📖 English – Key Stage 3

Pupils should be taught to:

• EN-KS3-RC-01develop an appreciation and love of reading, and read increasingly challenging material independently through: reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama; Shakespeare (2 plays) and seminal world literature
• EN-KS3-RC-02develop an appreciation and love of reading, and read increasingly challenging material independently through: choosing and reading books independently for challenge, interest and enjoyment
• EN-KS3-RC-03develop an appreciation and love of reading, and read increasingly challenging material independently through: rereading books encountered earlier to increase familiarity with them and provide a basis for making comparisons
• EN-KS3-RC-04understand increasingly challenging texts through: learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
• EN-KS3-RC-05understand increasingly challenging texts through: making inferences and referring to evidence in the text
• EN-KS3-RC-06understand increasingly challenging texts through: knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
• EN-KS3-RC-07understand increasingly challenging texts through: checking their understanding to make sure that what they have read makes sense
• EN-KS3-RC-08read critically through: knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
• EN-KS3-RC-09read critically through: recognising a range of poetic conventions and understanding how these have been used
• EN-KS3-RC-10read critically through: studying setting, plot, and characterisation, and the effects of these
• EN-KS3-RC-11read critically through: understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
• EN-KS3-RC-12read critically through: making critical comparisons across texts
• EN-KS3-RC-13read critically through: studying a range of authors, including at least 2 authors in depth each year

Pupils should be taught to:

• EN-KS3-WC-01write accurately, fluently, effectively and at length for pleasure and information through: writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
• EN-KS3-WC-02write accurately, fluently, effectively and at length for pleasure and information through: summarising and organising material, and supporting ideas and arguments with any necessary factual detail
• EN-KS3-WC-03write accurately, fluently, effectively and at length for pleasure and information through: applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
• EN-KS3-WC-04write accurately, fluently, effectively and at length for pleasure and information through: drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
• EN-KS3-WC-05plan, draft, edit and proofread through: considering how their writing reflects the audiences and purposes for which it was intended
• EN-KS3-WC-06plan, draft, edit and proofread through: amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
• EN-KS3-WC-07plan, draft, edit and proofread through: paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of study for English

Pupils should be taught to:

• EN-KS3-VGP-01consolidate and build on their knowledge of grammar and vocabulary through: extending and applying the grammatical knowledge set out in English appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts
• EN-KS3-VGP-02consolidate and build on their knowledge of grammar and vocabulary through: studying the effectiveness and impact of the grammatical features of the texts they read
• EN-KS3-VGP-03consolidate and build on their knowledge of grammar and vocabulary through: drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
• EN-KS3-VGP-04consolidate and build on their knowledge of grammar and vocabulary through: knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
• EN-KS3-VGP-05consolidate and build on their knowledge of grammar and vocabulary through: using Standard English confidently in their own writing and speech
• EN-KS3-VGP-06consolidate and build on their knowledge of grammar and vocabulary through: discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology

Pupils should be taught to:

• EN-KS3-SL-01speak confidently and effectively, including through: using Standard English confidently in a range of formal and informal contexts, including classroom discussion
• EN-KS3-SL-02speak confidently and effectively, including through: giving short speeches and presentations, expressing their own ideas and keeping to the point
• EN-KS3-SL-03speak confidently and effectively, including through: participating in formal debates and structured discussions, summarising and/or building on what has been said
• EN-KS3-SL-04speak confidently and effectively, including through: improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact