‫ﺷﻜﺮﺍً ﻟﺘﺤﻤﻴﻠﻚ ﻫﺬﺍ ﺍﻟﻤﻠﻒ ﻣﻦ ﻣﻮﻗﻊ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻹﻣﺎﺭﺍﺗﻴﺔ‬

‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻨﻬﺎﺋﻲ ﺍﻟﻤﺴﺎﺭ ﺍﻟﻤﺘﻘﺪﻡ‬

‫ﻣﻮﻗﻊ ﺍﻟﻤﻨﺎﻫﺞ ⇦ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻹﻣﺎﺭﺍﺗﻴﺔ ⇦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻣﻦ ⇦ ﻟﻐﺔ ﺍﻧﺠﻠﻴﺰﻳﺔ ⇦ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ⇦ ﺍﻟﻤﻠﻒ‬

‫ﺗﺎﺭﻳﺦ ﺇﺿﺎﻓﺔ ﺍﻟﻤﻠﻒ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻟﻤﻨﺎﻫﺞ‪04:58:55 2024-05-01 :‬‬

‫ﺍﻟﺘﻮﺍﺻﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﺤﺴﺐ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻣﻦ‬

‫ﺍﺿﻐﻂ ﻫﻨﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺟﻤﻴﻊ ﺭﻭﺍﺑﻂ "ﺍﻟﺼﻒ ﺍﻟﺜﺎﻣﻦ"‬

‫ﺭﻭﺍﺑﻂ ﻣﻮﺍﺩ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻣﻦ ﻋﻠﻰ ﺗﻠﻐﺮﺍﻡ‬

‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﻻﺳﻼﻣﻴﺔ‬

‫ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻤﻠﻔﺎﺕ ﺑﺤﺴﺐ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻣﻦ ﻭﺍﻟﻤﺎﺩﺓ ﻟﻐﺔ ﺍﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻨﻬﺎﺋﻲ ﺍﻟﻤﺴﺎﺭ ﺍﻟﻌﺎﻡ‬ ‫‪1‬‬

‫ﻛﺘﺎﺏ ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺴﺎﺭ ﺍﻟﻤﺘﻘﺪﻡ‬ ‫‪2‬‬

‫ﺷﺮﺡ ﻭﺣﻞ ﺍﻟﺪﺭﺳﻴﻦ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺘﺎﺳﻌﺔ ‪Rivers‬‬ ‫‪3‬‬

‫ﻭﺷﻮﺍﻃﺊ ﺃﻧﻬﺎﺭ ‪and Coasts‬‬

‫ﺃﺳﺌﻠﺔ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻨﻬﺎﺋﻲ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﺃﻛﺴﺲ‬ ‫‪4‬‬

‫ﺃﺳﺌﻠﺔ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻨﻬﺎﺋﻲ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻋﺎﻡ‬ ‫‪5‬‬

 ‫ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻤﻠﻔﺎﺕ ﺑﺤﺴﺐ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻣﻦ ﻭﺍﻟﻤﺎﺩﺓ ﻟﻐﺔ ﺍﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬

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English Assessment Planner
Level 6.1
Grade 8 Advanced

Term 3
2023 – 2024
Overview
In this assessment planner, you will find all of the tools and information you need to plan and implement Term 3 assessments. While
every effort has been made to provide complete and accurate information in this document, there is a possibility that elements of the
assessment plan will be updated as the term progresses. If the need arises, updates will be communicated as soon as the assessment
team is aware of the change.

Level Alignments
Level alignments allow you to access and understand targeted learning outcomes and assessment goals for your students. Level
alignments include the English Language Curriculum Framework for Excellence (ECFE) Level, the Literacy Level, the CEFR Level, the
Lexile Range, the Global Scale of English level, a list of National and International Assessments, and a list of assessed curriculum
frameworks.

