A condensed Key Stage 3: Supplementaryguidanc e –...

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A condensed Key Stage 3: Supplementaryguidance – English

A condensed Key Stage 3:Supplementaryguidance – English

Subject leaders andteachers of EnglishStatus: Recommended

Date of issue: 03-2005

Ref: DfES 1112-2005

Guidance

Curriculum andStandards

A condensed Key Stage 3:Supplementaryguidance – English

Disclaimer

The Department for Education and Skills wishes to make clearthat the Department and its agents accept no responsibility forthe actual content of any materials suggested as informationsources in this document, whether these are in the form ofprinted publications or on a website.

In these materials icons, logos, software products and websitesare used for contextual and practical reasons. Their use shouldnot be interpreted as an endorsement of particular companiesor their products.

The websites referred to in these materials existed at the time ofgoing to print. Readers should check all website referencescarefully to see if they have changed and substitute otherreferences where appropriate.

A condensed Key Stage 3: Supplementary guidance: English iiiDfES 1112-2005 © Crown copyright 2005

Contents

Introduction 1

Background 1

About this document 1

The explorative nature of a condensed Key Stage 3 3

Designing a flexible Key Stage 3 curriculum 4

Organising teaching time 7

Reviewing and modifying a scheme of work for English 8

Consolidating knowledge, skills and understanding 9

Increasing the pace of learning 10

Assessment and target setting 11

Yearly teaching objectives: Year 1 14

Yearly teaching objectives: Year 2 18

Example six-term outline of key objectives 21

Example medium-term plan 28

A condensed Key Stage 3: Supplementary guidance – English 1DfES 1112-2005 © Crown copyright 2005

Introduction

BackgroundThe Key Stage 3 National Strategy aims to raise standards by strengtheningteaching and learning across the curriculum for all 11–14-year-olds. It is basedon four important principles:

� expectations: establishing high expectations for all pupils and settingchallenging targets for them to achieve;

� progression: strengthening the transfer from Key Stage 2 to Key Stage 3 andensuring progression in teaching and learning across Key Stage 3;

� engagement: promoting approaches to teaching and learning that engageand motivate pupils and demand their active participation;

� transformation: strengthening teaching and learning through a programme ofprofessional development and practical support.

The 2001 Green Paper Schools: Building on Success proposed a two-year KeyStage 3 pilot and this was initiated in February 2003 as part of the Key Stage 3National Strategy. The aims of the project are to develop ways of completingprogrammes of study for Key Stage 3 in two years that will:

� increase the pace of learning and raise standards;

� enhance pupils’ motivation and engagement;

� improve transfer between Key Stage 2 and Key Stage 3;

� increase curriculum flexibility through the use of saved time in Key Stage 3and throughout the 14–19 phase.

About this documentThis guidance is intended to help departments in planning to meet the NationalCurriculum requirements for English when they are designing a condensed KeyStage 3 curriculum. It has been based on early lessons from the two-year KeyStage 3 project. This is an ongoing project that is still being evaluated andconsequently this guidance may be subject to further revisions. This guidancehas been written as a supplement to the Framework for teaching English: Years7, 8 and 9 (DfES 0019/2001) and should be read in conjunction with that

document. It should also be read in conjunction with The National Curriculum forEngland: English and A condensed Key Stage 3: Designing a flexible curriculum(DfES 0798-2004).

This document contains:

� a set of the yearly teaching objectives from the Framework for teachingEnglish: Years 7, 8 and 9 (DfES 0019/2001) organised for a condensed KeyStage 3 programme. It is important to note that this represents only oneexample of how the yearly teaching objectives for Years 7, 8 and 9 may becovered in two years. The objectives in this document are the same as thosein the Framework;

� an example showing how a department might plan to cover the keyobjectives over a six-term condensed Key Stage 3, as these promoteprogress most effectively. This is only one example of how a departmentmight plan to cover the key objectives over a six-term condensed Key Stage3. Schools using this six-term outline will need to ensure full NationalCurriculum coverage by planning from these key objectives and linking withother objectives as appropriate;

� an example of a medium-term plan for the first term of a first year of acondensed Key Stage 3 English curriculum.

2 A condensed Key Stage 3: Supplementary guidance – EnglishDfES 1112-2005 © Crown copyright 2005

Key Stage 3 National StrategyTwo-year Key Stage 3 project

Introduction

The explorative nature of a condensedKey Stage 3The two-year Key Stage 3 project is explorative. The examples and suggestionscontained in this guidance are therefore tentative. The impact of the project isbeing evaluated by Ofsted and NfER/LSE. Their final reports are not due to besubmitted until autumn 2006. Consequently, lessons will be drawn from theevaluation as it proceeds.

Pupils have only one opportunity to learn and achieve in Years 7, 8 and 9. Anyschool contemplating a condensed Key Stage 3 should be confident thatparticipating pupils would achieve at least the same level of success in thecondensed Key Stage 3 curriculum as they would have in three years. Equally itis important for the school to have systems in place that will enable pupilsfollowing a condensed programme in Years 7 and 8 to revert to a three-yearprogramme if their learning is not on target to meet at least national expectationsby the end of Year 8.



Introduction



Introduction

Designing a flexible Key Stage 3 curriculumAn important principle is that a condensed Key Stage 3 programme shouldprovide pupils with a rich, challenging and engaging curriculum that will enablethem to achieve standards at least as high as those they would have achievedhad they studied the programme over three years.

Teachers should think about English in the context of the whole-schoolcurriculum when considering whether or not to implement a condensed KeyStage 3 programme. They should reflect on their reasons for considering acondensed programme and which pupils are likely to benefit. For example, acondensed programme may better meet the needs of all pupils, or it may only beappropriate for a particular group of pupils. Having reflected on these issues,teachers will need to consider the design of the condensed programme of study.One possible sequence for designing a flexible English curriculum is set out onthe facing page.

Sufficient time needs to be allowed to enable teachers to review the programmeof study and make the necessary revisions to plans. Detailed planning ofcomplete schemes of work in advance, at least for the first year of a condensedprogramme, will help to ensure continuity and progression and appropriatecoverage of the programme of study. It will also avoid additional pressure ondepartments later in the year. Departments will also need time to review schemesof work and pupils’ progress over the year so that they can refine futureplanning.



Introduction

Discuss as a school (in senior leader/subject leader/department meetings) principles, opportunities, constraints and your aims for the

condensed Key Stage 3 within the context of the whole-school 11–19curriculum.

Agree the allocation and distribution of teaching time.

Review your current scheme of work to identify strengths and ascertainwhat changes you need to make to support an effective Key Stage 3curriculum, bearing in mind the need to cover the National Curriculum

programme of study.

Plan units of work that ensure coverage of the programme of study.Amend your existing scheme of work as appropriate, or, if necessary,

design a new scheme of work from first principles. Use the yearlyobjectives and additional guidance to identify progression and set an

appropriate level of challenge.

Define and agree pupils’ expected levels of attainment at the end of thecondensed key stage.

Ensure that you have effective systems for tracking and responding topupils’ progress.

Decide how you are going to group the pupils in order to maximise theprogress of all concerned.

Identify which groups/pupils might need additional support.Decide how you are going to allocate teachers to groups.

The National Curriculum handbook for secondary teachers in England* describesa set of aims for the school curriculum. A school should provide a balanced andbroadly-based curriculum for all pupils which:

� provides opportunities for all pupils to learn and achieve;

� promotes pupils’ spiritual, moral, social, cultural, mental and physicaldevelopment;

� prepares pupils for the opportunities, responsibilities and experiences ofadult life.

These interdependent aims for the school curriculum cannot be fully achievedwithout the provision of PSHE. A condensed curriculum should therefore reflectthe importance of PSHE and schools need to consider carefully how theguidelines in the non-statutory Framework, together with the statutory sex,relationship and drugs education curriculum, will be delivered.

When designing a condensed Key Stage 3 curriculum in English, it is importantto ensure that it fully meets the requirements of the statutory Key Stage 3programme of study for English and that it:

� reflects the school’s character and ethos;– for example, if a school has a particular focus on developing ICT across

the curriculum, then the English curriculum should provide pupils withappropriate planned opportunities to both use and develop their ICTskills within their English lessons;

– it supports the school’s aims for condensing the key stage;

� is broad and balanced;– it will enable pupils to cover the whole of the National Curriculum

programme of study;– it gives appropriate emphasis to the different strands of the programme

of study, particularly speaking and listening;

� is inclusive;– it should be accessible to, and engage and inspire, all targeted pupils;– a condensed curriculum should not be used as a vehicle for disapplying

lower-attaining pupils;– if the curriculum is being condensed for higher-attaining pupils only, this

should not limit new opportunities for the other pupils;

� builds on what pupils already know, understand and can do;– the curriculum in the autumn term is planned in such a way that it

smooths the transfer from Key Stage 2 to Key Stage 3. It is differentiatedappropriately, based on Key Stage 2 test levels, raw scores andqualitative information;

– the curriculum enthuses pupils through communicating high expectationsof what they can achieve;

� is planned within the context of the whole 11–19 curriculum;– the opportunities offered by the released time are carefully thought

through and planned in sufficient detail to ensure continuity andprogression either to or from the condensed programme;



Introduction

– consideration is given to how pupils will be able to move betweendifferent curriculum paths both within Key Stage 3 and beyond;

– expectations for pupil attainment at the end of the condensedprogramme are clarified at the outset;

� ensures that connections within English are emphasised;– the teaching of speaking and listening, reading and writing are linked;– literacy skills are developed across the curriculum;

� makes links with the PSHE Framework through skills in enquiry andcommunication; use of sources; discussion and presentation of arguments;texts with personal, health and relationship issues.

Organising teaching timeThere are no prescribed time allocations for individual subjects. It is up to eachschool to determine the amount of time needed to teach the English curriculumeffectively and for its pupils to cover the programme of study successfully. TheKey Stage 3 National Strategy booklet Designing the Key Stage 3 curriculum(DfES 0003/2002) identified the following average time allocations for Englishover the three years of the key stage:

In reducing the overall number of weeks available for teaching English from 108to 72 for example, schools will need to consider carefully the way that teachingtime is organised in order to maximise opportunities for learning for all pupils.



Introduction

Average Total hours over % of a typicalhours:minutes per week one year of 36 weeks 25-hour teaching week

3:00 108 12%

Schools need to identify how much of the PSHE programme will be deliveredthrough discrete curriculum time and how much will be taught through othercurriculum areas and activities, including English.

When considering the most effective way of organising the teaching time, it isimportant to decide:

� how the total number of hours available for teaching English should bedistributed across the condensed key stage;

� the most effective way of distributing the teaching time across a term orteaching week;

� how the distribution of the teaching time reflects the needs of differentgroups of pupils.

Further guidance on organising teaching time may be found in A condensed KeyStage 3: Designing a flexible curriculum (DfES 0798-2004).

Reviewing and modifying a scheme of workfor English

The National Curriculum programme of study for English is a statement of thestatutory learning entitlement for all pupils. However a school decides tostructure a flexible Key Stage 3 English curriculum, the principles that underpinthe Framework for teaching English: Years 7, 8 and 9 (DfES 0019/2001) andLiteracy across the curriculum training materials (DfES 0235/2001) continue toapply. Those principles include:



Introduction



Introduction

� planning and teaching to objectives;

� promoting fast-paced interactive learning;

� linking speaking and listening with reading and writing;

� teaching explicitly via modelling and demonstrating, not just providingopportunities to learn;

� giving a high profile to word and sentence level work as well as to text levelwork;

� using shared and guided contexts to develop considered responses toreading and to develop and apply a range of different skills as a writer;

� providing differentiated teaching through guided work and additional support.

