KSSM

English Language

Secondary Curriculum Framework

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Secondary
Content and Learning Standards
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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 little Understand Understand Understand Understand
meaning in a main idea when or no support the independently the independently the independently the independently the
variety of familiar listening to texts main ideas in simple main ideas in simple main ideas in simple main ideas in main ideas in
contexts on familiar topics longer texts on a longer texts on a longer texts on an extended texts on a extended texts on a
range of 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

1.1 1.1.2 1.1.2 1.1.2 1.1.2 1.1.2

Understand Understand Understand with little Understand Understand Understand Understand
meaning in a specific details 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 simple and details in simple and details in longer and details in and details in
topics longer texts on a longer texts on a texts on an extended texts on a extended texts on a
range of 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
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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 standard Recognise with Recognise with little Recognise Recognise
meaning in a attitude or opinion 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 an in extended texts on in extended texts on
topics range of familiar increased range of a wide range of a wide range of
topics familiar topics familiar topics familiar topics and
some unfamiliar
topics

1.1 1.1.4 1.1.4 1.1.4 1.1.4 1.1.4

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

1.1 1.1.5 1.1.5 1.1.5 1.1.5 1.1.5

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

1.1 1.1.6 1.1.6 1.1.6 1.1.6 1.1.6

Understand Understand Understand with Understand with little Understand Understand Understand
meaning in a narratives on support longer or no support longer independently independently longer independently longer
variety of familiar familiar topics simple narratives on simple narratives on longer simple simple narratives on more complex
contexts a wide range of a wide range of narratives on a a wide range of narratives on a wide
familiar topics familiar topics range of familiar familiar topics range of familiar
topics topics and some
unfamiliar topics
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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 strategies understand of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
in a variety of meaning on from clues provided from clues provided from clues provided from clues provided from clues provided
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 wide by context on a wide
context on familiar range of familiar increased range of range of familiar range of familiar
topics topics familiar topics topics topics and some
unfamiliar topics

1.3 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1

Recognise features Recognise typical No learning standard No learning standard Recognise with Recognise with Recognise with little
of spoken genres features of spoken support typical support typical or no support typical
on familiar topics texts features at word, features at word, features at word,
sentence and text sentence and text sentence and text
levels of a small levels of a range of levels of a range of
number of spoken spoken genres spoken genres
genres
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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 intelligibly and others simple texts they read and hear charts, tables,
on familiar topics graphs or other
visuals

2.1 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2

Communicate Find out about and Ask about and Ask for and respond Ask about and Ask about and Ask about and
information, ideas, 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 intelligibly actions, events, of ideas, plans,
on familiar topics simple processes arrangements
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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 plans about future plans or plans and ambitions and disadvantages plans and ambitions
opinions and ambitions clearly or events events of plans and
feelings intelligibly ambitions
on familiar topics

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 spoken view own point of view the point of view of
opinions and clearly advice or written advice classmates or others
feelings intelligibly given
on familiar topics to themselves or
others

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 amusement, those of others
feelings intelligibly personality happiness, sadness, anger and regret
on familiar topics surprise, and interest

2.2 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1

Use register Use register No learning standard No learning standard Use formal and Use formal and Use formal and
appropriately appropriately in informal registers informal registers informal registers
familiar contexts appropriately in appropriately in most appropriately in most
some familiar familiar contexts familiar and some
contexts unfamiliar contexts
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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 interaction Keep interaction Keep interaction Keep interaction Confirm Keep interaction
communication appropriately going in short going in longer going in longer understanding in going in discourse-
strategies exchanges by exchanges by exchanges by asking discourse-level level exchanges by
checking checking a speaker to slow exchanges by paraphrasing and
understanding of understanding of down, speak up or to repeating back what rephrasing
what a speaker is what a speaker is repeat what they a speaker has said appropriately
saying saying have said

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 standard No learning standard No learning standard No learning standard
communication classroom tasks basic steps needed
strategies appropriately to complete
extended classroom
tasks

