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SecondaryNational Strategy
Campaign leafletsYear 7 reading task
Teacher pack
Guidance
Curriculum andStandards
Key Stage 3 English LEAconsultants, heads of Englishdepartments and Year 7 teachersStatus: Recommended
Date of issue: 01-2006
Ref: DfES 1789-2005 CDO-EN
Assessing pupils’ progress in English at Key Stage 3
Year 7 reading taskCampaign leaflets
Framework objectivesReading 8Infer and deduce meanings using evidence in the text, identifying where andhow meanings are implied.
Reading 13Identify, using appropriate terminology, the way writers of non-fiction matchlanguage and organisation to their intentions, e.g. in campaign material.
Assessment focusesAF2 Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.AF3 Deduce, infer or interpret information, events or ideas from texts.AF4 Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level.AF5 Explain and comment on the writers’ uses of language, including
grammatical and literary features at word and sentence level.AF6 Identify and comment on writers’ purposes and viewpoints and the
overall effect of the text on the reader.
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 to complete the task, working independently. Unfinished tasks are unlikely to produce 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 – headline from Cats Protection leafletText A – Cats Protection leafletOHT 2 – first section of Cats Protection leafletOHT 3 – Text B – RNLI leaflet Pages 2–4 of reading bookletPages of answer bookletMarking guidelinesExemplar 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 read and respond to two leaflets which promotespecific charities: Cats Protection and the Royal National Lifeboat Institution(RNLI). There is a particular focus on audience, purpose and text type,especially the way the leaflets seek to persuade the reader.
Textual conventions are identified in the first text through shared reading inorder to support pupils towards a more independent study of the second text.
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.
Starter (5 minutes)� Display OHT 1 (Just £3 a month…) and ask pupils, in pairs, to speculate
on what kind of text this might be and how they know. Ask them to focuson audience and purpose.
� Take brief feedback, drawing out the following:– The text seeks to persuade the reader to give a regular amount of
money– All this refers to some information which will follow in the text– It is some kind of charity, raising money for a good cause– It is aimed at a reader who is likely to support such a cause.
Introduction (25 minutes)� Show the complete Cats Protection leaflet (page 2 of pupil reading booklet)
and give pupils a few moments to read it to themselves.� Clarify any vocabulary that pupils may not understand.� Draw out, through question and answer, the purpose and effect of the
following whole-text features:– The photographs, many of which show cute kittens – The subheadings which contain facts and figures – The rubber stamp graphic – Other graphics such as the paw prints – The text box How will your regular donation help?– The image of the three coins (75p per week equates to £3 per month).
� Next, display OHT 2, the first part of the text down to supporting thecommunity with cat care, and model the process of text marking. Draw out the following word- and sentence-level features through annotation of the text:– Repetition of Just…Just as a cohesive device to imply how little is
needed to make a difference– Ellipsis ( just for starters…) to suggest how much more still needs to
be done– Extended noun phrases (largest cat charity/responsible cat ownership)
to emphasise importance and status– Emotive adjectives (needy cats/vital refuge) to evoke sympathy and a
sense of urgency– Vocabulary choices (dedicated/rescuing/care/refuge/responsible) to aid
cohesion throughout the paragraph– First person plural (we) to imply a common cause
4 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
– Connectives which provide additional information (as well as / inaddition) to emphasise just how much is being done.
The purpose of this activity is to focus pupils on precise ways in whichlanguage is used to persuade the reader. Pupils should be encouraged toconsider the intended effect on the reader and the way in which that has beenconstructed by the “writer” of the text. It will be necessary to provide pupilswith a list of these word- and sentence-level features, on the board orflipchart, as an aide memoire prior to the next activity.
Development (20 minutes)� Briefly revisit the purpose (persuasion), audience (readers who consider
themselves to be caring and responsible) and text type (non-fiction charityleaflet) and ensure that pupils are clear about these.
� Refer pupils again to page 2 in the pupil reading booklet (the completetext) and ask them, in pairs, to text mark the remainder of the text, lookingfor language features which seek to persuade. The list of features providedon the board or flipchart should be available to support pupils as theywork.
Plenary (10 minutes)� Ask pupils to share one or two features they identified. Ask other pupils to
comment on the intended effect on the reader, focusing constantly onpurpose and audience.
� Make sure that any other important features (such as use of facts andstatistics and the direct address to the reader) are noticed and added tothe list on the board or flipchart.
� Complete the lesson by saying that pupils will be looking at persuasivenon-fiction in another text in the next lesson.