In planning a condensed curriculum in English it is important that:

� it covers the full range of reading, including non-fiction, poetry and drama aswell as fiction;

� pupils are taught the full range of writing genres and have opportunities todevelop confidence in different genres, whether in English or through linksacross the curriculum;

� a full range of speaking and listening opportunities exists, including small-group discussion, whole-class discussion and pair work;

� where there is no separate drama department, the requirements for dramaare covered in the English curriculum;

� the media and moving image objectives in the Framework are deliveredthrough English lessons.

Consolidating knowledge, skills andunderstandingIn a flexible key stage where the curriculum may be condensed, the timeavailable to consolidate and practise knowledge, skills and understanding maybe reduced. Consequently, departments need to guarantee that they providesufficient opportunities for pupils, especially those with weaker literacy andnumeracy skills, to consolidate and practise what they have learned and reflecton their learning. This involves ensuring that:

� time is used effectively to focus on understanding, key ideas and concepts;

� there is an emphasis on activities and questions that encourage pupils tothink and make decisions;

� activities encourage pupils to use and apply knowledge, skills andunderstanding in a range of familiar and unfamiliar contexts;

� opportunities are identified that enable pupils to use and apply knowledge,skills and understanding across the curriculum;

� lesson starters are used effectively to practise and consolidate key skills;

� effective use is made of learning opportunities outside of lessons, includinghomework.

Increasing the pace of learningIncreasing the pace of learning is not the same as increasing the pace ofteaching. Furthermore, increasing the pace of teaching does not in itself increasethe pace of learning. Increasing the pace of teaching may lead to more of thecurriculum being covered, but pupils may be hurried and moved on to a newtopic before they have had the opportunity to consolidate their learning.

To increase the pace of learning, planning needs to:

� remove areas of duplication and combine related aspects of study in ascheme of work;

� identify opportunities in other curriculum areas where key English skills canbe reinforced and applied in new contexts;

� ensure a purposeful start to the first year of Key Stage 3 by effective transferfrom Key Stage 2;

� establish clear and purposeful classroom routines that help pupils toconcentrate on their learning;

� identify learning activities that develop pupils’ higher order skills such asanalysis and synthesis;

� provide opportunities for pupils to construct meaning, recognising that thismay take more time, but will improve learning;

� teach for metacognition – provide opportunities for pupils to reflect on theirthinking;

� emphasise the key ideas and help pupils to make connections by planninglearning activities that involve a group of objectives, perhaps clusteredaround a key objective;

� extend thinking – where there is a clear strand of progression, objectivesfrom subsequent years can be used to accelerate learning;

� explicitly teach pupils the skills and attitudes that will help them to becomeindependent learners;

� identify learning objectives within a unit of work or a lesson and be clearabout intended learning outcomes – what precisely the teacher expectspupils to be able to do at the end of that unit or lesson;

� structure units of work and lessons into episodes – distinct stages of learning– allocating most time to developing the key ideas;

� make more effective use of time across units of work and within lessons;

� ensure that individual episodes within a lesson do not exceed theconcentration span of pupils. For example, in Key Stage 3 episodes mightnormally last less than 15 minutes.



Introduction



Introduction

Additional guidance can be found in the materials accompanying the Key Stage 3 National Strategy whole-school training materials:

� Assessment for learning (DfES 0043-2004 G) and associated English subjectdevelopment tasks;

� Pedagogy and practice: teaching and learning in secondary schools (DfES0423-2004 G).

Assessment and target settingProviding challenge and raising pupils’ achievement are important criteria forjudging the success of a condensed Key Stage 3. It is important that teachersmake good use of all the information available to them about their pupils’previous attainment in English if the pupils are to make a successful start to thecondensed Key Stage 3 curriculum and maintain progress throughout.

A ‘clean sheet’ approach at the beginning of Year 7 is impractical andundervalues what has been achieved in earlier key stages. It allows pupils tocoast or fall back when they need to be challenged. English departments needto make early decisions about what their pupils already know, understand andcan do, based on numerical data such as Key Stage 2 national test levels forreading and writing, raw scores and end-of-Key Stage 2 teacher assessments.Teachers of Year 7 pupils will want to use this information and subsequentassessments to ensure that their teaching is targeted at the appropriate level andthat an appropriate pace of learning for all pupils is maintained.



Introduction

In a condensed Key Stage 3, it is vital that teachers know what pupils arecapable of achieving and pupils know what is expected of them. Settingcurricular targets for pupils that are linked to the teaching objectives to becovered in a unit will help pupils and teachers to focus on their learning.Negotiating curricular targets with pupils will also promote reflection and increasethe pace of learning by helping them to become increasingly independentlearners. Additional guidance on setting and using curricular targets can befound in Assessment for learning (DfES 0043-2004 G).

Further guidance on assessment and target setting can be found in section 1 ofthe Framework.

A key decision when the Key Stage 3 programme of study is covered in Years 7and 8 is whether pupils should be entered for the National Curriculum tests atthe end of Year 8 or Year 9. It is vital that a school establishes and agrees criteriafor deciding when pupils should be entered for National Curriculum tests and itshould not be assumed that all pupils would be entered at the end of Year 8. Apupil should only be entered for a National Curriculum test early if theheadteacher judges that they have completed the programme of study, are readyto move on to the Key Stage 4 programme of study, and have attained at leastthe nationally expected standard of level 5/6.


Yearly teaching objectives



Yearly teaching objectives: Year 1YE

AR

1

Sente

nce l

eve

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Sen

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nY

7 1.

exte

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use

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com

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sen

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:a)

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and

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bord

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expl

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cla

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, e.g

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hich

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adve

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;c)

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g su

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a v

arie

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ition

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ithin

the

sent

ence

;

Y7

2.ex

pand

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nd n

oun

phra

ses

in a

var

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of w

ays,

e.g

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pre

posi

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ase;

Y8

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mbi

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es in

to c

ompl

ex s

ente

nces

, usi

ng t

heco

mm

a ef

fect

ivel

y as

a b

ound

ary

sign

post

and

chec

king

for

flu

ency

and

cla

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, e.g

. usi

ngno

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ite

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Y8

2.ex

plor

e th

e im

pact

of a

var

iety

of s

ente

nce

stru

ctur

es, e

.g.

reco

gnis

ing

whe

n it

is e

ffect

ive

to u

se s

hort

dire

ctse

nten

ces;

Y8

3.m

ake

good

use

of t

he fu

ll ra

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of p

unct

uatio

n, in

clud

ing

colo

ns a

nd s

emi-c

olon

s;Y

8 4.

expl

ore

the

effe

cts

of c

hang

es in

tens

e, e

.g. p

ast t

opr

esen

t for

viv

idne

ss;

Y8

5.re

cogn

ise

and

expl

oit t

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se o

f con

ditio

nals

and

mod

alve

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whe

n sp

ecul

atin

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ypot

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or d

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agra

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onY

7 8.

reco

gnis

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e cu

es t

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a ne

w p

arag

raph

and

use

the

first

sen

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ori

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eade

r,e.

g. w

hen

ther

e is

a s

hift

of

topi

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iew

poin

t or

tim

e;

Y7

11.

vary

the

stru

ctur

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sen

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ithin

par

agra

phs

to le

ndpa

ce, v

arie

ty a

nd e

mph

asis

;

Y8

6.ex

plor

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d co

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re d

iffer

ent

met

hods

of

grou

ping

sent

ence

s in

to p

arag

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us t

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that

are

clea

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and

coh

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ce o

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, ref

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ack,

link

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phra

ses;

Word

leve

lP

upils

sho

uld

be

taug

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o:

Spe

lling

Y7

1.re

vise

, con

solid

ate

and

secu

re c

orre

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choi

ces,

incl

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g: v

owel

s w

ith c

omm

on a

ltern

ativ

esp

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.g. a

y, a

i, a-

e; u

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wel

s; t

hein

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ce o

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wel

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oth

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1.re

view

, con

solid

ate

and

secu

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e sp

ellin

g co

nven

tions

whi

ch in

clud

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vow

el c

hoic

es;

b)pl

ural

isat

ion;

c)w

ord

endi

ngs;

d)pr

efix

es a

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e)ap

ostro

phes

;f)

hom

opho

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Y8

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r hi

gh fr

eque

ncy

spel

lings

;

Y8

3.in

vest

igat

e le

xica

l pat

tern

s in

new

voc

abul

ary;

Y8

4.le

arn

com

plex

pol

ysyl

labi

c w

ords

and

unf

amili

ar

wor

ds w

hich

do

not

conf

orm

to

regu

lar

patt

erns

;

Y8

5.se

cure

the

spel

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of k

ey te

rms

and

new

wor

ds fr

om

acro

ss th

e cu

rric

ulum

;

Spe

lling

str

ateg

ies

Y7

8.re

cogn

ise

and

reco

rd p

erso

nal e

rror

s, c

orre

ctio

ns,

inve

stig

atio

ns, c

onve

ntio

ns, e

xcep

tions

and

new

voca

bula

ry;

Y8

6.de

vise

the

ir o

wn

way

s to

impr

ove

thei

r sp

ellin

g by

:a)

mai

ntai

ning

a p

erso

nal r

ecor

d of

spe

lling

diffi

culti

es

and

deve

lopm

ent;

b)ap

plyi

ng s

pellin

g ru

les

and

reco

gnis

ing

exce

ptio

ns;

c)us

ing

dict

iona

ries

and

spel

lche

cker

s w

here

ap

prop

riate

;d)

soun

ding

out

and

syl

labi

fyin

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mem

oris

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criti

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eatu

res;

f)dr

awin

g on

wor

d st

ruct

ures

, fam

ilies

and

deriv

atio

ns;

g)us

ing

anal

ogy;

Teachin

gobje

cti

ves



Yearly teaching objectives: Year 1

YE

AR

1

Sente

nce l

eve

lP

upils

sho

uld

be

taug

ht t

o:

Sty

listic

con

vent

ions

of n

on-f

ictio

nY

7 13

.re

vise

the

sty

listic

con

vent

ions

of t

he m

ain

type

s of

non-

fictio

n:a)

in

form

atio

n, w

hich

mai

ntai

ns th

e us

e of

the

pres

ent

tens

e an

d th

e th

ird p

erso

n; m

akes

cle

ar h

ow th

e in

form

atio

n is

org

anis

ed a

nd li

nked

; inc

orpo

rate

s ex

ampl

es;

b) r

ecou

nt, w

hich

mai

ntai

ns th

e us

e of

pas

t ten

se, c

lear

ch

rono

logy

and

tem

pora

l con

nect

ives

;c)

ex

plan

atio

n,w

hich

mai

ntai

ns th

e us

e of

the

pres

ent

tens

e an

d im

pers

onal

voi

ce, a

nd li

nks

poin

ts c

lear

ly;

d) i

nstru

ctio

ns, w

hich

are

hel

pful

ly s

eque

nced

and

si

gnpo

sted

, dep

loy

impe

rativ

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rbs

and

prov

ide

clea

r gu

idan

ce;

e)

pers

uasi

on, w

hich

em

phas

ises

key

poi

nts

and

artic

ulat

es

logi

cal l

inks

in th

e ar

gum

ent;

f) di

scur

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writ

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whi

ch s

ignp

osts

the

orga

nisa

tion

of

cont

rast

ing

poin

ts a

nd c

larif

ies

the

view

poin

t;Y

8 8.

know

and

use

effe

ctiv

ely

the

voca

bula

ry, s

ente

nce

gram

mar

and

styl

istic

con

vent

ions

of t

he w

ritin

g fo

rms

feat

ured

insp

ecific

sub

ject

s du

ring

the

curre

nt y

ear,

e.g.

sci

entif

icin

vest

igat

ion,

his

toric

al a

naly

sis;

Y8

9.ad

apt t

he s

tylis

tic c

onve

ntio

ns o

f the

mai

n no

n-fic

tion

text

type

s to

fit d

iffer

ent a

udie

nces

and

pur

pose

s, e

.g.

adve

rtise

men

ts, d

ocum

enta

ries,

edi

toria

ls;

Sta

ndar

d E

nglis

h an

d la

ngua

ge v

aria

tion

Y7

15.

vary

the

form

ality

of l

angu

age

in s

peec

h an

d w

ritin

gto

sui

t di

ffer

ent

circ

umst

ance

s;Y

7 16

.in

vest

igat

e so

me

of th

e di

ffere

nces

bet

wee

n sp

oken

and

writ

ten

lang

uage

stru

ctur

es, e

.g. g

reet

ings

, hes

itatio

n in

spee

ch;

Y8

12.

expl

ore

and

use

diffe

rent

deg

rees

of f

orm

ality

in w

ritte

n an

dor

al te

xts,

e.g

. for

mal

spe

eche

s, in

form

al jo

urna

ls;

Y8

13.

reco

gnis

e so

me

of th

e di

ffere

nces

in s

ente

nce

stru

ctur

e,vo

cabu

lary

and

tone

bet

wee

n a

mod

ern

Engl

ish

text

and

ate

xt fr

om a

noth

er h

isto

rical

per

iod.

