Вы находитесь на странице: 1из 39

FOR TRAINING PURPOSES ONLY

KSSM

English Language

Curriculum Framework
Secondary
Content and Learning Standards

2
Listening Module Content and Learning Standards

The thinking behind the Secondary Listening Content and Learning Standards

The three Content Standards for Listening focus on learners ability to understand meaning, to use appropriate listening strategies and to recognise typical
features of spoken texts. Learning Standards move from learners being able to understand globally to being able to understand details.

The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 1.1.1 and
finishes with 1.3.1. Learners need to develop these skills simultaneously over the school year and so will learn from opportunities to practise different listening
skills in varied sequences in their English lessons.

Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1


Understand Understand the Understand with Understand Understand Understand Understand
meaning in a main idea when little or no support independently the independently the independently the independently the
variety of familiar listening to texts the main ideas in main ideas in main ideas in main ideas in main ideas in
contexts on familiar topics simple longer texts simple longer texts simple longer texts extended texts on a extended texts on a
on a range of on a range of on an increased wide range of wide range of
familiar topics familiar topics range of familiar familiar topics familiar topics and
topics some unfamiliar
topics

3
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.1 1.1.2 1.1.2 1.1.2 1.1.2 1.1.2


Understand Understand Understand with Understand Understand Understand Understand
meaning in a specific details little or no support independently independently independently independently
variety of familiar when listening to specific information specific information specific information specific information specific information
contexts texts on familiar and details in and details in and details in longer and details in and details in
topics simple longer texts simple longer texts texts on an extended texts on a extended texts on a
on a range of on a range of increased range of wide range of wide range of
familiar topics familiar topics familiar topics familiar topics familiar topics
and some
unfamiliar topics

4
Content Standard Focus Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.1 1.1.3 1.1.3 1.1.3 1.1.3 1.1.3


Understand Understand No learning Recognise with Recognise with little Recognise Recognise
meaning in a attitude or opinion standard support attitudes or or no support independently independently
variety of familiar when listening to opinions in simple attitudes or opinions attitudes or opinions attitudes or opinions
contexts texts on familiar longer texts on a in longer texts on in extended texts on in extended texts on
topics range of familiar an increased range a wide range of a wide range of
topics of familiar topics familiar topics familiar topics and
some unfamiliar
topics

5
Content Standard Focus Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.1 1.1.4 1.1.4 1.1.4 1.1.4 1.1.4


Understand Understand Understand longer Understand with Understand No learning No learning
meaning in a classroom sequences of little or no support independently standard standard
variety of familiar instructions about supported longer sequences longer sequences
contexts familiar topics classroom of classroom of classroom
instructions instructions instructions

6
Content Standard Focus Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.1 1.1.5 1.1.5 1.1.5 1.1.5 1.1.5


Understand Understand Understand more Understand with Understand Understand No learning
meaning in a questions on complex supported little or no support independently more independently more standard
variety of familiar familiar topics questions more complex complex questions complex questions
contexts questions on a wide range of
familiar topics

7
Content Standard Focus Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.1 1.1.6 1.1.6 1.1.6 1.1.6 1.1.6


Understand Understand Understand with Understand with Understand Understand Understand
meaning in a narratives on support longer little or no support independently independently independently
variety of familiar familiar topics simple narratives on longer simple longer simple longer simple longer more
contexts a wide range of narratives on a wide narratives on a narratives on a wide complex narratives
familiar topics range of familiar range of familiar range of familiar on a wide range of
topics topics topics familiar topics and
some unfamiliar
topics

8
Content Standard Focus Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.2 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1


Use appropriate Use strategies to Guess the meaning Guess the meaning Guess the meaning Guess the meaning Guess the meaning
listening understand of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
strategies in a meaning on from clues provided from clues provided from clues provided from clues provided from clues provided
variety of contexts familiar topics by other known by other words and by other words and by other words and by other words and
words and by by context on a by context on an by context on a by context on a
context on familiar range of familiar increased range of wide range of wide range of
topics topics familiar topics familiar topics familiar topics and
some unfamiliar
topics

