Film review. Secondary National Strategy. Year 8 writing task. Teacher pack. Assessing pupils progress in English at Key Stage 3.

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1 Secondary National Strategy Guidance Curriculum and Standards Film review Year 8 writing task Teacher pack English subject leaders and teachers of English Status: Recommended Date of issue: Ref: DfES CDO-EN Assessing pupils progress in English at Key Stage 3

2 Film review Year 8 writing task Framework objectives Writing 18 Write a critical review. Writing triplet Analyse, review, comment Assessment focuses AF1 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 needed Two consecutive one-hour lessons. Timings will need to be adjusted if lessons are 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 particular circumstances, but should bear in mind that spending overmuch time on any section may disadvantage pupils. Pack includes Teacher notes OHT 1 task OHT 2 film review School of Rock OHT 3 features of review writing OHT 4 planning sheet Pages of pupil booklet Marking guidelines Annotated exemplar responses Task outline This task requires pupils to write a film review for a website, designed by and written for young people, which contains reviews of television programmes, music, films and books. As preparation, pupils study a current film review to develop their understanding of the genre, paying particular attention to the way information is selected and organised to support a viewpoint. They then write their own review of a film they have recently seen. 2 Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

3 Teacher notes Teaching sequence LESSON 1 Share the learning objective with the class, rephrasing as appropriate for the group. Introduction (15 minutes) Introduce the pupils to the task on OHT 1 (page 2 of the pupil booklet): Write a review of a film that you have seen recently for a website, designed by and written for young people, which contains reviews of television programmes, music, films and books. Read through the task with the class and ask pupils to highlight in their booklets the audience, purpose and form of the task they are being asked to write. Take brief feedback on this and clarify any misunderstanding. This will help pupils to engage with the task before they look at the model of writing. Explore, as a class, what pupils understand about reviews. Draw out some of the key points, such as: where reviews might be found what they are usually about, e.g. books, films what their purpose is. Introduce them to some of the features of reviews that they will see in the review they read and then use in the one they write. Draw their attention to: the mixture of fact and opinion: the possibility of bias viewpoint and voice. Development (40 minutes) Explain that the review pupils will write later will need to present information and comment in a way that conveys a clear viewpoint about the film to the reader. Ask them to turn to the review of School of Rock (OHT 2/page 3 of the pupil booklet). Explain that the review contains strong opinions and also factual information. Read the review aloud to the class. Ask pupils, in pairs, to find examples of the writer s viewpoint in the School of Rock review, and to highlight any examples of fact. Take feedback from some pairs on what they have selected, asking pupils to explain why they think the examples they chose are fact or opinion. Clarify any misunderstanding. Show OHT 3 (page 4 of the pupil booklet), the checklist of features. Talk through each of the features with the class and explain that these are features often included in film reviews to ensure the style matches the purpose of influencing the reader. Tell the class that they are now going to look for evidence of these features in the review. Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 3

4 Ask pupils, in pairs, to find an example of each feature in the School of Rock review and write it in the appropriate box in the first column. Then, for each feature, ask them to try to think of the effect this feature has on the reader and to complete the appropriate box in the second column. Demonstrate this process on the OHT with the first feature. Then take feedback from some pairs on their findings of how the writer has used fact and opinion, asking them to say what effects they think these have on the reader. Ask the class to share their findings for each feature in turn and collate the responses on the OHT. Clarify any misunderstanding about the terms used or the examples chosen. Plenary (5 minutes) Remind pupils of the task they are going to complete in the next lesson. Remind them of the features to which they have been introduced in the lesson. Choose one quotation from the School of Rock review and ask the class to tell you which feature from the checklist it is and what its effect is. Depending on time, this can be done for all the features. Ask pupils to think about a film they have watched recently about which they would be able to write. Encourage them, if possible, to watch the film before the next lesson. 4 Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

