As we know, levels have been consigned to the land of assessment-past. Dragging behind them, an equally rotting receptacle of wasted human endeavour, lopes their hateful, dunderheaded side-kick APP.
One of my greatest complaints about the use of the level descriptors in English has been the way that ‘reading skills’ have been defined. It is not just the infuriating nebulousness of these descriptors that has stunted KS3 English for so long; it is also the way reading and writing have been torn asunder as if they are two separate unrelated entities. Under the old system, if a student wrote a three page analytical essay on a Shakespeare play, I would assess them only on their ‘reading skills’ and not how they crafted the language of the essay. This led to the daft scenario of weeks and weeks spent teaching a text and pulling it apart, and scant seconds…
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