Word

leve

lP

upils

sho

uld

be

taug

ht t

o:

Voca

bula

ryY

7 14

.de

fine

and

depl

oy w

ords

with

pre

cisi

on, i

nclu

ding

thei

r ex

act

impl

icat

ion

in c

onte

xt;

Y7

15.

use

a di

ctio

nary

and

a th

esau

rus

with

spe

ed a

nd s

kill;

Y7

16.

wor

k ou

t the

mea

ning

of u

nkno

wn

wor

ds u

sing

con

text

,et

ymol

ogy,

mor

phol

ogy,

com

poun

d pa

ttern

s an

d ot

her

qual

ities

suc

h as

ono

mat

opoe

ia;

Y7

20.

expa

nd th

e ra

nge

of li

nk w

ords

and

phr

ases

use

d to

sign

post

text

s, in

clud

ing

links

of t

ime

(then

, lat

er,

mea

nwhi

le) a

nd c

ause

(so,

bec

ause

, sin

ce);

Y7

21.

read

acc

urat

ely,

and

use

cor

rect

ly, v

ocab

ular

y w

hich

rela

tes

to k

ey c

once

pts

in e

ach

subj

ect,

dist

ingu

ishi

ngbe

twee

n ev

eryd

ay u

ses

of w

ords

and

thei

r su

bjec

t-sp

ecifi

c us

e, e

.g.e

nerg

y, r

esis

tanc

e;

Y8

7.re

view

and

dev

elop

thei

r ab

ility

to:

a)

reco

gnis

e lin

ks b

etw

een

wor

ds re

late

d by

wor

d fa

milie

s an

d ro

ots;

b) w

ork

out t

he m

eani

ng o

f unk

now

n w

ords

usi

ng

cont

ext,

synt

ax, e

tym

olog

y, m

orph

olog

y an

d ot

her

fact

ors;

c)

unde

rsta

nd a

nd e

xpla

in e

xact

ly w

hat w

ords

mea

n in

pa

rtic

ular

con

text

s;

Y8

8.un

ders

tand

and

use

key

term

s th

at h

elp

to d

escr

ibe

and

anal

yse

lang

uage

, e.g

. wor

d cl

ass,

nou

n ph

rase

,su

bord

inat

e cl

ause

, syn

tax,

con

ditio

nal;

Y8

10.

exte

nd t

he r

ange

of

prep

ositi

ons

and

conn

ectiv

esus

ed t

o in

dica

te p

urpo

se, e

.g. i

n or

der

to, s

o th

at,o

rex

pres

s re

serv

atio

ns, e

.g. a

ltho

ugh,

unl

ess,

if;

Y8

11.

appr

ecia

te th

e im

pact

of f

igur

ativ

e la

ngua

ge in

text

s.

Teachin

gobje

cti

ves




AR

1

Speakin

g a

nd l

iste

nin

gP

upils

sho

uld

be

taug

ht t

o:

Spe

akin

gY

7 1.

use

talk

as

a to

ol t

o cl

arify

und

erst

andi

ngan

d re

fine

idea

s, e

.g.b

y ar

ticu

lati

ngpr

oble

ms

or a

skin

g pe

rtin

ent

ques

tion

s;

Y7

4.gi

ve c

lear

ans

wer

s, in

stru

ctio

ns o

rex

plan

atio

ns th

at a

re h

elpf

ully

seq

uenc

ed,

linke

d an

d su

ppor

ted

by g

estu

re o

r ot

her

visu

al a

id;

Y7

5.pr

omot

e, ju

stify

or

defe

nd a

poi

nt o

f vie

wus

ing

supp

ortin

g ev

iden

ce, e

xam

ple

and

illust

ratio

n w

hich

are

link

ed b

ack

to th

e m

ain

argu

men

t;

Y8

1.re

flect

on

the

deve

lopm

ent

of t

heir

abili

ties

as s

peak

ers

in a

ran

ge o

fdi

ffer

ent

cont

exts

and

iden

tify

area

s fo

rim

prov

emen

t;

Y8

2.te

ll a

stor

y, re

coun

t an

expe

rienc

e or

dev

elop

an id

ea, c

hoos

ing

and

chan

ging

the

moo

d,to

ne a

nd p

ace

of d

eliv

ery

for

part

icul

ar e

ffect

;

List

enin

gY

7 6.

liste

n fo

r an

d re

call

the

mai

n po

ints

of

ata

lk, r

eadi

ng o

r te

levi

sion

pro

gram

me,

refle

ctin

g on

wha

t ha

s be

en h

eard

to

ask

sear

chin

g qu

estio

ns, m

ake

com

men

ts o

rch

alle

nge

the

view

s ex

pres

sed;

Y7

7.an

swer

que

stio

ns p

ertin

ently

, dra

win

g on

rele

vant

evi

denc

e or

reas

ons;

Y8

6.re

cogn

ise

thei

r ow

n sk

ills, s

trat

egie

s an

dre

spon

ses

as li

sten

ers

in d

iffer

ent s

ituat

ions

,e.

g. to

lyric

s, t

o di

rect

ions

, to

info

rmat

ion;

Y8

7.lis

ten

for

a sp

ecifi

c pu

rpos

e, p

ayin

gsu

stai

ned

atte

ntio

n an

d se

lect

ing

for

com

men

t or

que

stio

n th

at w

hich

isre

leva

nt t

o th

e ag

reed

foc

us;

Text

leve

l –

Wri

ting

Pup

ils s

houl

d b

e ta

ught

to

:

Pla

n, d

raft

and

pre

sent

Y7

1.pl

an, d

raft

, edi

t, r

evis

e, p

roof

read

and

pres

ent

a te

xt w

ith r

eade

rs a

nd p

urpo

sein

min

d;

Y8

1.ex

perim

ent w

ith d

iffer

ent a

ppro

ache

s to

plan

ning

, dra

fting

, pro

ofre

adin

g an

dpr

esen

ting

writ

ing,

taki

ng a

ccou

nt o

f the

tim

eav

aila

ble;

Y8

2.re

read

wor

k to

ant

icip

ate

the

effe

ct o

nth

e re

ader

and

rev

ise

styl

e an

d st

ruct

ure,

as w

ell a

s ac

cura

cy, w

ith t

his

in m

ind;

Y8

3.us

e w

ritin

g fo

r th

inki

ng a

nd le

arni

ng b

yre

cord

ing

idea

s as

they

dev

elop

to a

idre

flect

ion

and

prob

lem

sol

ving

;

Y8

4.de

velo

p a

fluen

t, le

gibl

e ha

ndw

ritin

g st

yle

whi

ch c

an b

e m

aint

aine

d un

der

time

pres

sure

;

Wri

te t

o im

agin

e, e

xplo

re, e

nter

tain

Y7

5.st

ruct

ure

a st

ory

with

an

arre

stin

gop

enin

g, a

dev

elop

ing

plot

, aco

mpl

icat

ion,

a c

risi

s an

d a

satis

fyin

gre

solu

tion;

Y7

6.po

rtra

y ch

arac

ter,

dire

ctly

and

indi

rect

ly,th

roug

h de

scrip

tion,

dia

logu

e an

d ac

tion;

Y7

8.ex

perim

ent w

ith th

e vi

sual

and

sou

nd e

ffect

sof

lang

uage

, inc

ludi

ng th

e us

e of

imag

ery,

allit

erat

ion,

rhy

thm

, rhy

me;

Y7

9.m

ake

links

bet

wee

n th

eir

read

ing

of fi

ctio

n,pl

ays

and

poet

ry a

nd th

e ch

oice

s th

ey m

ake

as w

riter

s;

Y8

5.de

velo

p th

e us

e of

com

men

tary

and

desc

ript

ion

in n

arra

tive,

e.g

. by

addr

essi

ng t

he r

eade

r di

rect

ly;

Y8

9.ex

perim

ent w

ith p

rese

ntin

g si

mila

r m

ater

ial i

ndi

ffere

nt fo

rms

and

styl

es o

f poe

try;

Text

leve

l –

Readin

gP

upils

sho

uld

be

taug

ht t

o:

Res

earc

h an

d st

udy

skill

sY

7 1.

know

how

to lo

cate

reso

urce

s fo

r a

give

nta

sk, a

nd fi

nd re

leva

nt in

form

atio

n in

them

,e.

g. s

kim

min

g, u

se o

f ind

ex, g

loss

ary,

key

wor

ds, h

otlin

ks;

Y7

2.us

e ap

prop

riat

e re

adin

g st

rate

gies

to

extr

act

part

icul

ar in

form

atio

n, e

.g.

high

light

ing,

sca

nnin

g;

Y7

5.ap

prai

se th

e va

lue

and

rele

vanc

e of

info

rmat

ion

foun

d an

d ac

know

ledg

e so

urce

s;

Y8

1.co

mbi

ne in

form

atio

n fro

m v

ario

us s

ourc

esin

to o

ne c

oher

ent d

ocum

ent;

Y8

3.m

ake

note

s in

diff

eren

t way

s, c

hoos

ing

afo

rm w

hich

sui

ts th

e pu

rpos

e, e

.g.

diag

ram

mat

ic n

otes

, mak

ing

note

s du

ring

avi

deo,

abb

revi

atin

g fo

r sp

eed

and

ease

of

retr

ieva

l;

Rea

ding

for

mea

ning

Y7

6.ad

opt a

ctiv

e re

adin

g ap

proa

ches

to e

ngag

ew

ith a

nd m

ake

sens

e of

text

s, e

.g. v

isua

lisin

g,pr

edic

ting,

em

path

isin

g an

d re

latin

g to

ow

nex

perie

nce;

Y7

7.id

entif

y th

e m

ain

poin

ts, p

roce

sses

or

idea

s in

a te

xt a

nd h

ow th

ey a

re s

eque

nced

and

deve

lope

d by

the

writ

er;

Y7

8.in

fer

and

dedu

ce m

eani

ngs

usin

gev

iden

ce in

the

tex

t, id

entif

ying

whe

rean

d ho

w m

eani

ngs

are

impl

ied;

Y7

9.di

stin

guis

h be

twee

n th

e vi

ews

of th

e w

riter

and

thos

e ex

pres

sed

by o

ther

s in

the

text

,e.

g.th

e na

rrat

or, q

uote

d ex

pert

s, c

hara

cter

s;

Y7

10.

iden

tify

how

med

ia te

xts

are

tailo

red

to s

uit

thei

r au

dien

ce, a

nd re

cogn

ise

that

aud

ienc

ere

spon

ses

vary

, e.g

. pop

ular

web

site

s;