5 LESSON 2 Remind pupils of the learning objectives for these two lessons. Introduction (20 minutes) Remind the class of the task (OHT 1/page 2 of the pupil booklet). Ask the class to name some films that they have seen recently which might be enjoyable for other people of their age. Ask them, in pairs, to tell each other about the film they have chosen for their review, focusing on the audience for the film, the performances, direction and a quick summary of the plot. Give them no more than five minutes for this. Show OHT 4, the planning sheet, and ask pupils to turn to it on page 5 of the pupil booklet. Explain that they are now going to use this sheet to write their own plan for the review of their chosen film. Development (40 minutes) Explain that pupils are now going to write their review. Remind them to make use of the model, the checklist of writing features and their planning sheet to help them write. Emphasise that they can express their opinions freely and that, because of the form and audience of the piece, their writing does not need to be balanced or formal. They should write for about 40 minutes. They should start writing on page 6 of the pupil booklet. In the last ten minutes, ask pupils to check their work for technical accuracy and against the checklist of features. These are not test conditions so prompt pupils if necessary (e.g. to write more, to explain themselves more clearly and so on). Do not, however, provide support that means that the pupils are no longer responding to the task independently. If this kind of support is necessary for an individual pupil in the context of the lesson, you will need to take the degree of support into account when 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 the pupils overall levels on the assessment focuses. Highlight, then tick, the sections of the marking guidelines according to the features you find and then consider whether the weight of evidence is at secure or low level 3, 4 or 5. Annotated exemplar responses to the task at every level are also included for reference and to give guidance on how the criteria are to be applied. Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 5

6 OHT 1/Page 2 of pupil booklet Task Task: Write a review of a film that you have seen recently for a website, designed by and written for young people, which contains reviews of television programmes, music, films and books. 6 Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

7 OHT 2/Page 3 of pupil booklet Film review School of Rock Film review School of Rock In the film School of Rock, Jack Black plays talented, but unsuccessful, musician Dooey: a wanabee who has never quite managed to hit the big time, even though he has given all his time and energy in pursuit of this dream. His ambition is to win Battle of the Bands, a competition which can launch unknowns to stardom. As a result of losing his home and his band, however, the dream seems ever more unlikely, until a chance phone call, offering his flatmate a job teaching music in a posh school. He decides to take the position instead, so embarking on a journey that sees his egotistical character go from one haphazard incident to the next. Anyone who is familiar with Jack Black from his other film roles, such as in Shallow Hal and High Fidelity, will not be surprised or disappointed by his character in this film. It is as over the top, extreme and non-conformist as usual, with the familiar larger-than-life portrayal of himself. The pupils are great, too. They are really convincing as strait-laced youngsters, finding out that there is more to music, and life, than they thought. It is the young actors who steal the limelight, as they blossom from geeky students to confident rockers in the course of the film. The film is entertaining and the comedy moments are hilarious the first time round. Unfortunately, the jokes lose their sparkle the second, third or even fourth time, but still they make the audience smile. The knowledge that there is a sentimental ending on the horizon does not detract from the pleasure of the film, as although it is quite predictable it is somehow satisfying. It is attractive to young and old: particularly those who are in any way interested in the music world. As with all Jack Black s projects, the music aspect is accurate and verging on anorak in its breadth of knowledge. On the whole, it has many positive attributes, and if you are a fan of the American high school film, but would like to see it with a twist, then this is the film for you. Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 7

8 OHT 3/Page 4 of pupil booklet Features of review writing Feature Evidence from School of Rock review Effect on the reader Included in own review Summary of content/overview Use of fact and opinion Sentence structures to compare/ contrast/ emphasise ideas Language appropriate for teenage audiences Comment on details of the film, e.g. characters, events, setting, ending Use of quotation from a range of sources, e.g. references to other films/books, etc. Conclusion 8 Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

9 OHT 4/Page 5 of pupil booklet Planning sheet Planning for review Film summary Language points to remember Facts and opinions Order of paragraphs Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 9