9
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

1.3 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1


Recognise Recognise typical No learning No learning Recognise with Recognise with Recognise with little
features of spoken features of spoken standard standard support typical support typical or no support
genres on familiar texts features at word, features at word, typical features at
topics sentence and text sentence and text word, sentence and
levels of a small levels of a range of text levels of a
number of spoken spoken genres range of spoken
genres genres

10
Speaking Content and Learning Standards

The thinking behind the Secondary Speaking Content and Learning Standards

The four Content Standards for Speaking focus on learners ability to communicate meaning, to use register appropriately, to use appropriate communication
strategies and to communicate appropriately when speaking alone to a small or large group. We have called interacting with others Spoken Interaction, and
speaking alone to a group Spoken Production. Most Learning Standards focus on Spoken Interaction, as we think that this is learners main need in
Secondary School.

We have not mentioned pronunciation within the Secondary Learning Standards as we see it as a Speaking focus which is embedded within the adverbs
intelligibly and appropriately in the Speaking Content Standards. This means that learners should have chances to learn from both explicit and implicit
focuses on pronunciation within the classroom.

The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 2.1.1 and
finishes with 2.4.1. Learners need to develop these skills simultaneously over the school year and so will learn from opportunities to practise different
speaking skills in varied sequences in their English lessons.

Spoken Interaction

Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1


Communicate Communicate Ask about and give Ask about and Paraphrase short Explain simple Explain information
information, ideas, information clearly detailed information explain key simple texts content on familiar on familiar topics
opinions and about themselves information from topics from what from diagrams,
feelings and others simple texts they read and hear charts, tables,
intelligibly on graphs or other
familiar topics visuals

11
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.1 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2


Communicate Find out about Ask about and Ask for and respond Ask about and Ask about and Ask about and
information, ideas, and communicate express rules and appropriately to explain simple explain causes and explain advantages
opinions and information clearly obligations simple suggestions processes consequences of and disadvantages
feelings actions of
intelligibly on events ideas
familiar topics simple processes plans
arrangements

12
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.1 2.1.3 2.1.3 2.1.3 2.1.3 2.1.3


Communicate Communicate Ask about and Express opinions Describe future Explain advantages Explain and justify
information, ideas, plans and describe future about future plans plans and ambitions and disadvantages plans and ambitions
opinions and ambitions clearly plans or events or events of plans and
feelings ambitions
intelligibly on
familiar topics

13
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.1 2.1.4 2.1.4 2.1.4 2.1.4 2.1.4


Communicate Communicate a Explain and give Express opinions Explain own point of Explain and justify Explain and justify
information, ideas, point of view reasons for simple about simple view own point of view the point of view of
opinions and clearly advice spoken or written classmates or
feelings advice given others
intelligibly on to themselves or
familiar topics others

14
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.1 2.1.5 2.1.5 2.1.5 2.1.5 2.1.5


Communicate Communicate Ask about and Express opinions or Express and Express and Explain and justify
information, ideas, feelings clearly describe personality feelings about respond to common respond to feelings own feelings or
opinions and character and feelings such as such as those of others
feelings personality happiness, amusement, anger
intelligibly on sadness, surprise, and regret
familiar topics and interest

15
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.2 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1


Use register Use register No learning No learning Use formal and Use formal and Use formal and
appropriately appropriately in standard standard informal registers informal registers informal registers
familiar contexts appropriately in appropriately in appropriately in
some familiar most familiar most familiar and
contexts contexts some unfamiliar
contexts

16
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.3 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1


Use appropriate Manage Keep interaction Keep interaction Keep interaction Confirm Keep interaction
communication interaction going in short going in longer going in longer understanding in going in discourse-
strategies appropriately exchanges by exchanges by exchanges by discourse-level level exchanges by
checking checking asking a speaker to exchanges by paraphrasing and
understanding of understanding of slow down, speak repeating back what rephrasing
what a speaker is what a speaker is up or to repeat what a speaker has said appropriately
saying saying they have said

