Secondary Curriculum Framework

KSSM

English Language

Secondary Curriculum Framework

2

Secondary
Content and Learning Standards

3

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 Understand the 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1
Understand main idea when Understand with little Understand Understand Understand Understand
meaning in a listening to texts or no support the independently the independently the independently the independently the
variety of familiar on familiar topics main ideas in simple main ideas in simple main ideas in simple main ideas in main ideas in
contexts 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 Understand 1.1.2 1.1.2 1.1.2 1.1.2 1.1.2
Understand specific details Understand with little Understand Understand Understand Understand
meaning in a when listening to or no support independently independently independently independently
variety of familiar texts on familiar specific information specific information specific information specific information specific information
contexts topics and details in simple and details in simple and details in longer and details in and details in
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

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 Understand 1.1.3 1.1.3 1.1.3 1.1.3 1.1.3
Understand attitude or opinion No learning standard Recognise with Recognise with little Recognise Recognise
meaning in a when listening to support attitudes or or no support independently independently
variety of familiar texts on familiar opinions in simple attitudes or opinions attitudes or opinions attitudes or opinions
contexts topics longer texts on a in longer texts on an in extended texts on in extended texts on
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 Understand 1.1.4 1.1.4 1.1.4 1.1.4 1.1.4
Understand classroom Understand longer Understand with little Understand No learning standard No learning standard
meaning in a instructions about sequences of or no support longer independently longer
variety of familiar familiar topics supported classroom sequences of sequences of
contexts instructions classroom classroom
instructions instructions

1.1 Understand 1.1.5 1.1.5 1.1.5 1.1.5 1.1.5
Understand questions on Understand more Understand with little Understand Understand No learning standard
meaning in a familiar topics complex supported or no support more independently more independently more
variety of familiar questions complex questions complex questions complex questions
contexts on a wide range of
familiar topics

1.1 Understand 1.1.6 1.1.6 1.1.6 1.1.6 1.1.6
Understand narratives on Understand with Understand with little Understand Understand Understand
meaning in a familiar topics support longer or no support longer independently independently longer independently longer
variety of familiar 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

5

Content Standard Focus Form 1 Form 2 Form 3 Form 4 Form 5
Revise A2 A2 High B1 Low B1 Mid B1 High

1.2 Use strategies to 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1
Use appropriate understand Guess the meaning Guess the meaning Guess the meaning Guess the meaning Guess the meaning
listening strategies meaning on of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
in a variety of familiar topics from clues provided from clues provided from clues provided from clues provided from clues provided
contexts 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 Recognise typical 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1
Recognise features features of spoken No learning standard No learning standard Recognise with Recognise with Recognise with little
of spoken genres texts support typical support typical or no support typical
on familiar topics 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

6

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 Communicate 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1
Communicate information clearly Ask about and give Ask about and Paraphrase short Explain simple Explain information
information, ideas, 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 Find out about and 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2
Communicate communicate Ask about and Ask for and respond Ask about and Ask about and Ask about and
information, ideas, information clearly express rules and appropriately to explain simple explain causes and explain advantages
opinions and obligations simple suggestions processes consequences of and disadvantages
feelings intelligibly actions, events, of ideas, plans,
on familiar topics simple processes arrangements

7

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 Communicate 2.1.3 2.1.3 2.1.3 2.1.3 2.1.3
Communicate plans and Ask about and Express opinions Describe future Explain advantages Explain and justify
information, ideas, ambitions clearly describe future plans about future plans or plans and ambitions and disadvantages plans and ambitions
opinions and or events events of plans and
feelings intelligibly ambitions
on familiar topics

2.1 Communicate a 2.1.4 2.1.4 2.1.4 2.1.4 2.1.4
Communicate point of view Explain and give Express opinions Explain own point of Explain and justify Explain and justify
information, ideas, clearly reasons for simple about simple spoken view own point of view the point of view of
opinions and advice or written advice classmates or others
feelings intelligibly given
on familiar topics to themselves or
others

2.1 Communicate 2.1.5 2.1.5 2.1.5 2.1.5 2.1.5
Communicate feelings clearly Ask about and Express opinions or Express and Express and Explain and justify
information, ideas, 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 Use register 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1
Use register appropriately in No learning standard No learning standard Use formal and Use formal and Use formal and
appropriately familiar contexts informal registers informal registers informal registers
appropriately in appropriately in most appropriately in most
some familiar familiar contexts familiar and some
contexts unfamiliar contexts

8

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 Manage interaction 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1
Use appropriate appropriately Keep interaction Keep interaction Keep interaction Confirm Keep interaction
communication 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 Negotiate 2.3.2 2.3.2 2.3.2 2.3.2 2.3.2
Use appropriate classroom tasks Agree on a set of No learning standard No learning standard No learning standard No learning standard
communication appropriately basic steps needed
strategies 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 Communicate 2.4.1 2.4.1 2.4.1 2.4.1 2.4.1
Communicate information, Narrate short stories, Communicate Summarise the main Summarise the main Explain the main
appropriately to a events, stories, events and opinions or feelings points of a story points of a story, text points of an idea or
small or large feelings and ideas experiences about a story, event or plot argument
group on familiar to an audience or experience
topics

9

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 Understand the 3.1.1 3.1.1 3.1.1 3.1.1 3.1.1
Understand a main idea in a Understand the main Understand the main Understand the main Understand the main Understand the main
variety of texts by variety of text types points in simple points in simple points in longer texts points in extended points in extended
using a range of on familiar topics longer texts longer texts on a on an increased texts on a wide texts on a wide
appropriate reading 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 Understand 3.1.2 3.1.2 3.1.2 3.1.2 3.1.2
Understand a specific details in a Understand specific Understand specific Understand specific Understand specific Understand specific
variety of texts by variety of text types details and details and details and details and details and
using a range of on familiar topics information in simple information in simple information in longer information in information in
appropriate reading 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