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 (15 minutes)� Display OHT 3, revealing the photograph only.� Ask pupils, working individually, to write down some adjectives that
describe the image of the man in the photograph. Take brief feedback.� Next, reveal the strapline (He’ll face…sub-zero temperatures) and ask
pupils to add to their ideas. Take brief feedback, asking pupils to explaintheir reasons for any changes or additions.
� Finally, reveal the caption and the bank details and ask pupils what kind of text this might be and how they know. Ask them to focus on audienceand purpose.
� Remind pupils of the text they read last lesson – persuasive non-fiction,along with the features listed on the board or flipchart. Briefly, draw out anysimilarities between the two texts (e.g. emotive vocabulary, use ofphotographs, direct address to the reader, etc.)
This introductory section is designed to bridge the two lessons and toencourage pupils to transfer skills from one lesson to another. Both texts arepersuasive, non-fiction charity leaflets and pupils should be invited to look forsimilarities as well as fundamental differences between the two. It is importantto maintain the emphasis on purpose, audience and text type whilstencouraging pupils to consider the effect the writer is attempting to create forthe potential reader.
Development (45 minutes)� Distribute the pupil reading booklet which contains complete versions of
both texts. Remind pupils that they have already read the Cats Protectionleaflet as well as the first page of the RNLI leaflet. Give them five minutes toread the second page of the RNLI leaflet on their own. Do not read the textaloud to the class.
� Direct pupils to the word insignia in the final paragraph and ask whetherany pupil knows its meaning as a symbol or design which showsmembership, e.g. of an organisation. Show them how they might haveworked out its meaning from the examples given, e.g. badges, flags, ties, etc.
� Hand out the answer booklet, and briefly show pupils how to use it. Advisethem to attempt all questions.
� Tell them that they have the rest of the lesson to complete the tasks.
6 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
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 that means that the pupils are no longer responding to the taskindependently. If this kind of support is necessary for an individual pupil in thecontext of the lesson, you will need to take the degree of support into accountwhen making the assessment judgement.
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 or issue for the whole class if there seems to be a fairly
general misunderstanding;� remind pupils how much time they have to complete the task.
Assessment� Use the marking guidelines to judge pupils’ overall levels on the specified
assessment focuses. Highlight, then tick, the sections of the markingguidelines according to the features you find and then consider whetherthe weight of evidence is at secure or low level 3, 4 or 5.
� Annotated exemplar responses for each question at every level are alsoincluded for reference and to give guidance on how the criteria are to beapplied.
7© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
8 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Just £3 amonth will
make all thispossible.
OHT 1
9© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Page 2 of reading booklet
Text A
Cam
pai
gn
Lea
flet.
© C
op
yrig
ht
Cat
s Pr
ote
ctio
n. P
rod
uce
d in
200
5. U
sed
wit
h k
ind
per
mis
sio
n.
10 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Just £3 a month will make all this possible.
Just 75p a week can helprehome over 60,000 cats a year,and that’s just for starters…
As the UK’s largest cat charity, we’rededicated to rescuing and rehomingcats, as well as promoting responsiblecat ownership. We have rescue centresacross the country, each one providingneedy cats with a vital refuge. Inaddition, each centre acts as a focalpoint for fundraising and supportingthe community with cat care.
OHT 2
11© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
OHT 3/Page 3 of reading booklet
Text B
12 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Rep
rodu
ced
by k
ind
perm
issi
on o
f th
e R
NL
I
OHT 3/Page 4 of reading booklet
13© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
These questions all refer to TEXT B
1. List three things you receive when you become a member of the RNLI. Find a brief quotation from the text to support each one (AF2).
What you receive when you become
a member of the RNLI
1.
2.
3.
A quotation which proves this
Statements about the lifeboat crews
“They put to sea in terrifying conditions”
“They…are on call 24 hours a day, 365days of the year”
“over a third of rescues take place in darkness”
What the statements suggest about
their qualities
2. The leaflet suggests that the lifeboat crews have many qualities. The statements in the left-hand column are all about the lifeboat crews. Complete theboxes in the right-hand column to explain what those statements suggest about theirqualities (AF3).
14 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
3. Look again at the three bold headings in the RNLI leaflet:
He’ll face 30ft waves, blizzards, force 9 gales and sub-zero temperatures.
All we ask of you is £3 a month.
How your membership helps the lifeboat service.
Explain why the three headings have been placed in this order (AF4).
He’ll face 30ft waves, blizzards, force 9 gales and sub-zero temperatures.