Coverage, Prerequisite Grammar and Core Lexis

Coverage details are of particular importance in planning instruction for the term. In order to ensure that students are fully prepared for
assessments, ensure frequent exposure to Term 3 assessment topics, lexis, grammar and functional language found in this document.
Coverage may differ from what is featured in the course books. In order to support learning, the grammar points that will be assessed in
the at-level texts in the GSE grammar column have been augmented with the prerequisite grammar points – the language points that the
student needs to understand before they can access the assessed grammar point. A teaching resource with examples of Term 3
grammatical points and functional language will be released to provide support for all Term 3 assessments. A list of some of the core
lexis that will be included in the at-level texts and questions is provided in this document. We recommend using the information in the
coverage details and core lexis to develop your own resources to provide additional exposure to assessed topics, language points and
vocabulary throughout the term.

Term 3 Assessments
In Term 3 Assessments, you will find a list of all assessments for the term including the assessment type, weights for the term and the
academic year, potential Continuous Assessment tasks, and a brief description of each End of Term assessment.

Specifications and Guidance

Guidance will be provided ahead of implementation and all specifications are included in the document. The specifications and guidance
are similar to the documents released by the assessment team in previous years, with some updates to formatting and content for
cohesion and to reflect changes to the assessment plan for the current academic year. Specifications and guidance are provided for the
Reading and Writing Summative Assessments.
Level Alignments

National and
Curriculum ECFE Level Literacy Level Phase CEFR Level Lexile Range GSE Level International
Assessment

EmSAT Advantage –
Grade 8
Grade 8 Advanced (8 Advanced) 6.1 Level 4 4 B1 – B1+ 1000L - 1370L 47 - 50
EmSAT 975 - 1050

Curriculum Frameworks Assessed:

• English Language Curriculum Framework for Excellence
• Literacy and Communication Framework
• English Language Learning Continuum
Coverage
Topic(s): Food and drink, entertainment, looking back.

ECFE Grammar Prerequisite Grammar GSE Grammar Functional Language

Can make affirmative statements using Can use the past perfect in a range of
Past time: past perfect
common regular past simple forms. (30) common situations. (54)

Can describe hypothetical (counterfactual)

Conditionals: I wish/if Can use 'I wish/if only' to express wishes
results of a current action or situation
only related to the present or future. (54)
using the second conditional. (48)
Expressing opinion

Expressing agreement and

Can describe possible future outcomes of disagreement
Conditionals: first / Can describe present or future outcomes of
a present action or situation using the first
second conditional a hypothetical situation using 'even if'. (54)
conditional. (46) Speculating and making
deductions

Can use 'get' with the passive in informal

Passives Can use the present simple passive. (48) speech to express unexpected or dramatic
change. (54)

Can use 'must' to express obligation and Can use 'must have …' to express
Modals: past modals
necessity in the present and near future. inferences and assumptions about the
(deduction)
(37) past. (53)
Core Lexis

Food and drink Entertainment Looking back

ingredients documentary traditional
produce director trade
unhealthy studio cultural
quantity location divers
education shoot (a film) coast
spices incredible increase
tourism
Term 3 Assessments
Weighting
Assessment
Term Year
Continuous Assessment 30% 10%
Reading and Writing
70% 25%
Summative Assessment

