English Assessment Planner

Level 8.1
Grade 12 General
Grade 12 Applied

Term 1
2024 – 2025
Overview
In this assessment planner, you will find all of the tools and information you need to plan and implement Term 1 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 1 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 1
grammatical points and functional language will be released to provide support for all Term 1 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 1 Assessments
In Term 1 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 School-Based 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 Achieve –
Grade 12 General (BtS Book 12)
Grade 12
8.1 Level 5 5 B2 – B2+ 1000L - 1370L 63 - 66
Grade 12 Applied (BtS Book 12)
EmSAT 1450 - 1500

Curriculum Frameworks Assessed:

• English Language Curriculum Framework for Excellence
• Literacy and Communication Framework
• English Language Learning Continuum
Coverage
Topic(s): Culture and customs, technology, people.

ECFE Grammar Prerequisite GSE Grammar Functional Language

Can link clauses and sentences
with a range of basic connectors. Can use a range of complex conjunctions
Conjunctions in conditional statements (all three types).
Can use first, second and third (64)
conditionals.

Conditionals: wishes / if Can use first, second and third Can use 'I wish/if only …' to express
only conditionals. regrets and wishes about the past. (62)

Can use verbs in the imperative.

Clauses and phrases: Can use 'will' + infinitive for orders and
Can use ’ll+ infinitive for Expressing opinion
imperatives instructions. (65)
spontaneous decisions and
offers. Describing past experiences and
events
Can use 'had to ...'/'Did … have
Can use 'need' with verbs in the gerund to
Modals: present modals to…?' to refer to past necessity
express necessity. (63) Expressing regret
and obligation. (46)

Can make affirmative statements

Passives: past perfect
using common irregular past Can use the past perfect passive. (64)
passive
simple forms.
Can ask a range of wh-
Can use defining relative clauses and
questions.
Clauses and phrases: non-defining relative clauses ending in a
defining and non-defining preposition, with ‘who/which/that’ as the
Can form questions with
relative clauses complement of the preposition. (See
prepositional verbs and final
English Grammar Profile)
prepositions.
Core Lexis

Culture and customs Technology People

tradition(al) data confidence
venue network inspired
gather telecommunications loyal
host code passionate
tribes social media competitive
agriculture virtual reality modest
belief artificial intelligence influence
Term 1 Assessments
Weighting
Assessment
Term Year
School-Based Assessment 40% 15%
Reading and Writing
60% 20%
Summative Assessment

Assessment Description

In Term 1, school-based assessment is written by teachers based on the individual needs of their
students. A school-based assessment guide and materials are available on the English assessment
SharePoint and on LMS. Teachers are encouraged to develop their own school-based assessment
School-Based 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
SwiftAssess Summative
Assessment First Part 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
correct grammatical, functional language or vocabulary point to fill the gaps. The next part is a MAZE
SwiftAssess Summative with ten gaps that will assess the level’s coverage. Students will then answer multiple-choice questions
Assessment Second Part about a below-level reading text that will assess prerequisite reading comprehension skills. Next,
students will answer multiple-choice reading comprehension questions about two at-level texts, one
narrative and one informative. This assessment will constitute 60% of the summative assessment
marks for this term.
School-Based Assessment
Suggested School-Based Assessment for Term 1. 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.08.4.2.XX.019 Maintain a degree of control of simple
and complex language structures in writing. Potential for peer review and further drafts produced based on teacher / peer
Process writing comments.
ENG.08.4.3.XX.016 Write extended texts on familiar and
unfamiliar concrete topics.
ENG.08.4.3.XX.018 Produce extended, structured texts Potential to reinforce learning of language structures or vocabulary by requiring
that contain topic sentences and supporting details. their inclusion in the essay.