17
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.3 2.3.2 2.3.2 2.3.2 2.3.2 2.3.2


Use appropriate Negotiate Agree on a set of No learning No learning No learning No learning
communication classroom tasks basic steps needed standard standard standard standard
strategies appropriately to complete
extended
classroom tasks

18
Spoken Production

Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.4 2.4.1 2.4.1 2.4.1 2.4.1 2.4.1


Communicate Communicate Narrate short Communicate Summarise the Summarise the Explain the main
appropriately to a information, stories, events and opinions or feelings main points of a main points of a points of an idea or
small or large events, stories, experiences about a story, event story story, text or plot argument
group on familiar feelings and ideas or experience
topics to an audience

19
Reading Content and Learning Standards

The thinking behind the Secondary Reading Content and Learning Standards

The two Content Standards for Reading focus on learners ability to understand meaning and to extend thinking through independent reading. The Learning
Standards have five main strands. These are: understanding main ideas, understanding details, using reading strategies, using reference resources and
reading to develop thinking.

The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 3.1.1 and
finishes with 3.2.1. Learners need to develop these skills simultaneously over the school year and so will learn from opportunities to practise different reading
skills in varied sequences in their English lessons.

Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 3.1.1 3.1.1 3.1.1 3.1.1 3.1.1


Understand a Understand the Understand the Understand the Understand the Understand the Understand the
variety of texts by main idea in a main points in main points in main points in main points in main points in
using a range of variety of text simple longer texts simple longer texts longer texts on an extended texts on a extended texts on a
appropriate types on familiar on a range of increased range of wide range of wide range of
reading strategies topics familiar topics familiar topics familiar topics familiar topics and
to construct some unfamiliar
meaning topics

20
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 3.1.2 3.1.2 3.1.2 3.1.2 3.1.2


Understand a Understand Understand specific Understand specific Understand specific Understand specific Understand specific
variety of texts by specific details in details and details and details and details and details and
using a range of a variety of text information in information in information in information in information in
appropriate types on familiar simple longer texts simple longer texts longer texts on an extended texts on a extended texts on a
reading strategies topics on a range of increased range of wide range of wide range of
to construct familiar topics familiar topics familiar topics familiar topics and
meaning some unfamiliar
topics

21
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 3.1.3 3.1.3 3.1.3 3.1.3 3.1.3


Understand a Guess the Guess the meaning Guess the meaning Guess the meaning Guess the meaning Guess the meaning
variety of texts by meaning of of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
using a range of unfamiliar words from clues provided from clues provided from clues provided from clues provided from clues provided
appropriate in a variety of text by other known by other known by other words and by other words and by other words and
reading strategies types on familiar words and by words and by by context on an by context on a by context on a
to construct topics context context on a range increased range of wide range of wide range of
meaning of familiar topics familiar topics familiar topics familiar topics and
some unfamiliar
topics

22
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 3.1.4 3.1.4 3.1.4 3.1.4 3.1.4


Understand a Use dictionary Use with some Use independently Use independently Use independently Use independently
variety of texts by skills support familiar familiar print and familiar print and familiar and some a range of familiar
using a range of appropriately to print and digital digital resources to digital resources to unfamiliar print and print and digital
appropriate check and extend resources to check check meaning check meaning and digital resources to resources and
reading strategies understanding meaning extend check meaning and some unfamiliar
to construct understanding extend resources to check
meaning understanding meaning and
extend
understanding

23
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 3.1.5 3.1.5 3.1.5 3.1.5 3.1.5


Understand a Recognise the No learning Recognise with Recognise with Recognise with little Recognise
variety of texts by attitude or opinion standard support the attitude support the attitude or no support the independently the
using a range of of the writer in a or opinion of the or opinion of the attitude or opinion attitude or opinion
appropriate variety of text writer in simple writer in simple of the writer in of the writer in
reading strategies types on familiar longer texts longer texts on an extended texts on extended texts on
to construct topics increased range of a wide range of a wide range of
meaning familiar topics familiar topics familiar topics and
some unfamiliar
topics