10 Marking guidelines Year 8 task Film review Pupil name... Form... Date... AF5 vary sentences for clarity, purpose and effect. L5 a variety of sentence lengths, structures and subjects provides clarity and emphasis a wider range of connectives is used to focus attention on the subject, e.g. although, on the other hand some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, modals in verb phrases, adverbs to emphasise points AF6 write with technical accuracy of syntax and punctuation full range of punctuation used accurately to demarcate sentences, including speech punctuation, where appropriate syntax and punctuation within the sentence generally accurate, including commas to demarcate clauses, though some errors occur where ambitious structures attempted AF3 organise and present whole texts effectively writing is structured clearly, with sentences organised into appropriate paragraphs development of material is effectively managed across the text, e.g. the conclusion refers back to the opening overall direction of the review supported by clear links between the paragraphs, e.g. on the other hand AF4 construct paragraphs and use cohesion within and between paragraphs. paragraphs clearly structure main ideas across text to support purpose, e.g. clear logical links between paragraphs within paragraphs, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text links between paragraphs/sections generally across whole text AF1 write imaginative, interesting and thoughtful texts. relevant ideas and material chosen and developed with some imaginative detail development of ideas and material appropriately shaped for a review clear viewpoint established, generally consistent, with some elaboration, e.g. development of individual voice AF2 produce texts which are appropriate to task, reader and purpose. main purpose of writing to review is clear and consistently features of writing to review are clearly established, with some adaptation to purpose style of a review is clearly established to maintain reader s interest throughout L4 some attempt to vary length, structure and subject of sentences use of some subordinating connectives, e.g. if, when, because some variation, generally accurate, in tense and verb forms sentences are demarcated accurately throughout the text, including question marks speech marks are mainly used accurately commas used in lists and occasionally to mark clauses, although not always accurately ideas are organised by clustering related points or by time sequence ideas are organised simply with a fitting opening and ending ideas or material generally in logical sequence but overall direction of writing often not clearly signalled paragraphs or sections help to organise content, e.g. main idea usually supported or elaborated by following sentences within paragraphs/ sections, limited range of connectives between sentences, e.g. over-use of also or pronouns some attempt to establish simple links between paragraphs/sections, not always, e.g. firstly, next relevant ideas and content are chosen some ideas and material may be developed in detail, with some explanation of opinion straightforward viewpoint generally established and main purpose of writing to review is clear but not always consistently main features of a review are clear and appropriate to purpose style generally appropriate to task though awareness of appropriate audience not always sustained IE Overall assessment (tick one box only) Secure 5 Low 5 Secure 4 Low 4 Assessing pupils progress in English at Key Stage 3 Secondary National Strategy for school improvement AF7 select appropriate and effective vocabulary. AF8 use correct spelling. vocabulary is chosen for effect on the reader a reasonably wide vocabulary is used, though not always precisely correct spelling of: common grammatical function words consistently almost all inflected words most derivational suffixes, e.g. -ion, -ise, -al/ial, -able/ible most prefixes, e.g. disappear, uncertain, exclaim likely errors: occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing double consonants in prefixes, e.g. irregular, unnecessary some evidence of deliberate vocabulary choices, particularly to reflect strong opinion some expansion of general vocabulary to match topic of reviewing a film correct spelling of: most common grammatical function words, e.g. you, because, although most adverbs with -ly formation likely errors: homophones of common grammatical function words, e.g. they re/their/there, of/have/off occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing occasional inflected words, e.g. -es, -ed, -ies, -ied, -er, -est, -ier, -iest, -ing 10 Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

