Overview of Grading at Ks 3 The BANDS

Overview of Grading at Ks 3 The BANDS and descriptors below use the exact same key words and phrases from the same bands at LANG an LIT GCSE. They have been taken from a range of activities from all four exams. GCSE BAND 4 GCSE BAND 3 GCSE BAND 2 GCSE BAND 1 *NOTE: ‘KLO 1: Inference and Understanding’ remains consistent across KS 3 as the level of sophistication texts scales and differentiates each year.

Year 9 Grade Descriptors KLO 1 GRADE 1 GCSE: BAND 4 GRADE 2 GCSE: BAND 3 GRADE 3 GCSE: BAND 2 GRADE 4 GCSE: BAND 1 KLO 2 KLO 3 COMPARISON: Detailed comparisons beyond the main/obvious points Dis markers? • Clear and fluent expression/answer Beginning to /Successfully Analysing Well - Zooming in on word choices Subject Terminology analysed with much confidence and success. 5 -6 P. E. E. • Mostly clear understanding. Good engagement Straightforward and Clear comments that address the question. COMP: Clear and occasionally detailed • 100% understanding and engagement. • Clear expression • Patchy understanding/ with some success • Expression/ Answers might be muddled 3 -4 P. E. E , some correctly identified ST, some successful analysis, perhaps shallow. Attempts to analyse are developing but not always/ frequently successful. 2 -3 points (perhaps more) but analysis is unclear, perhaps no ST • Understanding shows misreading/lack of engagement. Attempts to analyse are attempted but perhaps superficial and perhaps disorganised. • Expression/Answer, muddled and lacks clarity 1 -2 basic points, no ST CONTEXT: Detailed and clear connections between SHC +text. CONT: Clearly connects SHC to texts. COMP: Straightforward/main similarities and differences CONT: Attempts to connect SHC to texts. KLO 4 KLO 5 • Opinions are supported by a range of textual references. Fic: CLEAR, CONTROLLED, CONVINCING, GOOD CHARACTERISATION. ORGANISED, SOME AMBITION. • Evaluation is clear detailed and persuasive. • Opinions are clearly expressed – some textual references cited • Summation is logical and clear • Personal opinion supported by textual references (not necessarily direct quotes). Non F: [AS ABOVE +] ARGUMENTS ARE COHERENT, FLUENT AND AMBITIOUS+SECURE AWARENESS /APPEAL TO AUDIENCE +PURPOSE Fic: MOSTLY CONTROLLED+CLEAR, PERHAPS INCREASING IN DETAIL MORE AMBITION NEEDED. Non F: [+] ARGUMENTS ARE CLEAR, COHERENT + increasing AWARENESS/APPEAL TO A&P EVIDENT. Fic: COMMUNICATION IS LACKING DETAIL BUT MOSTLY CLEAR. Non F: [+] SOME SUCCESSFUL ATTEMPTS TO APPEAL TO THE A&P • Some details explored COMP: Basic, perhaps a bit confusing/chaotic CONT: Muddled/unclear/Non e connections between SHC and texts • Basic/overarching points selected. Personal opinions expressed simply • Perhaps relies on retelling. Fic: BASIC CONTROL AND CLARITY, SOME MEANING IS CLEALRY CONVEYED. Non F: [+] SOME LIMITED AWARENESS /APPEAL TO A&P EVIDENT. KLO 6 • Vocab & Devices : AMBITOUS • Tenses: SECURE • Spelling: SECURE (even most irregular words) • Punctuation: ambition + ACCURACY • S Structure: VARIED + PRECISE • Vocab & Devices : DEVELOPING/ SOME PRECISION • Tenses: MOSTLY SECURE • Spelling: ACCURATE Regular words • Punctuation: RANGE +SOME ACCURACY • S Structure: SOME VARIATION • Vocab & Devices: SOME ATTEMPTS/variety • Tenses: some accuracy • Spelling: some errors • Punctuation: SOME CONTROL • S Structure: SOME VARIATION • Vocab & Devices : LIMITED + BASIC • Tenses: MANY ERRORS • Spelling: MANY ERRORS • Punctuation: LIMITED USE • S. Structure: Simple VARIATION

