This assessment effectively bridges the KS2 and KS4 styles of questions and averts the Year 7/8 dip. Did you know, for example, that KS2 students are not required to comment on the effect of language or structure in their SATs tests? Nor are they required to evaluate texts. It is therefore unsurprising that students often perform badly in KS3 tests that are based solely on GCSE papers. My assessment paper takes elements of the KS2 paper that students are familiar with and works in aspects of the KS4 paper at an appropriate level. The grade boundaries are on the front of the paper and have been based upon 2017 threshold levels (AQA).
This is one of the first of a set papers that aims to encourage students to become increasingly independent through their secondary school career and has been designed through a careful investigation into KS2 papers and an in-depth knowledge of GCSE papers. Please follow me if you find this useful and keep a look out for future bundles of assessment papers.
Copyright acknowledgement to the author of this extract, who has circulated this first chapter as a free resource. Please do bu her book if you enjoy it.
This is one of the first of a set papers that aims to encourage students to become increasingly independent through their secondary school career and has been designed through a careful investigation into KS2 papers and an in-depth knowledge of GCSE papers. Please follow me if you find this useful and keep a look out for future bundles of assessment papers.
Copyright acknowledgement to the author of this extract, who has circulated this first chapter as a free resource. Please do bu her book if you enjoy it.
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Thank you, do you have the indicative/answers for this assessment?
Thank you. Agree with your comments. The interweaving of Key Stage 2 and Key Stage 4 questions in the assessment works really well.
Haven't used yet but looks to be quite useful for comprehension, grammar and literary tasks. I would agree that it does provide students with questions they may not have met before.
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