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The Framework for secondary English: overview and

learning objectives

© Crown copyright 2008


Overview of strands

Speaking and listening Pupils will explore, develop and respond to a range of skills and strategies, in a variety of contexts, adapting language according to
task, audience and purpose.

Strands Substrands

1 Listening and responding 1.1 Developing active listening skills and strategies

1.2 Understanding and responding to what speakers say in formal and informal
contexts

2 Speaking and presenting 2.1 Developing and adapting speaking skills and strategies in formal and informal
contexts

2.2 Using and adapting the conventions and forms of spoken texts

3 Group discussion and interaction 3.1 Developing and adapting discussion skills and strategies in formal and informal
contexts

3.2 Taking roles in group discussion

4 Drama, role-play and performance 4.1 Using different dramatic approaches to explore ideas, texts and issues
The Framework for secondary English: overview and learning objectives
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4.2 Developing, adapting and responding to dramatic techniques, conventions and


styles

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Reading Pupils will engage with, and respond to, a rich variety of print, electronic and multi-modal texts, developing analysis and
awareness of the forms and purposes of writing, and the contexts and cultures within which they were written.

5 Reading for meaning: understanding 5.1 Developing and adapting active reading skills and strategies
and responding to print, electronic and
multi-modal texts

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5.2 Understanding and responding to ideas, viewpoints, themes and purposes in
texts

5.3 Reading and engaging with a wide and varied range of texts

6 Understanding the author’s craft 6.1 Relating texts to the social, historical and cultural contexts in which they were
written
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6.2 Analysing how writers’ use of linguistic and literary features shapes and
influences meaning

6.3 Analysing writers’ use of organisation, structure, layout and presentation

Writing Pupils will write a wide range of texts on paper and on screen for different purposes and audiences, adapting features and
techniques to create a range of effects and impact.

7 Composition: generating ideas, planning 7.1 Generating ideas, planning and drafting
and drafting

7.2 Using and adapting the conventions and forms of texts on paper and
on screen
The Framework for secondary English: overview and learning objectives

8 Composition: shaping and constructing 8.1 Developing viewpoint, voice and ideas
language for expression and effect

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Overview of strands continues

8.2 Varying sentences and punctuation for clarity and effect

8.3 Improving vocabulary for precision and impact

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8.4 Developing varied linguistic and literary techniques

8.5 Structuring, organising and presenting texts in a variety of forms on paper and
on screen

8.6 Developing and using editing and proofreading skills on paper and
on screen

9 Conventions: drawing on conventions 9.1 Using the conventions of standard English


and structures

9.2 Using grammar accurately and appropriately

9.3 Reviewing spelling and increasing knowledge of word derivations, patterns and
families

Language Pupils will explore the significance of English and the variations in its use and development, and comment on how language is
used across a variety of contexts and situations.

10 Exploring and analysing language 10.1 Exploring language variation and development according to time, place,
culture, society and technology

10.2 Commenting on language use


The Framework for secondary English: overview and learning objectives
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Learning objectives
Speaking and listening
Pupils will explore, develop and respond to a range of skills and strategies, in a variety of contexts, adapting language according to task, audience and
purpose.

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1 Listening and responding
1.1 Developing active listening skills and strategies

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● Identify key ●● explain the effect ●● respond to ●● analyse, compare ●● make detailed and ●● draw on their
The National Strategies | Secondary

features of speech of specific features speakers and give and contrast informed understanding of
in a variety of of speech, the skills constructive features of speech judgements about the dynamic and
contexts, and and strategies used feedback, in a range of the effects of influential nature of
some key skills by speakers, and analysing skills, contexts and relate features of speech, spoken language in
and strategies identify areas for subject matter, them to their own and apply this a range of contexts,
used by speakers improvement intended listeners speech knowledge in a and how speakers
and the purpose of range of familiar deploy skills in
talk and unfamiliar inventive and
contexts original ways
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


1.2 Understanding and responding to what speakers say in formal and informal contexts

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● identify, sift and ●● explain the ●● analyse the ●● compare, contrast ●● draw out speakers’ ●● draw on their
summarise the speaker's intentions underlying themes and synthesise intentions, implicit understanding of
most important and make or issues in a range what they hear in meanings and the dynamic and

