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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-hub-school-networks-gcse-english-language-transition-assessments-ks3-ks4-spring-2017/623326/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-hub-school-networks-gcse-english-language-transition-assessments-ks3-ks4-spring-2017/623326.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.presentationml.presentation","2026-11-04","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the presentation aim to achieve for KS3 to KS4 transition in GCSE English Language?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do Paper 1 and Paper 2 results compare in the national GCSE mock data?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What interventions are suggested for short-term and medium-to-longer term improvement?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623326,1792525560,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","English Hub School networksGCSE English Language\nTransition assessments KS3-KS4\nSpring 2017\nGCSE English specifications\n2\nCopyright © AQA and its licensors. All rights reserved.\nObjectives\nCopyright © AQA and its licensors. All rights reserved.\nReview lessons from the national GCSE mock. Consider opportunities for targeted intervention.\nDiscuss the report, KS3 ‘The Wasted Years?’, available here: bit.ly/1K62kss.\nExplore KS3 assessment ‘good practice’ in context of KS4 transition. Discuss options available.\nTrack progression in GCSE English Language AO2. Understand how this could improve delivery across KS3 and KS4.\nPoints from our national GCSE mock\n4\nCopyright © AQA and its licensors. All rights reserved.\nData outcomes at whole qualification level\nScale of entry as statistically significant\nCaveats about differences between the data set and entries in summer 2017\nOpportunity (at centre-level) to rank order raw marks\nConsideration of potential percentile divisions\nSlide 5\nPoints from our national GCSE mock\nThis data is from early January 2017.  At question paper level\nMean mark for Paper 1 is 40\nMean mark for Paper 2 is 37\nIn the top 50% of students: no discernible difference in raw marks achieved between Paper 1 and Paper 2.\nSlide 6\n(1 of 2) GCSE mock assessments: intervention\nThis data is from early January 2017.\nIn the bottom 50% of students: lower total marks achieved on Paper 2 compared to total marks for Paper 1.\nHypotheses?\nSlide 7\n(2 of 2) GCSE mock assessments: intervention\nSlide 8\nQuestion\nTotal mark available\nMean mark\nscored\n1.1   AO1\n4\n3.72\n1.2   AO2\n8\n3.84\n1.3   AO2\n8\n3.28\n1.4   AO4\n20\n8.60\n1.5   AO5\n1.5   AO6\n24\n16\n12.24\n8.16\n2.1   AO1\n4\n3.32\n2.2   AO1\n8\n3.84\n2.3   AO2\n12\n5.40\n2.4   AO3\n16\n6.08\n2.5   AO5\n2.5   AO6\n24\n16\n11.04\n7.68\nNational GCSE mock: data outcomes\nCopyright © AQA and its licensors. All rights reserved.\nDiscussion\nWhich questions seem to offer most immediate scope for short term intervention?\nWhich questions offer more medium to longer term improvement opportunities?\nWhat strategies for intervention have you implemented in your school/college?\nSlide 9\nNational GCSE mock: intervention\nMaking targeted use of marked responses with students by question and by level of response\nWhat is missing at a level below?\nWhat is present at a level above?\nMaking targeted use of KS3 assessment papers by question\nModel\nTry\nApply approach\nSlide 10\nGCSE mock assessments: intervention\nMaking a difference\n11\nCopyright © AQA and its licensors. All rights reserved.\nMaking a difference\nIf two students have an average KS2 score of 24-29, why might one achieve a higher grade at GCSE than the other?\nMotivation?\nAmount and nature of wider reading and literacy development?\nPerformance on exam day?\nImpact KS4 teaching?\nDemand of KS3 and progress tracking to inform targeted intervention?\n12\nCopyright © AQA and its licensors. All rights reserved.\n(1 of 2) Findings of KS3: the wasted years?\nInsufficient work with partner primary schools to understand students’ prior learning.\nSystems and procedures to assess and monitor students’ progress not as well developed in KS4.\nRecent changes to examination entry, e.g. move to linear assessment, not yet affecting KS3 curriculum.\n13\nCopyright © AQA and its licensors. All rights reserved.\n(2 of 2) Findings of KS3: the wasted years?\nLimited evidence of moderation to ensure accuracy of assessment.\nRemoval of levels is a key challenge and cause of uncertainty.\n14\nCopyright © AQA and its licensors. All rights reserved.\nRecommendations of KS3: the wasted years?\nMake KS3 a higher priority.\nEnsure high quality teaching that prepares students for more challenging study at KS4.\nMake systems and procedures for assessing and monitoring students’ progress in KS3 more robust.\nHave literacy (and numeracy) strategies that ensure students build on attainment in KS2.\n15\nCopyright © AQA and its licensors. All rights reserved.\nImplications of KS3: the wasted years?\nOfsted will\nMake sure that inspections focus ","cbCaibz1dbzHCFaW","https://ap.wps.com/l/cbCaibz1dbzHCFaW","pptx",816477,28,"English","# Objectives\n# Points from our national GCSE mock\n## Data outcomes at whole qualification level\n## Paper 1 vs Paper 2 performance\n# GCSE mock assessments: intervention\n## Hypotheses and question-level focus\n# National GCSE mock: intervention discussion\n## Marked responses by question and level\n# Making a difference (Findings)\n## Factors affecting GCSE outcomes\n# Findings of KS3: the wasted years?\n## Moderation, levels removal, and systems\n# Recommendations and implications for KS3\n# Discussion points and KS3 assessment packs\n## Packs purpose, marking support, and progress checking","[{\"question\":\"What does the presentation aim to achieve for KS3 to KS4 transition in GCSE English Language?\",\"answer\":\"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.\"},{\"question\":\"How do Paper 1 and Paper 2 results compare in the national GCSE mock data?\",\"answer\":\"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.\"},{\"question\":\"What interventions are suggested for short-term and medium-to-longer term improvement?\",\"answer\":\"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.\"}]","English Hub School networks GCSE English Language - Transition assessments KS3-KS4 - Spring 2017 | PPTX",1792468170,71]