ENG.08.2.3.XX.031 Read and identify specific information

in extended texts on concrete and some abstract 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.08.2.3.XX.032 Read and understand details in
extended texts on concrete and some abstract topics. They present to the class.
ENG.08.2.3.XX.036 Make connections when reading
extended texts on familiar and unfamiliar concrete topics. Potential to reinforce learning of language structures by requiring their inclusion
Project presentation 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.08.4.2.XX.019 Maintain a degree of control of simple
and complex language structures in writing.
session forms part of the presentation to the class.
ENG.08.4.3.XX.016 Write extended texts on familiar and
unfamiliar concrete topics.
Potential for peer assessment.

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.08.2.3.XX.030 Read and understand the overall Students are either set a text to read or are directed to choose a text or book to
meaning of extended texts on concrete and some abstract read. This could be linked to Literature Lessons from the coursebook, if
topics.
available.
ENG.08.2.3.XX.031 Read and identify specific information
in extended texts on concrete and some abstract topics.
Students either produce a general report on what they have read that
ENG.08.2.3.XX.032 Read and understand details in summarises the main points (writing outcomes could also be assessed here).
extended texts on concrete and some abstract topics.
Reading journal They could reflect in basic terms about what they have read. Alternatively, a
ENG.08.2.3.XX.035 Identify the mood and tone in series of questions could be posed that lead them to provide a detailed report.
extended texts on familiar and some unfamiliar concrete
topics. Questions could involve students describing characters, settings, events, or
listing new vocabulary or language structures they have encountered by
ENG.08.2.3.XX.036 Make connections when reading
extended texts on familiar and unfamiliar concrete topics.
reading. Students could also present their reports to the class and discussions
around the themes raised could provide opportunities to assess speaking
LL5.R.P.2 Consider how information from complex,
extended texts can be used after reading or listening.
outcomes.

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

SwiftAssess exam first part: 40% of SwiftAssess exam second part: 60% of
summative assessment term grade summative assessment term grade

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

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

Below-level reading text

Remember and 7 13.33%
questions
Understand
Application and At-level reading text
3 Essay 25% 8 2.5%
analysis questions
Higher-order Application and
thinking analysis (c.35%) At-level reading text
9 12%
questions

Inference question 2%
Higher-order At-level reading text
4 10 5.5%
thinking (5%) questions
Justification question 3%
Reading and Writing Summative Assessment Specifications
SwiftAssess Exam Part 1

ECFE Alignment: Level 8.1 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 ideas to plan and develop writing. Higher-order thinking
__________________
ENG.08.4.2.XX.019 Maintain a degree of Students are asked to produce at
Part 1 A: Foundational proficiency
least two sentences that contain
Free-response opinion control of simple and complex language B: Grade-level mastery
question their opinion about the topic of an
structures in writing. C: Advanced application
essay prompt.
Phase 5

B2 - B2+

ENG.06.4.3.XX.011 Use own and others’ Remember and Understand

ideas to plan and develop writing.
Application and Analysis
ENG.08.4.2.XX.019 Maintain a degree of
control of simple and complex language Higher-order thinking
Writing task 5 marks, marked using a rubric
structures in writing.
Part 2 __________________ A: Foundational proficiency
Students are asked to produce a
ENG.08.4.3.XX.016 Write extended texts B: Grade-level mastery
Free-response plan plan to answer an essay prompt.
on familiar and unfamiliar concrete topics. C: Advanced application

ENG.08.4.3.XX.018 Produce extended, Phase 5

structured texts that contain topic
sentences and supporting details. B2 - B2+
 Remember and Understand

ENG.08.4.2.XX.019 Maintain a degree of Application and Analysis

control of simple and complex language
structures in writing. Higher-order thinking
25 marks, marked using a rubric
Writing Task
__________________ ENG.08.4.3.XX.016 Write extended texts A: Foundational proficiency
Part 3 on familiar and unfamiliar concrete topics. Students are asked to produce an
B: Grade-level mastery
extended text in response to a
Extended response C: Advanced application
ENG.08.4.3.XX.018 Produce extended, prompt and three bullet points.
structured texts that contain topic Topics: Culture and customs, technology,
sentences and supporting details. people.