Year 8 Grade Descriptors KLO 1 GRADE 1 GCSE: BAND 3 GRADE 2 GCSE: BAND 2 GRADE 3 GCSE: BAND 1 GRADE 4 • 100% understanding and engagement. • Clear and fluent expression/answer • Mostly clear understanding. Good engagement • Clear expression KLO 2 Straightforward and Clear comments that address the question. 3 -4 points, some correctly identified ST, some successful analysis. Attempts to analyse are clear but not always/ frequently successful. 2 -3 points (perhaps more) but analysis is unclear, perhaps no ST KLO 3 COMP: Clear and occasionally, increasingly detailed CONT: Clearly connects SHC to texts. KLO 4 • Opinions are clearly expressed – some textual references cited, some depth • Summation is logical and clear COMP: Straightforward, focussed on main similarities and differences CONT: Attempts to connect SHC to texts. • Personal opinion supported by textual references (not necessarily direct quotes). Analysis is attempted Pupil is beginning to develop a clear, structured response • Expression/ Answers might be muddled COMP: Developing, perhaps a bit confusing or disorganised • Basic/overarching points selected. Personal opinions expressed simply 1 -2 basic points, perhaps some ST CONT: Developing SHC connections • Perhaps relies on retelling. Pupils make general comments on the text / topic anecdotal/simple style. COMP: Comparison not evident or clear. • One simple opinion/idea expressed in a simple way. • Expression/Answer, muddled and lacks clarity CONT: Not clear/evident or pupils “retell story” of context. Fic: MOSTLY CONTROLLED+CLEAR, PERHAPS INCREASING IN DETAIL, MORE AMBITION NEEDED. Non F: [+] ARGUMENTS ARE CLEAR, COHERENT + increasing AWARENESS/APPEAL TO A&P EVIDENT. Fic: COMMUNICATION IS MOSTLY CLEAR BUT LACKING DETAIL. Non F: [+] SOME SUCCESSFUL ATTEMPTS TO APPEAL TO THE A&I • Some details explored • Patchy understanding/ with some success • Understanding shows misreading/lack of engagement. KLO 5 • No summation relies on retelling. Fic: GOOD CONTROL AND CLARITY, MEANING IS CLEALRY CONVEYED, SOME AMBITION. Non F: [+] SOME ATTEMPS TO APPEAL TO A&P Fic: Difficult to understand follow/disorganised / no structure Non F: [+] PUPILS STRUGGLE WITH THE CONCEPT OF ADAPTING WRITING TO SUIT ANY A&P. KLO 6 • Vocab & Devices : DEVELOPING/ SOME PRECISION • Tenses: MOSTLY SECURE • Spelling: ACCURATE Regular words • Punctuation: RANGE +SOME ACCURACY • S Structure: SOME VARIATION • Vocab & Devices: SOME ATTEMPTS/variety • Tenses: some accuracy • Spelling: some errors • Punctuation: SOME CONTROL • S Structure: SOME VARIATION • Vocab & Devices : LIMITED + BASIC • Tenses: MANY ERRORS • Spelling: MANY ERRORS • Punctuation: LIMITED USE • S. Structure: Simple VARIATION • Vocab & Devices : SOME ATTEMPTS • Tenses: MANY ERRORS • Spelling: FREQUENT ERRORS • Punctuation: BASIC, TOKEN ATTEMPTS • S Structure: SOME / BARELY DEMARCATED

Year 7 Grade Descriptors KLO 1 GRADE 1 GCSE: BAND 2 GRADE 2 GCSE: BAND 1 GRADE 3 GRADE 4 • 100% understanding and engagement. • Clear and fluent expression/answer KLO 2 Attempts to analyse are successfully developing 2 -3 points (perhaps more) some analysis is clear, perhaps some ST • Mostly clear understanding. Good engagement Analysis is attempted Pupil is beginning to develop a clear, structured response • Clear expression 1 -2 basic points, perhaps some ST • Patchy understanding/ with some success Pupils make general comments on the text / topic anecdotal/simple style. • Expression/ Answers might be muddled • Understanding shows misreading/lack of engagement. • Expression/Answer, muddled and lacks clarity Pupils do not know how to analyse a text yet. Pupil might not know what it means to “analyse” a text. KLO 3 KLO 4 KLO 5 COMP: Straightforward, focussed and focused • Personal opinion supported by textual references Fic: COMMUNICATION IS CLEAR, DETAILED. AMBITIOUS AND ENGAGING. CONT: Some successful SHC connections. • Range of details explored Non F: [+] SUCCESSFUL ATTEMPTS TO APPEAL TO THE A&P COMP: Developing, perhaps a bit confusing or disorganised • Basic/overarching points selected. Personal opinions expressed simply Fic: GOOD CONTROL AND CLARITY, MEANING IS CLEALRY CONVEYED, SOME AMBITION. CONT: Developing SHC connections • Perhaps relies on retelling. COMP: Comparison not evident or clear. • One simple opinion/idea expressed in a simple way. CONT: Not clear/evident or pupils “retell story” of context. Non F: [+] SOME ATTEMPS TO APPEAL TO A&P Fic: CLARITY IS LACKING, SOME MEANING MIGHT BE CONVEYED, LACK OF STRUCTURE. Non F: [+] AWARENESS OF A&P • No summation relies on retelling. COMP: The pupil cannot compare to any degree yet. • Pupil cannot sum up an issue/idea with any clarity. CONT: Pupil might struggle to understand different contexts • Pupil might be successful orally, but not on the page. Fic: difficult to understand follow/disorganised / no structure Non F: [+] PUPILS STRUGGLE WITH THE CONCEPT OF ADAPTING WRITING TO SUIT ANY A&P. KLO 6 • Vocab & Devices: SUCCESSFUL ATTEMPTS • Tenses: GENERALLY SECURE • Spelling: USUALLY ACCURATE • Punctuation: SOME CONTROL • S Structure: SOME VARIATION • Vocab & Devices : CLEAR ATTEMPTS • Tenses: LIMITED ERRORS • Spelling: USUALLY ACCURATE • Punctuation: SOME CONTROL • S Structure: SOME VARIATION • Vocab & Devices : SOME ATTEMPTS • Tenses: MANY ERRORS • Spelling: FREQUENT ERRORS • Punctuation: BASIC, TOKEN ATTEMPTS • S Structure: SOME / BARELY DEMARCATED • Vocab & Devices: NO ATTEMPT • Spelling: SIMPLE, EVERYDAY WORDS INSECURE • Punctuation: NO ATTEMPT • S Structure: SENTENCES NOT USED, NO FULL STOPS