Task 3 is like the ultimate ‘boss battle’ for many pupils. Not only do they have to read and summarise, but they also must do it “in their own words” – no pressure, right? Unlike the other tasks where they just explain writers’ techniques and intentions, this one throws a curveball because it relies on their ability to extend their vocabulary and summarise.

It’s also a bit of a mixed bag. Some pupils might find the evidence part too easy because it feels like they’re just copying evidence. Sometimes they miss the point of the question which tends to lead to timing issues as they rewrite long quotes or try and fix their answers. It’s a real test of their concentration and in my view, it is a very bitty task that breaks the flow of the exam with its granulated format. In this blog, I will look at the past paper questions and reading ages and will provide a tried and tested approach to increase understanding and exam technique for T3.

Reading Age and Accessibility:

Let’s look at the history of this task through the lens of topics and corresponding reading ages. (I used the https://readability.ncldata.dev/ tool to estimate the reading age level.)

It is encouraging to see that it is relatively consistent apart from ‘The Vikings/Photography’ and ‘UN Day of Happiness’. Arguably, these articles required some form of specialist or prior knowledge of the Normans and the UN which you would hope would be taught or discussed in KS3.

Useful approaches for Reading Age data:

Reading Age testing some of the Year 11 cohort and then using the table below as a benchmark, could help teachers and departments target pupils with some reading support and repeated practice, or bespoke intervention strategies (prevention first of course in KS3 should always be the aim).

Prior Knowledge and Contextualisation:

I recall speaking to my class after ‘The Viking Exam’, they said they found this one confusing, and I made some notes that I was able to dig out. This article presented a unique challenge because of some of the terminology, and as a class, we discussed the following:

• ‘ancient history‘: While the concept might be familiar, the specific historical references (Roman invaders, Saxon immigrants, Viking raiders, Norman conquerors) might require additional context – do we study Essex and English history to this depth and detail?
• ‘smugglers along its coastline and highwaymen in its forests‘: These terms refer to historical figures and activities that might not be immediately clear.
• ‘eerily empty expanses of marsh‘: The descriptive language here might be difficult to visualise without prior knowledge or experience.
• ‘half-light or mist‘: These poetic descriptions might be harder to grasp.
• ‘Photoshop‘: While many teenagers might be familiar with this software, the idea of using it to add elements to photos might need explanation.

This Vikings and the UN Day of Happiness articles recorded a higher reading age level requirement, but they also share the importance of prior knowledge and contextualisation. If we are to give pupils a fighting chance, we need to expose them to a range of non-fiction tasks in all subjects. Coupled with the in-class process of word recognition, definition and choral pronunciation, this could be a very powerful approach.

The recurring point here is context – the blend of Tier 2 vocabulary and Tier 3 is visible which makes this article a good example – and it reinforces the need for explicit vocabulary training or lessons. It also exposes the missed opportunities that occur in schools whereby departments are not aware of the richness of non-fiction or non-narrative reading, and the broad applicability to subjects across curriculum.

‘Because-ing Your Way to Success in Task 3’

The Power of Because!

Using the word “because” is incredibly useful for several reasons:

• Clarifies Reasoning: It helps you explain the rationale behind your answer, showing that you understand the underlying concepts.
• Demonstrates Understanding: By providing reasons, you demonstrate a deeper understanding of the material, which can impress examiners.
• Organises Thoughts: It helps structure your response logically, making it easier for the examiner to follow train of thought.

For example, instead of just stating a fact, you can say,

• “The Civil Rights Movement gained momentum because of the widespread media coverage of protests and injustices.”
• “The novel became a bestseller because of its compelling storyline and relatable characters.”

This not only states the fact but also explains why it happened, showcasing your knowledge comprehensively. Using “because” supercharges students’ writing by making their sentences more complex and coherent. It sharpens their writing structure and keeps them laser-focused on exam tasks, especially those tricky short-answer questions like T3. For more on the use of ‘because’ download the ‘Marginal Gains CPD’ below for successful approaches that supported an increase in marks in English Language.

Wider Considerations:

• Could non-fiction articles spearhead a whole school approach to reading non-fiction?
• Could these non-fiction opportunities form a wider reading initiative in KS3?
• Is there a way of providing a KS3 scaffold or format for reading and writing non-fiction?

Resource Downloads:

• See One Do One Teach One Vocab PPT and Worksheet
• ‘Marginal Gains’ CPD: Using ‘because’ to Unlock Task 3
• Link to FREE Task 4 and 5 booklet: https://www.tes.com/teaching-resource/resource-13145280
• Task 2 and 3 Student Booklet
• Task 2 and 3 Mark Schemes

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