a
nd
em
ph
asis
•w
ide
r ra
ng
e o
f co
nn
ective
s u
sed
to
cla
rify
re
latio
nsh
ip
be
twe
en
id
eas,
e.g
. although, on the o
ther
hand, m
eanw
hile
•so
me fe
atu
res o
f sente
nce s
tructu
re u
sed
to b
uild
up
deta
il o
r co
nve
y s
ha
des o
f m
eanin
g, e.g
. vari
atio
n in
w
ord
ord
er,
modals
in
verb
phra
ses
•fu
ll ra
ng
e o
f p
unctu
atio
n
use
d a
ccu
rate
ly t
o
dem
arc
ate
sente
nces,
inclu
din
g s
peech
punctu
ation, w
here
appro
priate
•syn
tax a
nd
pu
nctu
atio
n
with
in t
he s
en
tence
ge
ne
rally
accu
rate
, in
clu
din
g c
om
mas t
o m
ark
cla
uses, th
ough s
om
e
err
ors
occu
r w
he
re
am
bitio
us s
tru
ctu
res a
re
att
em
pte
d
•m
ate
rial is
str
uctu
red
cle
arl
y,
with
se
nte
nce
s
org
an
ised
into
ap
pro
pri
ate
para
gra
phs a
round the
are
as f
or
ana
lysis
•d
eve
lop
me
nt
of
mate
ria
l is
effe
ctive
ly m
an
ag
ed
a
cro
ss te
xt,
e.g
. clo
se
re
fers
back to o
penin
g
•o
ve
rall
dire
ctio
n o
f th
e
text
su
pp
ort
ed
by c
lea
r lin
ks
be
twe
en
pa
rag
raphs
•p
ara
gra
phs/s
ectio
ns
cle
arl
y s
tructu
re m
ain
id
eas
acro
ss te
xt
to s
up
po
rt
pu
rpo
se, e
.g. cle
ar
log
ica
l lin
ks b
etw
ee
n p
ara
gra
ph
s
•w
ithin
para
gra
phs/
se
ctio
ns,
a r
an
ge
of d
evic
es
support
cohesio
n, e.g
. se
cu
re u
se o
f p
rono
un
s,
co
nn
ectives,
refe
ren
ces
ba
ck to
text
•lin
ks b
etw
ee
n
pa
rag
rap
hs/s
ectio
ns
genera
lly m
ain
tain
ed a
cro
ss
wh
ole
te
xt
•re
leva
nt
po
ints
an
d
evid
en
ce
de
ve
lop
ed
with
so
me
im
agin
ative
deta
il
•d
eve
lop
me
nt
of
idea
s
an
d m
ate
ria
l a
pp
rop
ria
tely
sh
ap
ed f
or
an a
naly
tica
l re
port
•cle
ar
vie
wp
oin
t o
n t
he
su
ita
bili
ty o
f th
e b
oo
k c
ove
r e
sta
blis
he
d,
ge
nera
lly
consis
tent, w
ith s
om
e
ela
bo
ratio
n,
e.g
. som
e,
un
eve
n, d
evelo
pm
en
t of
tone a
nd p
urp
ose o
f th
e
an
aly
sis
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r a
nd
co
nsis
tently m
ain
tain
ed
•fe
atu
res o
f an
ana
lytica
l re
port
cle
arly e
sta
blis
hed
with s
om
e a
dapta
tion to the
ne
ed
to
co
nvin
ce t
he
re
ad
er
•appro
priate
sty
le c
learly
esta
blis
he
d t
o m
ain
tain
th
e
rea
de
r’s inte
rest
thro
ug
ho
ut
•vo
ca
bu
lary
ch
ose
n
for
the e
ffect
of a
naly
sin
g
•re
aso
nab
ly w
ide
vo
ca
bu
lary
use
d,
tho
ug
h
no
t a
lwa
ys a
pp
rop
ria
tely
corr
ect spelli
ng o
f:
•co
mm
on
gra
mm
atica
l fu
nctio
n w
ord
s c
onsis
tently
•a
lmo
st a
ll in
flecte
d w
ord
s
•m
ost
de
riva
tio
na
l su
ffix
es,
e.g
. -io
n,
-ise
, -a
l/ia
l, -
ab
le/ible
•m
ost
pre
fixe
s, e
.g.
