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Additional text-based units - The Highwayman by Alfred Noyes

The Highwayman as a narrative poem is particularly strong in terms of plot, themes and character motivation and also has a powerful rhythm and memorable language. It supports children who are moving from Level 3 to 4 in empathising with characters and inferring their feelings, thoughts and motivations over the course of the narrative and also in considering the poet's use of language and the effects he has created.

In this unit, children are asked to search the text to locate evidence, to read the text closely for implicit meanings and to support their opinions by referring to the text.

Some discussions take place in whole-class contexts; others take place in pairs and groups. Teachers or TAs can listen in and make discreet notes on the discussions. Children are also frequently asked to make notes in their reading journals - these offer further opportunities for assessment.

The poem also offers opportunities to explore the themes and dilemmas through drama. These activities offer all children the opportunity to develop their understanding of the story.

Ongoing assessment opportunities

Class and group discussions

During the frequent opportunities for class discussions within the unit, the teacher could make brief notes after the session or a TA, if present, could make notes during a session.

Teachers or TAs could set up guided reading or writing activities, using some of the activities in the unit, to make more closely focused assessments with particular children who are working towards Level 4.

Notes can also be made, for example using the following framework, during group discussions and partner work. See resources for a framework that supports the monitoring of children who are moving from Level 3 to Level 4.

See resources for a framework which supports the monitoring of children who are moving from Level 3 to Level 4.

Written work

Children's understandings can also be noted from their written work. In addition to the opportunities listed in the grid on page 10:

  • the children's notes recorded in the class reading journal will demonstrate their understanding of characters' motivations and feelings at key moments in the unit
  • annotated drawings (sessions 2 and 6) will indicate children's ability to retrieve information from text
  • children are asked to write in role at various points throughout the unit (e.g. sessions 9 and 11); this will indicate their ability to make inferences about a character's feelings or motivation

Assessment opportunities
With a particular focus on children moving from Level 3 to Level 4

  • To be able to search text closely and to refer to the text when explaining ideas

Phase 1 - Session 5

The storyboards children create will indicate their understanding of the main events in the poem

  • To begin to make inferences (reading between the lines) and deductions (pulling evidence together) including empathising with characters and their feelings, thoughts, motivations and changes over the course of the narrative

Phase 2 - Sessions 9 and 10

Children's story writing will indicate their ability to empathise with a character and infer motives.

  • To discuss the author's use of language (e.g. to describe characters and settings)

Phase 3 - Session 11

The teacher or TA could listen in when children are discussing the language in the poem with a partner to determine understanding of the reasons the writer has used language in a particular way.

Sources: NC level descriptions
QCA's SATs analysis at the end of Key Stage 2, published in  Implications for teaching and learning (QCA 2004, 2005, 2006), show key pointers in helping children to move from Level 3 to Level 4 in reading.

National Curriculum Level descriptions

Level 3

Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction, they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.

Level 4

In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information.