This comes first because…
All we ask of you is £3 a month.
This comes next because…
How your membership helps the lifeboat service.
This comes last because…
15© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
4. Which of the following statements best describes the way the writer feels about thelifeboat crews (AF6)?
Tick one
a) They’re a bit strange because they like wearing badges and ties with theRNLI insignia on them.
b) They’re in trouble because if they don’t get a lot of money, they won’t beable to carry on working.
c) They’re very brave people who risk their lives to save others and theydeserve our support.
Explain as fully as you can how you know this…
16 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
5. The leaflet uses words and phrases to persuade the reader to support the charity. One example has been given to help you.Complete the boxes for the other two, paying particular attention to the words whichare underlined (AF5).
The words/phrases used in the leaflet
“…making our seas safer costs around
£290,000 a day.”
“Which is why your membership is so vital
to us.”
“Selfless devotion and undeniable bravery
have marked our lifeboat crews
throughout our history.”
How they persuade the reader to supportthe RNLI
The leaflet uses a shocking and
surprising statistic to show how
expensive the service is.
This question refers to TEXT A and TEXT B
6. Both Cats Protection and the RNLI state how many rescues they have made over time.Cats Protection states, “We rescue a cat every nine minutes!”The RNLI states, “…over 136,000 lives saved since 1824.”Why do you think they refer to time in different ways (AF3)?
Write your explanation here…
17© 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
7 t
ask –
Cam
paig
n leafl
ets
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
...............................
AF
2 –
un
ders
tan
d,
descri
be,
sele
ct
or
retr
ieve in
form
ati
on
, even
ts o
r id
eas f
rom
te
xts
an
d u
se q
uo
tati
on
an
d r
efe
ren
ce t
o
tex
t.
AF
3 –
de
du
ce
, in
fer
or
inte
rpre
t in
form
ati
on
, e
ve
nts
or
ide
as f
rom
tex
ts.
AF
4 –
id
en
tify
an
d c
om
men
t o
n t
he
str
uctu
re a
nd
org
an
isati
on
of
texts
, in
clu
din
g g
ram
mati
cal
an
d p
resen
tati
on
al
fea
ture
s a
t te
xt
level.
AF
5 –
exp
lain
an
d c
om
men
t o
n w
rite
rs’
use
of
lan
gu
ag
e,
inclu
din
g g
ram
mati
cal an
d
lite
rary
fe
atu
res
at
wo
rd a
nd
se
nte
nc
e l
evel.
AF
6 –
id
en
tify
an
d c
om
me
nt
on
wri
ters
’ p
urp
oses a
nd
vie
wp
oin
ts,
an
d t
he o
vera
ll
eff
ect
of
the t
ext
on
th
e r
ead
er.
L5
In Q
1, pup
ils identify
th
ree r
ele
vant poin
ts, e
.g.
the
ma
ga
zin
e L
ifeboat,
deta
ils o
f R
NLI
insig
nia
w
hic
h y
ou c
an b
uy a
nd the
kno
wle
dge/s
atisfa
ction that you
ha
ve
suppo
rted t
he R
NL
I and/o
r th
e g
ratitu
de o
f th
e
RN
LI fo
r you
r suppo
rt.
A r
ele
vant quo
tation is p
rovid
ed for
all
thre
e
po
ints
, e.g
. yo
u’ll
re
ce
ive
our
qua
rterl
y
ma
ga
zin
e,
the L
ife
bo
at.
In Q
2, co
mm
ents
on a
ll th
ree s
tate
ments
use
in
fere
nce t
o d
eve
lop a
n e
xp
lana
tion
of th
e
textu
al e
vid
ence
, e.g
. th
ey a
re “
on
ca
ll” lik
e a
d
octo
r an
d c
ou
ld b
e c
alle
d o
ut
in t
he
mid
dle
of
the
nig
ht
or
on C
hristm
as D
ay.
Th
is s
ho
ws t
hat
the
y p
ut
the
ir w
ork
be
fore
eve
ryth
ing
els
e.
In Q
6, co
mm
ents
sho
w c
lear
unders
tand
ing
tha
t both
charities u
se
fig
ure
s t
o p
resent
them
selv
es in
the m
ost fa
voura
ble
lig
ht. B
oth
str
ess h
ow
man
y r
escues t
he
y m
ake
, but
diffe
rent aspects
of th
eir w
ork
are
str
essed
. C
ats
Pro
tection r
efe
rs t
o “
se
conds”
to
em
phasis
e the u
rgency/im
med
iacy o
f w
hat
the
y d
o. R
NLI re
fers
to the d
ate
to e
mphasis
e
the
continu
ity/h
isto
ry o
f th
eir w
ork
.
