En
KEY STAGE
2
English
Implications for
teaching and learning
2006
from the 2006 national curriculum tests
National curriculum assessments
Implications for teaching and learning
from the 2006 key stage 2 English tests
These implications are based on an analysis of how pupils performed in the 2006 national curriculum tests. A series of presentations to support
teachers in analysing pupil performance and to inform teaching and learning will be available on the QCA website at www.qca.org.uk/itl from the
end of November 2006.
Reading
AF4 identify and comment on the structure and organisation of texts, including grammatical
and presentational features at text level
Assessment focuses
The aspects of reading to be assessed are pupils’ ability to:
AF1 use a range of strategies, including accurate decoding of text, to read for meaning
AF5 explain and comment on writers’ uses of language, including grammatical and literary
features at word and sentence level
AF2 understand, describe, select or retrieve information, events or ideas from texts and
use quotation and reference to text
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text
on the reader
AF3 deduce, infer or interpret information, events or ideas from texts
AF7 relate texts to their cultural and historical contexts and literary traditions.
Level 3
Í level 4
Help pupils to:
Level 4
Í level 5
Level 5
Help pupils to:
skim and scan text to locate precise evidence and reread for
meaning to confirm accuracy (AF2)
empathise with characters in non-fictional texts, as well as
fictional (AF3)*
identify the intended effect of particular language choices
(AF5)
identify the effect of different sections of a text (AF6)
rely on textual information rather than personal experience
or extrinsic knowledge. (AF3)*
Í
Help pupils to:
recognise the gist of a paragraph (AF3)*
draw on several aspects of a text to justify personal opinion
(AF3/6)*
recognise when it is appropriate to bring personal
experience to shed light upon inferential understanding
(AF3)*
make precise statements about different features specific to
the text, eg subheadings (AF4/6)*
explain the precise function of typographical features in
conveying meaning, eg capitalisation of whole words (AF4)*
identify precisely words used by the author to express a point
of view (AF5)
interpret figurative language in context, rather than in the
abstract (AF5)
recognise features that differentiate texts. (AF5/7)
interpret figurative language in the light of the whole
passage it comes from, not just the surrounding text (AF5)
compare texts in terms of their impact upon the reader and
justify opinion through a range of points. (AF6)
*AF3 and AF4 implications will be explored in more detail in the presentations at www.qca.org.uk/itl from November.
Writing
Assessment focuses
AF4 construct paragraphs and use cohesion within and between paragraphs
The aspects of writing to be assessed are pupils’ ability to:
AF5 vary sentences for clarity, purpose and effect
AF1 write imaginative, interesting and thoughtful texts
AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
AF2 produce texts which are appropriate to task, reader and purpose
AF7 select appropriate and effective vocabulary
AF3 organise and present whole texts effectively, sequencing and structuring information,
ideas and events
AF8 use correct spelling.
Level 3
Í level 4
In writing diary entries, help pupils to:
use subordinate clauses to develop a diary writer’s ideas and
thoughts within the sentence, eg because I hate theme parks
(AF5)*
develop a significant event from different points of view, to
interest or amuse the reader, eg Tom: Sara fell off and had to
swim there / Sara: First I fell off the ferry… (AF1)
use changes in time or place to create sections of text, eg
When we went under the net (AF3)
demarcate most sentences correctly with capital letters and
full stops, using question marks and exclamation marks
carefully, according to meaning. (AF6)*
In writing information, help pupils to:
use punctuation within the sentence, eg placing commas
correctly to support divisions (AF6)*
develop coverage of content to include relevant and
informative detail, eg People use its skin to make gloves; dry,
sandy places (AF2)
group related information within a section by using cohesive
links, eg These creatures can change colour; an animal like
this. (AF4)
Level 4
Í level 5
In writing diary entries, help pupils to:
Level 5
Í
In writing diary entries, help pupils to:
vary sentence type to create interest and authenticity, eg
questions and commands to indicate conversational
language in the diary, Who calls that day fun? Well, that’s not
fair, is it, diary? (AF5)*
use a wider range of adverbials, varied in sentence position
to create effect and emphasis, eg Being nice parents, they
gave me some money… / Tom was buzzing around my head
like a fly that needs to be swatted (AF5)*
establish contrasting viewpoints to create reader interest or
amusement in the diary writers’ characterisations, eg Tom: As
I was feeding it I felt a tickling sensation all across the palm of
my hand / Sara: The zebra felt unpleasant and put slobber all
over my hand (AF1)
create distinct characterisation by effective vocabulary
selection, eg Tom: Oh how beautiful mother nature could
be. Sara:… all these disgusting insects. Gross! (AF7)
use sections or paragraphs to develop detail about an event,
maintaining links in the text through varied reference, eg my
little demon-of-a-brother / my rotten brother (AF4)
select punctuation within the sentence for meaning, eg
brackets or dashes for an inserted comment, and my ice
cream (which mum had just got me) went all over my brand
new T-shirt. (AF6)*
In writing information, help pupils to:
use expanded noun phrases to convey detailed information
economically and clearly, eg the fat, juicy insects living in the
jungle. (AF5)*
maintain control over longer, developed sentences
containing several subordinate clauses, eg He said that if he
had known it was going to be such a cold, windy day he
wouldn’t have brought us, because the waters were so
dangerous. (AF6)*
In writing information, help pupils to:
select sentences structures that contribute to informative
presentation of content, eg passives for detached,
impersonal effect, This devastation is being caused by,
adverbials for economical expression, avoiding predators.
(AF5)*
Reminders
Maintain consistent level of formality according to purpose,
eg conversational diary entries, impersonal information style.
(AF2)
Use adverbials to vary sentence construction. (AF5)*
*AF5 and AF6 implications will be explored in more detail in the presentations at www.qca.org.uk/itl from the end of November.
© Qualifications and Curriculum Authority 2006
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Website: www.naa.org.uk/tests
About this publication
Who is it for?
Headteachers, teachers, local authority assessment and
subject coordinators.
What is it about?
Pupils’ performance in the 2006 national curriculum tests.
What is it for?
To provide teachers with information about pupils’ successes and areas
for improvement that were highlighted by responses to the 2006 tests.
Related materials
Implications for teaching and learning presentations.
Available to download from the QCA website at www.qca.org/itl
from the end of November 2006.
For more copies
Further copies of this leaflet may be downloaded from www.qca.org.uk/itl.
QCA/06/2907
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