In most writing Level 4 and above: In APP, for judgements of level 2 and above, the criteria for AF7 and AF8 are considered as a way of confirming or modifying the assessments made on evidence for the majority of the other AFs.
Within each strand of the AFs, criteria are set out as bullet points, no more than three per level. In some writing Level 3: Pupils need to experiment with different ways to make links between paragraphs, e.
AF1 Write imaginative, interesting and thoughtful texts AF1 relates to the ks3 english writing assessment focuses impact of the piece. AF4 Construct paragraphs and use cohesion within and between paragraphs AF4 is about the ways paragraphs hang together as a sequence as well as connect internally.
As well as thinking about what to write, pupils have to decide their stance on the topic, e. Vivid writing, whether fiction or non-fiction, is achieved by apt choices of nouns, verbs and adverbs, not just adjectives.
To see the AFs in practice watch the following video clip. AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF6 is about using accurate grammar and punctuation in sentences.
Assessment of writing should begin at sentence level before moving onto whole text structure and cohesion. In non-fiction writing, the use of technical and precise vocabulary is vital to conveying content accurately and demonstrating that the writers know what they are talking about.
In order to develop as independent writers, pupils need opportunities to choose subject matter, forms and purposes that interest them. In learning to spell, pupils need help with both phonemes and word structure morphemes.
Progression within the strands is shown by differences in the criteria but also by the use of stems: In stories, endings matter — both plot and theme have to be resolved. WMV versions are provided. In some writing, usually with support Level 2: Within paragraphs, there are different ways of developing topics, from grouping related content in sections, to elaborating details around main ideas, or writing topic sentences.
Spelling accuracy is an important focus, but does not necessarily correlate with achievement at sentence and text level. Information texts also need endings, whether these are signalled by the last in a series of numbers or by a brief conclusion.
Pupils show understanding that they can write for specific readers when they make their own decisions about, e.
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 Understanding the assessment focuses for writing The 8 assessment focuses AFs for writing describe the key elements of performance in this attainment target.
Choice of vocabulary is part of all the strands as well as being a focus in its own right.
Across a range of writing The stems signal the expectation that as pupils develop as writers, they will work with less teacher support and show what they can do in a broader range of contexts.
Effective punctuation creates clarity and meaning and can be helpfully linked to understanding of grammar. You will then be able to play the video locally.
It includes the coverage and selection of content as well as how developed the ideas are. In this way, impressions about imaginative appeal and overall impact will be securely based on evidence from the words of the text.
For writing, the AFs are presented in a particular order for assessment purposes: Writing poetry affords many opportunities for constructing and selecting different types of sentences to shape meaning according to given rhyme or rhythmic scheme.
As pupils reach for more complex sentence construction, their punctuation often does not keep pace. More able writers use varied sentence structures as a way of packaging meaning into sentences with little redundancy and varying sentence type and length in ways that support thinking across a whole text.
As an alternative you can download the video file by accessing the download page from the Attachments and Resources section on this page.Ks3 English Writing Assessment Focuses >>>CLICK HEREKs3 english writing assessment focuses Dallas custom dissertation chapter on business.
Assessment focuses for the questions 5 Reading paper mark scheme 6 Shakespeare paper 32 This mark scheme is for teachers marking the Key Stage 3 English test for It contains the complete set Writing and English, along with guidance on how to.
2 Why does APP use AFs? 3 Reading assessment focuses 4 Writing assessment focuses 5 Mathematics assessment focuses 6 Science assessment focuses 7 Speaking and listening assessment focuses Writing assessment focuses.
0. Table of Writing assessment focuses and points to remember English; Resources; Becta; Secondary PSHE. With a skillful piece of photocopying this can be transformed into 1 sheet of A4 paper folded into the back of a child's book that will detail each of the AFs (Assessment Focuses) for reading, writing and speaking & listening, along with a definition and /5(18).
Assessment and revision - An extensive collection of teaching resources for KS3 English reading, including comprehension, critical reading, fiction and non-fiction. With free PDFs. Assessment criteria: Reading AF1 - use a range of strategies, including accurate decoding of text, to read for meaning travel writing unselective and lacks focus Across a range of reading.Download