© Crown copyright 2008


points or key ideas inferences from of different different contexts, nuances, make influential nature of
from a talk or speech in a variety contexts, distinguishing perceptive analysis spoken language in
discussion of contexts identifying implied between implied and evaluate the a range of complex
and explicit and explicit validity of their and challenging
meanings and the meanings and own different contexts, and how
speaker's intentions between key ideas, interpretations of speakers deploy
detail and spoken texts skills in inventive
illustration, and and original ways
make judgements
about speakers'
intentions
The Framework for secondary English: overview and learning objectives
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2 Speaking and presenting


2.1 Developing and adapting speaking skills and strategies in formal and informal contexts

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

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●● tailor the structure ●● select the most ●● select from a wide ●● present or ●● deploy a wide and
and vocabulary of appropriate way to repertoire of contribute to talk in sophisticated
talk to clarify ideas structure speech resources and ways clear, effective and repertoire of skills
and guide the for clarity and of organising and flexible ways in a and strategies in
listener effect, taking into structuring talk to range of contexts flexible ways,
account task, present which demand the drawing on
audience, purpose information understanding and relevant resources
and context, and appropriately and application of to create clear,
the range of persuasively for complex or effective and
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supporting listeners in a range challenging powerful


resources available of familiar and content presentations or
unfamiliar contexts contributions to
discussions

●● use some verbal ●● engage listeners’ ●● develop and ●● sustain the interest ●● appeal to
and non-verbal attention and choose effectively of listeners and listeners,
techniques to make interest by using a from a repertoire of influence their challenge their
talk interesting for range of different verbal and non- responses by views and
listeners verbal and non- verbal techniques selecting effective assumptions and
verbal techniques which actively verbal and non- provoke thought
involve listeners verbal techniques by selecting and
deploying skills
The Framework for secondary English: overview and learning objectives

from a repertoire
of verbal and
non-verbal
techniques

© Crown copyright 2008


2.2 Using and adapting the conventions and forms of spoken texts

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● recognise different ●● make some ●● use and adapt a ●● choose from a ●● select from a
conventions and appropriate range of repertoire of broad repertoire
forms in speech selections from a conventions and conventions and of conventions

© Crown copyright 2008


range of forms of spoken forms of spoken and forms of
conventions and texts in different texts, and adapt spoken texts,
forms in speech contexts for them to achieve a and adapt them
different purposes range of planned to achieve
effects in both inventive and
familiar and original effects in
unfamiliar contexts a range of
familiar and
unfamiliar
contexts

●● use the main ●● use standard ●● use sustained ●● use fluent, ●● make judicious,
conventions of English, adapting standard English sustained standard flexible and
standard English the level of with the degree of English in a range of confident use of
when appropriate formality to formality suited to familiar and formal and
different situations listeners and unfamiliar contexts informal registers
purpose and for a variety of and standard
purposes, varying and non-
and adapting standard English,
formality as adapting
appropriate formality as
necessary to
achieve
deliberate,
planned effects
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3 Group discussion and interaction


3.1 Developing and adapting discussion skills and strategies in formal and informal contexts

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

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●● make clear and ●● make a sustained ●● recognise ●● compare and take ●● evaluate ●● make influential and
relevant contribution to strengths and account of different alternative authoritative
contributions to group discussion, identify areas for points of view in suggestions or contributions to
group discussion, and illustrate and development in discussion interpretations discussion, taking a
promoting, explain their ideas their own and and arrive at a range of roles, and
opposing, others’ considered reflect upon and
exploring and contributions viewpoint build constructively
questioning as on the comments of
appropriate others, provoking
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thought and helping


●● help discussions ●● listen carefully, ask ●● move a discussion ●● make appropriate ●● make independent shape the progress
succeed by pertinent forward by judgements about judgements about of discussions
acknowledging questions and developing and when and how when to negotiate,
and responding to make suggestions drawing together best to intervene challenge, analyse
the contributions in order to solve ideas arising from or take a lead in or build on the
of others problems and test discussion discussion contributions of
ideas others to complete
tasks or reach
consensus
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


3.2 Taking roles in group discussion

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● take different roles ●● develop the skills ●● choose ●● apply and adapt ●● recognise the
in group discussion required for group appropriately from the repertoire of distinctive
as required by the discussion by a wide variety of skills required by a elements of the

© Crown copyright 2008


task or context taking a variety of roles and apply the range of roles in different roles in
designated roles in skills they require order to make group discussion,
discussion to plan, organise or sustained and and adapt them in
including acting as sustain a range of relevant inventive ways to
spokesperson for different contributions and influence or shape
the group by discussions influence the outcomes subtly or
reporting the main outcomes of group explicitly as the
strands of thought discussions task demands
or decisions
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4 Drama, role-play and performance


4.1 Using different dramatic approaches to explore ideas, texts and issues

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

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●● explore ideas, ●● use specific ●● use a wide variety ●● compare, question ●● draw on a
texts and issues dramatic of dramatic and analyse repertoire of
through a variety approaches and approaches and complex and dramatic
of dramatic conventions in conventions to challenging ideas, approaches and
approaches and structured ways for analyse complex texts, issues and conventions to
conventions effective and challenging themes by using a pursue original and
exploration of ideas, issues, wide variety of inventive lines of
ideas, texts, issues themes and texts dramatic thought when
and themes approaches and exploring ideas,
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conventions texts and issues,


and transfer them
to other ideas
and texts
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


4.2 Developing, adapting and responding to dramatic techniques, conventions and styles

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● work on their ●● develop and ●● develop and ●● develop and ●● plan, develop and
own and with sustain processes, sustain a variety of sustain a variety of sustain a rich and
others to develop narratives, processes, challenging and original variety of

© Crown copyright 2008


dramatic processes, performances and narratives, complex processes, challenging and
narratives, roles through the performances and narratives, complex dramatic
performances or use of a variety roles through the performances or processes,
roles of dramatic selection and roles through the narratives,
conventions, adaptation of independent performances or
techniques appropriate selection and roles and apply
and styles dramatic adaptation of this learning in a
conventions, appropriate wide variety of
techniques conventions, other contexts
and styles techniques and experiences
and styles

●● comment on the ●● evaluate the impact ●● analyse and ●● analyse, compare, ●● draw on their
effectiveness of the and effectiveness of explain, in and out evaluate and knowledge of a
different dramatic a range of dramatic of role, the use, exemplify, in and wide repertoire of
conventions and conventions and impact and effect out of role, the dramatic
techniques used techniques of different different uses, conventions and
dramatic intentions and techniques to
conventions and impacts of analyse, evaluate
techniques particular dramatic and exemplify
conventions and their impact and
techniques in a effect across a
wide range of variety of
drama processes, processes, texts
texts or and performances
performances and apply this
learning with
The Framework for secondary English: overview and learning objectives
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insight to a range
of other contexts
and experiences

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Reading
Pupils will engage with, and respond to, a rich variety of print, electronic and multi-modal texts, developing analysis and awareness of the forms
and purposes of writing, and the contexts and cultures within which they were written.

5 Reading for meaning: understanding and responding to print, electronic

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and multi-modal texts
5.1 Developing and adapting active reading skills and strategies

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● extract the main ●● use a range of ●● select from a range ●● select, compare ●● analyse, compare ●● analyse, evaluate
points and relevant reading strategies of strategies the and contrast and contrast texts and compare the
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information from to retrieve relevant most appropriate information and sources with relevance,
a text or source information and ways to locate, carefully from texts insight into their usefulness or
using a range of main points from retrieve and for specific tasks, context as well as significance of a
strategies such as texts, compare taking account of their content, range of sources of
skimming and distinguishing information and the origin and evaluating their information
scanning between fact and ideas from a variety purpose of the validity and obtained from
opinion where of texts sources and relevance for a research, and make
appropriate knowing how to range of tasks or discriminating
recognise bias and purposes choices about what
opinion to use
The Framework for secondary English: overview and learning objectives

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●● use inference and ●● use inference and ●● use a repertoire of ●● draw on a ●● select effectively ●● coordinate and
deduction to deduction to reading strategies repertoire of and flexibly from combine a wide
recognise implicit explore layers of to analyse and reading strategies a repertoire of repertoire of
meanings at meaning within explore different in order to analyse, reading strategies reading strategies
sentence and a text layers of meaning compare and to analyse and to develop subtle,
text level within texts respond to layers of explain layers of original and
meaning, subtlety meaning, subtlety inventive

