Lower Secondary English 0861: Stage 8

Reading

Writing

Speaking and Listening

Word structure (phonics)

Vocabulary and language

Grammar and punctuation

Structure of texts

Interpretation of texts

Appreciation and reflection

Word structure (spelling)

Vocabulary and language

Grammar and punctuation

Structure of texts

Creation of texts

Presentation and reflection

Making yourself understood

Showing understanding

Group work and discussion

Performance

Reflection and evaluation

This sub-strand appears only in the primary curriculum.

Deduce the meanings of unfamiliar words in context using a range of strategies, including knowledge of word families, etymology and morphology.

Explain how a writer's choice of language contributes to the intended purpose and overall impact on the reader.

Compare texts from different cultures and times, commenting on the use of language to develop similar themes.

Explain possible interpretations, explicit and implicit, of a writer's use of linguistic and literary techniques, e.g. explaining how hyperbole suggests a character's attitude, or how an oxymoron is used to emphasise a point.

Explain how a writer's choice of punctuation can convey shades of meaning.

Explain how a writer uses simple, compound, complex and compound-complex sentences for effect in their writing.

Comment on how a writer builds up detail and conveys shades of meaning through the grammatical structure of their sentences.

Comment on ways in which a writer uses standard and non-standard English for effect.

Comment on the use of formal and informal language in a text and a writer's motivation for making the choice.

Discuss how a writer uses features of text structure for effect in a range of fiction and non-fiction texts, including poetic forms.

Discuss how a writer organises and links the content of their text for clarity and effect.

Comment on how a writer's choice of connectives and sentence openings clarifies or emphasises connections in a specific context.

Read and discuss a range of fiction genres, poems and playscripts, including the contribution of any visual elements or multimedia.

Read and discuss a range of non-fiction text types.

Identify and discuss the impact of explicit information on the reader.

Comment on a writer's implied meaning and intended effect.

Comment on the impact of bias in a text.

Collate and summarise ideas and information from multiple texts.

Use a range of reading strategies to identify and distinguish between main and subsidiary points in texts.

Use relevant textual references when supporting or disagreeing with a point.

Compare and comment on the textual features used in more than one text to develop similar themes and elicit responses from the reader.

Explain how a writer combines structural, linguistic and literary features for effect.

Trace the development of ideas, viewpoints and purposes through a text and relate these to other texts read.

Discuss the range of techniques writers use to distinguish between different voices.

Enjoy reading a wide range of texts.

Express informed personal responses to texts.

Make a reasoned choice when reading for different purposes, including for pleasure.

Explore how different readers choose and respond to texts.

Discuss why certain texts are important within a culture, and show awareness that the context in which a text is written and read affects its meaning.

Spell most words correctly, including some complex polysyllabic words and unfamiliar words.

Show understanding of word families, roots, derivations and morphology in spelling.

Use, with confidence, a range of strategies for spelling correctly.

Create and control meaning through precise use of a range and variety of language.

Create effects by using a range of linguistic and literary techniques.

Use a range of sources to develop and extend the range of language used in written work.

Use all punctuation accurately and to enhance meaning.

Use simple, compound, complex and compound-complex sentences accurately, beginning to manipulate them for effect on the whole text.

Create detail and convey shades of meaning through the grammatical structure of sentences, e.g. controlling order of clauses.

Use the conventions of standard English in specific contexts for particular effects.

Vary the degrees of formality and informality when making choices of register in writing, according to the identified context, purpose and audience.

Use features of text structure to demonstrate a sense of linked progression.

Use a range of organisational features to support the intended purpose and audience.

Use carefully chosen connectives and sentence openings to clarify or emphasise connections in writing.

Write confidently in a range of different genres of fiction and types of poems.

Use the most appropriate approach to planning writing in order to generate, organise and shape ideas.

Use relevant features consistently for a chosen purpose to clarify meaning.

Create content to suit a wide range of audiences.

Use a consistent viewpoint in fiction and non-fiction writing.

Develop distinctive voices, both personal and for different characters.

Begin to combine the use of structural, linguistic and literary features to create a specific effect.

Sustain a fast, fluent and legible handwriting style.

Use the most appropriate way of note-taking for the identified purpose and use notes to inform writing.

Use specific choices and combinations of layouts and presentation to create particular effects in texts (handwritten, printed and onscreen).

Evaluate and edit to improve the accuracy and effectiveness of language, grammar and structure of a range of different texts.

Adapt speech purposefully in a range of familiar and unfamiliar contexts to maximise its impact on the audience.

Sustain an effective organisation of talk in a range of familiar contexts.

Adapt language to express complex ideas and opinions in detail.

Use non-verbal communication techniques to enhance meaning.

Adapt communication to create appropriate impact on different audiences.

Listen, evaluate what is heard, and generate a reasoned response that draws on a range of sources.

Independently identify and take up group roles as needed, and demonstrate expertise.

Explore points of agreement and disagreement to gain a greater understanding of the issues and meet the needs of the task.

Develop a discussion by synthesising and building on the shared ideas.

Balance the needs of others and the task when turn-taking, showing sensitivity about when to contribute and when to listen.

Read aloud with confidence, accuracy and style.

Show evidence of reading ahead when reading an unseen text aloud.

Demonstrate empathy and understanding of a range of characters through flexible choice of speech, gesture and movement in a dramatic scene.

Plan and deliver presentations and persuasive speeches confidently in a range of contexts, making choices about the most appropriate media.

Make decisions about the level of support needed to deliver a speech or presentation, e.g. reading aloud, using notes, visual aids.

Evaluate own and others' talk, including giving constructive feedback.

Discuss the meaning and impact of variations when communicating.