Lower Secondary English 0861: Stage 9

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.

Analyse how language choices contribute to the intended purpose and overall impact on the reader, e.g. demonstrating the effectiveness of imagery in contrasting texts, or arguing whether or not the use of highly emotive language in an advertisement is counterproductive to its intended purpose.

Develop precise, perceptive analysis of how linguistic and literary techniques are used, e.g. explaining how euphemisms conceal bias in a political statement, or why a particular idiom is used by a character.

Analyse how the use of rhetorical punctuation can support a writer's intended purpose.

Analyse how a writer manipulates and adapts simple, compound, complex and compound-complex sentences for intended purpose and effect in their writing.

Analyse, in depth and detail, a writer's use of grammatical features and their effects on the overall development of the text.

Analyse the purpose and effect of a writer's choice of formal or informal language in a text.

Analyse how the structure of a text can be manipulated for effect in a range of fiction and non-fiction texts, including poetic forms.

Evaluate the impact of a writer's choice of organisational and linking features on the intended audience.

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.

Analyse the implications of identified explicit information on the meaning of the rest of a text.

Analyse and explore different layers of meaning within texts, including bias.

Synthesise information from across a single text and multiple texts to develop and strengthen a point.

Select the most appropriate reading strategy to locate and extract information and ideas from a variety of texts.

Use judiciously chosen textual references to develop analysis of texts.

Analyse and respond to the themes in a variety of related texts.

Analyse how a writer uses a combination of features to enhance their intended meaning, e.g. a poet using enjambment to emphasise key language choices.

Analyse and respond to the range of ideas, differing viewpoints and purposes in a variety of related texts.

Read a variety of texts by the same writer and explore how their voice is consistently conveyed across the texts.

Enjoy reading a wide range of texts.

Express informed personal responses to texts that take the views of others into consideration.

Give and respond to text recommendations, showing awareness of others' preferences.

Analyse how the meaning of texts is shaped by a reader's preferences and opinions.

Explain how ideas, experiences and values are portrayed in, and affect, the interpretation of texts from different social, cultural and historical contexts.

Spell correctly, including complex polysyllabic words.

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

Use the most appropriate spelling strategy as necessary.

Make conscious language choices to shape the intended purpose and effect on the reader.

Make conscious use of linguistic and literary techniques to shape the intended meaning and effect.

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

Use punctuation rhetorically to support the intention of the writing, e.g. using ellipses in a character's dialogue to show nervousness.

Demonstrate control of simple, compound, complex and compound-complex sentences, manipulating and adapting them for intended purpose and effect.

Use grammatical features to shape and craft sentences that contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; use of antithesis, repetition or balance in sentence structure.

Use the conventions of standard English across a range of registers.

Vary the degrees of formality and informality to enhance and emphasise meaning in relation to the context, purpose and audience.

Experiment with different ways of structuring texts, appropriate for different audiences and purposes.

Use a range of organisational features to achieve particular effects with purpose and audience in mind.

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

Make an informed choice about whether to plan before writing.

Manipulate features and conventions for a chosen purpose for an intended effect.

Manipulate content for impact on a specified audience.

Establish and sustain a clear and logical viewpoint throughout fiction and non-fiction writing.

Write to express multiple viewpoints.

Establish and sustain distinctive voices, both personal and for different characters.

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

Sustain a fast, fluent and legible handwriting style.

Make an informed choice about how to present information when making notes, including the use of multiple styles, and use notes to inform writing.

Use the most appropriate text layout and presentation to create impact and engage the audience.

Evaluate and edit to improve the accuracy and effectiveness, in relation to identified purpose and audience, of language, grammar and structure in a range of different texts.

Adapt speech judiciously 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 and unfamiliar contexts.

Manipulate 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, synthesise 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.

Shape the direction and content of a discussion with well-judged contributions.

Demonstrate the ability to compromise during turn-taking to prioritise the achievement of the intended outcome of the discussion.

Read aloud with confidence, accuracy and style.

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

Explore complex ideas and issues in drama, establishing roles and applying dramatic approaches with confidence.

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.

Analyse the meaning and impact of variations in own and others’ communication.