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CAMBRIDGE CHECKPOINT RESULT ANALYSIS

ENGLISH: INLINE WITH THE CURRICULUM AND SEF

Cambridge Secondary 1 Checkpoint tests have been designed to assess learners at the end of Cambridge Secondary 1. They are available in English, English as a Second Language, Mathematics and Science, and give valuable feedback on learners’ strengths and weaknesses before they progress to the next stage of education.

IN TWS

ENGLISH AS A SECOND LANGUAGE

Strands

Sub-Strands

Reading

Explicit MeaningImplicit MeaningUse of Language

Usage SpellingVocabularySentence StructurePunctuation

Writing ContentPurpose & AudienceText Structure

READING

Sub-Strand

Scores Performance

Remarks Evaluation 6 Rating

Explicit Meaning

3.6 Good Better than Expected

Teaching has been particularly effective

Sound Understanding of the Curriculum ContentImplicit

MeaningBetter than Expected


Use of Language

As Expected Teaching has been up to the mark

USAGESub-Strand

Scores Performance

Remarks Evaluation 6 Ratin

gSpelling 2.9 OK As Expected Teaching has been

up to the markBasic Understanding of the Curriculum Content

Vocabulary

Worse than Expected

Coverage has been incomplete and learning has been less thorough

Sentence Structure

Better than Expected


Worse than Expected


Punctuation

GAPS IN USAGE & ACTION PLANSub-Strand

Performance

Remarks Action Plan

Vocabulary Worse than Expected

Coverage has been incomplete and learning has been less thorough.

• In every prose and poem lesson during the year a lesson is allotted for the identification of the new vocabulary and the usage of it.

• KS3 Success Course Book (Chapter 7: Vocabulary & Spelling) is creatively used.

Punctuation

• A week-long functional grammar lessons, specifically on Punctuations is added in the syllabus.

• KS3 Success Course Book (Chapter 6: Using Punctuation for Clarity & Effect) is creatively used.

WRITING

Sub-Strand Scores Performance Remarks Evaluation 6 Rating

Content 2.8 OK As Expected Teaching has been up to the mark

Basic Understanding of the Curriculum Content

Purpose and Audience

As Expected Teaching has been up to the mark

Text Structure

Worse than Expected


GAPS IN WRITING & ACTION PLANSub-Strand Performance Remarks Action PlanText Structure

Worse than Expected


• KS3 Success Course Book (Chapter 5: Writing Effective Sentences; Chapter 8: Writing for a Purpose, Audience and Form) is creatively used.

SCALE EVALUATION0 to 1 Very

PoorBasic Understanding of the Curriculum Content.

1 to 2 Poor2 to 3 OK3 to 4 Good Sound Understanding of

the Curriculum Content4 to 5 Very Good

5 to 6 Excellent Excellent Understanding of the Curriculum Content.

END OF SERIES REPORTSpelling: Spelling was a strength; however, there were the usual mistakes made;

were/where, it’s/its, loose/lose and the common there/their.Sentence Structure:

Sentence structure was generally ‘safe’ rather than ‘adventurous’. Effort was made to write in complex sentences, and there were fewer instances of an answer prepared and then adapted to fit the requirements of the question.

Punctuation: Punctuation was generally accurate, but lacked use of commas in many cases. Generally, the use of full stops was good.

Purpose and Audience:

The majority of candidates produced a sound piece of work relevant to the task.

Text Structure:

There were many good responses which, however, were not paragraphed. Most responses had an introduction, some development and then a conclusion.

CLASSWISE & YEARWISE ANALYSISStrands

CAMBRIDGE

GRADE 7 GRADE 8

Score

Rating

7B3

7B5

AS7

Rating

8B2

Rating

Reading

3.6 Good 1.2 1.5 1.4 Poor 3.8 Good

Usage 2.9 OK 1.7 1.5 1.6 Poor 2.4 OKWriting 2.8 OK 3.2 1.8 2.5 OK 2.7 OKOverall 3.1 Good 2.0 1.6 1.8 Poor 2.9 OK

READING USAGE WRITING OVERALL0

0.5

1

1.5

2

2.5

3

3.5

4

CAMBRIDGE COMPARISON WITH GRADE 7 & 8

CAMBRIDGE GRADE 7 GRADE 8

ASSESSMENTS

STRANDS USAGE READING USAGE USAGE USAGE WRITINGSUB STRAND

VOCABULARY

IMPLICIT MEANING

SENTENCE STRUCTURE

VOCABULARY

SENTENCE STRUCTURE

TEXT STRUCTURE

MAX SCORE

2 2 2 1 1 2

SCORE 7B3

1.4 0.4 0.2 0.4 0.2 1.1

SCORE 7B5

1.2 0.5 0.2 0.4 0.3 0.6

AVERAGE 7 1.3 0.5 0.2 0.4 0.3 0.9SCORE 8B2

1.8 1.3 0.3 0.6 0.5 0.9

THE WESTMINSTER SCHOOL, DUBAI AS 1 – CONINUOUS ASSESSMENT - SEPTEMBER

ENGLISH DEPARTMENT: YEAR 7 S QUESTIONS M U Frame Sentences:

1. Pensive 2. Avenue

2

R Annotate the following lines: When all at once I saw a crowd A host of dancing Daffodils;

2

U Tenses: Do as directed: 1. The books lay scattered on the floor. (Change to Present) 2. She has been singing very well indeed. (Change to Past)

2

U Identify the Parts of Speech: 1. This is an oil painting. 2. He wanted some oil for his bicycle.

1

U Identify the sentence type: 1. We took a taxi home after the theatre. 2. Although Mexico has the better football team, it lost.

1

W Write a paragraph of 5 sentences stating the leadership qualities of a man who wants to consider duty first and friendship next in life.

2

THE WESTMINSTER SCHOOL, DUBAI AS 1 – ASSESSMENT - SEPTEMBER

ENGLISH DEPARTMENT: YEAR 8 S QUESTIONS M U Frame Sentences:

1. Ambush 2. Despondence

2

R Annotate the following lines: We have imagined for the mighty dead; All lovely tales that we have heard or read:

2

U Tenses: Do as directed: 1. The books lay scattered on the floor. (Change to Present) 2. She has been singing very well indeed. (Change to Past)

2

U Identify the Parts of Speech: 1. This is an oil painting. 2. He wanted some oil for his bicycle.

1

U Identify the sentence type: 1. We took a taxi home after the theatre. 2. Although Mexico has the better football team, it lost.

1

W Imagine that you are elected as the President of the class. Make a diary entry mentioning 5 leadership qualities that you will practice as a President.

2

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