Assessment Description

In Term 3, continuous assessment is written by teachers based on the individual needs of their
students. A continuous assessment guide and materials are available on the English assessment
SharePoint and on LMS. Teachers are encouraged to develop their own continuous assessment
Continuous Assessment
program tailored to the gaps identified by the diagnostic and summative assessments and also
formative assessment conducted during usual classroom practice. A bank of teacher-created
resources is available on the English assessment SharePoint.
As the culmination of the term’s work, students are asked to demonstrate their accomplishments in
reading and writing. Students will be asked to respond to an informative writing prompt with three bullet
points that corresponds to the topics in the assessment coverage. They will first be asked for their
opinion about the essay topic. They will then produce a plan for how they will answer the essay prompt.
Both the initial opinion response and plan will be marked by the teacher using holistic rubrics. Students
will then produce an extended response, the expected length of which is detailed in the specifications
Paper Summative Assessment below. The extended response will be marked against an emerging, developing and mastery rubric to
generate useful data that can be used formatively. They will then be presented with an extended text
and will answer a free-response reading question by inferring information that is not explicitly
mentioned in the text. They will justify their answer to that question by drawing on relevant evidence
from the text in their explanations. The free-response questions will be marked using rubrics. The
writing assessment and inference section will constitute 40% of the summative assessment marks for
this term.
In the first part, students will be presented with a MAZE text with five gaps that will assess the
prerequisite language needed to access the level. They will select the option that represents the
SwiftAssess Summative correct grammatical, functional language or vocabulary point to fill the gaps. The next part is a MAZE
Assessment (on paper for 9 with ten gaps that will assess the level’s coverage. Students will then answer multiple-choice questions
Advanced and 9 Elite) about a below-level reading text that will assess prerequisite reading comprehension skills. Next,
students will answer multiple-choice reading comprehension questions about an at-level text. This
assessment will constitute 60% of the summative assessment marks for this term.
Continuous Assessment
Suggested Continuous Assessment for Term 3. These are not mandatory. Select tasks appropriate to your students’ needs.

Task Outcomes assessed Task description

ENG.06.4.3.XX.011 Use own and others’ ideas to plan and Students are given an academic essay topic related to the coverage topics.
develop writing. They produce a plan before writing the essay.
ENG.06.4.2.XX.017 Use simple and some complex
language structures in writing. Potential for peer review and further drafts produced based on teacher / peer
Process writing comments.
ENG.06.4.3.XX.010 Write simple, extended texts on
familiar and concrete topics.
ENG.06.4.3.XX.012 Write structured paragraphs that Potential to reinforce learning of language structures or vocabulary by requiring
contain a topic sentence and supporting details. their inclusion in the essay.

ENG.06.2.3.XX.018 Read and identify specific information

in simple, extended texts on familiar and some unfamiliar
concrete topics. Students are given a topic that aligns with the coverage topics. They research
and write a presentation on the topic, either individually, in pairs or as a group.
ENG.06.2.3.XX.019 Read and understand details in
simple, extended texts on familiar and some unfamiliar They present to the class.
concrete topics.
ENG.06.2.3.XX.022 Make connections when reading Potential to reinforce learning of language structures by requiring their inclusion
Project presentation simple, extended texts on familiar and concrete topics. in the presentation.
ENG.06.4.3.XX.011 Use own and others’ ideas to plan and
develop writing. Potential to assess speaking and listening outcomes if a question and answer
ENG.06.4.2.XX.017 Use simple and some complex
session forms part of the presentation to the class.
language structures in writing.
ENG.06.4.3.XX.010 Write simple, extended texts on
Potential for peer assessment.
familiar and concrete topics.
 Students are given an activity in groups. Suggested tasks include:

Designing and making a game, including rules.

Writing and performing a play.
Researching and writing a newsletter article.
Dependent on task chosen. A wide range of
Task-based activity outcomes can be assessed from each domain. Participating in a debate about a topic students have researched.
Identifying and providing solutions for an issue (at school or in the wider world).

Potential for peer assessment.

Potential for post-task reflection activities to assess higher-order thinking skills.

Quizzes could have a grammar focus and assess students’ knowledge of

grammar points either pre or post teaching.

Quizzes Dependent on quiz content. They could also have a lexical focus and assess students’ vocabulary.

Short texts can be presented to students with reading comprehension

questions or recorded and used to assess listening.

