DSKP Form 3

Secondary
Content and Learning Standards

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

2

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 1.1.2 1.1.2 1.1.2 1.1.2 1.1.2
Understand specific details Understand with Understand Understand Understand Understand
meaning in a when listening to little 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 and details in and details in longer and details in and details in
simple longer texts simple longer texts texts on an extended texts on a extended texts on a
on a range of on a range of increased range of wide range of wide range of
familiar topics familiar topics familiar topics familiar topics familiar topics
and some
unfamiliar topics

3

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 Recognise with Recognise with little Recognise Recognise
meaning in a when listening to standard 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 in extended texts on in extended texts on
range of familiar an increased range a wide range of a wide range of
topics of familiar topics familiar topics familiar topics and
some unfamiliar
topics

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 1.1.4 1.1.4 1.1.4 1.1.4
Understand classroom Understand longer Understand with Understand No learning 1.1.4
meaning in a instructions about sequences of little or no support independently standard No learning
variety of familiar familiar topics supported longer sequences longer sequences standard
contexts classroom of classroom of classroom
instructions instructions instructions

5

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

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

6

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

1.1 Understand 1.1.6 1.1.6 1.1.6 1.1.6 1.1.6
Understand narratives on Understand with Understand with Understand Understand Understand
meaning in a familiar topics support longer little or no support independently independently independently
variety of familiar simple narratives on longer simple longer simple longer simple longer more
contexts a wide range of narratives on a wide narratives on a narratives on a wide complex narratives
familiar topics range of familiar range of familiar range of familiar on a wide range of
topics topics topics familiar topics and
some unfamiliar
topics

7

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

1.2 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 meaning on of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
strategies in a familiar topics from clues provided from clues provided from clues provided from clues provided from clues provided
variety of 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 by context on a
context on familiar range of familiar increased range of wide range of wide range of
topics topics familiar topics familiar topics familiar topics and
some unfamiliar
topics

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

1.3 Recognise typical 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1
Recognise features of spoken No learning No learning Recognise with Recognise with Recognise with little
features of spoken texts standard standard support typical support typical or no support
genres on familiar features at word, features at word, typical features at
topics sentence and text sentence and text word, sentence and
levels of a small levels of a range of text levels of a
number of spoken spoken genres range of spoken
genres genres

9

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 and others simple texts they read and hear charts, tables,
intelligibly on graphs or other
familiar topics visuals

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

2.1 Find out about 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2
Communicate and 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 actions of
intelligibly on events ideas
familiar topics simple processes plans
arrangements

11

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.1 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 about future plans plans and ambitions and disadvantages plans and ambitions
opinions and plans or events or events of plans and
feelings ambitions
intelligibly on
familiar topics

12

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

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

13

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

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

14

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.2 Use register 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1
Use register appropriately in No learning No learning Use formal and Use formal and Use formal and
appropriately familiar contexts standard standard informal registers informal registers informal registers
appropriately in appropriately in appropriately in
some familiar most familiar most familiar and
contexts contexts some unfamiliar
contexts

15

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

2.3 Manage 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1
Use appropriate 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 discourse-level level exchanges by
checking checking asking a speaker to exchanges by paraphrasing and
understanding of understanding of slow down, speak repeating back what rephrasing
what a speaker is what a speaker is up or to repeat what a speaker has said appropriately
saying saying they have said

16

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

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

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

18

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 Understand the Understand the Understand the Understand the
variety of texts by variety of text main points in main points in main points in main points in main points in
using a range of types on familiar simple longer texts simple longer texts longer texts on an extended texts on a extended texts on a
appropriate topics on a range of increased range of wide range of wide range of
reading strategies familiar topics familiar topics familiar topics familiar topics and
to construct some unfamiliar
meaning 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 Understand 3.1.2 3.1.2 3.1.2 3.1.2 3.1.2
Understand a specific details in Understand specific Understand specific Understand specific Understand specific Understand specific
variety of texts by a variety of text details and details and details and details and details and
using a range of types on familiar information in information in information in information in information in
appropriate topics simple longer texts simple longer texts longer texts on an extended texts on a extended texts on a
reading strategies on a range of increased range of wide range of wide range of
to construct familiar topics familiar topics familiar topics familiar topics and
meaning some unfamiliar
topics