© Crown copyright 2008


and allusion in and allusion in interpretations
texts and between of a range of
increasingly challenging texts
challenging texts

●● make relevant ●● make relevant ●● make relevant ●● summarise and ●● summarise, ●● demonstrate
notes when notes when notes in a range synthesise relevant synthesise and, mastery of a wide
gathering ideas researching of formats and information from a where relevant, range of research
from texts different sources, approaches when range of sources, redraft information and note-making
comparing and researching a selecting the most taken from a range skills, using
contrasting variety of sources useful note form of sources discrimination to
information for the purpose succinctly and evaluate and make
appropriately for appropriate
purpose selections from a
variety of sources
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5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● identify and ●● trace the ●● analyse and ●● analyse, compare ●● evaluate the ways ●● compare, contrast
understand the development of a respond to the and contrast ideas, in which ideas, and analyse in

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main ideas, writer’s ideas, range of ideas and viewpoints, viewpoints and depth, with empathy
viewpoints, viewpoint and differing purposes and themes in texts and discrimination, a
themes and themes viewpoints, themes, both may be interpreted wide range of
purposes in a text purposes and within a text and differently viewpoints and
themes in a variety between texts according to the purposes in and
of related texts perspective of the between texts, and
reader the range of
perspectives of
readers, writers and
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critics

●● make a personal ●● respond to a text ●● develop ●● build an ●● develop and ●● produce original and
response to a text by making precise interpretations of interpretatioin of a sustain sophisticated
and provide some points and texts, supporting whole text, independent interpretations of
textual reference in providing relevant points with recognising links interpretations of texts in the form of
support evidence in detailed textual between ideas, texts, making cogent critical
support of those evidence themes or concise evaluative responses,
points characters and comments and demonstrating
supporting points supporting points personal
with precise with detailed engagement and
analysis, evidence textual reference sustained critical
and explanation and analysis judgement
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


5.3 Reading and engaging with a wide and varied range of texts

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● make informed ●● broaden their ●● discuss their own ●● sustain and extend ●● make
personal choices of experience of and others’ their personal independent,
texts and express reading a wide reading, take reading, and make informed

© Crown copyright 2008


their preferences range of texts and account of others’ interesting judgements about
express their views of what they comparisons and a wide range of
preferences and have read, express connections across texts and writers,
opinions informed opinions a range of texts and articulate
and make and writers personal reading
recommendations preferences and
tastes
●● understand how ●● explore how ●● analyse how texts
readers choose different audiences are shaped by
and respond to choose and audiences’
texts respond to texts preferences and
opinions
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6 Understanding the author’s craft


6.1 Relating texts to the social, historical and cultural contexts in which they were written

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

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●● understand the ●● explore the ●● develop an ●● make informed ●● analyse the values ●● demonstrate
different ways in concept of literary informed connections and assumptions originality of
which texts can heritage, why understanding and comparisons of writers by analysis and
reflect the social, certain texts are of how ideas, between texts and drawing out interpretation
cultural and important within it experiences and writers that are connections and when evaluating
historical contexts and how some values are different in time, comparisons texts in context to
in which they were texts have portrayed in texts culture and literary between texts and produce critical
written influenced culture from different tradition, exploring their relationship to comparisons of the
and thinking cultures and their influence on social, historical literary, moral,
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traditions each other and on and cultural philosophical and


culture as contexts social significance
appropriate of texts from a
range of cultures
and times
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


6.2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● identify and ●● explore the range, ●● analyse in depth ●● compare and ●● analyse how ●● make original,
describe the effect variety and overall and detail writers’ contrast how specific literary, considered
of writers’ use of effect on readers of use of literary, writers use specific rhetorical and comments and