ENG.06.2.3.XX.017 Read and understand the overall

meaning of simple, extended texts on familiar and some Students are either set a text to read or are directed to choose a text or book to
unfamiliar concrete topics. read. This could be linked to Literature Lessons from the coursebook, if
ENG.06.2.3.XX.018 Read and identify specific information available.
in simple, extended texts on familiar and some unfamiliar
concrete topics.
Students either produce a general report on what they have read that
ENG.06.2.3.XX.019 Read and understand details in summarises the main points (writing outcomes could also be assessed here).
simple, extended texts on familiar and some unfamiliar
Reading journal concrete topics. They could reflect in basic terms about what they have read. Alternatively, a
series of questions could be posed that lead them to provide a detailed report.
ENG.06.2.3.XX.020 Read and identify the main points of
simple, extended texts on familiar and some unfamiliar Questions could involve students describing characters, settings, events, or
concrete topics. listing new vocabulary or language structures they have encountered by
ENG.06.2.3.XX.022 Make connections when reading
reading. Students could also present their reports to the class and discussions
simple, extended texts on familiar and concrete topics. around the themes raised could provide opportunities to assess speaking
LL4.R.P.2 Consider how information from extended texts
outcomes.
can be used after reading or listening.

Students select pieces of work they have completed for inclusion in their
portfolio. Students complete a reflection task where they could explain why
Dependent on task chosen. A wide range of they have chosen the pieces of work, what they learned when doing them and
Portfolio evaluation outcomes can be assessed from each domain. what they could do to improve their work for next time.

Potential for peer assessment.

Summative Assessment Weighting

Paper exam: 40% of summative SwiftAssess exam: 60% of summative

assessment term grade assessment term grade

Bloom’s Part Activity Weighting Bloom’s Part Activity Weighting

Understand and
recall 1 Opinion 5% 5 Below-level MAZE 13.33%
Application and Understand and
analysis recall (c.25%)
Higher-order 2 Plan 5% 6 At-level MAZE 13.33%
thinking

Understand and Below-level reading text

recall 7 13.33%
questions
Application and
3 Essay 25%
analysis
Higher-order Application and At-level reading text
8 14.64%
thinking analysis (c.35%) questions

Inference question 2%
Higher-order At-level reading text
4 9 5.36%
thinking (5%) questions
Justification question 3%
Reading and Writing Summative Assessment Specifications
Paper exam

ECFE Alignment: Level 6.2 Term Weighting: 40% Domain: Reading and Writing

Question Type and Number of Questions and

Sections Outcomes Assessed Constructs
Instruction Question Description

Remember and Understand

Application and Analysis

ENG.06.4.3.XX.011 Use own and others’ 5 marks, marked using a rubric
Writing task Higher-order thinking
__________________ ideas to plan and develop writing.
Students are asked to produce at
Part 1 ENG.06.4.2.XX.017 Use simple and some A: Foundational proficiency
Free-response opinion least two sentences that contain
B: Grade-level mastery
question complex language structures in writing. their opinion about the topic of an
C: Advanced application
essay prompt.
Phase 4

B1 – B1+

Remember and Understand

ENG.06.4.3.XX.011 Use own and others’
ideas to plan and develop writing. Application and Analysis
ENG.06.4.2.XX.017 Use simple and some
Higher-order thinking
Writing task complex language structures in writing. 5 marks, marked using a rubric
Part 2 __________________ A: Foundational proficiency
ENG.06.4.3.XX.010 Write simple, extended Students are asked to produce a
Free-response plan B: Grade-level mastery
texts on familiar and concrete topics. plan to answer an essay prompt.
C: Advanced application
ENG.06.4.3.XX.012 Write structured
paragraphs that contain a topic sentence Phase 4
and supporting details.
B1 – B1+
 Remember and Understand

ENG.06.4.2.XX.017 Use simple and some Application and Analysis

complex language structures in writing.
Higher-order thinking
25 marks, marked using a rubric
Writing Task ENG.06.4.3.XX.010 Write simple, extended
__________________ texts on familiar and concrete topics. A: Foundational proficiency
Part 3 Students are asked to produce an
B: Grade-level mastery
extended text in response to a
Extended response ENG.06.4.3.XX.012 Write structured C: Advanced application
prompt and three bullet points.
paragraphs that contain a topic sentence
and supporting details. Topics: Food and drink, entertainment,
looking back.

