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Original poster

English Literature - Working at Grade 1 in year 10 - is this ok?

89 replies

Lougle · 17/12/2021 13:22

DD2 had her year 10 mocks in November. Her report came out last week. She's working at level 1 for English Literature (level 3 for English Language).

Nobody has told me (and the teacher is off sick so no email reply) whether this is ok because she'll improve over time and pass, or if it's worrying.

At this stage, all I care about is her getting a 4, so I suppose my question is whether a typical student would improve 3 grades by GCSE exam time from now?

OP posts:
MrsHamlet · 28/12/2021 23:08

I wouldn't have thought she would have completed enough to be tested on in November?
We routinely assess at the end of each unit. My year 10 have done one assessment and will do their second in February. English is more or less modular in content, although the skills develop across the course.

MrsHamlet · 28/12/2021 23:06

Concerned, rather than upset, I think.

ElizabethinherGermanGarden · 28/12/2021 23:06

Plus - and I only realise this now, at the end of this long screed - the OP was asking about English Lit and I answered about English Lang, so I may have derailed by not reading the OP properly.

ElizabethinherGermanGarden · 28/12/2021 23:04

It's my own observation (I work across Phases from Y1 to Y11) based on NC descriptors and GCSE grading experience. The equivalence I mention is in terms of writing, rather than the reading element; the content and language alone of the reading extract adds the challenge that takes the students beyond the requirements for Y3, but if you look at the Y3 expectations and the exemplification of grade 1 writing, there is very little difference. Expectations of Y3 are quite high!

In terms of the reading element, the students have to be able to decode a longish text that wouldn't be required of a Y3 child, but the descriptors for the very lowest marks for each question (assuming that a student achieving grade 1 would be unlikely to go above level 1 for any reading question unless the reason they get the low grade is that they have missed a lot of the paper) are that they make simple comment; the inferences they make may or may not be rooted in the textual evidence. That's similar to Y3. The level of interpretation is less than 'some (more or less unsuccessful) attempts', which is what you need for grade 3-4.

Having said all that, the situation a student is in when they sit a GCSE exam is completely different from any situation that a Y3 child would be placed in, in terms of controlled conditions, time pressure, variety of tasks, requirement of extended concentration. It means that although a Y3 child's writing would often look similar to (and often better than) the writing of a GCSE student achieving a grade 1, it's not really a fair comparison, so apologies if I've upset anyone with my comment.

cabbageking · 28/12/2021 22:58

Only school can advise on her predicted levels and any planned support.

I wouldn't have thought she would have completed enough to be tested on in November? Just my thoughts.

Original poster
Lougle · 28/12/2021 22:48

DD1 scraped Greater Depth in her year 6 SATs for English. To be fair, she was taught specific methods of scanning the text for key words because her teachers knew that she finds inference really difficult. So her GD was not necessarily a true reflection of her abilities but rather, her ability to follow her teacher's instructions. E.g. she was taught that if she saw the word 'jumper' she needed to find out if the character was cold.

OP posts:
MrsHamlet · 28/12/2021 22:35

@ElizabethinherGermanGarden

Where has this come from "A grade 1 is age related of a year 3"?

boysmuminherts · 28/12/2021 21:28

@ElizabethinherGermanGarden

It's quite unusual to improve from a grade 1 (equivalent, roughly, to the age-related expectations for year 3) to a grade 4. Having said that, it might just be that she has completely got the wrong end of the stick about the paper, or didn't finish it, or was in fact messing about on the day.

There are lots of possible reasons why she might have achieved a low grade that are not necessarily indicating a really significant concern, but I would want to have a serious conversation with your DD about whether she did her best, and if not, why not, but if so, what she is struggling with. You should also have a chat with her teacher to find out their thoughts about what the barriers are. Nationally, only about 5% of students get grade 1 or below, so it is a concern.

is that really true? A grade 1 is age related of a year 3???? How come my DS now y10 is also getting a grade 1 in English when he managed to leave primary y6 with age related expectations across the board? These schools have no clue what they are doing......
languagelover96 · 25/12/2021 10:01

That is not a good thing. Show her some typical exam papers and teach her to understand the entire wording of the exam questions. Highlight or circle key words once you have printed out the whole question paper, that is. Ask for a stack or look online on the exam board website too.