24
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 3.1.6 3.1.6 3.1.6 3.1.6 3.1.6


Understand a Recognise typical No learning No learning Recognise with Recognise with Recognise with little
variety of texts by features of texts standard standard support typical support typical or no support
using a range of on familiar topics features at word, features at word, typical features at
appropriate sentence and text sentence and text word, sentence and
reading strategies levels of a range of levels of an text levels of a wide
to construct genres increased range of range of genres
meaning genres

25
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.2 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1


Explore and Read and Read and enjoy Read and enjoy Read enjoy and Read a variety of Read a variety of
expand ideas for understand a fiction / non-fiction fiction / non-fiction give a personal suitable print and suitable print and
personal variety of fiction and other suitable and other suitable response to fiction / digital texts to digital texts to
development by and non-fiction print and digital print and digital non-fiction and investigate and investigate and
reading texts with texts of interest texts of interest other suitable print analyse national analyse global
independently and confidence and and digital texts of issues issues
widely enjoyment interest

26
Writing Content and Learning Standards

The thinking behind the Secondary Writing Content and Learning Standards

The two Writing Content Standards focus on learners ability to communicate meaning and to use appropriate language, form and style when doing so.
Learning Standards are divided almost equally between the two Content Standards. This reflects the importance of both fluency and accuracy in writing at this
stage of the learners school career.

The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 4.1.1 and
finishes with 4.2.4. Learners need to develop these skills simultaneously over the school year and so will learn from opportunities to practise different writing
skills in varied sequences in their English lessons.

Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.1 4.1.1 4.1.1 4.1.1 4.1.1 4.1.1


Communicate Communicate Give detailed Explain simple Explain simple Explain information Explain and
intelligibly information clearly information about content from what content from what from evaluate
through print and themselves and they have read they have read or
digital media on others heard (i) diagrams (i) visual
familiar topics (ii) charts (ii) read
(iii) tables (iii) heard
(iv) graphs or other information
visuals

27
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.1 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2


Communicate Communicate Describe future Make and respond Explain simple Explain causes and Explain advantages
intelligibly through information clearly plans or events to simple requests processes consequences of and disadvantages
print and digital and suggestions of
media on familiar i) actions
topics ii) events or i) ideas
iii) simple processes ii) plans or
iii) arrangements

28
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.1 4.1.3 4.1.3 4.1.3 4.1.3 4.1.3


Communicate Communicate Narrate factual and Summarise the Summarise the Explain the main Explain the main
intelligibly ideas clearly imagined events main points of a main points and points of an idea or points for and
through print and and experiences simple story, text or explain key details argument against an idea or
digital media on plot in of a story, text or argument
familiar topics plot

29
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.1 4.1.4 4.1.4 4.1.4 4.1.4 4.1.4


Communicate Communicate Describe Express opinions Express and Express and Express and
intelligibly feelings and personality and common respond to opinions respond to opinions respond to real or
through print and opinions clearly feelings such as and common and common imagined opinions
digital media on happiness, feelings such as feelings such as and feelings
familiar topics sadness, surprise, happiness, amusement, anger
and interest sadness, surprise, and regret
and interest

30
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.1 4.1.5 4.1.5 4.1.5 4.1.5 4.1.5


Communicate Organise Connect sentences Organise, and Organise, sequence Organise, sequence Organise, sequence
intelligibly information into two coherent sequence ideas and develop ideas and develop ideas and develop ideas
through print and coherently paragraphs or more within short texts on within short texts on within a text of within a text of
digital media on using basic familiar topics familiar topics several paragraphs several paragraphs
familiar topics coordinating on familiar topics on familiar topics
conjunctions and and some
reference pronouns unfamiliar topics

31
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.2 4.2.1 4.2.1 4.2.1 4.2.1 4.2.1