dis
ap
pe
ar,
unce
rta
in,
excla
im
like
ly e
rro
rs:
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•double
consonants
in
pre
fixes, e.g
. irre
gula
r,
un
ne
cessa
ry
IE
Ove
rall
asse
ssm
en
t (t
ick o
ne
bo
x o
nly
) S
ecu
re 6
L
ow
6
Se
cu
re 5
L
ow
5
Secondary
Nat
iona
l Str
ateg
yfo
r sc
hool
imp
rove
men
t
26 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Mark
ing
gu
idelin
es –
Year
9 t
ask –
Bo
ok c
over
an
aly
sis
Level 6 e
xam
ple
– c
on
tin
ued
Asse
ssin
g p
up
ils’ p
rog
ress in
En
glis
h a
t K
ey S
tag
e 3
Pupil
nam
e........................................................................................
Form
.................................
Date
...............................
A
F5
– v
ary
se
nte
nc
es
fo
r cla
rity
, p
urp
os
e a
nd
e
ffe
ct.
AF
6 –
wri
te w
ith
te
ch
nic
al
accu
rac
y o
f s
yn
tax a
nd
p
un
ctu
ati
on
…
AF
3 –
org
an
ise a
nd
p
resen
t w
ho
le t
exts
e
ffe
cti
ve
ly…
AF
4 –
co
nstr
uct
para
gra
ph
s a
nd
use
co
hesio
n w
ith
in a
nd
b
etw
een
para
gra
ph
s.
AF
1 –
wri
te i
ma
gin
ati
ve
, in
tere
sti
ng
an
d t
ho
ug
htf
ul
tex
ts.
AF
2 –
pro
du
ce t
exts
w
hic
h a
re a
pp
rop
riate
to
ta
sk, re
ad
er
an
d p
urp
ose.
AF
7 –
se
lec
t ap
pro
pri
ate
an
d
eff
ec
tive
vo
ca
bu
lary
.
AF
8 –
use c
orr
ect
sp
ellin
g.
L5
•a v
ariety
of sente
nce
length
s, str
uctu
res a
nd
su
bje
cts
pro
vid
es c
larity
a
nd
em
ph
asis
•w
ide
r ra
ng
e o
f co
nn
ective
s u
sed
to
cla
rify
re
latio
nsh
ip
be
twe
en
id
eas,
e.g
. although, on the o
ther
hand, m
eanw
hile
•so
me fe
atu
res o
f sente
nce s
tructu
re u
sed
to b
uild
up
deta
il o
r co
nve
y s
ha
des o
f m
eanin
g, e.g
. vari
atio
n in
w
ord
ord
er,
modals
in
verb
phra
ses
•fu
ll ra
ng
e o
f p
unctu
atio
n
use
d a
ccu
rate
ly t
o
dem
arc
ate
sente
nces,
inclu
din
g s
peech
punctu
ation, w
here
appro
priate
•syn
tax a
nd
pu
nctu
atio
n
with
in t
he s
en
tence
ge
ne
rally
accu
rate
, in
clu
din
g c
om
mas to m
ark
cla
uses, th
ough s
om
e
err
ors
occu
r w
he
re
am
bitio
us s
tru
ctu
res a
re
att
em
pte
d
•m
ate
rial is
str
uctu
red
cle
arl
y,
with
se
nte
nce
s
org
an
ised
into
ap
pro
pri
ate
para
gra
phs a
round the
are
as f
or
ana
lysis
•d
eve
lop
me
nt
of
mate
ria
l is
effe
ctive
ly m
an
ag
ed
a
cro
ss te
xt,
e.g
. clo
se
re
fers
back to o
penin
g
•o
ve
rall
dire
ctio
n o
f th
e
text
su
pp
ort
ed
by c
lea
r lin
ks
be
twe
en
pa
rag
raphs
•p
ara
gra
phs/s
ectio
ns
cle
arl
y s
tructu
re m
ain
id
eas
acro
ss te
xt
to s
up
po
rt
pu
rpo
se, e
.g. cle
ar
log
ica
l lin
ks b
etw
ee
n p
ara
gra
ph
s
•w
ithin
para
gra
phs/
se
ctio
ns,
a r
an
ge
of d
evic
es
support
cohesio
n, e.g
. se
cu
re u
se o
f p
rono
un
s,
co
nn
ectives,
refe
ren
ces
ba
ck to
text
•lin
ks b
etw
ee
n
pa
rag
rap
hs/s
ectio
ns
genera
lly m
ain
tain
ed a
cro
ss
wh
ole
te
xt
•re
leva
nt
po
ints
an
d
evid
en
ce
de
ve
lop
ed
with
so
me
im
agin
ative
deta
il
•d
eve
lop
me
nt
of
idea
s
an
d m
ate
ria
l a
pp
rop
ria
tely
sh
ap
ed f
or
an a
naly
tica
l re
port
•cle
ar
vie
wp
oin
t o
n t
he
su
ita
bili
ty o
f th
e b
oo
k c
ove
r e
sta
blis
he
d,
ge
nera
lly
consis
tent, w
ith s
om
e
ela
bo
ratio
n,
e.g
. som
e,
un
eve
n, d
evelo
pm
en
t of
tone a
nd p
urp
ose o
f th
e
an
aly
sis
•m
ain
pu
rpose o
f w
ritin
g
to a
na
lyse
is c
