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

[Lougle]

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?

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.

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.

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.

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)

@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.

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.

@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......

@ElizabethinherGermanGarden

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

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.

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.

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.

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.

Concerned, rather than upset, I think.

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.

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

Wow @ElizabethinherGermanGarden that's quite a qualification to make after your earlier assertion! You had me worried for a while - I'm an experienced English teacher of many years and there was no way I'd expect a Y3 child to get a GCSE grade 1 on the full paper. Many of my Y7s are high grade 1 / low grade 2 (again, based on the full paper), but that's fine as they are four and a half years away from GCSE.

My DD is doing Jekyll and Hyde (now Y11), amongst others. I've read every single book/play she is studying, written notes in a way that make sense to my child, highlighted quotes, themes, language, metaphors/similes (thank you Google) etc etc. It's taken hours and hours, but at least I can now sit with them and we can talk about things together and come up with plans. CGP guides are wonderful, as are post-it notes!

My post came across as sanctimonious, which I absolutely didn't intend. What I meant was that you're obviously incredibly clued up as to how your child works and remembers things - I found that classroom teaching simply didn't work for Eng Lit so I had to find another way. We've managed to claw back two grades doing it our way (rather than the school's). I hope you find a method that works for you.

@Diditreallylookawful it didn't seem sanctimonious at all! Don't worry !

The CGP guides are indeed very good, as are Mr Bruff / Mr Salles on YouTube. I just wish that all parents were are dedicated as you to helping their DC.

I think if my Year 10 had a Grade 1 in anything I would be having serious words with the school. That's not a reflection on your child by the way, but I'd be slightly cross that this hadn't been picked up previously. English Literature is not a new subject to them in Year 10 they will have been learning aspects of it for the three years previous.

I would get a decent tutor and fast

@CornishGem1975

I think if my Year 10 had a Grade 1 in anything I would be having serious words with the school. That's not a reflection on your child by the way, but I'd be slightly cross that this hadn't been picked up previously. English Literature is not a new subject to them in Year 10 they will have been learning aspects of it for the three years previous.

Well it would depend on the child as well of course.

If they haven't applied what they have been taught to cover all three assessment objectives in Lit then they will struggle. You can know a book inside out but the exam is not a knowledge quiz. If you don't demonstrate the objectives the teacher cannot give the marks.

@CornishGem1975

I think if my Year 10 had a Grade 1 in anything I would be having serious words with the school. That's not a reflection on your child by the way, but I'd be slightly cross that this hadn't been picked up previously. English Literature is not a new subject to them in Year 10 they will have been learning aspects of it for the three years previous.

Lots of students do badly the first time round - it's what's done to follow that up which is important. Gcse lit assessments are very prescriptive in their mark scheme. Mess up your handling of the assessment criteria and it can have a hugely negative effect.

In year 10 Dd and lots of others did very badly at chemistry. Lots of us contacted the school who laid on extra lessons we also got a shit hot specialised tutor as did lots of others. Year 10 her grade was 3 she just got a 6 in her year 11 mocks

@Imitatingdory

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.

@Lougle

assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

This is a statutory document. Schools must (if relevant) do what’s applicable for the child. If not, then they must detail why not. Both answers are important.
Lack of £ is not a defence for not actioning / applying for learning support.

I feel like a broken record. It’s fucking shocking, the lack of info parents are given.

1. Did DD have a formal assessment / diagnosis?

If so, DD is covered by the Equal Act ‘10 & the Gov’t SEND Code of Practice. What does this mean? I) You should have been given a copy of the report. II) There should be a section in the report detailing what difficulties DD’s diagnosis causes and initial advice from the clinician to help with learning, social & behavioural issues. School should be using this to form learning plans for DD.

1. No formal diagnosis?

You have a paper trail from 3 primary schools, detailing learning difficulties. The SEND Code covers this. If there is working evidence of difficulties, teachers are required to put help into place before any formal diagnosis. The difficulty is lack of SEND training of teachers (no offence intended), especially where ASD, ADD, ADHD type difficulties present. If you aren’t trained, how do you spot the difficulties?

1. Does DD have an IEP (Individual Educational Plan)?

Once diagnosed or teachers recognise difficulties, DD should have had one. This is a statutory requirement. Doesn’t have to be called an IEP. Should detail the difficulties and what teachers will do in class etc… to help. Should also detail what hasn’t worked. This is not a fixed document. Should be reviewed termly by you and SENCO.

1. Exam accoms.

School should have been using the IEP to form daily working strategies for DD with an eye to exams. School need to evidence normal working practice for DD. The school should know sect. 8 would not be relevant to DD. That would be Specific Learning Difficulties ie dyslexia.

Depending on answers for 1-4 would influence my questions to school.
If I was only now hearing that my DS was only hitting 1s, I’d be wanting answers.

Is there a ASD support group local to you.
Is there someone you can take to the school meeting? Take notes.

I'm not being difficult, but that document clearly says:

"Supervised rest breaks must always be considered before making a request for extra time, since they may be more appropriate for candidates with a medical condition, a physical disability or a psychological condition. (See Chapter 5, section 5.1 for more detail.) The SENCo must have considered and thoroughly exhausted the option of supervised rest breaks before making an application for 25% extra time. The SENCo considers 25% extra time, and not supervised rest breaks, to be an appropriate access arrangement/reasonable adjustment."

They've given DD2 supervised rest breaks. I'm not sure how extra time would help her because she gets stressed and simply gives up. She finished her 1 hour chemistry exam in 18 minutes because she answered what she could and the rest seemed like nonsense to her.

At least with rest breaks, she can take as many as she needs. She can turn over the paper, calm down, have a think and start again.

I'll discuss it at the meeting but what she needs is to understand what she's doing.

I know there is a huge curriculum to cover, but she's finished The Lord of the Files, has no idea how to answer questions about it, and they're moving on to Jekyll and Hyde in January. She's just going to slip further and further behind if they don't realise that she isn't getting it.