11 Marking guidelines Year 8 task Film review Secondary National Strategy for school improvement Pupil name... Form... Date... AF5 vary sentences for clarity, purpose and effect. L4 some attempt to vary length, structure and subject of sentences use of some subordinating connectives, e.g. if, when, because some variation, generally accurate, in tense and verb forms AF6 write with technical accuracy of syntax and punctuation sentences are demarcated accurately throughout the text, including question marks speech marks are mainly used accurately commas used in lists and occasionally to mark clauses, although not always accurately AF3 organise and present whole texts effectively ideas are organised clustering related points or by time sequence ideas are organised simply with a fitting opening and ending ideas or material generally in logical sequence but overall direction of writing often not clearly signalled AF4 construct paragraphs and use cohesion within and between paragraphs. paragraphs or sections help to organise content, e.g. main idea usually supported or elaborated by following sentences within paragraphs/ sections, limited range of connectives between sentences, e.g. over-use of also or pronouns some attempt to establish simple links between paragraphs/sections, not always, e.g. firstly, next AF1 write imaginative, interesting and thoughtful texts. relevant ideas and content are chosen some ideas and material may be developed in detail, with some explanation of opinion straightforward viewpoint generally established and AF2 produce texts which are appropriate to task, reader and purpose. main purpose of writing to review is clear but not always consistently main features of a review are clear and appropriate to purpose style generally appropriate to task though awareness of appropriate audience not always sustained AF7 select appropriate and effective vocabulary. some evidence of deliberate vocabulary choices, particularly to reflect strong opinion some expansion of general vocabulary to match topic AF8 use correct spelling. correct spelling of: most common grammatical function words, e.g. you, because, although most adverbs with -ly formation likely errors: homophones of common grammatical function words, e.g. they re/their/there, of/have/off occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing occasional inflected words, e.g. -es, -ed, -ies, -ied, -er, -est, -ier, -iest, -ing L3 reliance mainly on simple sentences and, but, so are the most common connectives some limited variation in use of tense and verb forms, not always secure straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks comma splicing evident, particularly in narrative some, limited, use of speech punctuation, where appropriate some limited attempt to organise ideas with some related points placed next to each other openings and closings usually signalled some attempt to sequence ideas or material logically, not always successful some paragraphs or sections often lacking internal structure, e.g. one-sentence paragraphs or ideas randomly organised within paragraphs, some limited attempt to link sentences, e.g. use of pronouns, often inconsistent, or of adverbials movement between paragraphs abrupt or disjointed some appropriate ideas and content included some attempt to elaborate on basic observations attempt to adopt viewpoint and appropriate voice for audience, though often not or inconsistent some attempt to establish purpose of review, though often superficial some features of film review are signalled to the reader, e.g. the rating, title, actors some attempt to establish appropriate style for a review but not always consistent or sustained simple, generally appropriate, vocabulary used, though often limited in range some attempt to use words for effect correct spelling of: sometimes, common grammatical function words, e.g. with, could likely errors: frequent phonetically plausible spelling in content words, e.g. veiw, recieve, corse, thort frequently in inflected endings, e.g. -es, -ed, -ies, -ied, -er, -est, -ier, -iest, -ing B3 IE Overall assessment (tick one box only) Secure 4 Low 4 Secure 3 Low 3 Below 3 Assessing pupils progress in English at Key Stage 3 Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 11

12 Annotated exemplar responses Level 3: Response and commentary Some attempt to vary length, structure and subject of sentences (AF5 L4 b1) Some basic features of film review signalled (AF2 L3 b2) Correct spelling of almost all inflected words (AF8 L5 b2) Straightforward sentences usually demarcated accurately and comma splicing evident (AF6 L3 b1/2) Homophone error of common grammatical function word (AF8 L4 b3) Some appropriate ideas and content included (AF1 L3 b1) Some expansion of general vocabulary to match topic (AF7 L4 b2) Some limited attempt to organise ideas (AF3 L3 b1) Movement between paragraphs/ sections abrupt (AF4 L3 b3) This response is heavily dependent on retelling the plot, with little elaboration (AF1) and limited comment appropriate to establishing a suitable form for a review (AF2). There is little attempt to cluster ideas into paragraphs (AF3) and movement between the two sections is abrupt (AF4). There is some attempt to vary the length and structure of sentences (AF5). Sentence demarcation is sometimes accurate, although there is evidence of comma splicing throughout (AF6). Vocabulary choices are generally appropriate and some reflect strength of opinion (AF7), and many inflected words are correctly spelt (AF8). At word level, there is evidence of the pupil beginning to address the level 4 criteria, but for the other assessment focuses, it is at best the level 3 criteria that are fulfilled. Hence the overall judgement is secure level Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