Y8

5.tr

ace

the

deve

lopm

ent

of t

hem

es, v

alue

sor

idea

s in

tex

ts;




YE

AR

1

Speakin

g a

nd l

iste

nin

gP

upils

sho

uld

be

taug

ht t

o:

Gro

up d

iscu

ssio

n an

d in

tera

ctio

nY

7 10

.id

entif

y an

d re

port

the

mai

n po

ints

emer

ging

fro

m d

iscu

ssio

n, e

.g. t

o ag

ree

a co

urse

of

acti

on in

clud

ing

resp

onsi

bilit

ies

and

dead

lines

;

Y7

11.

adop

t a r

ange

of r

oles

in d

iscu

ssio

n, in

clud

ing

actin

g as

spo

kesp

erso

n, a

nd c

ontr

ibut

e in

diffe

rent

way

s su

ch a

s pr

omot

ing,

opp

osin

g,ex

plor

ing

and

ques

tioni

ng;

Y7

13.

wor

k to

geth

er lo

gica

lly a

nd m

etho

dica

lly to

solv

e pr

oble

ms,

mak

e de

duct

ions

, sha

re, t

est

and

eval

uate

idea

s;

Y7

14.

ackn

owle

dge

othe

r pe

ople

’s v

iew

s, ju

stify

ing

or m

odify

ing

thei

r ow

n vi

ews

in th

e lig

ht o

fw

hat o

ther

s sa

y;

Y8

9.re

flect

on

thei

r in

divi

dual

stre

ngth

s as

cont

ribut

ors

to g

roup

talk

and

iden

tify

poin

tsan

d op

port

uniti

es fo

r de

velo

pmen

t;

Dra

ma

Y7

15.

deve

lop

dram

a te

chni

ques

to

expl

ore

inro

le a

var

iety

of

situ

atio

ns a

nd t

exts

or

resp

ond

to s

timul

i;

Y7

17.

exte

nd th

eir

spok

en re

pert

oire

by

expe

rimen

ting

with

lang

uage

in d

iffer

ent r

oles

and

dram

atic

con

text

s;

Y8

13.

refle

ct o

n th

eir

part

icip

atio

n in

dra

ma

and

iden

tify

area

s fo

r th

eir

deve

lopm

ent o

fdr

amat

ic te

chni

ques

, e.g

. kee

p a

refle

ctiv

ere

cord

of t

heir

cont

ribut

ions

to

dram

atic

impr

ovis

atio

n an

d pr

esen

tatio

n;

Y8

15.

expl

ore

and

deve

lop

idea

s, is

sues

and

rela

tions

hips

thro

ugh

wor

k in

role

;

Y8

16.

colla

bora

te in

, and

eva

luat

e, t

hepr

esen

tatio

n of

dra

mat

ic p

erfo

rman

ces,

scri

pted

and

uns

crip

ted

piec

es, w

hich

expl

ore

char

acte

r, re

latio

nshi

ps a

ndis

sues

.

Text

leve

l –

Wri

ting

Pup

ils s

houl

d b

e ta

ught

to

:

Wri

te t

o in

form

, exp

lain

, des

crib

eY

7 10

.or

gani

se t

exts

in w

ays

appr

opri

ate

toth

eir

cont

ent,

e.g

.by

chro

nolo

gy, p

rior

ity,

com

pari

son,

and

sig

npos

t th

is c

lear

ly t

oth

e re

ader

;Y

7 12

.de

velo

p id

eas

and

lines

of t

hink

ing

inco

ntin

uous

text

and

exp

lain

a p

roce

sslo

gica

lly, h

ighl

ight

ing

the

links

bet

wee

n ca

use

and

effe

ct;

Y8

11.

expl

ain

com

plex

idea

s an

d in

form

atio

ncl

earl

y, e

.g. d

efin

ing

prin

cipl

es, e

xpla

inin

ga

scie

ntifi

c pr

oces

s;Y

8 12

.de

scrib

e an

obj

ect,

pers

on, e

vent

, pro

cess

or

situ

atio

n, u

sing

lang

uage

acc

urat

ely

and

evoc

ativ

ely

with

an

appr

opria

te d

egre

e of

form

ality

, e.g

. a s

choo

l pro

spec

tus;

Wri

te t

o pe

rsua

de, a

rgue

, adv

ise

Y7

15.

expr

ess

a pe

rson

al v

iew

, add

ing

pers

uasi

ve e

mph

asis

to

key

poin

ts, e

.g.

by r

eite

rati

on, e

xagg

erat

ion,

rep

etit

ion,

use

of r

heto

rica

l que

stio

ns;

Y7

17.

writ

e in

form

al a

dvic

e, a

ntic

ipat

ing

the

need

s,in

tere

sts

and

view

s of

the

inte

nded

read

er,

e.g.

how

to m

ake

the

mos

t of a

n op

portu

nity

;Y

8 14

.de

velo

p an

d si

gnpo

st a

rgum

ents

in w

ays

that

mak

e th

e lo

gic

clea

r to

the

rea

der;

Wri

te t

o an

alys

e, r

evie

w, c

omm

ent

Y7

18.

iden

tify

crite

ria fo

r ev

alua

ting

a pa

rticu

lar

situ

atio

n, o

bjec

t or

even

t, pr

esen

t fin

ding

sfa

irly

and

give

a p

erso

nal v

iew

;Y

7 19

.w

rite

ref

lect

ivel

y ab

out

a te

xt, t

akin

gac

coun

t of

the

nee

ds o

f ot

hers

who

mig

htre

ad it

;Y

8 17

.in

tegr

ate

evid

ence

into

writ

ing

to s

uppo

rtan

alys

is o

r co

nclu

sion

s, e

.g. d

ata,

quo

tatio

n;Y

8 18

.w

rite

a cr

itica

l rev

iew

of a

sub

stan

tial t

ext,

taki

ng a

ccou

nt o

f the

con

text

in w

hich

it w

asw

ritte

n an

d th

e lik

ely

impa

ct o

n its

inte

nded

read

ers.

Text

leve

l –

Readin

gP

upils

sho

uld

be

taug

ht t

o:

Und

erst

andi

ng t

he a

utho

r’s c

raft

Y7

12.

com

men

t, u

sing

app

ropr

iate

ter

min

olog

y,on

how

wri

ters

con

vey

sett

ing,

cha

ract

eran

d m

ood

thro

ugh

wor

d ch

oice

and

sent

ence

str

uctu

re;

Y7

13.

iden

tify,

usi

ng a

ppro

pria

te te

rmin

olog

y, th

ew

ay w

riter

s of

non

-fic

tion

mat

ch la

ngua

gean

d or

gani

satio

n to

thei

r in

tent

ions

, e.g

. in

cam

paig

n m

ater

ial;

Y7

14.

reco

gnis

e ho

w w

riter

s’ la

ngua

ge c

hoic

es c

anen

hanc

e m

eani

ng, e

.g. r

epet

ition

, em

otiv

evo

cabu

lary

, var

ied

sent

ence

str

uctu

re o

r lin

ele

ngth

, sou

nd e

ffect

s;

Y7

15.

trac

e th

e w

ays

in w

hich

a w

riter

str

uctu

res

ate

xt to

pre

pare

a re

ader

for

the

endi

ng, a

ndco

mm

ent o

n th

e ef

fect

iven

ess

of th

e en

ding

;

Y8

10.

anal

yse

the

over

all s

truc

ture

of

a te

xt t

oid

entif

y ho

w k

ey id

eas

are

deve

lope

d, e

.g.

thro

ugh

the

orga

nisa

tion

of t

he c

onte

ntan

d th

e pa

tter

ns o

f la

ngua

ge u

sed;

Stu

dy o

f lit

erar

y te

xts

Y7

17.

read

a r

ange

of

rece

nt f

ictio

n te

xts

inde

pend

ently

as

the

basi

s fo

rde

velo

ping

cri

tical

ref

lect

ion

and

pers

onal

res

pons

e, e

.g. s

hari

ng v

iew

s,ke

epin

g a

read

ing

jour

nal;

Y7

18.

give

a c

onsi

dere

d re

spon

se to

a p

lay,

as

scrip

t,on

scr

een

or in

per

form

ance

, foc

usin

g on

inte

rpre

tatio

n of

act

ion,

cha

ract

er a

nd e

vent

;

Y7

19.

expl

ore

how

form

con

trib

utes

to m

eani

ng in

poem

s fro

m d

iffer

ent t

imes

and

cul

ture

s, e

.g.

stor

ytel

ling

in b

alla

ds;

Y8

13.

read

a s

ubst

antia

l tex

t (n

ovel

, pla

y or

wor

k of

one

poe

t) r

evis

ing

and

refin

ing

inte

rpre

tatio

ns o

f su

bjec

t m

atte

r, st

yle

and

tech

niqu

e;

Y8

16.

reco

gnis

e ho

w te

xts

refe

r to

and

refle

ct th

ecu

lture

in w

hich

they

wer

e pr

oduc

ed, e

.g. i

nth

eir

evoc

atio

n of

pla

ce a

nd v

alue

s.




AR

2

Sente

nce l

eve

lP

upils

sho

uld

be

taug

ht t

o:

Sen

tenc

e co

nstr

uctio

n an

d pu

nctu

atio

nY

9 1.

revi

ew a

nd d

evel

op th

e m

eani

ng, c

larit

y, o

rgan

isat

ion

and

impa

ct o

f com

plex

sen

tenc

es in

thei

r ow

n w

ritin

g;Y

9 2.

use

the

full

rang

e of

pun

ctua

tion

to c

larif

y an

d em

phas

ise

mea

ning

for

a re

ader

;Y

9 3.

wri

te w

ith d

iffer

ing

degr

ees

of f

orm

ality

, rel

atin

gvo

cabu

lary

and

gra

mm

ar t

o co

ntex

t an

d in

tent

ion,

e.g.

usi

ng t

he a

ctiv

e or

pas

sive

voi

ce;

Y9

4.in

tegr

ate

spee

ch, r

efer

ence

and

quo

tatio

n ef

fect

ivel

y in

tow

hat t

hey

writ

e;

Par

agra

phin

g an

d co

hesi

onY

9 5.

eval

uate

thei

r ab

ility

to s

hape

idea

s ra

pidl

y in

to c

ohes

ive

para

grap

hs;

Y9

6.co

mpa

re a

nd u

se d

iffer

ent

way

s of

ope

ning

,de

velo

ping

, lin

king

and

com

plet

ing

para

grap

hs;

Sty

listic

con

vent

ions

of

non-

fictio

nY

8 10

.id

entif

y th

e ke

y al

tera

tions

mad

e to

a t

ext

whe

n it

isch

ange

d fr

om a

n in

form

al t

o a

form

al t

ext,

e.g

.ch

ange

fro

m f

irst

to

thir

d pe

rson

, nom

inal

isat

ion,

use

of p

assi

ve v

erbs

;Y

9 7.

anal

yse

and

expl

oit

the

styl

istic

con

vent

ions

of

the

mai

n ty

pes

of n

on-f

ictio

n in

rel

atio

n to

pur

pose

and

audi

ence

, e.g

. par

ody;

Y9

8.in

vest

igat

e th

e or

gani

satio

n an

d co

nven

tions

of I

CT

text

s,e.

g. C

D-R

OM

, e-m

ail,

web

pag

es;

Sta

ndar

d E

nglis

h an

d la

ngua

ge v

aria

tion

Y8

11.

unde

rsta

nd t

he m

ain

diff

eren

ces

betw

een

stan

dard

Eng

lish

and

dial

ecta

l var

iatio

ns, e

.g. s

ubje

ct–v

erb

agre

emen

t, f

orm

atio

n of

pas

t te

nse,

adv

erbs

and

nega

tive

s, u

se o

f pr

onou

ns a

nd p

repo

siti

ons;

Y9

9.w

rite

sus

tain

ed s

tand

ard

Eng

lish

with

the

for

mal

itysu

ited

to r

eade

r an

d pu

rpos

e;Y

9 10

.ex

plor

e at

titud

es to

lang

uage

in d

iffer

ent c

onte

xts,

and

iden

tify

som

e of

the

char

acte

ristic

s of

sta

ndar

d En

glis

h th

atm

ake

it th

e do

min

ant m

ode

of p

ublic

com

mun

icat

ion;

Y9

11.

inve

stig

ate

way

s En

glis

h ha

s ch

ange

d ov

er ti

me

and

iden

tify

curre

nt tr

ends

of l

angu

age

chan

ge, e

.g. w

ord

mea

ning

s.

