Key stage 3 English Writing

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Key stage 3 English Writing Presentation
1 Overview and implications for teaching and
learning
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Aims of the session          Structure of
writing mark schemes        Overview of writing
tasks        Mean marks obtained by this
sample        Implications for teaching and
learning
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Writing Paper Strands and AFs   Composition and
Effect AF1 Write imaginative, interesting and
thoughtful texts AF2 Produce texts which are
appropriate to task, reader and
purpose   Text Structure and Organisation AF3 Org
anise and present whole texts effectively,
sequencing and structuring information,
ideas and events AF4 Construct paragraphs and use
cohesion within and between
paragraphs   Sentence Structure and
Punctuation AF5 Vary sentences for clarity,
purpose and effect AF6 Select appropriate
and effective vocabulary
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Shakespeare Writing Task Strands and
AFs   Composition and Effect AF1 Write
imaginative, interesting and thoughtful
texts AF2 Produce texts which are appropriate
to task, reader and purpose   Sentence
Structure, Punctuation and Text
Organisation AF4 Use cohesion within
paragraphs AF5 Vary sentences for clarity,
purpose and effect AF6 Write with technical
accuracy of syntax and punctuation in phrases,
clauses and sentences   Spelling AF8 Use
correct spelling
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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)
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Writing Paper Statistics
Level Mean Mark
4 5.2 (17)
5 9.3 (31)
6 15.1 (50)
7 21.3 (71)
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  Shakespeare Writing Task Statistics
Level Mean Mark
4 4.7 (24)
5 8.5 (43)
6 12.6 (63)
7 14.3 (72)
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• 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
  thatAt 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 ).

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 Implications for teaching and learning for
Levels 5 to 6

• 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).

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•  
• 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).

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  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?