© Crown copyright 2008


specific literary, literary, rhetorical rhetorical and literary, rhetorical grammatical demonstrate
rhetorical and and grammatical grammatical and grammatical features shape insight about a
grammatical features used by features and features to shape meaning in implicit writer’s
features writers of literary their effects on meaning, how and explicit ways to inventiveness in
and non-literary different readers techniques differ create impact, how using language for
texts between different techniques differ particular effects,
texts and writers, across a wide range and how this links
and the potential of texts to the overall
impact on different and writers, and purpose of the text
readers evaluate the and impact on a
potential impact of range of readers
these choices on
different readers
The Framework for secondary English: overview and learning objectives
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6.3 Analysing writers’ use of organisation, structure, layout and presentation

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● explore the range ●● explain how ●● analyse how ●● compare and ●● make informed, ●● comment with
of different ways specific choices meaning is contrast the independent insight and

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writers use layout, and combinations conveyed effectiveness of a judgements about originality about
form and of form, layout and differently range of different how writers’ a writer’s
presentation in a presentation create according to the forms, layouts and specific form, inventiveness in
variety of texts particular effects form, layout and presentational layout and their use of form,
presentation choices made presentational structure,
selected by the according to task, choices shape organisation, layout
writer for specific audience and meaning, and how and presentation,
purposes purpose techniques differ and how this links
across a wide range to the overall
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of texts and writers purpose and effect


of the text
●● explore the variety ●● explain how ●● analyse how ●● compare and ●● make detailed
and range of ways specific structural meaning can be contrast how analysis and
the content of and organisational conveyed in different writers comparison of the
texts can be choices in texts different ways shape texts ways writers
organised, create particular according to through structure manipulate and
structured and effects structural and and organisation shape meaning
combined organisational and explain the through a range of
choices at sentence effectiveness of structures and
and text level their choices organisations
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


Writing
Pupils will write a wide range of texts on paper and on screen for different purposes and audiences, adapting features and techniques to create a range of
effects and impact.

7 Composition: generating ideas, planning and drafting

© Crown copyright 2008


7.1 Generating ideas, planning and drafting

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● develop different ●● explore, problem- ●● link their selection ●● draw efficiently on ●● respond flexibly ●● select from a wide
ways of generating, solve, connect and of ideas and and adapt a range and imaginatively repertoire of
organising and shape ideas, and planning choices of possible ways to to a range of planning strategies
shaping ideas, identify the most explicitly to a clear generate, plan and familiar and and formats in
using a range of appropriate sense of task, shape ideas for less-familiar tasks order to shape
planning formats approach to purpose and impact, according and contexts for ideas and structure
or methods planning their audience and the to task, purpose writing by selecting content effectively,
writing individuality of and audience from and adapting efficiently and
their own writing appropriate forms inventively,
and planning reflecting a clear
methods for sense of task,
impact purpose, audience
and intended
impact
The Framework for secondary English: overview and learning objectives
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7.2 Using and adapting the conventions and forms of texts on paper and on screen

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● draw on the ●● plan writing and ●● plan different types ●● plan and write ●● select from a wide ●● shape audience
conventions of develop ideas to of writing and effectively, making range of response by

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written forms to suit a specific develop ideas by well-judged conventions and handling and
plan writing and audience, purpose drawing on the choices and forms, adapting or planning content
develop ideas to fit and task by ways in which adaptations to suit synthesising their with inventiveness
a specific task adapting familiar forms and particular tasks, distinctive features and originality,
forms and conventions can purposes and as appropriate to subtly exploiting or
conventions contribute to the audiences through achieve particular subverting the
overall impact and their knowledge of effects and impact conventions of text
effectiveness of a range of in their writing types and genres for
texts conventions and a range of effects
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forms and impact