Word

leve

lP

upils

sho

uld

be

taug

ht t

o:

Spe

lling

Y9

1.re

view

all

aspe

cts

of s

pellin

g co

vere

d pr

evio

usly

and

cont

inue

to im

prov

e th

eir

spel

ling

by a

pply

ing

know

ledg

eof

spe

lling

conv

entio

ns;

Y9

2.sp

ell a

ccur

atel

y al

l hig

h fr

eque

ncy

wor

ds a

nd n

ewte

rms

from

all

subj

ect

area

s;

Spe

lling

str

ateg

ies

Y9

3.re

cogn

ise

thei

r st

reng

ths

as s

pelle

rs, i

dent

ify a

reas

whe

re t

hey

need

to

impr

ove

and

use

appr

opri

ate

stra

tegi

es t

o el

imin

ate

pers

iste

nt e

rror

s;Y

9 4.

addr

ess

pers

onal

diff

icul

ties

with

wor

ds th

roug

h st

rate

gies

whi

ch in

clud

e:a)

expe

rimen

ting

with

diff

eren

t way

s of

lear

ning

and

re

mem

berin

g di

fficu

lt sp

ellin

gs, e

.g.m

nem

onic

s;b)

appl

ying

kno

wle

dge

of w

ord

orig

ins,

fam

ilies

and

mor

phol

ogy;

c)id

entif

ying

com

mon

spe

lling

patte

rns

and

conv

entio

ns

in th

eir

grow

ing

voca

bula

ry;

Y9

5.m

ake

use

of d

iffer

ent k

inds

of d

ictio

nary

, the

saur

us a

ndsp

ell c

heck

er;

Voca

bula

ryY

8 9.

appr

ecia

te th

e pr

ecis

e m

eani

ng o

f spe

cial

ist v

ocab

ular

yfo

r ea

ch s

choo

l sub

ject

, and

use

spe

cial

ist t

erm

s ap

tly in

thei

r ow

n w

ritin

g;Y

8 12

.re

cogn

ise

how

the

degr

ee o

f for

mal

ity in

fluen

ces

wor

dch

oice

;Y

8 13

.un

ders

tand

the

impl

icat

ions

whe

n a

wor

d is

in q

uota

tion

mar

ks o

r is

use

d iro

nica

lly;

Y8

14.

colle

ct a

nd c

omm

ent o

n ex

ampl

es o

f lan

guag

e ch

ange

,e.

g. n

ew w

ords

ass

ocia

ted

with

ele

ctro

nic

com

mun

icat

ion

and

ICT;

Y9

6.

know

and

use

the

term

s th

at a

re u

sefu

l for

ana

lysi

ngla

ngua

ge, e

.g. t

ype

of p

hras

e or

cla

use,

con

ditio

nal v

erb;

Y9

7.re

cogn

ise

laye

rs o

f m

eani

ng in

the

wri

ter’s

cho

ice

ofw

ords

, e.g

. con

nota

tion

, im

plie

d m

eani

ng, t

ypes

or

mul

tipl

e m

eani

ngs;

Y9

8.re

cogn

ise

how

line

s of

thou

ght a

re d

evel

oped

and

sign

post

ed th

roug

h th

e us

e of

con

nect

ives

, e.g

.no

neth

eles

s, c

onse

quen

tly, f

urth

er.

Teachin

gobje

cti

ves




YE

AR

2

Speakin

g a

nd l

iste

nin

gP

upils

sho

uld

be

taug

ht t

o:

Spe

akin

gY

8 1.

refle

ct o

n th

e de

velo

pmen

t of

the

irab

ilitie

s as

spe

aker

s in

a r

ange

of

diff

eren

t co

ntex

ts a

nd id

entif

y ar

eas

for

impr

ovem

ent;

Y8

3.m

ake

a fo

rmal

pre

sent

atio

n in

sta

ndar

dEn

glis

h, u

sing

app

ropr

iate

rhe

toric

al d

evic

es;

Y8

4.pr

ovid

e an

exp

lana

tion

or c

omm

enta

ry w

hich

links

wor

ds w

ith a

ctio

ns o

r im

ages

, e.g

. asp

orts

com

men

tary

or

talk

ing

to a

seq

uenc

eof

imag

es;

Y9

2.us

e st

anda

rd E

nglis

h to

exp

lain

, exp

lore

or ju

stify

an

idea

;

Y9

3.de

velo

p in

terv

iew

tech

niqu

es w

hich

incl

ude

plan

ning

a s

erie

s of

link

ed q

uest

ions

, hel

ping

the

resp

onde

nt to

giv

e us

eful

ans

wer

s,re

spon

ding

to a

nd e

xten

ding

the

resp

onse

s;

List

enin

gY

8 8.

reco

gnis

e th

e ra

nge

of w

ays

in w

hich

mes

sage

s ar

e co

nvey

ed, e

.g. t

one,

em

phas

is,

stat

us o

f spe

aker

;

Y9

4.re

flect

on

and

eval

uate

thei

r ow

n sk

ills,

stra

tegi

es a

nd s

ucce

sses

as

liste

ners

in a

varie

ty o

f con

text

s;

Y9

5.co

mpa

re d

iffer

ent p

oint

s of

vie

w th

at h

ave

been

exp

ress

ed, i

dent

ifyin

g an

d ev

alua

ting

diffe

renc

es a

nd s

imila

ritie

s;

Y9

7.id

entif

y th

e un

derl

ying

the

mes

,im

plic

atio

ns a

nd is

sues

rai

sed

by a

tal

k,re

adin

g or

pro

gram

me;

Text

leve

l –

Wri

ting

Pup

ils s

houl

d b

e ta

ught

to

:

Pla

n, d

raft

and

pre

sent

Y9

1.re

view

thei

r ab

ility

to w

rite

for

a ra

nge

ofpu

rpos

es a

nd a

udie

nces

, rec

ogni

sing

stre

ngth

s an

d id

entif

ying

ski

lls fo

r fu

rthe

rde

velo

pmen

t;

Y9

2.re

cord

, dev

elop

and

eva

luat

e id

eas

thro

ugh

writ

ing,

e.g

. ess

ays,

jour

nals

;

Y9

3.pr

oduc

e fo

rmal

ess

ays

in s

tand

ard

Eng

lish

with

in a

spe

cifie

d tim

e, w

ritin

gflu

ently

and

legi

bly

and

mai

ntai

ning

tech

nica

l acc

urac

y w

hen

wri

ting

atsp

eed;

Y9

4.ch

oose

, use

and

eva

luat

e a

rang

e of

pres

enta

tiona

l dev

ices

, on

pape

r an

d on

scre

en;

Wri

te t

o im

agin

e, e

xplo

re, e

nter

tain

Y8

7.ex

perim

ent w

ith d

iffer

ent l

angu

age

choi

ces

toim

ply

mea

ning

and

to e

stab

lish

the

tone

of a

piec

e, e

.g.i

roni

c, in

dign

ant;

Y8

8.de

velo

p an

imag

inat

ive

or u

nusu

al tr

eatm

ent

of fa

milia

r m

ater

ial o

r es

tabl

ishe

d co

nven

tions

,e.

g. u

pdat

ing

trad

ition

al t

ales

;

Y9

5.ex

plor

e di

ffer

ent

way

s of

ope

ning

,st

ruct

urin

g an

d en

ding

nar

rativ

es a

ndex

peri

men

t w

ith n

arra

tive

pers

pect

ive,

e.g.

mul

tipl

e na

rrat

ion;

Y9

6.ex

ploi

t the

cre

ativ

e an

d ae

sthe

tic fe

atur

es o

fla

ngua

ge in

non

-lite

rary

text

s, e

.g. t

he u

se o

ffig

urat

ive

lang

uage

or

the

cade

nce

ofse

nten

ces;

Y9

7.ex

plor

e ho

w n

on-f

ictio

n te

xts

can

conv

eyin

form

atio

n or

idea

s in

am

usin

g or

ente

rtai

ning

way

s;

Y9

8.w

rite

with

in th

e di

scip

line

of d

iffer

ent p

oetic

form

s, e

xplo

ring

how

form

con

trib

utes

tom

eani

ng, e

.g. d

iffer

ent

type

s of

son

net;

Text

leve

l –

Readin

gP

upils

sho

uld

be

taug

ht t

o:

Res

earc

h an

d st

udy

skill

sY

8 2.

unde

rtak

e in

depe

nden

t re

sear

ch u

sing

ara

nge

of r

eadi

ng s

trat

egie

s, a

pply

ing

thei

r kn

owle

dge

of h

ow t

exts

and

ICT

data

base

s ar

e or

gani

sed

and

ackn

owle

dgin

g so

urce

s;Y

9 1.

revi

ew a

nd e

xten

d th

eir

own

stra

tegi

es fo

rlo

catin

g, a

ppra

isin

g an

d ex

trac

ting

rele

vant

info

rmat

ion;

Y9

2.sy

nthe

sise

info

rmat

ion

from

a r

ange

of

sour

ces,

sha

ping

mat

eria

l to

mee

t th

ere

ader

’s n

eeds

;Y

9 3.

incr

ease

the

spee

d an

d ac

cura

cy o

f no

te-m

akin

g sk

ills a

nd u

se n

otes

for

re-p

rese

ntin

g in

form

atio

n fo

r spe

cific

pur

pose

s;Y

9 4.

eval

uate

the

rele

vanc

e, re

liabi

lity

and

valid

ityof

info

rmat

ion

avai

labl

e th

roug

h pr

int,

ICT

and

othe

r m

edia

sou

rces

;

Rea

ding

for

mea

ning

Y8

4.re

view

thei

r dev

elop

ing

skills

as

activ

e, c

ritic

alre

ader

s w

ho s

earc

h fo

r mea

ning

usi

ng a

rang

eof

read

ing

stra

tegi

es a

nd e

valu

ate

thei

r ow

ncr

itica

l writ

ing

abou

t tex

ts;

Y8

6.re

cogn

ise

bias

and

obj

ectiv

ity, d

istin

guis

hing

fact

s fro

m h

ypot

hese

s, th

eorie

s or

opi

nion

s;Y

8 7.

iden

tify

the

way

s im

plie

d an

d ex

plic

itm

eani

ngs

are

conv

eyed

in d

iffer

ent t

exts

, e.g

.iro

ny, s

atire

;Y

8 8.

inve

stig

ate

how

mea

ning

s ar

e ch

ange

d w

hen

info

rmat

ion

is p

rese

nted

in d

iffer

ent f

orm

s or

tran

spos

ed in

to d

iffer

ent m

edia

;Y

9 6.

com

men

t on

the

auth

oria

l per

spec

tives

offe

red

in te

xts

on in

divi

dual

s, c

omm

unity

and

soci

ety

in te

xts

from

diff

eren

t cul

ture

s;Y

9 7.

com

pare

the

pre

sent

atio

n of

idea

s,va

lues

or

emot

ions

in r

elat

ed o

rco

ntra

stin

g te

xts;

Y9

8.an

alys

e ho

w m

edia

text

s in

fluen

ce a

nd a

rein

fluen

ced

by re

ader

s, e

.g. i

nter

activ

epr

ogra

ms,

sel

ectio

n of

new

s ite

ms;




AR

2

Speakin

g a

nd l

iste

nin

gP

upils

sho

uld

be

taug

ht t

o:

Gro

up d

iscu

ssio

n an

d in

tera

ctio

nY

8 10

.us

e ta

lk t

o qu

estio

n, h

ypot

hesi

se,

spec

ulat

e, e

valu

ate,

sol

ve p

robl

ems

and

deve

lop

thin

king

abo

ut c

ompl

ex is

sues

and

idea

s;

Y9

8.re

view

the

cont

ribut

ions

they

hav

e m

ade

tore

cent

dis

cuss

ions

, rec

ogni

sing

thei

rst

reng

ths

and

iden

tifyi

ng a

reas

for

deve

lopm

ent;

Y9

9.di

scus

s an

d ev

alua

te c

onfli

ctin

gev

iden

ce t

o ar

rive

at

a co

nsid

ered

view

poin

t;

Y9

10.

cont

ribut

e to

the

orga

nisa

tion

of g

roup

act

ivity

in w

ays

that

hel

p to

str

uctu

re p

lans

, sol

vepr

oble

ms

and

eval

uate

alte

rnat

ives

;

Dra

ma

Y9

11.

reco

gnis

e, e

valu

ate

and

exte

nd th

e sk

ills a

ndte

chni

ques

they

hav

e de

velo

ped

thro

ugh

dram

a;

Y9

12.

use

a ra

nge

of d

ram

a te

chni

ques

, inc

ludi

ngw

ork

in ro

le, t

o ex

plor

e is

sues

, ide

as a

ndm

eani

ngs,

e.g

. by

play

ing

out

hypo

thes

es, b

ych

angi

ng p

ersp

ectiv

es;

Y9

13.

deve

lop

and

com

pare

diff

eren

tin

terp

reta

tions

of

scen

es o

r pl

ays

byS

hake

spea

re o

r ot

her

dram

atis

ts;

Y9

14.

conv

ey a

ctio

n, c

hara

cter

, atm

osph

ere

and

tens

ion

whe

n sc

riptin

g an

d pe

rform

ing

play

s;

Y9

15.

writ

e cr

itica

l eva

luat

ions

of p

erfo

rman

ces

they

have

see

n or

in w

hich

they

hav

e pa

rtic

ipat

ed,

iden

tifyi

ng th

e co

ntrib

utio

ns o

f the

writ

er,

dire

ctor

and

act

ors.

Text

leve

l –

Wri

ting

Pup

ils s

houl

d b

e ta

ught

to

:

Wri

te t

o in

form

, exp

lain

, des

crib

eY

8 10

.or

gani

se a

nd p

rese

nt in

form

atio

n, s

elec

ting

and

synt

hesi

sing

app

ropr

iate

mat

eria

l and

gui

ding

the

read

er c

lear

ly th

roug

h th

e te

xt, e

.g. a

tech

nolo

gica

l pro

cess

, an

info

rmat

ion

leaf

let;

Y9

9.in

tegr

ate

dive

rse

info

rmat

ion

into

aco

here

nt a

nd c

ompr

ehen

sive

acc

ount

;Y

9 10

.ex

plai

n th

e pr

ecis

e co

nnec

tions

bet

wee

nid

eas

with

cla

rity

and

an a

ppro

pria

te d

egre

eof

form

ality

;Y

9 11

.m

ake

tellin

g us

e of

des

crip

tive

deta

il, e

.g. e

ye-

witn

ess

acco

unts

, spo

rts re

ports

, tra

vel w

ritin

g;Y

9 12

.ex

ploi

t the

pot

entia

l of p

rese

ntat

iona

l dev

ices

whe

n pr

esen

ting

info

rmat

ion

on p

aper

or

onsc

reen

, e.g

.fon

t si

ze, t

ext

layo

ut, b

ulle

tpo

ints

, ita

lics.

Wri

te t

o pe

rsua

de, a

rgue

, adv

ise

Y9

13.

pres

ent a

cas

e pe

rsua

sive

ly e

noug

h to

influ

ence

the

resp

onse

s of

a s

peci

fied

grou

p of

read

ers,

mak

ing

sele

ctiv

e us

e of

evi

denc

e, u

sing

appr

opria

te rh

etor

ical

dev

ices

and

ant

icip

atin

gre

spon

ses

and

obje

ctio

ns;

Y9

14.

mak

e a

coun

ter-

argu

men

t to

a v

iew

tha

tha

s be

en e

xpre

ssed

, add

ress

ing

wea

knes

ses

in t

he a

rgum

ent

and

offe

ring

alte

rnat

ives

;Y

9 15

.of

fer

gene

ral a

dvic

e or

gui

delin

es fo

r ac

tion,

adop

ting

an im

pers

onal

sty

le to

sug

gest

impa

rtia

lity

and

auth

ority

;

Wri

te t

o an

alys

e, r

evie

w, c

omm

ent

Y8

16.

wei

gh d

iffer

ent

view

poin

ts a

nd p

rese

nt a

bala

nced

ana

lysi

s of

an

even

t or

issu

e,e.

g.an

env

iron

men

tal i

ssue

or

hist

oric

alin

vest

igat

ion;

Y9

16.

pres

ent

a ba

lanc

ed a

naly

sis

of a

situ

atio

n, t

ext,

issu

e or

set

of

idea

s,ta

king

into

acc

ount

a r

ange

of

evid

ence

and

opin

ions

;Y

9 17

.ci

te s

peci

fic a

nd re

leva

nt te

xtua

l evi

denc

e to

just

ify c

ritic

al ju

dgem

ents

abo

ut te

xts.

Text

leve

l –

Readin

gP

upils

sho

uld

be

taug

ht t

o:

Und

erst

andi

ng t

he a

utho

r’s c

raft

Y8

11.

inve

stig

ate

the

diffe

rent

way

s fa

milia

r th

emes

are

expl

ored

and

pre

sent

ed b

y di

ffere

ntw

riter

s;

Y9

9.co

mpa

re th

emes

and

sty

les

of tw

o w

riter

sfro

m d

iffer

ent t

imes

;

Y9

10.

com

men

t on

inte

rpre

tatio

ns o

f the

sam

e te

xtor

idea

in d

iffer

ent m

edia

, usi

ng te

rms

appr

opria

te fo

r cr

itica

l ana

lysi

s;

Y9

11.

anal

yse

how

an

auth

or’s

sta

ndpo

int c

an a

ffect

mea

ning

in n

on-li

tera

ry a

s w

ell a

s lit

erar

yte

xts;

Y9

12.

anal

yse

and

disc

uss

the

use

mad

e of

rhet

oric

al d

evic

es in

a t

ext;

Stu

dy o

f lit

erar

y te

xts

Y8

14.

reco

gnis

e th

e co

nven

tions

of s

ome

com

mon

liter

ary

form

s, e

.g. s

onne

t, an

d ge

nres

, e.g

.G

othi

c ho

rror

; exp

lore

how

a p

artic

ular

text

adhe

res

to o

r de

viat

es fr

om e

stab

lishe

dco

nven

tions

;

Y9

13.

revi

ew a

nd d

evel

op th

eir

own

read

ing

skills

,ex

perie

nces

and

pre

fere

nces

, not

ing

stre

ngth

s an

d ar

eas

for

deve

lopm

ent;

Y9

14.

anal

yse

the

lang

uage

, for

m a

nd d

ram

atic

impa

ct o

f sce

nes

and

play

s by

pub

lishe

ddr

amat

ists

;

Y9

15.

exte

nd th

eir

unde

rsta

ndin

g of

lite

rary

her

itage

by re

latin

g m

ajor

writ

ers

to th

eir

hist

oric

alco

ntex

t, an

d ex

plai

ning

thei

r ap

peal

ove

r tim

e;

Y9

16.

anal

yse

way

s in

whi

ch d

iffer

ent

cultu

ral

cont

exts

and

tra

ditio

ns h

ave

influ

ence

dla

ngua

ge a

nd s

tyle

, e.g

. Bla

ck B

riti

shpo

etry

, Iri

sh s

hort

sto

ries

;

Y9

17.

com

pare

the

them

es a

nd s

tyle

s of

two

orm

ore

poet

s;

Y9

18.

disc

uss

a su

bsta

ntia

l pro

se te

xt, s

harin

gpe

rcep

tions

, neg

otia

ting

com

mon

read

ings

and

acco

untin

g fo

r di

ffere

nces

of v

iew

.


Introduction

Example six-term outline of key objectives




YE

AR

1 A

UTU

MN

TE

RM

Wor

d le

vel

Spe

lling

Y7

1.R

evis

e, c

onso

lidat

e an

d se

cure

cor

rect

vow

el c

hoic

es, i

nclu

ding

: vow

els

with

com

mon

al

tern

ativ

e sp

ellin

gs, e

.g.a

y, a

i, a-

e; u

nstre

ssed

vow

els;

the

influ

ence

of v

owel

s on

oth

er le

tters

, e.

g.do

ublin

g co

nson

ants

, sof

teni

ng c

.

Voca

bula

ryY

7 14

.D

efin

e an

d de

ploy

wor

ds w

ith p

reci

sion

, inc

ludi

ng th

eir

exac

t im

plic

atio

n in

con

text

.

Sen

tenc

e le

vel

Sty

listic

con

vent

ions

Y7

13.

Rev

ise

the

styl

istic

con

vent

ions

of t

he m

ain

type

s of

non

-fic

tion:

of n

on-f

ictio

na)

in

form

atio

n, w

hich

mai

ntai

ns th

e us

e of

the

pres

ent t

ense

and

the

third

per

son;

mak

es c

lear

ho

w th

e in

form

atio

n is

org

anis

ed a

nd li

nked

; inc

orpo

rate

s ex

ampl

es;

b)

reco

unt,

whi

ch m

aint

ains

the

use

of p

ast t

ense

, cle

ar c

hron

olog

y an

d te

mpo

ral c

onne

ctiv

es;

c)ex

plan

atio

n, w

hich

mai

ntai

ns th

e us

e of

the

pres

ent t

ense

and

impe

rson

al v

oice

, and

link

s po

ints

cle

arly

;d)

in

stru

ctio

ns, w

hich

are

hel

pful

ly s

eque

nced

and

sig

npos

ted,

dep

loy

impe

rativ

e ve

rbs

and

prov

ide

clea

r gu

idan

ce;

e)

pers

uasi

on, w

hich

em

phas

ises

key

poi

nts,

and

art

icul

ates

logi

cal l

inks

in th

e ar

gum

ent;

f) di

scur

sive

writ

ing,

whi

ch s

ignp

osts

the

orga

nisa

tion

of c

ontr

astin

g po

ints

and

cla

rifie

s th

e vi

ewpo

int.

Res

earc

h an

d st

udy

skill

sY

7 2.

Use

app

ropr

iate

read

ing

stra

tegi

es to

ext

ract

par

ticul

ar in

form

atio

n, e

.g. h

ighl

ight

ing,

sca

nnin

g.

Stu

dy o

f lit

erar

y te

xts

Y7

17.

Rea

d a

rang

e of

rece

nt fi

ctio

n te

xts

inde

pend

ently

as

the

basi

s fo

r de

velo

ping

crit

ical

refle

ctio

n an

d pe

rson

al re

spon

se, e

.g. s

harin

g vi

ews,

kee

ping

a r

eadi

ng jo

urna

l.

Pla

n, d

raft

and

pre

sent

Y7

1.P

lan,

dra

ft, e

dit,

revi

se, p

roof

read

and

pre

sent

a te

xt w

ith re

ader

s an

d pu

rpos

e in

min

d.