10

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 Guess the meaning 3.1.3 3.1.3 3.1.3 3.1.3 3.1.3
Understand a of unfamiliar words Guess the meaning Guess the meaning Guess the meaning Guess the meaning Guess the meaning
variety of texts by in a variety of text of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
using a range of types on familiar from clues provided from clues provided from clues provided from clues provided from clues provided
appropriate reading topics by other known by other known by other words and by other words and by other words and
strategies 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 Use dictionary 3.1.4 3.1.4 3.1.4 3.1.4 3.1.4
Understand a skills appropriately Use with some Use independently Use independently Use independently Use independently a
variety of texts by to check and support familiar print familiar print and familiar print and familiar and some range of familiar print
using a range of extend and digital resources digital resources to digital resources to unfamiliar print and and digital resources
appropriate reading understanding to check meaning check meaning check meaning and digital resources to and some unfamiliar
strategies extend check meaning and resources to check
to construct understanding extend meaning and extend
meaning understanding understanding

3.1 Recognise the 3.1.5 3.1.5 3.1.5 3.1.5 3.1.5
Understand a attitude or opinion No learning standard Recognise with Recognise with Recognise with little Recognise
variety of texts by of the writer in a support the attitude support the attitude or no support the independently the
using a range of variety of text types or opinion of the or opinion of the attitude or opinion of attitude or opinion of
appropriate reading on familiar topics writer in simple writer in simple the writer in the writer in
strategies 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

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

3.1 Recognise typical 3.1.6 3.1.6 3.1.6 3.1.6 3.1.6
Understand a features of texts on No learning standard No learning standard Recognise with Recognise with Recognise with little
variety of texts by familiar topics support typical support typical or no support typical
using a range of 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 Read and 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1
Explore and understand a Read and enjoy Read and enjoy Read enjoy and give Read a variety of Read a variety of
expand ideas for variety of fiction fiction / non-fiction fiction / non-fiction a personal response suitable print and suitable print and
personal and non-fiction and other suitable and other suitable to fiction / non-fiction digital texts to digital texts to
development by texts with print and digital print and digital and other suitable investigate and investigate and
reading confidence and texts of interest texts of interest print and digital analyse national analyse global
independently and enjoyment texts of interest issues issues
widely

12

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 Communicate 4.1.1 4.1.1 4.1.1 4.1.1 4.1.1
Communicate information clearly Give detailed Explain simple Explain simple Explain information Explain and evaluate
intelligibly through 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 Communicate 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2
Communicate information clearly Describe future Make and respond to Explain simple Explain causes and Explain advantages
intelligibly through 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

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

4.1 Communicate 4.1.3 4.1.3 4.1.3 4.1.3 4.1.3
Communicate ideas clearly Narrate factual and Summarise the main Summarise the main Explain the main Explain the main
intelligibly through 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 Communicate 4.1.4 4.1.4 4.1.4 4.1.4 4.1.4
Communicate feelings and Describe personality Express opinions Express and Express and Express and
intelligibly through opinions clearly and common respond to opinions respond to opinions respond to real or
print and digital 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 Organise 4.1.5 4.1.5 4.1.5 4.1.5 4.1.5
Communicate information Connect sentences Organise, and Organise, sequence Organise, sequence Organise, sequence
intelligibly through coherently into two coherent sequence ideas and develop ideas and develop ideas and develop ideas
print and digital 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 Punctuate texts 4.2.1 4.2.1 4.2.1 4.2.1 4.2.1
Communicate with appropriately Use capitals, full Punctuate written Punctuate written Punctuate written Punctuate written
appropriate 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

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

4.2 Spell written work 4.2.2 4.2.2 4.2.2 4.2.2 4.2.2
Communicate with accurately Spell most high Spell written work Spell written work Spell written work on Spell written work on
appropriate 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 Plan, draft and edit 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3
Communicate with work appropriately Produce a plan or Produce a plan or Produce a plan or Produce an Produce a plan or
appropriate 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 Use register 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4
Communicate with appropriately No learning standard No learning standard Begin to use formal Use formal and Use formal and
appropriate 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

15

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 Give a personal 5.1.1 5.1.1 5.1.1 5.1.1 5.1.1
Engage with, response to a Explain in simple Explain why a part or Explain briefly the Explain in detail the
respond to and variety of literary Describe in simple language aspect of a text feelings and opinions feelings and opinions
interpret a variety text types language a connections between interests them a text provokes in a text provokes in
of literary text character’s actions characters, places or them them
types or feelings and events in texts and
explain the reasons their own lives
for them

5.1 Interpret a variety 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2
Engage with, of literary text Identify and describe Identify and describe Explain briefly the Explain in detail the Compare and
respond to and types in simple language in simple language development of plot, development of plot, contrast the way in
interpret a variety 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

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

5.2 Analyse and 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1
Analyse and evaluate a variety No learning standard No learning standard Identify key stylistic Evaluate and explain Evaluate and explain
evaluate a variety of literary text features of a text and briefly stylistic in detail stylistic
of literary text types explain briefly why features an author features an author
types the author uses them uses to show uses to show
character, events or character, events or
place place

5.3 Plan, prepare and 5.3.1 5.3.1 5.3.1 5.3.1 5.3.1
Express an produce creative Respond Respond Respond Respond Respond
imaginative work with a focus imaginatively and imaginatively and imaginatively and imaginatively and imaginatively and
response to literary on language use intelligibly through intelligibly through intelligibly through intelligibly through intelligibly through
texts 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 Other imaginative Other imaginative
responses as responses as Other imaginative responses as responses as
appropriate appropriate responses as appropriate appropriate
appropriate