Expected text length: 170 words

Higher-order thinking
Inference - 2 marks, marked using a
rubric
C: Advanced application
LL6.R.In.1 Infer complex information
needed for comprehension when it is not A free-response inference question
Free-response question Phase 6
directly stated in a wide range of complex, that tests deep understanding of the
__________________
extended texts. text.
C1
Part 4
Read the text and answer
LL6.R.P.2 Consider how information from a Justification – 3 marks, marked
the question. Use full Text:
wide range of complex, extended texts can using a rubric
sentences. - extended
be used after reading or listening. - concrete and abstract topics
A free-response justification of the
- narrative
student’s answer to the inference
question.
Text length: 400 words
SwiftAssess Exam Part 2

ECFE Alignment: Level 8.1 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

Phase 5
MAZE task 4 questions
multiple-choice questions
ENG.07.2.2.XX.016 Identify a wide range B1+ - B2
__________________ Gap-fill sentences within a MAZE
Part 5 of features of text organisation and
text that test students’ awareness of
structure. Text:
Read the text and answer basic grammar and sentence
- extended
a, b or c. phrasing.
- familiar and some unfamiliar concrete
topics
- informative

Text length: 80 words

Remember and Understand

B: Grade-level mastery

MAZE task 8 questions Phase 5

multiple-choice questions
ENG.08.2.2.XX.019 Identify a wide range
__________________ Gap-fill sentences within a MAZE B2 - 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 Text:
a, b or c. phrasing. - extended
- concrete and abstract topics
- informative

Text length: 150 words

 Application and Analysis

A: Foundational proficiency
5 questions
ENG.07.2.3.XX.024 Read and identify Phase 5
Multiple-choice questions specific information in extended texts on
Multiple-choice reading
__________________ familiar and unfamiliar concrete topics. B1+ - B2
comprehension questions that
Part 7
demonstrate application of reading
Read the text and answer ENG.07.2.3.XX.025 Read and understand Text:
skills.
a, b or c. details in extended texts on familiar and - extended
unfamiliar concrete topics. - familiar and some unfamiliar concrete
Answers explicitly stated.
topics
- narrative

Text length: 350 words

Application and Analysis

ENG.08.2.3.XX.030 Read and understand
B: Grade-level mastery
the overall meaning of extended texts on 3 questions
concrete and some abstract topics.
Phase 5
Multiple-choice questions Multiple-choice reading
__________________ ENG.08.2.3.XX.035 Identify the mood and comprehension questions that
B2 - B2+
Part 8 tone in extended texts on familiar and demonstrate application of reading
Read the text and answer some unfamiliar concrete topics. skills.
Text:
a, b or c.
- extended
ENG.08.2.3.XX.036 Make connections Answers explicitly and implicitly
- concrete and abstract topics
when reading extended texts on familiar stated.
- narrative
and unfamiliar concrete topics.
Text length: 260 words
 Application and Analysis

B: Grade-level mastery
7 questions
ENG.08.2.3.XX.031 Read and identify
Phase 5
Multiple choice questions specific information in extended texts on Multiple-choice reading
__________________ concrete and some abstract topics. comprehension questions that
B2 - B2+
Part 9 demonstrate application of reading
Read the text and answer ENG.08.2.3.XX.032 Read and understand skills.
Text:
a, b or c. details in extended texts on concrete and
- extended
some abstract topics. Answers explicitly and implicitly
- concrete and abstract topics
stated.
- informative

Text length: 350 words

Application and Analysis

B: Grade-level mastery
3 questions
Phase 5
Multiple choice questions
Multiple-choice reading
__________________ ENG.08.2.3.XX.033 Read and identify the
comprehension questions that B2 - B2+
Part 10 main points of extended texts on concrete
demonstrate application of reading
Read the text and answer and some abstract topics.
skills. Text:
a, b or c.
- extended
Answers implicitly stated. - concrete and abstract topics
- informative

Text length: 350 words