Key stage 3 English Reading Presentation 1: Overview and implications for teaching and learning Analysis of pupil performance 2004

Aims of the session Overview Reading and Shakespeare papers Pupils’ performance in Reading Implications for teaching and learning Reading (AF4, AF5, AF6) The Shakespeare Paper

Reading Components Reading is assessed by: i) the ‘Reading Paper’ 13 questions, 32 marks ii) the ‘Shakespeare Reading Task’ 1 question on each set play: Henry V, Macbeth, Twelfth Night 18 Marks Total: 50 marks

The 2004 Reading Paper 3 texts thematically-related On the bins Purbeck under attack The Eden Project In booklet titled Save It

2004 Reading Paper overview Individual questions linked to specific Assessment Focuses (AFs). AF Number of questions Number of marks

Reading Paper Statistics LevelMean mark As % of 32 marks % % % %

Questions assessing AFs 2 and 3 AFQ. no. max mark facility 2Q5a Q Q7a Q7b Q12a 10.38

Questions assessing AF4 Q no.max markfacility Q3a20.92 Q3b10.40 Q8a10.26 Q8b10.50 Q

Questions assessing AF5 Q no.max markfacility Q2a10.75 Q2b10.14 Q5b10.63 Q Q12b10.52 Q

Q no.max markfacility Q Q Q Questions assessing AF6

Implications for teaching and learning for Levels 4 to 5 Help pupils to:  recognise how features of structure contribute to text organisation and overall meaning, eg openings to capture the reader’s interest. (AF4)  recognise and explain the effects of specific words and phrases in context. (AF5)  recognise when writers’ viewpoint is implicit as well as explicitly stated. (AF6)

Implications for teaching and learning for Levels 5 to 6 Help pupils to:  recognise how the organisation of information directs the reader’s response. (AF4)  explain the meanings created through the use of figurative language. (AF5)  in non-fiction texts, identify and explain precisely how writers signal their purpose and viewpoint. (AF6)

Implications for teaching and learning for Levels 6 to 7 Help pupils to:  identify and analyse how texts are structured to present a writer’s viewpoint (AF4)  explore ways in which language is used for effect in non- fiction texts, e.g. precise use of words, different levels of formality (AF5) analyse and comment on how writers select and present information to guide readers’ reactions (AF6).

Shakespeare Reading 2004 One task per play on: Henry V (the text in performance) Macbeth (ideas, themes and issues) Twelfth Night (character and motivation)

LevelMean As a % of 18 marks % % % % Shakespeare Reading Task Statistics

Implications for teaching and learning for writing about characters in the play Help pupils to: select and focus on key actions and motives for comment (levels 4/5) relate characters’ speech and actions clearly to ideas and themes, eg honour, loyalty, trust, sympathy (levels 5/6) explore key ideas through close analysis of characters’ speech and actions (levels 6/7).

Implications for teaching and learning for writing about language Help pupils to: identify ways in which the language conveys aspects of character, mood and atmosphere (Levels 4/5) show the dramatic effects of the language in conveying characters’ motives, feelings and relationships, and in advancing the plot (Levels 5/6) focus on how dramatic effects are created though specific words and phrases (Levels 6/7).

Implications for teaching and learning for referring to the text Help pupils to: select brief, relevant quotations to support and develop points (Levels 4/5) use relevant quotations and textual references to link and develop ideas (Levels 5/6) integrate relevant quotation to support a succinct, well- developed argument (L6/7).

Summary What practical use might be made of the implications for teaching and learning in lesson planning?