Word level

Sentence level

Pupils should be taught to:

Spelling

1.      review all aspects of spelling covered in Years 7 and 8 and continue to improve their spelling by applying knowledge of spelling conventions;

2.      spell accurately all high frequency words and new terms from all subject areas;

 

Spelling strategies

3.      recognise their strengths as spellers, identify areas where they need to improve and use appropriate strategies to eliminate persistent errors;

4.      address personal difficulties with words through strategies which include:

a) experimenting with different ways of learning and remembering difficult spellings, e.g. mnemonics;

b) applying knowledge of word origins, families and morphology;

c) identifying common spelling patterns and conventions in their growing vocabulary;

5.      make use of different kinds of dictionary, thesaurus and spell checker;

 

Vocabulary

6.      know and use the terms that are useful for analysing language, e.g. type of phrase or clause, conditional verb;

7.      recognise layers of meaning in the writer’s choice of words, e.g. connotation, implied meaning, different types or multiple meanings;  

8.      recognise how lines of thought are developed and signposted through the use of connectives, e.g. nonetheless, consequently, furthermore.

 

Pupils should be taught to:

Sentence construction and punctuation

1.      review and develop the meaning, clarity, organisation and impact of complex sentences in their own writing;

2.      use the full range of punctuation to clarify and emphasise meaning for a reader;

3.      write with differing degrees of formality, relating vocabulary and grammar to context, e.g. using the active or passive voice; 

4.      integrate speech, reference and quotation effectively into what they write;

 

Paragraphing and cohesion

5.      evaluate their ability to shape ideas rapidly into cohesive paragraphs;

6.      compare and use different ways of opening, developing, linking and completing  paragraphs;

 

 

Stylistic conventions of non-fiction

7.      analyse and exploit  the stylistic conventions of the main text types, e.g. parody;

8.      investigate the organisation and conventions of ICT texts, e.g. CD-ROM, e-mail, web pages;

 

Standard English and language variation

9.      write sustained standard English with the formality suited to reader and purpose;

10.    explore differing attitudes to language, and identify characteristics of standard English that make it the dominant mode of public communication;

11.    investigate ways English has changed over time and identify current trends of language change, e.g. word meanings.

 

 

Text level - Reading

Text level - Writing

Speaking and Listening

Pupils should be taught to:

Research and study skills

1.      review and extend their own strategies for locating, appraising and extracting relevant information;

2.      synthesise information from a range of sources, shaping material to meet the reader’s needs;

3.      increase the speed and accuracy of note-making skills and use notes for re-presenting information for specific purposes;

4.      evaluate the relevance, reliability and validity of information available through print, ICT and other media sources;

 

Reading for meaning

5.      evaluate their own critical writing about texts;

6.      comment on the authorial perspectives offered  in  texts on individuals, community and society in texts from different cultures;

7.      compare the presentation of ideas, values or emotions in related or contrasting texts;

8.      analyse how media texts influence and are influenced by readers, e.g. interactive programmes, selection of news items;

 

Understanding the author’s craft

9.      compare themes and styles of two writers from different times;

10.    comment on interpretations of the same text or idea in different media, using terms appropriate for critical analysis;

11.    analyse how an author’s standpoint can affect meaning in non-literary as well as literary texts;

12.    analyse and discuss the use made of rhetorical devices in a text;

 

Study of literary texts

13.    review and develop their own reading skills, experiences and preferences, noting strengths and areas for development;

14.    analyse the language, form and dramatic impact of scenes and plays by published dramatists;

15.    extend their understanding of literary heritage by relating major writers to their historical context, and explaining their appeal over time;

16.    analyse ways in which different cultural contexts and traditions have influenced language and style, e.g. black British poetry, Irish short stories;

17.    compare the themes and styles of two or more poets;

18.    discuss a substantial prose text, sharing perceptions, negotiating common readings and accounting for differences of view.

 

 

 

Pupils should be taught to:

Plan, draft and present

1.      review their ability to write for a range of purposes and audiences, recognising strengths and identifying skills for further development;

2.      record, develop and evaluate ideas through writing, e.g. essays, journals;

3.      produce formal essays in standard English within a specified time, writing fluently and legibly and maintaining technical accuracy when writing at speed;

4.      choose, use and evaluate a range of presentational devices, on paper and on screen;

 
Imagine, explore, entertain

5.      explore different ways of opening, structuring and ending narratives and experiment with narrative perspective, e.g. multiple narration;

6.      exploit the creative and aesthetic features of language in non-literary texts, e.g. the use of figurative language or the cadence of sentences;

7.      explore how non-fiction texts can convey information or ideas in amusing or entertaining ways;

8.      write within the discipline of different poetic forms,  exploring how form contributes to meaning, e.g. different types of sonnet;

 
 
 
Inform, explain, describe

9.      integrate diverse information into a coherent and comprehensive account;

10.    explain the precise connections between ideas with clarity and an appropriate degree of formality;

11.    make telling use of descriptive detail, e.g. eye-witness accounts, sports reports, travel writing;

12.    exploit the potential of presentational devices when presenting information on paper or on screen, e.g. font size, text layout, bullet points, italics;

 

Persuade, argue, advise

13.    present a case persuasively enough to gain the attention and influence the responses of a specified group of readers;

14.    make a counter-argument to a view that has been expressed, addressing weaknesses in the argument and offering alternatives;

15.    offer general advice or guidelines for action adopting an impersonal style to suggest impartiality and authority;

 

Analyse, review, comment

16.    present a balanced analysis of a situation, text, issue or set of ideas, taking into account a range of evidence and opinions;

17.    cite specific and relevant textual evidence to justify critical judgements about texts.

 

 
Pupils should be taught to:
Speaking

1.      reflect on the development of their abilities as speakers in a range of different contexts and identify areas for improvement;

2.      use standard English to explain, explore or justify an idea;

3.      develop interview techniques which include planning a series of linked questions, helping the respondent to give useful answers, responding to and extending the responses;

 
Listening

4.      reflect on and evaluate their own skills, strategies and successes as listeners in a variety of contexts;

5.      compare different points of view that have been expressed, identifying and evaluating differences and similarities;

6.      analyse bias, e.g. through the use of deliberate ambiguity, omission, abuse of evidence;

7.      identify the underlying themes, implications and issues raised by a talk, reading or programme;

 

Group discussion & interaction

8.      review the contributions they have made to  recent discussions, recognising their strengths and identifying areas for development;

9.      discuss and evaluate conflicting evidence to arrive at a considered viewpoint;

 

10.    contribute to the organisation of group activity in ways that help to structure plans, solve problems and  evaluate alternatives;

 
Drama

11.    recognise, evaluate and extend the skills and techniques they have developed through drama;

12.    use a range of drama techniques, including work in role, to explore issues, ideas and meanings e.g. by playing out hypotheses, by changing perspectives;

13.    develop and compare different interpretations of scenes or plays by Shakespeare or other dramatists;

14.    convey action, character, atmosphere and tension when scripting and performing plays;

15.    write critical evaluations of performances they have seen or in which they have participated, identifying the contributions of the writer, director and actors.