Assessment and the
new secondary
S. Barfoot
O to share resources around literary text as
discussed last meeting.
O to identify key areas for development of
assessment at KS3.
O to explore the possibility of initiating some joint
changes to assessment criteria across the
Literary Text
Introducing grammar in context
Martine Pillette
Petit Prince
Petit Prince, comment est ton jardin?
Mon jardin? Il est petit.
Petit Prince, comment est ta fleur?
Ma fleur, elle est si fragile.
Petit Prince, comment sont tes baobabs?
Mes baobabs, ils sont si gros.
J’ai rencontré le Petit Prince,
Mais pas son jardin,
Ni sa fleur,
Ne ses baobabs
C’est loin, si loin
Un jour, peut-être
Premier Jour
Jacque Prévert
Cut- outs
Presenting literary text:
Pupils do not need to understand every
In on cut-outs, teacher could read a line and
pupils pick out appropriate card
Pupils highlight words known / unknown
Dictionary race
RAG language on cards
Sequence cards (actually sequence is
Discuss meaning in English
Use with an English translation
Using text for grammar:
• Highlight all the verbs
• Highlight all the nouns
• Isolate all the words preceding the
nouns and group them according to
gender / number
• Look at adjective endings
• Look at the repeated words – what
other similar words could we use?
Using text for writing / speaking:
• Add new lines
• Add adjectives to each line
• Add adverbs
• Change tense
• Change key details
• Work on a simplified version
• Poetry reciting competition
• Learn it by heart
Sa mère dans les douleurs
La mort dans un cri
La maison dans la ville
Des draps rouges dans un lit
Le couloir dans la maison
Des draps blancs dans un armoire
La ville dans la nuit
Le père dans le couloir
Et l’enfant dans la vie
Un enfant dans sa mère
Assessment – new NC – no levels
How do we feel about this?
Having discussed the implications of the
new NC – how do we build these aspects
into assessment?
The current Year 7 pupils will be the first to take the new
GCSE so their KS3 assessments need to reflect what is
ahead of them…..
Emphasis on:
Skills and Core Knowledge – not Content
Freedom and Flexibility – no prescribed approach or
Rigour – a genuine understanding of how a language
works, not “level 6 because I can say je vais aller au parc!”
Manipulation of TL – not memorisation 
Authentic Language and an increased Awareness of the
Culture in the countries speaking that language
Creativity – inspiring them
Current Practice
Discussion: Have a look at the current KS3 NC
levels and talk on your table about the following:
O How do you use these in your current formative
and summative assessment routines?
O How successful are they as a means to
measure attainment and progress?

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