Communicate with Punctuate texts Use capitals, full Punctuate written Punctuate written Punctuate written Punctuate written
appropriate appropriately stops, commas in work with moderate work with moderate work on a range of work on a range of
language, form lists, question accuracy accuracy text types with text types with
and style marks, and speech reasonable reasonable
marks appropriately accuracy accuracy
at discourse level

32
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.2 4.2.2 4.2.2 4.2.2 4.2.2 4.2.2


Communicate with Spell written work Spell most high Spell written work Spell written work Spell written work Spell written work
appropriate accurately frequency words with moderate with moderate on a range of text on a range of text
language, form accurately in accuracy accuracy types with types with
and style independent writing reasonable reasonable
accuracy accuracy

33
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.2 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3


Communicate with Plan, draft and Produce a plan or Produce a plan or Produce a plan or Produce an Produce a plan or
appropriate edit work draft of two draft of two draft of two extended plan or draft and modify
language, form appropriately paragraphs or more paragraphs or more paragraphs or more draft and modify this appropriately
and style and modify this and modify this and modify this this appropriately in independently
appropriately in appropriately either appropriately response to
response to in response to independently feedback or
feedback feedback or independently
independently

34
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.2 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4


Communicate with Use register No learning No learning Begin to use formal Use formal and Use formal and
appropriate appropriately standard standard and informal informal registers informal registers
language, form registers appropriate to the appropriate to the
and style appropriate to the target audience in target audience in
target audience in most familiar most familiar and
familiar situations situations some unfamiliar
situations

35
Literature in Action Content and Learning Standards

The thinking behind the Secondary Literature in Action Content and Learning Standards

The three Literature in Action Content Standards focus on learners ability to enjoy and appreciate different text types, to analyse and evaluate texts, and to
respond imaginatively to texts.

The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 5.1.1 and
finishes with 5.3.1. Learners need to develop Literature in Action skills simultaneously over the school year and so will learn from opportunities to practise
different Literature in Action skills in varied sequences in their English lessons.

Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

5.1 5.1.1 5.1.1 5.1.1 5.1.1 5.1.1


Engage with, Give a personal Describe in simple Explain in simple Explain why a part Explain briefly the Explain in detail the
respond to and response to a language a language or aspect of a text feelings and feelings and
interpret a variety variety of literary characters actions connections interests them opinions a text opinions a text
of literary text text types or feelings and between provokes in them provokes in them
types explain the reasons characters, places
for them or events in texts
and their own lives

36
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

5.1 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2


Engage with, Interpret a variety Identify and Identify and Explain briefly the Explain in detail the Compare and
respond to and of literary text describe in simple describe in simple development of development of contrast the way in
interpret a variety types language the key language the key plot, characters and plot, characters and which different
of literary text characters in a text characters and themes in a text themes in a text literary extracts
types themes in a text treat the same
theme

37
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

5.2 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1


Analyse and Analyse and No learning No learning Identify key stylistic Evaluate and Evaluate and
evaluate a variety evaluate a variety standard standard features of a text explain briefly explain in detail
of literary text of literary text and explain briefly stylistic features an stylistic features an
types types why the author uses author uses to show author uses to show
them character, events or character, events or
place place

38
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

5.3 5.3.1 5.3.1 5.3.1 5.3.1 5.3.1


Express an Plan, prepare and Respond Respond Respond Respond Respond
imaginative produce creative imaginatively and imaginatively and imaginatively and imaginatively and imaginatively and
response to work with a focus intelligibly through intelligibly through intelligibly through intelligibly through intelligibly through
literary texts on language use creating simple creating poems, creating power writing scripts and live performance of
stories and simple board games, points, visuals, creating props for a stage plays
poems puzzles and posters, blogs and short play
quizzes webpages

Other imaginative Other imaginative Other imaginative Other imaginative Other imaginative
responses as responses as responses as responses as responses as
appropriate appropriate appropriate appropriate appropriate

39