Wri

te t

o im

agin

e,

Y7

5.S

truc

ture

a s

tory

with

an

arre

stin

g op

enin

g, a

dev

elop

ing

plot

, a c

ompl

icat

ion,

a c

risis

and

a

expl

ore,

ent

erta

insa

tisfy

ing

reso

lutio

n.

Wri

te t

o in

form

, exp

lain

,Y

7 10

.O

rgan

ise

text

s in

way

s ap

prop

riate

to th

eir

cont

ent,

e.g.

by

chro

nolo

gy, p

riorit

y, c

ompa

rison

,and

desc

ribe

sign

post

this

cle

arly

to th

e re

ader

.

Spe

akin

g an

d S

peak

ing

Y7

1.U

se ta

lk a

s a

tool

to c

larif

y un

ders

tand

ing

and

refin

e id

eas,

e.g

. by

artic

ulat

ing

prob

lem

s or

lis

teni

ngas

king

per

tinen

t qu

estio

ns.

Dra

ma

Y7

15.

Dev

elop

dra

ma

tech

niqu

es to

exp

lore

in ro

le a

var

iety

of s

ituat

ions

and

text

s or

resp

ond

to

stim

uli.

Text

leve

l–

Rea

ding

Text

leve

l–

Wri

ting




YE

AR

1 S

PR

ING

TE

RM

Wor

d le

vel

Spe

lling

Y8

4.Le

arn

com

plex

pol

ysyl

labi

c w

ords

and

unf

amilia

r w

ords

whi

ch d

o no

t con

form

to re

gula

r pa

ttern

s.

Spe

lling

str

ateg

ies

Y7

8.R

ecog

nise

and

reco

rd p

erso

nal e

rror

s, c

orre

ctio

ns, i

nves

tigat

ions

, con

vent

ions

, exc

eptio

ns a

nd

new

voc

abul

ary.

Sen

tenc

e le

vel

Sen

tenc

e co

nstr

uctio

nY

7 1.

Exte

nd th

eir

use

and

cont

rol o

f com

plex

sen

tenc

es b

y:an

d pu

nctu

atio

na)

reco

gnis

ing

and

usin

g su

bord

inat

e cl

ause

s;b)

ex

plor

ing

the

func

tions

of s

ubor

dina

te c

laus

es, e

.g. r

elat

ive

clau

ses

such

as

‘whi

ch I

boug

ht’

or a

dver

bial

cla

uses

suc

h as

‘hav

ing

finis

hed

his

lunc

h’;

c)

depl

oyin

g su

bord

inat

e cl

ause

s in

a v

arie

ty o

f pos

ition

s w

ithin

the

sent

ence

.

Par

agra

phin

g an

dY

7 8.

Rec

ogni

se th

e cu

es to

sta

rt a

new

par

agra

ph a

nd u

se th

e fir

st s

ente

nce

effe

ctiv

ely

to o

rient

ate

cohe

sion

the

read

er, e

.g. w

hen

ther

e is

a s

hift

of t

opic

, vie

wpo

int

or t

ime.

Rea

ding

for

mea

ning

Y7

8.In

fer

and

dedu

ce m

eani

ngs

usin

g ev

iden

ce in

the

text

, ide

ntify

ing

whe

re a

nd h

ow m

eani

ngs

are

impl

ied.

Und

erst

andi

ng t

he

Y7

12.

Com

men

t, us

ing

appr

opria

te te

rmin

olog

y, o

n ho

w w

riter

s co

nvey

set

ting,

cha

ract

er a

nd m

ood

auth

or’s

cra

ftth

roug

h w

ord

choi

ce a

nd s

ente

nce

stru

ctur

e.

Wri

te t

o im

agin

e,Y

8 5.

Dev

elop

the

use

of c

omm

enta

ry a

nd d

escr

iptio

n in

nar

rativ

e, e

.g. b

y ad

dres

sing

the

rea

der

expl

ore,

ent

erta

indi

rect

ly.

Wri

te t

o pe

rsua

de,

Y7

15.

Expr

ess

a pe

rson

al v

iew

, add

ing

pers

uasi

ve e

mph

asis

to k

ey p

oint

s, e

.g. b

y re

itera

tion,

ar

gue,

adv

ise

exag

gera

tion,

rep

etiti

on, u

se o

f rhe

toric

al q

uest

ions

.

Y8

14.

Dev

elop

and

sig

npos

t arg

umen

ts in

way

s th

at m

ake

the

logi

c cl

ear

to th

e re

ader

.

Spe

akin

g an

d S

peak

ing

Y8

1.R

efle

ct o

n th

e de

velo

pmen

t of t

heir

abilit

ies

as s

peak

ers

in a

ran

ge o

f diff

eren

t con

text

s an

d lis

teni

ngid

entif

y ar

eas

for

impr

ovem

ent.

List

enin

gY

7 6.

List

en fo

r an

d re

call

the

mai

n po

ints

of a

talk

, rea

ding

or

tele

visi

on p

rogr

amm

e, re

flect

ing

on

wha

t has

bee

n he

ard

to a

sk s

earc

hing

que

stio

ns, m

ake

com

men

ts o

r ch

alle

nge

the

view

s ex

pres

sed.

Gro

up d

iscu

ssio

n an

d Y

7 10

.Id

entif

y an

d re

port

the

mai

n po

ints

em

ergi

ng fr

om d

iscu

ssio

n, e

.g. t

o ag

ree

a co

urse

of a

ctio

n in

tera

ctio

nin

clud

ing

resp

onsi

bilit

ies

and

dead

lines

.

Text

leve

l–

Rea

ding

Text

leve

l–

Wri

ting



Example six-term outline of key objectivesYE

AR

1 S

UM

ME

R T

ER

M

Wor

d le

vel

Spe

lling

Y8

6.D

evis

e th

eir

own

way

s to

impr

ove

thei

r sp

ellin

g by

:a)

mai

ntai

ning

a p

erso

nal r

ecor

d of

spe

lling

diffi

culti

es a

nd d

evel

opm

ent;

b)ap

plyi

ng s

pellin

g ru

les

and

reco

gnis

ing

exce

ptio

ns;

c)us

ing

dict

iona

ries

and

spel

lche

cker

s w

here

app

ropr

iate

;d)

soun

ding

out

and

syl

labi

fyin

g;e)

mem

oris

ing

criti

cal f

eatu

res;

f) dr

awin

g on

wor

d st

ruct

ures

, fam

ilies

and

deriv

atio

ns;

g)

usin

g an

alog

y.

Voca

bula

ryY

8 10

.Ex

tend

the

rang

e of

pre

posi

tions

and

con

nect

ives

use

d to

indi

cate

pur

pose

, e.g

.in

orde

r to

, so

that

, or

expr

ess

rese

rvat

ions

,e.g

. alth

ough

, unl

ess,

if.

Sen

tenc

e le

vel

Sen

tenc

e co

nstr

uctio

n Y

8 1.

Com

bine

cla

uses

into

com

plex

sen

tenc

es, u

sing

the

com

ma

effe

ctiv

ely

as a

bou

ndar

y si

gnpo

st

and

punc

tuat

ion

and

chec

king

for

fluen

cy a

nd c

larit

y, e

.g. u

sing

non

-fin

ite c

laus

es.

Par

agra

phin

g an

dY

8 6.

Expl

ore

and

com

pare

diff

eren

t met

hods

of g

roup

ing

sent

ence

s in

to p

arag

raph

s of

con

tinuo

us

cohe

sion

text

that

are

cle

arly

focu

sed,

wel

l dev

elop

ed a

nd e

ffect

ivel

y co

nclu

ded,

e.g

. by

chro

nolo

gy,

com

paris

on o

r th

roug

h ad

ding

exe

mpl

ifica

tion.

Sta

ndar

d E

nglis

h an

d Y

7 15

.Va

ry th

e fo

rmal

ity o

f lan

guag

e in

spe

ech

and

writ

ing

to s

uit d

iffer

ent c

ircum

stan

ces.

lang

uage

var

iatio

n

Rea

ding

for

mea

ning

Y8

5.Tr

ace

the

deve

lopm

ent o

f the

mes

, val

ues

or id

eas

in te

xts.

Und

erst

andi

ng t

heY

8 10

.A

naly

se th

e ov

eral

l str

uctu

re o

f a te

xt to

iden

tify

how

key

idea

s ar

e de

velo

ped,

e.g

. thr

ough

the

auth

or’s

cra

ftor

gani

satio

n of

the

con

tent

and

the

pat

tern

s of

lang

uage

use

d.

Stu

dy o

f lit

erar

y te

xts

Y8

13.

Rea

d a

subs

tant

ial t

ext (

nove

l, pl

ay o

r w

ork

of o

ne p

oet)

revi

sing

and

refin

ing

inte

rpre

tatio

ns o

f su

bjec

t mat

ter,

styl

e an

d te

chni

que.

Pla

n, d

raft

and

pre

sent

Y8

2.R

erea

d w

ork

to a

ntic

ipat

e th

e ef

fect

on

the

read

er a

nd re

vise

sty

le a

nd s

truc

ture

, as

wel

l as

accu

racy

, with

this

in m

ind.

Wri

te t

o in

form

, exp

lain

, Y

8 11

.Ex

plai

n co

mpl

ex id

eas

and

info

rmat

ion

clea

rly, e

.g. d

efin

ing

prin

cipl

es, e

xpla

inin

g a

scie

ntifi

c de

scri

bepr

oces

s.

Wri

te t

o an

alys

e, r

evie

w,

Y7

19.

Writ

e re

flect

ivel

y ab

out a

text

, tak

ing

acco

unt o

f the

nee

ds o

f oth

ers

who

mig

ht re

ad it

.co

mm

ent

Spe

akin

g an

d Li

sten

ing

Y8

7.Li

sten

for

a sp

ecifi

c pu

rpos

e, p

ayin

g su

stai

ned

atte

ntio

n an

d se

lect

ing

for

com

men

t or

ques

tion

liste

ning

that

whi

ch is

rele

vant

to th

e ag

reed

focu

s.

Dra

ma

Y8

16.

Col

labo

rate

in, a

nd e

valu

ate,

the

pres

enta

tion

of d

ram

atic

per

form

ance

s, s

crip

ted

and

unsc

ripte

dpi

eces

, whi

ch e

xplo

re c

hara

cter

, rel

atio

nshi

ps a

nd is

sues

.

Text

leve

l–

Rea

ding

Text

leve

l–

Wri

ting




YE

AR

2 A

UTU

MN

TE

RM

Wor

d le

vel

Spe

lling

Y9

2.S

pell

accu

rate

ly a

ll hi

gh fr

eque

ncy

wor

ds a

nd n

ew te

rms

from

all

subj

ect a

reas

.

Voca

bula

ryY

9 7.

Rec

ogni

se la

yers

of m

eani

ng in

the

writ

er’s

cho

ice

of w

ords

, e.g

. con

nota

tion,

impl

ied

mea

ning

, ty

pes

or m

ultip

le m

eani

ngs.

Sen

tenc

e le

vel

Par

agra

phin

g an

d Y

9 6.

Com

pare

and

use

diff

eren

t way

s of

ope

ning

, dev

elop

ing,

link

ing

and

com

plet

ing

para

grap

hs.

cohe

sion

Sta

ndar

d E

nglis

h an

dY

9 9.

Writ

e su

stai

ned

stan

dard

Eng

lish

with

the

form

ality

sui

ted

to re

ader

and

pur

pose

.la

ngua

ge v

aria

tion

Res

earc

h an

d st

udy

skill

sY

8 2.