The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


8 Composition: shaping and constructing language for expression and effect
8.1 Developing viewpoint, voice and ideas

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

© Crown copyright 2008


●● develop character ●● draw on some ●● establish and ●● develop and ●● engage the reader ●● establish and sustain
and voice in their techniques and sustain distinctive deploy in their own in a range of ways a mature and
own fiction writing devices used by character, point of fiction writing a through their convincing authorial
writers in order to view and voice in range of carefully understanding voice or character
develop distinctive their fiction writing selected adaptation, and and point of view
character and voice by drawing on a techniques, drawn inventive use of through the
in their own fiction wide range of from a variety of fiction writers’ sophisticated and
techniques and texts, to establish different uses of original handling of
devices used by and sustain a narrative voice, a repertoire of
writers distinctive use of point of view and techniques, shaping
character, point of character to and, where relevant,
view and voice achieve particular manipulating the
effects reader’s response in
a range of ways
The Framework for secondary English: overview and learning objectives
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●● develop their own ●● select techniques ●● establish and ●● develop and ●● use and adapt a ●● establish and sustain
viewpoint, and devices used sustain a clear and deploy a range of wide range of a mature and
drawing on by writers, and logical personal carefully selected techniques convincing
evidence, opinions draw on a range of viewpoint through techniques, drawn non-fiction writers viewpoint or
and the particular evidence, opinions, the analysis and from a variety of use to establish perspective by
purpose of the task information and selection of texts, to establish and sustain clear, drawing on a

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the purpose of the convincing and sustain a clear, independent and sophisticated and
task, in order evidence, opinions logical, credible credible original repertoire of
to develop a and appropriate and distinctive viewpoints on techniques to shape
consistent information, and viewpoint shaped complex subjects, or manipulate the
viewpoint in their other techniques specifically to task, shaped specifically reader’s response,
own non-fiction used by writers to audience and to task, audience when writing on
writing meet the purpose purpose and purpose complex and
of the task challenging subjects
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The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


8.2 Varying sentences and punctuation for clarity and effect

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● use punctuation ●● draw on the full ●● deploy ●● shape and craft


accurately to clarify range of appropriately in writing which draws
meaning and punctuation, their own writing, on their

© Crown copyright 2008


create effects in including colons the range of understanding of
clauses, sentences and semicolons, to punctuation how writers use
and when writing clarify meaning, aid choices made by punctuation as an
speech cohesion and writers to enhance integral and
create a variety of and emphasise appropriate part of
effects meaning, aid the intended effect,
cohesion and with clear
create a wide consideration given
range of effects to task, purpose and
audience

●● vary sentence ●● draw on their ●● deploy ●● select from the ●● shape, craft and ●● shape sentences in
length and knowledge of a appropriately in wide range of adapt sentence apt and accurate
structure in order wide variety of their own writing sentence structures structures, ways that
to provide sentence lengths the range of used by writers, and selecting from the demonstrate
appropriate detail, and structures, sentence shape, craft and wide repertoire of economy of
make clear the including complex structures used by adapt them in their styles and types expression and/or
relationship sentences, and writers to enhance own writing for deployed by elaborate
between ideas, apply it to their and emphasise particular effect writers, and apply development as
and create effects own writing to meaning, aid with clear them accurately, appropriate in order
according to task, clarify ideas and cohesion and consideration given creatively and to create original
purpose and create a range of create a wide to the variety of appropriately to and sophisticated
reader effects according range of effects audiences, tasks achieve impact and effects and impact
to task, purpose according to task, and purposes effect
and reader purpose and
reader
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8.3 Improving vocabulary for precision and impact

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● use vocabulary ●● create considered ●● shape and affect ●● exploit the full ●● deploy a rich,
precisely and and appropriate the reader's range, forms and varied and apt

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imaginatively to effects by drawing response through combinations of vocabulary, which
clarify and extend independently on conscious choices vocabulary to demonstrates
meaning and the range and and in planned create levels of imagination and a
create specific variety of their own ways by selecting meaning from the sense of individual
effects vocabulary, and by ambitiously from a subtle to the more voice, in order to
using strategies wide and varied explicit in order to engage the reader
and resources to vocabulary for a create particular and shape their
extend their range of tasks, effects according response, while
available choices purposes and to task, audience matching the
The National Strategies | Secondary

readers and purpose demands and


conventions of the
text
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


8.4 Developing varied linguistic and literary techniques

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● develop in their ●● draw on a ●● elicit a range of ●● make appropriate ●● exploit the full ●● shape their writing
own writing some repertoire of responses from the and ambitious repertoire of in ambitious,
of the key linguistic linguistic and reader, having selections from a literary and inventive and