In Q
3, co
mm
ents
on a
ll th
ree h
eadin
gs s
ho
w a
ge
nera
l a
ware
ness o
f th
e w
rite
r’s s
tructu
ral
cho
ice
s,
with s
om
e e
xp
lanation, e.g
. th
e f
irst
se
nte
nce
is d
ram
atic a
nd
catc
hes t
he
re
ad
er’s
att
en
tio
n; th
e s
eco
nd
ma
kes o
ur
do
natio
n
se
em
qu
ite s
ma
ll in
co
mp
arison
; a
nd t
he
th
ird
g
oe
s o
n t
o e
xp
lain
ho
w o
ur
mo
ne
y w
ill b
e
use
d.
Str
on
ge
r answ
ers
ma
y n
otice the
pre
sent te
nse h
elp
s w
hic
h s
eem
s t
o a
ssum
e
tha
t w
e w
ill jo
in the
RN
LI.
In Q
5, co
mm
ents
sho
w s
om
e a
wa
reness o
f th
e p
ers
uasiv
e e
ffect of th
e w
rite
r’s langu
age
cho
ice
s in b
oth
exam
ple
s,
with
som
e
exp
lan
atio
n,
e.g
. T
he
use
of “y
ou
r” a
nd
“us”
ma
ke
s it
so
un
d p
ers
on
al, a
s if
the
re
ade
r is
b
ein
g s
poke
n t
o p
ers
on
ally
. “V
ita
l” is q
uite
an
em
otive w
ord
whic
h m
akes o
ur
mem
bers
hip
se
em
extr
em
ely
im
po
rta
nt.
Com
men
ts w
ill r
efe
r to
most of th
e u
nde
rlin
ed
wo
rds.
In Q
4,
responses identify
(c).
Som
e lim
ited
e
xp
lan
atio
n is p
rovid
ed
wh
ich
sh
ow
s g
en
era
l a
wa
reness o
f th
e e
ffect on
the r
eader,
e.g
. th
ele
aflet
tells
us h
ow
bra
ve t
he
life
bo
at
cre
ws a
re
and m
akes u
s feel th
at w
e s
hould
giv
e them
so
me
mo
ney b
eca
use
of th
at.
L4
In Q
1, pup
ils identify
tw
o o
r th
ree r
ele
vant
po
ints
, e.g
. th
e m
aga
zin
e L
ifeboat,
deta
ils o
f R
NL
I in
sig
nia
wh
ich y
ou
can b
uy a
nd the
kno
wle
dge/s
atisfa
ction that you
ha
ve
suppo
rted t
he R
NL
I and/o
r th
e g
ratitu
de o
f th
e
RN
LI fo
r you
r suppo
rt.
Som
e t
extu
al re
fere
nce
is p
rovid
ed b
ut it m
ay
be
un
se
lective
, e
.g. sto
ries o
f re
cent
rescu
es a
nd p
rofile
s o
f th
e
pe
op
le invo
lve
d.
In Q
2,
infe
rences o
n t
wo o
r th
ree o
f th
e
sta
tem
ents
ma
y b
e c
orr
ect but th
ere
ma
y b
e
little e
xp
lanation,
e.g
. (t
err
ifyin
g c
on
ditio
ns)
this
su
gg
ests
th
at
they a
re v
ery
bra
ve.
In Q
6, so
me g
enera
l a
wa
reness that both
ch
aritie
s u
se
fig
ure
s in d
iffe
ren
t w
ays t
o s
tre
ss
the
num
ber
of re
scues. In
fere
nce
s m
ay b
e
co
rrect but not
roote
d s
ecure
ly in t
he
text,
e.g
. 136,0
00 s
ounds b
etter
b
eca
use it’s a
big
ge
r n
um
be
r.
In Q
3, str
aig
htforw
ard
co
mm
ents
on tw
o o
r th
ree o
f th
e s
tructu
ral choic
es a
re p
rovid
ed,
bu
t w
ith
little
exp
lan
atio
n,
e.g
. it s
tart
s o
ff b
y
telli
ng y
ou
ab
ou
t a
ll th
e b
rave t
hin
gs t
he
lif
eb
oat
ma
n d
oes a
nd
th
en
it te
lls u
s w
ha
t w
e
ne
ed
to
do w
hic
h isn
’t m
uch.