Original poster
Lougle · 23/12/2021 14:25

@cherryonthecakes

I'm just a parent but I know that exam technique is really important in the language paper. For example is she aware how many minutes she should be spending per mark ? Or that to structure her answer in a PEEL paragraph ? (PEEL is a good way to structure answers in history too)
Thanks Cherry. Yes, her school uses PEEL.
OP posts:
cherryonthecakes · 23/12/2021 13:27

I'm just a parent but I know that exam technique is really important in the language paper. For example is she aware how many minutes she should be spending per mark ? Or that to structure her answer in a PEEL paragraph ?
(PEEL is a good way to structure answers in history too)

MrsHamlet · 23/12/2021 13:13

Believe me, I'd rather give marks than made up grades for any assessment - but that's what students of all abilities always ask!
As for pressure, I do think it's far better to have the experience of exam conditions from the start than pile it all on at the end.

MerryMarigold · 21/12/2021 20:27

I suppose that's one way to look at it but I think it just puts too much pressure for an extended period of time.

Original poster
Lougle · 21/12/2021 19:16

No, not early. The school thinks that by making 'mocks' routine, then the pupils will be more confident going into their exams because it won't be odd.

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Tulipvase · 21/12/2021 09:13

@MerryMarigold

She's only at the beginning of year 10! Why is she having 'mocks'. My DS is Y11 and has mocks in Jan. I wouldn't be keen on a school which did this, to be honest. I have no idea how much improvement can happen but with 1.5 years to go, I would hope she could pass.
I assume it isn’t the case here but my daughter did her Eng Lit GCSE in year 10. A lot of the schools here do it early.
MerryMarigold · 21/12/2021 09:10

Well exactly, that have a lot of assessments but they can't all be in the gym or spaced out in exam conditions. Sitting and working silently in class on an assessment is precisely that. Referring to it as a mock and then grading them as if it were a GCSE puts the fear into parents and stresses kids out. There's a few kids this technique may work on but many, including my DS who already has anxiety, would just get stressed for a whole 2 years! Probably perform worse in the end.

MrsHamlet · 21/12/2021 09:02

@MerryMarigold

She's only at the beginning of year 10! Why is she having 'mocks'. My DS is Y11 and has mocks in Jan. I wouldn't be keen on a school which did this, to be honest. I have no idea how much improvement can happen but with 1.5 years to go, I would hope she could pass.
Because all assessments really should be done in exam conditions so students are properly prepared. My year 10 have done two formal assessments - we just don't call them "mocks"
MerryMarigold · 21/12/2021 08:37

She's only at the beginning of year 10! Why is she having 'mocks'. My DS is Y11 and has mocks in Jan. I wouldn't be keen on a school which did this, to be honest. I have no idea how much improvement can happen but with 1.5 years to go, I would hope she could pass.

Original poster
Lougle · 21/12/2021 08:34

Thanks @littlebilliie. I think the biggest challenge is that I have to get past 'My opinion is that it's boring and irrelevant, so I don't even know why I have to read it.'

I suspect that's the teenager talking though.

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littlebilliie · 21/12/2021 08:03

I would get some of the study guides and start doing this verbally. I think watching YouTube and discussing the books and sample questions will really help.

The writing down is the last stage. Perhaps get a "poem a day" book read and discuss. Having an opinion on the interpretation of literature is the key.

Original poster
Lougle · 20/12/2021 23:32

Thanks @Imitatingdory. I have a meeting with school at the beginning of January so I'll bring it all up then.

I really appreciate everyone's advice. I just feel so sorry for her that she can't show how amazing she is.

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Imitatingdory · 20/12/2021 21:40

Lougle because DD has ASD a speed of writing test is not required for extra time, so if that would be more useful it is worth pursuing further.

Original poster
Lougle · 20/12/2021 20:03

The exams officer did some sort of test where she asked DD2 to write as fast as she could, and she said she wrote too fast with legible handwriting to get extra time.

She's been given the use of a laptop, rest breaks and a small room.

They've said the rest breaks are better in a sense because DD2 can just turn her paper over, calm herself or have a think, then turn her paper back and continue, and she can do that as many times as she wants, whereas extra time is a fixed 25%.

OP posts:
Imitatingdory · 19/12/2021 21:55

Are you sure DD doesn’t qualify for extra time? As she has ASD a Form 8 is not needed and should not be used. Here are the guidelines - 5.2.3 is the important part.

Separate invigilation and a laptop may help too.

Original poster
Lougle · 19/12/2021 21:05

Thanks @Imitatingdory, I'll ask them.

@Fruitloopcowabunga DD2 doesn't qualify for extra time but did qualify for rest breaks.

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