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

2. Aims of the session  Structure of writing mark schemes  Overview of writing tasks  Mean marks obtained by this sample  Implications for teaching and learning

3. Writing Paper Strands and AFs Composition and Effect: AF1Write imaginative, interesting and thoughtful texts AF2Produce texts which are appropriate to task, reader and purpose Text Structure and Organisation: AF3Organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4Construct paragraphs and use cohesion within and between paragraphs Sentence Structure and Punctuation: AF5Vary sentences for clarity, purpose and effect AF6Select appropriate and effective vocabulary

4. Shakespeare Writing Task Strands and AFs Composition and Effect: AF1Write imaginative, interesting and thoughtful texts AF2Produce texts which are appropriate to task, reader and purpose Sentence Structure, Punctuation and Text Organisation: AF4Use cohesion within paragraphs AF5Vary sentences for clarity, purpose and effect AF6Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Spelling: AF8Use correct spelling

5. 2004 Writing test comprised: 30-mark Writing Paper Narrative (To catch a thief) 20-mark Shakespeare Writing Task Henry V (Teenage lifestyles today) Macbeth (Help!) Twelfth Night (It was a joke…)

6. LevelMean Mark 4 5.2(17%) 59.3 (31%) 615.1 (50%) 721.3(71%) Writing Paper Statistics

7. LevelMeanMark 44.7(24%) 58.5(43%) 612.6 (63%) 714.3(72%) Shakespeare Writing Task Statistics

8. Implications for teaching and learning for Levels 4 to 5 Help pupils to:  use description of setting and details of character to develop a story rather than relying solely on plot (AF1)  establish viewpoint at the start and maintain it throughout (AF2)  use paragraphs to structure events, signalling shifts in time or place by adverbials eg ‘After that……At the end of the long drive’ (AF3)  vary connectives in complex sentences to show the relationships between events or ideas eg to link cause and effect (AF5)  recognise sentence boundaries and demarcate them accurately (AF6 ).

9. Help pupils to: integrate the different aspects of narrative (plot, setting, characterisation), for overall impact (AF1) sustain and develop a viewpoint to guide readers’ reactions eg moving between narration and characters’ reflections in a story, or anticipating objections when offering advice (AF2) select vocabulary which is precise, varied and appropriate to form and purpose (AF1) use a variety of connectives to link events and ideas within and between paragraphs such as causal, qualifying or temporal connectives eg therefore, however, immediately (AF3/4) vary the length and structure of sentences for effect, eg to change pace, to emphasise or contrast points (AF5) use a range of punctuation consistently, including commas to mark phrases, semi-colons, possessive apostrophes (AF6). Implications for teaching and learning for Levels 5 to 6

10. Implications for teaching and learning for Levels 6 to 7 Help pupils to: sustain a distinctive voice which presents and interprets ideas and events, eg by use of reflective, humorous or ironic comment (AF1/2) integrate a range of stylistic devices to signal viewpoint and to guide readers’ reactions (AF1/2) provide implicit and explicit links within and between paragraphs, eg through choices of words and phrases which create atmosphere or develop themes (AF4) vary clause and sentence structures for emphasis and effect, eg expanded noun phrases for succinct detail, fronted clauses for emphasis (AF5) use the full range of punctuation to achieve clarity, to control the development of events and ideas, and guide readers’ responses (AF6).

11. Summary How far do these teaching and learning implications for each level match with the experience of members of this group? Are the skills focused on those which you would think are important for your pupils?