English Hub School networks GCSE English Language - Transition assessments KS3-KS4 - Spring 2017

Oct 20, 2026

Transition assessments for KS3 to KS4 in GCSE English Language are explored through AQA’s Spring 2017 English Hub materials. The session reviews national GCSE mock outcomes, compares Paper 1 and Paper 2 mean marks, and discusses intervention opportunities at centre level, including potential percentile divisions and hypotheses about lower Paper 2 performance. It also analyses KS3 findings from “The Wasted Years?” and turns them into practical recommendations, intervention strategies, and KS3 assessment pack usage, including marking support and progress tracking.

LanguageEnglish

CategoryExam

FormatPPTX

Pages28

Reading Time1 h 11 min

AccessFree to download

Objectives

Points from our national GCSE mock

Data outcomes at whole qualification level

Paper 1 vs Paper 2 performance

GCSE mock assessments: intervention

Hypotheses and question-level focus

National GCSE mock: intervention discussion

Marked responses by question and level

Making a difference (Findings)

Factors affecting GCSE outcomes

Findings of KS3: the wasted years?

Moderation, levels removal, and systems

Recommendations and implications for KS3

Discussion points and KS3 assessment packs

Packs purpose, marking support, and progress checking

English Hub School networksGCSE English Language Transition assessments KS3-KS4 Spring 2017 GCSE English specifications 2 Copyright © AQA and its licensors. All rights reserved. Objectives Copyright © AQA and its licensors. All rights reserved. Review lessons from the national GCSE mock. Consider opportunities for targeted intervention. Discuss the report, KS3 ‘The Wasted Years?’, available here: bit.ly/1K62kss. Explore KS3 assessment ‘good practice’ in context of KS4 transition. Discuss options available. Track progression in GCSE English Language AO2. Understand how this could improve delivery across KS3 and KS4. Points from our national GCSE mock 4 Copyright © AQA and its licensors. All rights reserved. Data outcomes at whole qualification level Scale of entry as statistically significant Caveats about differences between the data set and entries in summer 2017 Opportunity (at centre-level) to rank order raw marks Consideration of potential percentile divisions Slide 5 Points from our national GCSE mock This data is from early January 2017. At question paper level Mean mark for Paper 1 is 40 Mean mark for Paper 2 is 37 In the top 50% of students: no discernible difference in raw marks achieved between Paper 1 and Paper 2. Slide 6 (1 of 2) GCSE mock assessments: intervention This data is from early January 2017. In the bottom 50% of students: lower total marks achieved on Paper 2 compared to total marks for Paper 1. Hypotheses? Slide 7 (2 of 2) GCSE mock assessments: intervention Slide 8 Question Total mark available Mean mark scored 1.1 AO1 4 3.72 1.2 AO2 8 3.84 1.3 AO2 8 3.28 1.4 AO4 20 8.60 1.5 AO5 1.5 AO6 24 16 12.24 8.16 2.1 AO1 4 3.32 2.2 AO1 8 3.84 2.3 AO2 12 5.40 2.4 AO3 16 6.08 2.5 AO5 2.5 AO6 24 16 11.04 7.68 National GCSE mock: data outcomes Copyright © AQA and its licensors. All rights reserved. Discussion Which questions seem to offer most immediate scope for short term intervention? Which questions offer more medium to longer term improvement opportunities? What strategies for intervention have you implemented in your school/college? Slide 9 National GCSE mock: intervention Making targeted use of marked responses with students by question and by level of response What is missing at a level below? What is present at a level above? Making targeted use of KS3 assessment papers by question Model Try Apply approach Slide 10 GCSE mock assessments: intervention Making a difference 11 Copyright © AQA and its licensors. All rights reserved. Making a difference If two students have an average KS2 score of 24-29, why might one achieve a higher grade at GCSE than the other? Motivation? Amount and nature of wider reading and literacy development? Performance on exam day? Impact KS4 teaching? Demand of KS3 and progress tracking to inform targeted intervention? 12 Copyright © AQA and its licensors. All rights reserved. (1 of 2) Findings of KS3: the wasted years? Insufficient work with partner primary schools to understand students’ prior learning. Systems and procedures to assess and monitor students’ progress not as well developed in KS4. Recent changes to examination entry, e.g. move to linear assessment, not yet affecting KS3 curriculum. 13 Copyright © AQA and its licensors. All rights reserved. (2 of 2) Findings of KS3: the wasted years? Limited evidence of moderation to ensure accuracy of assessment. Removal of levels is a key challenge and cause of uncertainty. 14 Copyright © AQA and its licensors. All rights reserved. Recommendations of KS3: the wasted years? Make KS3 a higher priority. Ensure high quality teaching that prepares students for more challenging study at KS4. Make systems and procedures for assessing and monitoring students’ progress in KS3 more robust. Have literacy (and numeracy) strategies that ensure students build on attainment in KS2. 15 Copyright © AQA and its licensors. All rights reserved. Implications of KS3: the wasted years? Ofsted will Make sure that inspections focus

FAQs

What does the presentation aim to achieve for KS3 to KS4 transition in GCSE English Language?

It reviews national GCSE mock evidence, identifies intervention opportunities, and explains how tracking GCSE English Language AO2 progression can improve delivery across KS3 and KS4. It also discusses KS3 assessment good practice in the context of transition options.

How do Paper 1 and Paper 2 results compare in the national GCSE mock data?

The mean mark for Paper 1 is 40 and for Paper 2 is 37. For students in the top 50%, there is no discernible difference in raw marks between the two papers.

What interventions are suggested for short-term and medium-to-longer term improvement?

The materials ask which questions offer immediate scope for short-term intervention versus medium to longer term improvement. They recommend targeted use of marked responses by question and level of response, and targeted use of KS3 assessment papers by question.

Oct 20, 2026

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