13 Marking guidelines Year 8 task Film review Level 3 example Secondary National Strategy for school improvement Pupil name... Form... Date... AF5 vary sentences for clarity, purpose and effect. L4 some attempt to vary length, structure and subject of sentences use of some subordinating connectives, e.g. if, when, because some variation, generally accurate, in tense and verb forms L3 reliance mainly on simple sentences and, but, so are the most common connectives some limited variation in use of tense and verb forms, not always secure AF6 write with technical accuracy of syntax and punctuation sentences are demarcated accurately throughout the text, including question marks speech marks are mainly used accurately commas used in lists and occasionally to mark clauses, although not always accurately straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks comma splicing evident, particularly in narrative some, limited, use of speech punctuation, where appropriate AF3 organise and present whole texts effectively ideas are organised clustering related points or by time sequence ideas are organised simply with a fitting opening and ending ideas or material generally in logical sequence but overall direction of writing often not clearly signalled some limited attempt to organise ideas with some related points placed next to each other openings and closings usually signalled some attempt to sequence ideas or material logically, not always successful AF4 construct paragraphs and use cohesion within and between paragraphs. paragraphs or sections help to organise content, e.g. main idea usually supported or elaborated by following sentences within paragraphs/ sections, limited range of connectives between sentences, e.g. over-use of also or pronouns some attempt to establish simple links between paragraphs/sections, not always, e.g. firstly, next some paragraphs or sections often lacking internal structure, e.g. one-sentence paragraphs or ideas randomly organised within paragraphs, some limited attempt to link sentences, e.g. use of pronouns, often inconsistent, or of adverbials movement between paragraphs abrupt or disjointed AF1 write imaginative, interesting and thoughtful texts. relevant ideas and content are chosen some ideas and material may be developed in detail, with some explanation of opinion straightforward viewpoint generally established and some appropriate ideas and content included some attempt to elaborate on basic observations attempt to adopt viewpoint and appropriate voice for audience, though often not or inconsistent AF2 produce texts which are appropriate to task, reader and purpose. main purpose of writing to review is clear but not always consistently main features of a review are clear and appropriate to purpose style generally appropriate to task though awareness of appropriate audience not always sustained some attempt to establish purpose of review, though often superficial some features of film review are signalled to the reader, e.g. the rating, title, actors some attempt to establish appropriate style for a review but not always consistent or sustained AF7 select appropriate and effective vocabulary. some evidence of deliberate vocabulary choices, particularly to reflect strong opinion some expansion of general vocabulary to match topic simple, generally appropriate, vocabulary used, though often limited in range some attempt to use words for effect AF8 use correct spelling. correct spelling of: most common grammatical function words, e.g. you, because, although most adverbs with -ly formation likely errors: homophones of common grammatical function words, e.g. they re/their/there, of/have/off occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing occasional inflected words, e.g. -es, -ed, -ies, -ied, -er, -est, -ier, -iest, -ing correct spelling of: sometimes, common grammatical function words, e.g. with, could likely errors: frequent phonetically plausible spelling in content words, e.g. veiw, recieve, corse, thort frequently in inflected endings, e.g. -es, -ed, -ies, -ied, -er, -est, -ier, -iest, -ing B3 IE Overall assessment (tick one box only) Secure 4 Low 4 Secure 3 Low 3 Below 3 Assessing pupils progress in English at Key Stage 3 Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 13

14 Level 4: Response and commentary Main features of review clear (AF2 L4 b2) Writing is structured clearly, with sentences organised into paragraphs (AF3 L5 b1) Variety of sentence structures provides clarity and emphasis (AF5 L5 b1) Relevant ideas and content chosen with the reader in mind (AF1 L4 b1) Paragraphs help to organise content, introducing main idea (AF4 L4 b1) Vocabulary is chosen for effect on the reader (AF7 L5 b1) Sentences are demarcated accurately (AF6 L4 b1), with inverted commas mainly used accurately (AF6 L4 b2) Straightforward viewpoint generally (AF1 L4 b3) Some attempt to link paragraphs (AF4 L4 b3) Appropriate conclusion refers back to opening (AF3 L5 b2) Correct spelling of inflected words (AF8 L5 b2) Main features of review clear (AF2 L4 b2) This response selects and elaborates relevant material (AF1), immediately establishing appropriate features for a review in a form that takes some account of the interests of the reader, even if personal opinion dominates comment (AF2). The length and structure of sentences varies to support clarity and emphasis (AF5) and the demarcation of sentences is mostly secure, although there is little use of other punctuation (AF6). Generally, a reasonably wide vocabulary is used, with some words and phrases chosen for their effect on the reader (AF7), and there are no spelling errors in common grammatical or inflected words (AF8). For all of the assessment focuses, there is evidence of the pupil fulfilling the level 4 criteria quite confidently and for some assessment focuses beginning to satisfy the level 5 requirements. On balance, however, the limitations of this response, especially at whole-text level, mean that it is best described by an overall judgement of secure level Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