lea
r a
nd
co
nsis
tently m
ain
tain
ed
•fe
atu
res o
f an
ana
lytica
l re
port
cle
arly e
sta
blis
hed
with s
om
e a
dapta
tion to the
ne
ed
to
co
nvin
ce t
he
re
ad
er
•appro
priate
sty
le c
learly
esta
blis
he
d t
o m
ain
tain
th
e
rea
de
r’s inte
rest
thro
ug
ho
ut
•vo
ca
bu
lary
ch
ose
n
for
the e
ffect
of a
naly
sin
g
•re
aso
nab
ly w
ide
vo
ca
bu
lary
use
d,
tho
ug
h
no
t a
lwa
ys a
pp
rop
ria
tely
co
rrect sp
elli
ng o
f:
•com
mon g
ram
matical
fun
ctio
n w
ord
s c
onsis
tently
•a
lmo
st a
ll in
flecte
d w
ord
s
•m
ost
de
riva
tio
na
l su
ffix
es,
e.g
. -io
n,
-ise
, -a
l/ia
l, -
ab
le/ible
•m
ost
pre
fixe
s, e
.g.
dis
ap
pe
ar,
unce
rta
in,
excla
im
like
ly e
rro
rs:
•o
cca
sio
na
l ph
on
etica
lly
pla
usib
le s
pe
llin
g in c
onte
nt
word
s,
e.g
. board
, acsept,
hungre
y, te
ryfing
•double
consonants
in
pre
fixes, e.g
. irre
gula
r,
un
ne
cessa
ry
L4
•som
e a
ttem
pt
to v
ary
le
ng
th,
str
uctu
re a
nd
su
bje
ct of se
nte
nces
•use o
f som
e
su
bo
rdin
ating
co
nn
ective
s,
e.g
. if,
when,
be
ca
use
•so
me
va
ria
tio
n,
genera
lly a
ccura
te, in
te
nse
and
ve
rb f
orm
s
•se
nte
nce
s d
em
arc
ate
d
accura
tely
thro
ughout th
e
text,
inclu
din
g q
ue
stio
n
mark
s
•sp
eech
ma
rks to d
en
ote
sp
eech
ge
ne
rally
accura
te,
with
so
me
oth
er
pun
ctu
ation
w
ith
in t
he q
uota
tio
n m
ark
s
•co
mm
as u
se
d in lis
ts
an
d o
cca
sio
na
lly t
o m
ark
cla
use
s,
alth
ou
gh n
ot
alw
ays a
ccura
tely
•p
oin
ts a
re o
rga
nis
ed
by
clu
ste
rin
g r
ela
ted
poin
ts
•p
oin
ts a
re o
rga
nis
ed
sim
ply
with
a f
ittin
g o
pe
nin
g
and c
losin
g, som
etim
es
linke
d
•m
ate
ria
l g
en
era
lly in
lo
gic
al se
qu
ence
but
ove
rall
dire
ctio
n o
f w
ritin
g o
ften
not
cle
arl
y s
igna
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y
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use o
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ays
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lyse
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atc
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of/
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on
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pe
llin
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hungre
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cca
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flecte
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ord
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g
B4
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Ove
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ssm
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bo
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) S
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L
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Se
cu
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L
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4
Be
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4
Secondary
Nat
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l Str
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yfo
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hool
imp
rove
men
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