© Crown copyright 2008


and literary literary techniques, made a judgement broad repertoire of linguistic original ways by
techniques used by and select those about the linguistic and techniques, exploiting the full
writers, and deploy most appropriate effectiveness of literary techniques combining and repertoire of
them for deliberate for creating specific specific linguistic to shape and affect adapting them linguistic and
effect on the reader effects in their own and literary the reader’s where appropriate literary techniques,
writing techniques in response to create specific adapting,
particular contexts planned effects in a manipulating and
or for specific tasks wide range of combining them
forms and genres for effect and
for a variety of impact
audiences and
purposes
The Framework for secondary English: overview and learning objectives
The National Strategies | Secondary
25

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26

8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● make ideas and ●● use a range of ●● shape and craft ●● shape, craft and ●● exploit the full ●● shape, craft and
purpose clear by cohesive devices language within draw on a range of range of structures, adapt form, layout,

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appropriate use of with audience and individual paragraph styles, links and organisation,
paragraphs and by purpose in mind, paragraphs, and structures, links combinations of presentation and
choosing from a drawing on structure ideas and combinations paragraphs to combination of types
range of linking experience of how between them, to to convey ideas achieve specific of content in creative,
words and phrases writers develop achieve particular and achieve literary, inventive and
and connect ideas literary, particular literary, transactional or appropriate ways to
within and transactional or transactional or rhetorical effects achieve specific
between rhetorical effects rhetorical effects with a planned literary, transactional
paragraphs with purpose and with purpose and impact according or rhetorical effects
The National Strategies | Secondary

audience in mind audience in mind to task, audience with a clear task,


and purpose audience and
purpose in mind
●● shape the overall ●● experiment with ●● select the most ●● shape, craft and ●● exploit the full
organisation, different ways of appropriate text adapt form, range of potential
sequence and presenting texts, format, layout and organisation, forms, types of
presentation of a drawing on a presentation to layout and organisation,
text to convey range of modes, create impact and presentation in a layout and
ideas clearly and formats and media engage the reader range of contexts, presentation in
effectively with the needs of in ways that have a creative and
the reader in mind clear purpose and appropriate ways,
effect maintaining a clear
sense of purpose
and effect
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


8.6 Developing and using editing and proofreading skills on paper and on screen

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● make ●● apply skills in ●● evaluate the ●● review and revise ●● review and revise ●● review and revise,
improvements to a editing and effectiveness and writing successfully their work when with independence
piece of writing as proofreading in a likely impact on and independently, undertaking a and insight, a range

© Crown copyright 2008


it progresses by range of different the reader of their based on range of written of complex and
developing texts and contexts, writing by using evaluation of their texts, including challenging texts,
techniques for reviewing and the editing, writing and careful complex and and make considered
editing, revising writing as proofreading and consideration of challenging ones, choices about overall
proofreading and it progresses reviewing process, the potential with insight and content and
making revisions and revise as impact of any independence, structure, and their
necessary revisions on the and make impact on the reader
reader considered choices
about content and
structure, and their
impact on the
reader
The Framework for secondary English: overview and learning objectives
The National Strategies | Secondary
27

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28

9 Conventions: drawing on conventions and structures


9.1 Using the conventions of standard English

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

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●● understand the ●● understand the ●● write fluently and ●● write fluent,
conventions of significance and sustain standard sustained standard
standard English importance of English in wide and English in a range
and how to use conventional varied texts and of familiar and
them consistently standard English, contexts, and for a unfamiliar
in their writing the ways in which range of purposes contexts, and for a
writers use non- and audiences variety of purposes
standard forms in and audiences
specific contexts
The National Strategies | Secondary

for particular
effects, and how to
use standard and
non-standard
English when
appropriate in their
own writing

●● understand and ●● draw on ●● understand the ●● shape responses ●● shape, craft and
use degrees of knowledge of how range of formal and from readers experiment with a
formality in a and why writers informal styles used appropriately by range of
range of texts use varying by writers, and ways selecting formal appropriate
according to degrees of to deploy them and informal standard and
The Framework for secondary English: overview and learning objectives

context, purpose formality and appropriately in registers or non-standard


and audience informality to make their own writing to standard and forms in order to
appropriate enhance and non-standard achieve original
choices of style and emphasise meaning forms for precise and inventive
register in their and create a wide and deliberate effects and impact
own writing range of effects effects with task, in a wide variety of
with task, purpose purpose and texts
and reader in mind reader in mind