15 Marking guidelines Year 8 task Film review Level 4 example Pupil name... Form... Date... AF5 vary sentences for clarity, purpose and effect. L5 a variety of sentence lengths, structures and subjects provides clarity and emphasis a wider range of connectives is used to focus attention on the subject, e.g. although, on the other hand some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, modals in verb phrases, adverbs to emphasise points AF6 write with technical accuracy of syntax and punctuation full range of punctuation used accurately to demarcate sentences, including speech punctuation, where appropriate syntax and punctuation within the sentence generally accurate, including commas to demarcate clauses, though some errors occur where ambitious structures attempted AF3 organise and present whole texts effectively writing is structured clearly, with sentences organised into appropriate paragraphs development of material is effectively managed across the text, e.g. the conclusion refers back to the opening overall direction of the review supported by clear links between the paragraphs, e.g. on the other hand AF4 construct paragraphs and use cohesion within and between paragraphs. paragraphs clearly structure main ideas across text to support purpose, e.g. clear logical links between paragraphs within paragraphs, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text links between paragraphs/sections generally across whole text AF1 write imaginative, interesting and thoughtful texts. relevant ideas and material chosen and developed with some imaginative detail development of ideas and material appropriately shaped for a review clear viewpoint established, generally consistent, with some elaboration, e.g. development of individual voice AF2 produce texts which are appropriate to task, reader and purpose. main purpose of writing to review is clear and consistently features of writing to review are clearly established, with some adaptation to purpose style of a review is clearly established to maintain reader s interest throughout L4 some attempt to vary length, structure and subject of sentences use of some subordinating connectives, e.g. if, when, because some variation, generally accurate, in tense and verb forms sentences are demarcated accurately throughout the text, including question marks speech marks are mainly used accurately commas used in lists and occasionally to mark clauses, although not always accurately ideas are organised by clustering related points or by time sequence ideas are organised simply with a fitting opening and ending ideas or material generally in logical sequence but overall direction of writing often not clearly signalled paragraphs or sections help to organise content, e.g. main idea usually supported or elaborated by following sentences within paragraphs/ sections, limited range of connectives between sentences, e.g. over-use of also or pronouns some attempt to establish simple links between paragraphs/sections, not always, e.g. firstly, next relevant ideas and content are chosen some ideas and material may be developed in detail, with some explanation of opinion straightforward viewpoint generally established and main purpose of writing to review is clear but not always consistently main features of a review are clear and appropriate to purpose style generally appropriate to task though awareness of appropriate audience not always sustained IE Overall assessment (tick one box only) Secure 5 Low 5 Secure 4 Low 4 Assessing pupils progress in English at Key Stage 3 Secondary National Strategy for school improvement AF7 select appropriate and effective vocabulary. AF8 use correct spelling. vocabulary is chosen for effect on the reader a reasonably wide vocabulary is used, though not always precisely correct spelling of: common grammatical function words consistently almost all inflected words most derivational suffixes, e.g. -ion, -ise, -al/ial, -able/ible most prefixes, e.g. disappear, uncertain, exclaim likely errors: occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing double consonants in prefixes, e.g. irregular, unnecessary some evidence of deliberate vocabulary choices, particularly to reflect strong opinion some expansion of general vocabulary to match topic of reviewing a film correct spelling of: most common grammatical function words, e.g. you, because, although most adverbs with -ly formation likely errors: homophones of common grammatical function words, e.g. they re/their/there, of/have/off occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing occasional inflected words, e.g. -es, -ed, -ies, -ied, -er, -est, -ier, -iest, -ing Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 15

16 Level 5: Response and commentary Variety of sentence structures provides clarity and emphasis (AF5 L5 b1) Reasonably wide vocabulary used (AF7 L5 b2) Features of writing to review clearly established (AF2 L5 b2) Paragraphs help to organise content (AF4 L4 b1) Effective use of personal comment (AF1 L5 b2), with voice and viewpoint clearly established (AF1 L5 b3) Relevant ideas developed with some imaginative detail (AF1 L5 b1) Writing structured clearly and organised into paragraphs (AF3 L5 b1) Sentences accurately demarcated and some appropriate use of quotation marks and commas (AF6 L5 b1) Correct spelling of inflected words (AF8 L5 b2) Sentence structure varied for effect (AF5 L5 b1) Style of review established to maintain reader s interest throughout (AF2 L5 b3) This is a confidently organised response (AF3), selecting and developing relevant subject matter with some elaboration (AF1) and effective use of opinion and explanation to establish the appropriate features and format of a review (AF2). A plot summary stays well clear of a mere retelling of the action and comment shows clear awareness of the audience and purpose. Material is organised into paragraphs that provide a focus for key points that are then expanded by relevant detail (AF4). Sentence structure is varied for effect and emphasis (AF5), and sentence demarcation is consistently accurate, with some use of commas and quotation marks (AF6). A reasonably wide range of vocabulary appropriate to the task is used (AF7) and there are no spelling errors in common grammatical or inflected words (AF8). For virtually all of the assessment focuses, there is evidence of the pupil fulfilling the level 5 criteria and, in some cases, doing so quite confidently. Hence the overall judgement is secure level Secondary National Strategy Assessing pupils progress in Crown copyright 2006 English at Key Stage 3 DfES CDO-EN