Und

erta

ke in

depe

nden

t res

earc

h us

ing

a ra

nge

of re

adin

g st

rate

gies

, app

lyin

g th

eir

know

ledg

e of

how

text

s an

d IC

T da

taba

ses

are

orga

nise

d an

d ac

know

ledg

ing

sour

ces.

Und

erst

andi

ng t

he

Y9

12.

Ana

lyse

and

dis

cuss

the

use

mad

e of

rhe

toric

al d

evic

es in

a te

xt.

auth

or’s

cra

ft

Pla

n, d

raft

and

pre

sent

Y9

3.P

rodu

ce fo

rmal

ess

ays

in s

tand

ard

Engl

ish

with

in a

spe

cifie

d tim

e, w

ritin

g flu

ently

and

legi

bly

and

mai

ntai

ning

tech

nica

l acc

urac

y w

hen

writ

ing

at s

peed

.

Wri

te t

o im

agin

e, e

xplo

re,

Y9

5.Ex

plor

e di

ffere

nt w

ays

of o

peni

ng, s

truc

turin

g an

d en

ding

nar

rativ

es a

nd e

xper

imen

t with

en

tert

ain

narr

ativ

e pe

rspe

ctiv

e, e

.g. m

ultip

le n

arra

tion.

Wri

te t

o in

form

, exp

lain

,Y

9 9.

Inte

grat

e di

vers

e in

form

atio

n in

to a

coh

eren

t and

com

preh

ensi

ve a

ccou

nt.

desc

ribe

Wri

te t

o an

alys

e, r

evie

w,

Y8

16.

Wei

gh d

iffer

ent v

iew

poin

ts a

nd p

rese

nt a

bal

ance

d an

alys

is o

f an

even

t or

issu

e, e

.g. a

n co

mm

ent

envi

ronm

enta

l iss

ue o

r hi

stor

ical

inve

stig

atio

n.

Spe

akin

g an

d S

peak

ing

Y8

1.R

efle

ct o

n th

e de

velo

pmen

t of t

heir

abilit

ies

as s

peak

ers

in a

ran

ge o

f diff

eren

t con

text

s an

d lis

teni

ngid

entif

y ar

eas

for

impr

ovem

ent.

Gro

up d

iscu

ssio

n an

dY

8 10

.U

se ta

lk to

que

stio

n, h

ypot

hesi

se, s

pecu

late

, eva

luat

e, s

olve

pro

blem

s an

d de

velo

p th

inki

ng

inte

ract

ion

abou

t com

plex

issu

es a

nd id

eas.

Text

leve

l–

Rea

ding

Text

leve

l–

Wri

ting




YE

AR

2 S

PR

ING

TE

RM

Wor

d le

vel

Spe

lling

str

ateg

ies

Y9

3.R

ecog

nise

thei

r st

reng

ths

as s

pelle

rs, i

dent

ify a

reas

whe

re th

ey n

eed

to im

prov

e an

d us

e ap

prop

riate

str

ateg

ies

to e

limin

ate

pers

iste

nt e

rror

s.

Sen

tenc

e le

vel

Sen

tenc

e co

nstr

uctio

nY

9 3.

Writ

e w

ith d

iffer

ing

degr

ees

of fo

rmal

ity, r

elat

ing

voca

bula

ry a

nd g

ram

mar

to c

onte

xt a

nd

and

punc

tuat

ion

inte

ntio

n, e

.g. u

sing

the

act

ive

or p

assi

ve v

oice

.

Sty

listic

con

vent

ions

of

Y8

10.

Iden

tify

the

key

alte

ratio

ns m

ade

to a

text

whe

n it

is c

hang

ed fr

om a

n in

form

al to

a fo

rmal

text

, no

n-fic

tion

e.g.

cha

nge

from

firs

t to

thi

rd p

erso

n, n

omin

alis

atio

n, u

se o

f pas

sive

ver

bs.

Res

earc

h an

d st

udy

skill

sY

9 2.

Syn

thes

ise

info

rmat

ion

from

a r

ange

of s

ourc

es, s

hapi

ng m

ater

ial t

o m

eet t

he re

ader

’s n

eeds

.

Wri

te t

o an

alys

e, r

evie

w,

Y9

16.

Pre

sent

a b

alan

ced

anal

ysis

of a

situ

atio

n, te

xt, i

ssue

or

set o

f ide

as, t

akin

g in

to a

ccou

nt a

ran

geco

mm

ent

of e

vide

nce

and

opin

ions

.

Spe

akin

gY

9 2.

Use

sta

ndar

d En

glis

h to

exp

lain

, exp

lore

or

just

ify a

n id

ea.

Gro

up d

iscu

ssio

n an

dY

9 9.

Dis

cuss

and

eva

luat

e co

nflic

ting

evid

ence

to a

rriv

e at

a c

onsi

dere

d vi

ewpo

int.

inte

ract

ion

Dra

ma

Y9

13.

Dev

elop

and

com

pare

diff

eren

t int

erpr

etat

ions

of s

cene

s or

pla

ys b

y S

hake

spea

re o

r ot

her

dram

atis

ts.

Text

leve

l–

Rea

ding

Text

leve

l–

Wri

ting

Spe

akin

g an

dlis

teni

ng




YE

AR

2 S

UM

ME

R T

ER

M

Sen

tenc

e le

vel

Sty

listic

con

vent

ions

of

Y9

7.A

naly

se a

nd e

xplo

it th

e st

ylis

tic c

onve

ntio

ns o

f the

mai

n ty

pes

of n

on-f

ictio

n in

rela

tion

to

non-

fictio

npu

rpos

e an

d au

dien

ce, e

.g. p

arod

y.

Sta

ndar

d E

nglis

h an

dY

8 11

.U

nder

stan

d th

e m

ain

diffe

renc

es b

etw

een

stan

dard

Eng

lish

and

dial

ecta

l var

iatio

ns, e

.g.s

ubje

ct–

lang

uage

var

iatio

nve

rb a

gree

men

t, fo

rmat

ion

of p

ast

tens

e, a

dver

bs a

nd n

egat

ives

, use

of p

rono

uns

and

prep

ositi

ons.

Rea

ding

for

mea

ning

Y9

7.C

ompa

re th

e pr

esen

tatio

n of

idea

s, v

alue

s or

em

otio

ns in

rela

ted

or c

ontr

astin

g te

xts.

Stu

dy o

f lit

erar

y te

xts

Y9

16.

Ana

lyse

way

s in

whi

ch d

iffer

ent c

ultu

ral c

onte

xts

and

trad

ition

s ha

ve in

fluen

ced

lang

uage

and

st

yle,

e.g

. Bla

ck B

ritis

h po

etry

, Iris

h sh

ort

stor

ies.

Wri

te t

o pe

rsua

de,

Y9

14.

Mak

e a

coun

ter-

argu

men

t to

a vi

ew th

at h

as b

een

expr

esse

d, a

ddre

ssin

g w

eakn

esse

s in

the

argu

e, a

dvis

ear

gum

ent a

nd o

fferin

g al

tern

ativ

es.

List

enin

gY

9 7.

Iden

tify

the

unde

rlyin

g th

emes

, im

plic

atio

ns a

nd is

sues

rai

sed

by a

talk

, rea

ding

or

prog

ram

me.

Text

leve

l–

Rea

ding

Text

leve

l–

Wri

ting

Spe

akin

g an

dlis

teni

ng


Example medium-term plan:Year 1 term 1

This example plan for nine weeks of one term is derived from two published units ofwork that are currently available: the Year 7 transition unit based around MichaelMorpurgo’s short story, My father was a polar bear, and the exemplar unit WriteNow, which is on the Key Stage 3 website (www.standards.dfes.gov.uk/keystage3).

The units:

� incorporate the structured lessons recommended by the Strategy;

� encourage fast-paced interactive learning;

� include word and sentence level objectives through starters which are usuallylinked with the main body of the lesson;

� ensure a balance between reading and writing;

� enable teachers to develop pupils’ understanding of the techniques writers use;

� provide opportunities for differentiation.

The plan shows that by using materials such as these a department can:

� build effectively on progress in Key Stage 2;

� cover the key objectives identified for term 1;

� address a number of connected objectives;

� adapt existing schemes of work to a condensed programme.

Additional planning would be needed to ensure that a catch-up programme is inplace that supports and accelerates pupils operating below level 4. It will also benecessary to ensure that pupils have not simply covered the objectives but thatthey have developed and can apply the targeted skills. This will require appropriateshort-term planning and effective assessment for learning.

Note: The plan covers only nine weeks to allow for revisiting objectives in the lightof pupils’ responses.



Example medium-term plan: Year 1 term 1

Week Unit: Readers and reading Key objectives Connecting objectives

1 1 Reading journals Y7 R17: Independent reading Y7 R6: Active reading2 My father was a polar bear Y7 W1: Vowel choices Y7 S&L6: Recall main points3 Childhood memories Y7 S&L1: Clarify through talk

2 4 Narrative Y7 W1: Vowel choices Y7 S1: Subordinate clauses5 Locating the evidence Y7 W14: Word meaning in context Y7 R9: Distinguish writer’s views6 Responding to reading

3 7 Choosing an author Y7 R17: Independent reading Y7 S11: Sentence variety8 Creating characters Y7 Wr5: Story structure Y7 Wr6: Characterisation9 Drama of story Y7 S&L15: Explore in role

4 10 Shaping a story Y7 Wr5: Story structure Y7 R12: Character, setting and mood11 Setting the scene Y7 W14: Word meaning in context Y7 Wr8: Visual and sound effects12 Endings Y7 S&L1: Clarify through talk Y7 R15: Endings

5 13 Spelling lures Y7 W1: Vowel choices Y7 W15: Dictionary and thesaurus14 Recommended reading Y7 R17: Independent reading15 Reading journals

Week Unit: Write Now Key objectives Connecting objectives

6 1 Non-fiction text types Y7 S13: Stylistic conventions Y7 W14: Word meaning in context2 Textual analysis of non-fiction Y7 R2: Extract information3 Inform, explain, describe a) information Y7 R7: Identify main ideas

b) recountc) explanationd) instructionse) persuasionf) discursive writing

7 4 Argue, persuade, advise Y7 S13: Stylistic conventions of Y7 W14: Word meaning in context5 Balanced argument non-fiction Y7 S1: Subordinate clauses6 Analyse, review, comment a) information Y7 R2: Extract information

b) recount Y7 R7: Identify main ideasc) explanation Y7 R9: Distinguish writer’s viewsd) instructions Y7 Wr15: Express a viewe) persuasionf) discursive writingY7 Wr1: Drafting processY7 Wr10: Organise texts

appropriately

8 7 Media review Y7 R2: Extract information Y7 R10: Media audiences8 Reading survey Y7 S&L1: Clarify through talk Y7 Wr18: Present findings9 Imagine, explore, entertain Y7 Wr5: Story structure Y7 Wr9: Link reading and writing

9 10 Recipe for a good story Y7 Wr1: Drafting process Y7 Wr9: Link reading and writing11 Language choices Y7 Wr5: Story structure Y7 W14: Word meaning in context12 Reviewing writing

Example medium-term plan: Year 1 term 1

Copies of this document may be available from:

DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 1112-2005

© Crown copyright 2005

Produced by the Department for Education and Skills

www.dfes.gov.uk

If this is not available in hard copy it can be downloaded from:

www.standards.dfes.gov.uk

The content of this publication may be reproducedfree of charge by schools and local educationauthorities provided that the material isacknowledged as Crown copyright, the publicationtitle is specified, it is reproduced accurately and notused in a misleading context. Anyone else wishingto reuse part or all of the content of this publicationshould apply to HMSO for a core licence.

The permission to reproduce Crown copyrightprotected material does not extend to anymaterial in this publication which is identifiedas being the copyright of a third party.

Applications to reproduce the material from thispublication should be addressed to:

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