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Changes to Key Stage 3 English Tests 2003

Changes to Key Stage 3 English Tests 2003. 3 papers - Reading, Writing, Shakespeare which will continue to assess levels 4 - 7 Extension paper will cease to be available*

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Changes to Key Stage 3 English Tests 2003

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  1. Changes to Key Stage 3 English Tests 2003 • 3 papers - Reading, Writing, Shakespeare which will continue to assess levels 4 - 7 • Extension paper will cease to be available* • If schools wish to use them, ‘optional tasks’ will be available for more able students and for those working below level 4 - available on QCA website from March 2003* • Levels will be reported for English overall, with separate levels for reading and writing also available.*

  2. Reading paper • Reading paper - 75mins • Reading booklet containing 3 texts and reading answer booklet with a variety of questions worth between 1 - 5 marks. * • 15 mins will be reading time, during which time students may not open answer booklet.* • Students will be tested at word, sentence and text level understanding and some technical language will be assumed.* • Questions may not be sequential in terms of difficulty.*

  3. Shakespeare paper • Shakespeare reading task - lasts about 45 mins and is based on response to two extracts from chosen Shakespeare play.* • Also on paper is shorter writing task which is ‘linked’ to Shakespeare play and will focus on one of the ‘triplets’ for writing which will be different from that on Writing paper. It will be marked for writing only not for understanding of the play.* • Shorter writing task lasts 30 mins. Only one set. • Marked for:* • sentence structure and punctuation and text organisation • composition and effect • A separate mark for spelling will be awarded on this task • Sample papers do not cover entire selected scenes*

  4. Writing Paper • Lasts 45 mins including 15 mins planning time.* • One writing task only is set and linked to writing ‘triplets’ • Marked for:* • sentence structure and punctuation • text structure • composition and effect

  5. Implications for Teaching and Learning • Clear understanding of whether response to text or written expression is being assessed. • Students need practice on concise answers. • Students will need practice on reading without the questions. • Preparation for reading test needs to include moving on with questions not getting ‘bogged down’ with particular questions. • Understanding of ‘triplets’ is essential. • Teachers need to prepare students for different marking foci for shorter and longer writing tasks. • Planning for writing and moving beyond printed plan…may be an issue. • Some Whole school level decisions need to be made regarding more able, mocks, and at department level, use of sample papers and optional tests.

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