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  • The New National Curriculum in England Key Stage 3 A Guide for Parents 1

    The National Curriculum of England

    Key Stage 3

    English

    Introduction

    The overarching aim for English in the National Curriculum of England (NCE) is to

    promote high standards of language and literacy by equipping students with a

    strong command of the spoken and written word, and to develop their love of

    literature through widespread reading for enjoyment. The NCE for English aims to

    ensure that all students:

    read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of

    linguistic conventions for reading, writing and spoken language;

    appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in

    and for a range of contexts, purposes and audiences;

    use discussion in order to learn; they should be able to elaborate and

    explain clearly their understanding and ideas;

    are competent in the arts of speaking and listening, making formal

    presentations, demonstrating to others and participating in debate.

    Reading

    Students should be taught to:

    develop an appreciation and love of reading, and read increasingly challenging material independently through;

    reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from:

  • The New National Curriculum in England Key Stage 3 A Guide for Parents 2

    English literature, both pre-1914 and contemporary, including prose, poetry. and drama;

    Shakespeare (two plays); seminal world literature;

    choosing and reading books independently for challenge, interest and enjoyment;

    re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons;

    understand increasingly challenging texts through: learning new vocabulary, relating it explicitly to known vocabulary and

    understanding it with the help of context and dictionaries; making inferences and referring to evidence in the text; knowing the purpose, audience for, and context of, the writing and drawing

    on this knowledge to support comprehension; checking their understanding to make sure that what they have read

    makes sense. read critically through:

    knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning

    recognising a range of poetic conventions and understanding how these have been used

    studying setting, plot, and characterisation, and the effects of these understanding how the work of dramatists is communicated effectively

    through performance and how alternative staging allows for different interpretations of a play;

    making critical comparisons across texts; studying a range of authors, including at least two authors in depth each

    year.

    Writing

    Students should be taught to:

    write accurately, fluently, effectively and at length for pleasure and information through writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations; a range of other narrative and non-narrative texts, including arguments,

    and personal and formal letters.

  • The New National Curriculum in England Key Stage 3 A Guide for Parents 3

    summarising and organising material, and supporting ideas and arguments with any necessary factual detail;

    applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form;

    drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing;

    plan, draft, edit and proof-read through: considering how their writing reflects the audiences and purposes for

    which it was intended amending the vocabulary, grammar and structure of their writing to

    improve its coherence and overall effectiveness paying attention to accurate grammar, punctuation and spelling; applying

    the spelling patterns and rules set out in English Appendix 1 to the Key Stage 1 and 2 programmes of study for English.

    Grammar and vocabulary

    Students should be taught to:

    consolidate and build on their knowledge of grammar and vocabulary through: extending and applying the grammatical knowledge set out in English

    Appendix 2 to the Key Stage 1 and 2 programmes of study to analyse more challenging texts;

    studying the effectiveness and impact of the grammatical features of the texts they read;

    drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects;

    knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English;

    using Standard English confidently in their own writing and speech; discussing reading, writing and spoken language with precise and

    confident use of linguistic and literary terminology.5

    Spoken English

    Students should be taught to:

    speak confidently and effectively, including through: using Standard English confidently in a range of formal and informal

    contexts, including classroom discussion;

  • The New National Curriculum in England Key Stage 3 A Guide for Parents 4

    giving short speeches and presentations, expressing their own ideas and keeping to the point;

    participating in formal debates and structured discussions, summarising and/or building on what has been said;

    improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

  • The New National Curriculum in England Key Stage 3 A Guide for Parents 5

    Mathematics

    Introduction

    Mathematics is an interconnected subject in which students need to be able to move fluently between representations of mathematical ideas. The programme of study for Key Stage 3 is organised into apparently distinct domains, but students should build on Key Stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects. The expectation is that the majority of students will move through the programme of study at broadly the same pace. However, decisions about when to progress should always be based on the security of students understanding and their readiness to progress. students who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content in preparation for Key Stage 4. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.

    Attainment targets

    By the end of Key Stage 3, students are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

    Working mathematically

    Through the mathematics content, students should be taught to: Develop fluency

    consolidate their numerical and mathematical capability from Key Stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots;

    select and use appropriate calculation strategies to solve increasingly complex problems;

    use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships;

  • The New National Curriculum in England Key Stage 3 A Guide for Parents 6

    substitute values in expressions, rearrange and simplify expressions, and solve equations;

    move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs];

    develop algebraic and graphical fluency, including understanding linear and simple quadratic functions;

    use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.

    Reason mathematically

    extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations;

    extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically;

    identify variables and express relations between variables algebraically and graphically;

    make and test conjectures about patterns and relationships; look for proofs or counter- examples;

    begin to reason deductively in geometry, number and algebra, including using geometrical constructions;

    interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning;

    explore what can and ca