Th
e last
he
ad
ing
g
oe
s o
n t
o t
ell
us h
ow
ou
r £
3 w
ill h
elp
.
In Q
5, so
me s
tra
ightf
orw
ard
com
men
ts o
n the
write
r’s lan
gua
ge c
ho
ices in o
ne o
r both
e
xam
ple
s a
re p
rovid
ed, e
.g.
“selfle
ss”
an
d
“bra
ve
ry”
are
wo
rds t
hat
sh
ow
th
at
the
life
bo
at
pe
op
le a
re b
rave a
nd
put
the
ir jo
b f
irst.
Th
is
wo
uld
pe
rsu
ad
e u
s t
o s
up
port
the
m.
Som
e o
f th
e u
nde
rlin
ed w
ord
s m
ay n
ot be
addre
ssed.
In Q
4,
responses identify
(c).
Som
e
str
aig
htforw
ard
com
men
ts a
bout th
e e
ffect on
the
reade
r a
re p
rovid
ed, e
.g.
because I t
hin
k
we
are
me
an
t to
th
ink t
hat
they a
re b
rave
.
L3
In Q
1, pup
ils identify
sim
ple
, ob
vio
us p
oin
ts,
e.g
. you g
et a m
aga
zin
e,
but
there
may a
lso
be m
isunders
tandin
gs, e.g
. you g
et som
e
ba
dg
es a
nd f
lag
s.
Som
e q
uota
tion
may b
e p
rovid
ed b
ut
it is lik
ely
to
para
ph
rase the p
oin
t m
ade.
In Q
2,
responses m
ay t
end t
ow
ard
s the litera
l,
e.g
. th
ey g
o o
ut
in t
he
da
rk, o
r m
ay b
e b
ased
on p
ers
ona
l spe
cula
tion, e.g
. I
wo
uld
n’t lik
e t
o
go
out
on th
e s
ea in
the
dark
.
In Q
6, so
me lim
ited c
om
ments
about
what th
e
tim
e r
efe
rences s
ugge
st, thou
gh n
ot alw
ays
rele
vant o
r be b
ased o
n s
pecu
lation, e
.g.
they
mig
ht
not
know
how
many p
eople
are
re
scued e
very
few
min
ute
s.
In Q
3, co
mm
ents
are
lim
ited
and a
re lik
ely
to
pa
raphra
se
the t
hre
e h
ead
ings.
In Q
5, co
mm
ents
are
lim
ited
and a
re lik
ely
to
pa
raphra
se
, e.g
. it tells
us t
hat
our
mem
bers
hip
is v
ital. C
om
ments
ma
y n
ot
focus
on the p
ers
uasiv
e n
atu
re o
f th
e lan
guage
.
In Q
4, re
sponses m
ay iden
tify
(a),
(b
) or
(c)
or
mo
re t
han o
ne o
f th
ese
. C
om
men
ts m
ay s
ho
w
little a
wa
reness o
f th
e e
ffect on the r
eade
r apart
fro
m a
pe
rsona
l re
sponse
or
one w
hic
h
pa
raphra
se
s the
text, e
.g. I
thin
k t
hey’re v
ery
b
rave p
eo
ple
.
B3
IE
Ove
rall
asse
ssm
ent
(tic
k o
ne b
ox o
nly
) S
ecu
re 5
Lo
w 5
S
ecu
re 4
Lo
w 4
S
ecu
re 3
Lo
w 3
B
elo
w 3
Secondary
Nat
iona
l Str
ateg
yfo
r sc
hool
imp
rove
men
t
Exemplar responses
18 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
1. List three things you receive when you become a member of the RNLI. Find a briefquotation from the text to support each one (AF2).
Level 3: Response and commentary
Two correct points are identified – ‘there thanks’ and ‘Magazine’ – but there is alsomisunderstanding and the given quotation is relevant in only a generalised way.
Level 4: Response and commentary
Three relevant points are identified, each supported by a quotation, but the textualreferences are unselective.
19© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Level 5: Response and commentary
Three relevant points are clearly identified, each supported by a precise and relevantquotation. However, the second point is an extension of the first, and the point abouttheir thanks is missed.
20 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
2. The leaflet suggests that the lifeboat crews have many qualities. The statements in the left-hand column are all about the lifeboat crews. Complete theboxes in the right-hand column to explain what those statements suggest about theirqualities (AF3).
Level 3: Response and commentary
A simple and obvious inference is drawn from each of the given quotations.