17 Marking guidelines Year 8 task Film review Level 5 example Pupil name... Form... Date... AF5 vary sentences for clarity, purpose and effect. L5 a variety of sentence lengths, structures and subjects provides clarity and emphasis a wider range of connectives is used to focus attention on the subject, e.g. although, on the other hand some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, modals in verb phrases, adverbs to emphasise points AF6 write with technical accuracy of syntax and punctuation full range of punctuation used accurately to demarcate sentences, including speech punctuation, where appropriate syntax and punctuation within the sentence generally accurate, including commas to demarcate clauses, though some errors occur where ambitious structures attempted AF3 organise and present whole texts effectively writing is structured clearly, with sentences organised into appropriate paragraphs development of material is effectively managed across the text, e.g. the conclusion refers back to the opening overall direction of the review supported by clear links between the paragraphs, e.g. on the other hand AF4 construct paragraphs and use cohesion within and between paragraphs. paragraphs clearly structure main ideas across text to support purpose, e.g. clear logical links between paragraphs within paragraphs, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text links between paragraphs/sections generally across whole text AF1 write imaginative, interesting and thoughtful texts. relevant ideas and material chosen and developed with some imaginative detail development of ideas and material appropriately shaped for a review clear viewpoint established, generally consistent, with some elaboration, e.g. development of individual voice AF2 produce texts which are appropriate to task, reader and purpose. main purpose of writing to review is clear and consistently features of writing to review are clearly established, with some adaptation to purpose style of a review is clearly established to maintain reader s interest throughout L4 some attempt to vary length, structure and subject of sentences use of some subordinating connectives, e.g. if, when, because some variation, generally accurate, in tense and verb forms sentences are demarcated accurately throughout the text, including question marks speech marks are mainly used accurately commas used in lists and occasionally to mark clauses, although not always accurately ideas are organised by clustering related points or by time sequence ideas are organised simply with a fitting opening and ending ideas or material generally in logical sequence but overall direction of writing often not clearly signalled paragraphs or sections help to organise content, e.g. main idea usually supported or elaborated by following sentences within paragraphs/ sections, limited range of connectives between sentences, e.g. over-use of also or pronouns some attempt to establish simple links between paragraphs/sections, not always, e.g. firstly, next relevant ideas and content are chosen some ideas and material may be developed in detail, with some explanation of opinion straightforward viewpoint generally established and main purpose of writing to review is clear but not always consistently main features of a review are clear and appropriate to purpose style generally appropriate to task though awareness of appropriate audience not always sustained IE Overall assessment (tick one box only) Secure 5 Low 5 Secure 4 Low 4 Assessing pupils progress in English at Key Stage 3 Secondary National Strategy for school improvement AF7 select appropriate and effective vocabulary. AF8 use correct spelling. vocabulary is chosen for effect on the reader a reasonably wide vocabulary is used, though not always precisely correct spelling of: common grammatical function words consistently almost all inflected words most derivational suffixes, e.g. -ion, -ise, -al/ial, -able/ible most prefixes, e.g. disappear, uncertain, exclaim likely errors: occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing double consonants in prefixes, e.g. irregular, unnecessary some evidence of deliberate vocabulary choices, particularly to reflect strong opinion some expansion of general vocabulary to match topic of reviewing a film correct spelling of: most common grammatical function words, e.g. you, because, although most adverbs with -ly formation likely errors: homophones of common grammatical function words, e.g. they re/their/there, of/have/off occasional phonetically plausible spelling in content words, e.g. board, acsept, hungrey, teryfing occasional inflected words, e.g. -es, -ed, -ies, -ied, -er, -est, -ier, -iest, -ing Crown copyright 2006 Secondary National Strategy Assessing pupils progress in DfES CDO-EN English at Key Stage 3 17

18 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.

19

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