The 11+ creative writing exam

How to approach the 11+creative writing exam

The 11 Plus exam is a secondary school entrance test taken in the academic year that a child in the UK turns eleven. These exams are exceedingly competitive, with many children contending for each school place.

In the Kent Test a creative writing task is included in the 11 plus exams, this blog helps explain what’s required and what will not be considered as important.

One misconception to address is that this task is not  only to execute a great story with a complicated plot, the exam is looking at how children address the specific task asked of them. 

An important part of the 11+ creative writing task is for the child to display their writing skills and techniques. This is where preparation becomes important.

More about the Kent Test writing task.

The Kent 11+ Test allows 10 minutes for planning followed by 30 minutes for writing.

In the Kent Test a handful of stimuli are given and children select the one that they prefer.

The mark schemes.

Although we can use previous examples to assess how likely a short story or a non-fiction task is to be set, it would be unwise to rely completely on the content of past papers. Contemporary 11+ exams are designed to be ‘tutor-proof’ – meaning that the exam boards like to be unpredictable.

In my February half term writing techniques session, I explore a few different types of questions. This gives children an opportunity to ‘write effectively for a range of purposes’ as stated in the English schools’ teacher assessment framework.

This approach ensures that students approaching a highly competitive entrance exam will be confident of the mark scheme (and able to meet its demands) for any task set.

Is the creative writing task marked?

The Kent Test has a writing task that is only marked in appeal cases. If a child’s score drops under the pass mark their school can compile a ‘headteacher’s appeal’. It is only at this stage the writing sample is dug up from a secret cellar and assessed! It is only then that you can breathe a sigh of relief knowing that a child had been well prepared for this part of the exam.

What are the examiner assessing?

In England, the government has set out a framework for marking creative writing in schools. There are specific ‘pupil will’ statements to assess whether a student is ‘working towards the expected standard,’ ‘working at the expected standard’ or ‘working at greater depth’.

Members of the headteacher panel assessing the writing task are given a significant number of pieces to assess in one session. Although the panel have a clear writing framework there is no time to discuss and debate every tiny detail of the writing.

Schools are provided with an extremely concise report after the samples have been assessed. Often it will simply say ‘lack of precise vocabulary’ or ‘confused paragraphing.’

So, there is no mark scheme as such. They won’t be totting up your child’s score to see if they have reached a given target. They are on the panel because of their experience, and ability to make quick accurate judgement.

Presentation and HANDWRITING

Handwriting is assessed in primary schools and therefore contributes to the assessment framework the panel uses as a basis for their decision.

If you are seeing this post in April or May, then don’t worry if your child is not generating perfect, joined, cursive handwriting. The emphasis should just be on producing legible and tidy letters. I advise to develop presentation quickly choose a nice new pen and slow the writing down.

Preparation, planning and practise are the best approaches.

Over time, even weeks or months before the exam itself, contrasting stories are written, improved upon, then tweaked further as improved thoughts develop. All writing meets the demands of the mark scheme(paragraphing, assorted sentence openings, powerful vocabulary choices, considered imagery, correct punctuation to enhance meaning, development of mood etc).

To ensure your child can write confidently at and above the level expected of them, sign up to the exam technique session in February. (learn@francesca-tutoring.co.uk)

SPECIFIC LEARNING DIFFICULTIES (DYSLEXIA, ADHD/ASD, ADD)?

Most exam boards pride themselves on their inclusive approach to learning. You will need to have a formal report from your child’s school in time for registration for the test. Your child may be offered extra support on the day but please be aware that this is not always the case.

How to have a high scoring paper

1. Read a variety of books for pleasure. Read aloud to your child if they are reluctant.
2. Develop a clear paragraph plan where each has a definite intention.
3. Using the list of example questions given at the session, discuss how each could be written in the form of your paragraph plan.
4. Write 3-5 stories with juxtaposing settings and plot – each one must follow your paragraph plan. Try to include one or two powerful examples of literary devices and figurative language (metaphor, simile) but avoid clichés.
5. Tidy up your presentation. Write with a smart pen on A4 lined paper with a printed margin. Cross out with a single horizontal line and banish doodling or scribbles.

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