© Crown copyright 2008


9.2 Using grammar accurately and appropriately

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● understand and ●● draw on their ●● understand the ●● write complex, ●● create and shape ●● exploit a wide
use appropriately knowledge of ways in which ambitious texts, language repertoire of
in their own grammatical writers modify and maintaining ambitiously in their grammatical

© Crown copyright 2008


writing the conventions to adapt phrase and accuracy and writing, constructions and
conventions of write sentence structures deploying a range maintaining conventions drawn
sentence grammar grammatically and conventions to of grammatical accuracy, from a range of
accurate texts that create effects, and conventions consciously influences, contexts
are appropriate to how to make such appropriately, drawing, if and cultures, in
the task, audience adaptations when making conscious appropriate for order to write rich,
and purpose appropriate in their and purposeful audience and original and
own writing adaptations to purpose, on some ambitious texts
grammar for of the ways that while maintaining
specific effect grammar varies accuracy and
and is influenced achieving a planned
by different impact
contexts and
cultures
The Framework for secondary English: overview and learning objectives
The National Strategies | Secondary

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30

9.3 Reviewing spelling and increasing knowledge of word derivations, patterns and families

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● spell common ●● spell most words ●● spell correctly ●● review and revise ●● review and revise
words correctly correctly including throughout a spelling strategies spelling strategies

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some complex substantial text for dealing with for dealing with
polysyllabic words including words in familiar words in familiar
and unfamiliar ambitious or and unfamiliar and unfamiliar
words complex contexts or under contexts, or when
polysyllabic words time or other imaginative and
●● increase ●● apply knowledge constraints ambitious choices
knowledge of word of spelling skills are made, or under
families, roots, and strategies with time or other
derivations, increasing constraints
The National Strategies | Secondary

morphology and independence


regular spelling
patterns
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008


Language
Pupils will explore the significance of English and the variations in its use and development, and comment on how language is used across a variety of
contexts and situations.

10 Exploring and analysing language

© Crown copyright 2008


10.1 Exploring language variation and development according to time, place, culture, society and technology

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● identify some of ●● investigate spoken ●● consider how and ●● analyse how and ●● understand how ●● examine and
the ways in which English from a why spoken why spoken regional and evaluate alternative
spoken English range of regions English varies in a English varies global variations in interpretations and
varies in different and settings and range of regions locally and spoken English theories about
regions and explain how it and cultural globally reflect and language variation
settings varies contexts reinforce cultural and change
identity and
diversity

●● identify some of ●● investigate texts ●● consider how and ●● recognise and ●● understand how
the changes that from a range of why the English analyse ways in the development
have happened in historical periods language has which spoken and of the English
the English to show how the developed as written language language relates to
language over time English language shown in texts has evolved in identity and
has changed and from different response to cultural diversity,
varied over time historical periods changes in society and relate this to
up to the present and technology, their own
day and relate this to speaking, reading
their own and writing
speaking, reading
and writing
The Framework for secondary English: overview and learning objectives
The National Strategies | Secondary

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31
32

10.2 Commenting on language use

Year 7 Year 8 Year 9 Year 10 Year 11 Extension

●● describe and find ●● explain some of ●● analyse and ●● compare, contrast ●● form independent
examples of how the ways in which exemplify the way and make views and theories

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language is used in language varies that forms and observations about how spoken
different contexts according to varieties of English when analysing the language and
different contexts used by speakers way spoken written language
and writers can be language and are used across a
influenced by written language are wide range of
context and used across a wide contexts and argue
purpose range of contexts these views
authoritatively
The National Strategies | Secondary

●● understand and ●● explain how ●● analyse a range of ●● draw on a wide ●● select carefully
make use of the linguistic concepts texts or language repertoire of from the full
most common are related, uses, drawing on language terms, repertoire of
terms used to and use the terminology as appropriate, when language
describe language terminology in related to literary, analysing, terminology to
when referring to ways that help linguistic and comparing and make precise
their own or them describe grammatical contrasting texts, analysis,
others’ language and review features including their own communicate
use language use ideas effectively,
and enhance
critical exploration
of a wide range
of texts
The Framework for secondary English: overview and learning objectives

© Crown copyright 2008