Level 4: Response and commentary
For each quotation, a relevant and appropriate inference is given, although points aremade briefly and with little elaboration.
Statements about the lifeboat crews
“They put to sea in terrifying conditions”
“They…are on call 24 hours a day, 365days of the year”
“over a third of rescues take place in darkness”
What the statements suggest about
their qualities
Statements about the lifeboat crews
“They put to sea in terrifying conditions”
“They…are on call 24 hours a day, 365days of the year”
“over a third of rescues take place in darkness”
What the statements suggest about
their qualities
21© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Level 5: Response and commentary
A relevant and appropriate comment is given for each quotation, developing in a littlemore detail some explanation of the inferences made.
Statements about the lifeboat crews
“They put to sea in terrifying conditions”
“They…are on call 24 hours a day, 365days of the year”
“over a third of rescues take place in darkness”
What the statements suggest about
their qualities
22 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
3. Look again at the three bold headings in the RNLI leaflet:
He’ll face 30ft waves, blizzards, force 9 gales and sub-zero temperatures.
All we ask of you is £3 a month.
How your membership helps the lifeboat service.
Explain why the three headings have been placed in this order (AF4).
Level 3: Response and commentary
Comment on each heading is largely orientated towards content/meaning, but there is animplicit awareness throughout that the headings are deliberately sequenced to supportthe persuasive purpose of the leaflet – “the reader has heard how brave the members ofNRLI are so they do give money”.
23© 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
Although explanations are limited but pertinent, comment on each of the headings isrelated to the persuasive purpose of the leaflet and the way this is supported by theirorder – “all the bad things what happed first and after that he will ask for our help...make the reader feal guilty and forced to give money... help to surpport the actively vital survice”.
24 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Level 5: Response and commentary
Comment on each of the headings focuses on the writer’s structural choices – “It shocksthe reader straight away... makes the reader want to help... now tells the reader how theycan help... tells the reader extra information that will persuade them...” – and developssome explanation of how the sequencing of the headings contributes to the persuasivepurpose of the leaflet.
25© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
4. Which of the following statements best describes the way the writer feels about thelifeboat crews (AF6)?
Level 3: Response and commentary
Statement (c) is correctly identified, but comment, although developed, is restricted to apersonal response to the bravery and commitment of the lifeboat men.
26 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Level 4: Response and commentary
Statement (c) is correctly identified and supported by some straightforward comments onthe effect of the text on the reader – “make us fell greatful, sorry, and soporting”.
27© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
Level 5: Response and commentary
Statement (c) is correctly identified and supported by a comment that just shows sufficientgeneral awareness of the impact of the leaflet on the reader – “want us to admire andrespect these people so we will support and help them” – to meet the level 5 criteria.
28 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
5. The leaflet uses words and phrases to persuade the reader to support the charity. One example has been given to help you.Complete the boxes for the other two, paying particular attention to the words whichare underlined (AF5).
Level 3: Response and commentary
Comment on the two quotations comprises largely paraphrase of meaning, but with someawareness of the importance of key words – “if you don’t take part it (won’t) be as good”(vital); and “members devote their lives” (selfless).
29© 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
There is straightforward but appropriate comment on some of the key words and phrases,showing awareness of the way reader involvement is stressed through the emphasis on“your membership” and the use of “emotive words to make the reader fell presherd”.
30 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Level 5: Response and commentary
This response shows an understanding of the persuasive effect intended by the writer’schoices of language, drawing attention to the use of “personal pronouns which makesthe reader feel involved” and to the way the noun phrases “make us admire and respectthese people”.
31© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3
6. Both Cats Protection and the RNLI state how many rescues they have made over time.Cats Protection states, “We rescue a cat every nine minutes!”The RNLI states, “…over 136,000 lives saved since 1824.”Why do you think they refer to time in different ways (AF3)?
Level 3: Response and commentary
Although no distinction is made between the way the two charities use the timereferences, comment does show a general awareness that the intention is persuasive –“they bofe want our help” – and so the reader is made to reflect on “all the kittens andPeoples lives been saved”.
Level 4: Response and commentary
There is straightforward recognition that the charities make use of the time references toemphasise the number of rescues that have taken place over an extended period of time– “astonish and impress the reader at how succesful they’ve been or still are”.
32 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN
Level 5: Response and commentary
An explanation is given of how both charities use the time references to present theirefforts in the most favourable light. For Cats Protection, “a short space of time” betweeneach rescue is emphasised, whereas for the RNLI, “a long period of time” is stressed toshow “how long the charity has been around”.
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.