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 stories, Communicate Summarise the main Summarise the main Explain the main
appropriately to a information, events and opinions or feelings points of a story points of a story, text points of an idea or
small or large events, stories, experiences about a story, event or plot argument
group on familiar feelings and ideas or experience
topics to an audience
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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 main Understand the main Understand the main Understand the main Understand the main
variety of texts by main idea in a points in simple points in simple points in longer texts points in extended points in extended
using a range of variety of text types longer texts longer texts on a on an increased texts on a wide texts on a wide
appropriate reading on familiar topics range of familiar range of familiar range of familiar range of familiar
strategies topics topics topics topics and some
to construct unfamiliar topics
meaning

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

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

3.1 3.1.5 3.1.5 3.1.5 3.1.5 3.1.5

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

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 give Read a variety of Read a variety of
expand ideas for understand a fiction / non-fiction fiction / non-fiction a personal response suitable print and suitable print and
personal variety of fiction and other suitable and other suitable to fiction / non-fiction digital texts to digital texts to
development by and non-fiction print and digital print and digital and other suitable investigate and investigate and
reading texts with texts of interest texts of interest print and digital analyse national analyse global
independently and confidence and texts of interest issues issues
widely enjoyment
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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 evaluate
intelligibly through information clearly information about content from what content from what from
print and digital themselves and they have read they have read or (i) visual
media on familiar others heard (i) diagrams (ii) read
topics (ii) charts (iii) heard
(iii) tables information
(iv) graphs or other
visuals

4.1 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2

Communicate Communicate Describe future Make and respond to Explain simple Explain causes and Explain advantages
intelligibly through information clearly plans or events simple requests and processes consequences of and disadvantages
print and digital suggestions of
media on familiar i) actions
topics ii) events or i) ideas
iii) simple processes ii) plans or
iii) arrangements
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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 main Summarise the main Explain the main Explain the main
intelligibly through ideas clearly imagined events and points of a simple points and explain points of an idea or points for and
print and digital experiences story, text or plot key details in of a argument against an idea or
media on familiar story, text or plot argument
topics

4.1 4.1.4 4.1.4 4.1.4 4.1.4 4.1.4

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

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

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 and lists, question marks, accuracy accuracy text types with text types with
style and speech marks reasonable reasonable accuracy
appropriately at accuracy
discourse level
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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 on Spell written work on
appropriate accurately frequency words with moderate with moderate a range of text types a range of text types
language, form and accurately in accuracy accuracy with reasonable with reasonable
style independent writing accuracy accuracy

4.2 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3

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

4.2 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4

Communicate with Use register No learning standard No learning standard Begin to use formal Use formal and Use formal and
appropriate appropriately and informal informal registers informal registers
language, form and registers appropriate appropriate to the appropriate to the
style to the target target audience in target audience in
audience in familiar most familiar most familiar and
situations situations some unfamiliar
situations
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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 or Explain briefly the Explain in detail the
respond to and response to a language a language aspect of a text feelings and opinions feelings and opinions
interpret a variety variety of literary character’s actions connections between interests them a text provokes in a text provokes in
of literary text text types or feelings and characters, places or them them
types explain the reasons events in texts and
for them their own lives

5.1 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2

Engage with, Interpret a variety Identify and describe Identify and describe Explain briefly the Explain in detail the Compare and
respond to and of literary text in simple language in simple language development of plot, development of plot, contrast the way in
interpret a variety types the key characters in the key characters characters and characters and which different
of literary text a text and themes in a text themes in a text themes in a text literary extracts treat
types the same theme
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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 standard No learning standard Identify key stylistic Evaluate and explain Evaluate and explain
evaluate a variety evaluate a variety features of a text and briefly stylistic in detail stylistic
of literary text of literary text explain briefly why features an author features an author
types types the author uses them uses to show uses to show
character, events or character, events or
place place

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 literary work with a focus intelligibly through intelligibly through intelligibly through intelligibly through intelligibly through
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 quizzes posters, blogs and short play
webpages
Other imaginative
Other imaginative responses as Other imaginative Other imaginative Other imaginative
responses as appropriate responses as responses as responses as
appropriate appropriate appropriate appropriate