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Our registered address is AQA, Devas Street, Manchester M15 6EX.  \nContents  \nSession slides 3  \nKey Stage 3: the wasted years? 13  \nProgress checking and tracking through Year 7, 8 and 9 19  \nIntroduction 20  \nKey Stage 3 assessments for Year 7, 8 and 9 21  \nHow the Key Stage 3 assessments build familiarity with GCSE 22  \nKey Stage 3 assessments: ideas to get you started 22  \nMarking your Key Stage 3 assessments 23  \nAnalysing your Key Stage 3 assessments 24  \nAlternatively: Step Up to English in Key Stage 3 27  \nStep Up to English specification at a glance 28  \nA Year 9 student response 30  \nAQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.  \n2 of 36  \nSession slides  \nAQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.  \n3 of 36  \nGCSE English specifications  \n2 Copyright © AQA and its licensors. All rights reserved.  \n| Objectives |  |\n| --- | --- |\n| • Review lessons from the national GCSE mock. Consider opportunities for targeted intervention.\u003Cbr>• Discuss the report, KS3 ‘The Wasted Years?’, available here: [bit.ly/1K62kss](bit.ly/1K62kss).\u003Cbr>• Explore KS3 assessment ‘good practice’ in context of KS4 transition. Discuss options available.\u003Cbr>• Track progression in GCSE English Language AO2 . Understand how this could improve delivery across KS3 and KS4 . |  |\n| Copyright © AQA and its licensors. All rights reserved. | |\n\nPoints from our national GCSE mock  \n4 Copyright © AQA and its licensors. All rights reserved.  \n| Points from our national GCSE mock |  |\n| --- | --- |\n| Data outcomes at whole qualification level\u003Cbr>• Scale of entry as statistically significant\u003Cbr>• Caveats about differences between the data set and entries in summer 2017\u003Cbr>• Opportunity (at centre-level) to rank order raw marks\u003Cbr>• Consideration of potential percentile divisions |  |\n| Slide 5 | |\n\n\n| (1 of 2) GCSE mock assessments: intervention |  |\n| --- | --- |\n| This data is from early January 2017. At question paper level\u003Cbr>• Mean mark for Paper 1 is 40\u003Cbr>• Mean mark for Paper 2 is 37\u003Cbr>In the top 50% of students: no discernible difference in raw marks achieved between Paper 1 and Paper 2. |  |\n| Slide 6 | |\n\n| (2 of 2) GCSE mock assessments: intervention |  |\n| --- | --- |\n| This data is from early January 2017.\u003Cbr>In the bottom 50% of students: lower total marks achieved on Paper 2 compared to total marks for Paper 1.\u003Cbr>Hypotheses? |  |\n| Slide 7 | |\n\n\n| National GCSE mock: data outcomes |  |\n| --- | --- |\n| 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\u003Cbr>1.5 AO6 24\u003Cbr>16 12.24\u003Cbr>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\u003Cbr>2.5 AO6 24\u003Cbr>16 11.04\u003Cbr>7.68 |  |\n| Slide 8 | |\n\nNational GCSE mock: intervention  \nDiscussion  \n• Which questions seem to offer most immediate scope for short term intervention?  \n• Which questions offer more medium to longer term improvement opportunities?  \n• What strategies for intervention have you implemented in your school/college?  \nCopyright © AQA and its licensors. All rights reserved.  \nSlide 9  \n| GCSE mock assessments: intervention |  |\n| --- | --- |\n| Making targeted use of marked responses with students by question and by level of response\u003Cbr>• What is missing at a level below?\u003Cbr>• What is present at a level above?\u003Cbr>Making targeted use of KS3 assessment papers by question\u003Cbr>• Model\u003Cbr>• Try\u003Cbr>• Apply approach |  |\n| Slide 10 | |\n\nMaking a difference  \n11 Copyrig","cbCaiobMi49HVuM8","https://ap.wps.com/l/cbCaiobMi49HVuM8","pdf",1053281,36,"English","# Session slides\n# Key Stage 3: the wasted years?\n# Progress checking and tracking through Year 7, 8 and 9\n## Introduction\n## Key Stage 3 assessments for Year 7, 8 and 9\n## How the Key Stage 3 assessments build familiarity with GCSE\n## Key Stage 3 assessments: ideas to get you started\n## Marking your Key Stage 3 assessments\n## Analysing your Key Stage 3 assessments\n## Alternatively: Step Up to English in Key Stage 3\n## Step Up to English specification at a glance\n## A Year 9 student response","[{\"question\":\"What intervention opportunities are identified from the national GCSE mock data?\",\"answer\":\"The slides focus on which questions provide the most immediate short-term intervention and which support medium to longer-term improvement. The approach uses question- and level-of-response marked work to diagnose what is missing or present.\"},{\"question\":\"How is progression tracking used across Years 7, 8 and 9?\",\"answer\":\"The material emphasizes tracking progression in GCSE English Language AO2 to understand how delivery can improve across KS3 and KS4. It connects KS3 assessment practice with building familiarity leading into GCSE.\"},{\"question\":\"What key findings are reported from “The Wasted Years?” for KS3?\",\"answer\":\"Findings highlight insufficient partnership work with primary schools, less developed systems for assessing KS3 progress compared with KS4, and limited evidence of moderation. The removal of levels is also described as a major challenge causing uncertainty.\"}]","GCSE English Language - Spring 2017 - Session slides - Key Stage 3: the wasted years? - Progress checking and tracking through Year 7, 8 and 9 | PDF",1792468170,91]