Expected text length: 120 words

Higher-order thinking
Inference - 2 marks, marked using a
rubric
C: Advanced application
LL5.R.In.1 Infer complex information
A free-response inference question
Free-response question needed for comprehension when it is not Phase 5
that tests deep understanding of the
__________________ directly stated in complex, extended texts. text.
B2 - B2+
Part 4
Read the text and answer LL5.R.P.2 Consider how information from
Justification – 3 marks, marked
the question. Use full complex, extended texts can be used after Text:
using a rubric
sentences. reading or listening. - extended
- concrete and abstract topics
A free-response justification of the
- narrative
student’s answer to the inference
question.
Text length: 360 words
SwiftAssess exam

ECFE Alignment: Level 6.2 Term Weighting: 60% Domain: Reading

Question Type and Number of Questions and

Sections Outcomes Assessed Constructs
Instruction Question Description

Remember and Understand

A: Foundational proficiency
MAZE task 5 questions
Phase 4
multiple-choice questions
__________________ ENG.05.2.2.XX.012 Recognise key Gap-fill sentences within a MAZE
Part 5 A2+ - B1
features of text organisation and structure. text that test students’ awareness of
Read the text and answer basic grammar and sentence
- simple, extended
a, b or c. phrasing.
- familiar and concrete topics
- informative

Text length: 80 words

Remember and Understand

B: Grade-level mastery

MAZE task 10 questions Phase 5

multiple-choice questions
ENG.06.2.2.XX.014 Identify a wide range
__________________ Gap-fill sentences within a MAZE B1+ – B2
Part 6 of features of text organisation and
text that test students’ awareness of
structure.
Read the text and answer at-level grammar and sentence - extended
a, b or c. phrasing. - familiar and some unfamiliar concrete
topics
- informative

Text length: 180 words

 Application and Analysis

A: Foundational proficiency
6 questions
ENG.05.2.3.XX.012 Read and identify
Multiple-choice questions specific information in simple, extended Phase 4
Multiple-choice reading
__________________ texts on familiar and concrete topics.
comprehension questions that
Part 7 A2+ - B1
demonstrate application of reading
Read the text and answer ENG.05.2.3.XX.013 Read and understand
skills.
a, b or c. details in simple, extended texts on familiar - simple, extended
and concrete topics. - familiar and concrete topics
Answers explicitly stated.
- narrative

Text length: 280 words

ENG.06.2.3.XX.017 Read and understand

the overall meaning of simple, extended Application and Analysis
texts on familiar and some unfamiliar
concrete topics. B: Grade-level mastery
10 questions
ENG.06.2.3.XX.018 Read and identify Phase 4
Multiple choice questions specific information in simple, extended Multiple-choice reading
__________________ texts on familiar and some unfamiliar comprehension questions that B1 – B1+
Part 8 concrete topics. demonstrate application of reading
Read the text and answer skills. - Text:
a, b or c. ENG.06.2.3.XX.019 Read and understand - simple, extended
details in simple, extended texts on familiar Answers explicitly and implicitly - familiar and some unfamiliar concrete
and some unfamiliar concrete topics. stated. topics
- narrative
ENG.06.2.3.XX.022 Make connections
when reading simple, extended texts on Text length: 320 words
familiar and concrete topics.

Application and Analysis

B: Grade-level mastery
4 questions
Phase 4
Multiple choice questions
ENG.06.2.3.XX.020 Read and identify the Multiple-choice reading
__________________ B1 – B1+
main points of simple, extended texts on comprehension questions that
Part 9
familiar and some unfamiliar concrete demonstrate application of reading
Read the text and answer - Text:
topics. skills.
a, b or c. - simple, extended
- familiar and some unfamiliar concrete
Answers implicitly stated.
topics
- narrative

Text length: 320 words