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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 Guess the 3.1.3 3.1.3 3.1.3 3.1.3 3.1.3
Understand a meaning of Guess the meaning Guess the meaning Guess the meaning Guess the meaning Guess the meaning
variety of texts by 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 types on familiar by other known by other known by other words and by other words and by other words and
reading strategies topics words and by words and by by context on an by context on a by context on a
to construct context context on a range increased range of wide range of wide range of
meaning of familiar topics familiar topics familiar topics familiar topics and
some unfamiliar
topics

21

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 Use dictionary 3.1.4 3.1.4 3.1.4 3.1.4 3.1.4
Understand a skills Use with some Use independently Use independently Use independently Use independently
variety of texts by appropriately to support familiar familiar print and familiar print and familiar and some a range of familiar
using a range of check and extend print and digital digital resources to digital resources to unfamiliar print and print and digital
appropriate understanding resources to check check meaning check meaning and digital resources to resources and
reading strategies meaning extend check meaning and some unfamiliar
to construct understanding extend resources to check
meaning understanding meaning and
extend
understanding

22

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 Recognise the 3.1.5 3.1.5 3.1.5 3.1.5 3.1.5
Understand a attitude or opinion No learning Recognise with Recognise with Recognise with little Recognise
variety of texts by of the writer in a standard support the attitude support the attitude or no support the independently the
using a range of variety of text or opinion of the or opinion of the attitude or opinion attitude or opinion
appropriate types on familiar writer in simple writer in simple of the writer in of the writer in
reading strategies topics longer texts longer texts on an extended texts on extended texts on
to construct increased range of a wide range of a wide range of
meaning familiar topics familiar topics familiar topics and
some unfamiliar
topics

23

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

3.1 Recognise typical 3.1.6 3.1.6 3.1.6 3.1.6 3.1.6
Understand a features of texts No learning No learning Recognise with Recognise with Recognise with little
variety of texts by on familiar topics standard standard support typical support typical or no support
using a range of features at word, features at word, typical features at
appropriate sentence and text sentence and text word, sentence and
reading strategies levels of a range of levels of an text levels of a wide
to construct genres increased range of range of genres
meaning genres

24

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

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

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

26

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 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2
Communicate information clearly Describe future Make and respond Explain simple Explain causes and Explain advantages
intelligibly through plans or events to simple requests processes consequences of and disadvantages
print and digital and suggestions of
media on familiar i) actions
topics ii) events or i) ideas
iii) simple processes ii) plans or
iii) arrangements

27

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.1 Communicate 4.1.3 4.1.3 4.1.3 4.1.3 4.1.3
Communicate ideas clearly Narrate factual and Summarise the Summarise the Explain the main Explain the main
intelligibly imagined events main points of a main points and points of an idea or points for and
through print and and experiences simple story, text or explain key details argument against an idea or
digital media on plot in of a story, text or argument
familiar topics plot

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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 Communicate 4.1.4 4.1.4 4.1.4 4.1.4 4.1.4
Communicate feelings and Describe Express opinions Express and Express and Express and
intelligibly opinions clearly personality and common respond to opinions respond to opinions respond to real or
through print and feelings such as and common and common imagined opinions
digital media on happiness, feelings such as feelings such as and feelings
familiar topics sadness, surprise, happiness, amusement, anger
and interest sadness, surprise, and regret
and interest

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

30

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

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

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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 Plan, draft and 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3
Communicate with edit work Produce a plan or Produce a plan or Produce a plan or Produce an Produce a plan or
appropriate appropriately draft of two draft of two draft of two extended plan or draft and modify
language, form paragraphs or more paragraphs or more paragraphs or more draft and modify this appropriately
and style and modify this and modify this and modify this this appropriately in independently
appropriately in appropriately either appropriately response to
response to in response to independently feedback or
feedback feedback or independently
independently

33

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

4.2 Use register 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4
Communicate with appropriately No learning No learning Begin to use formal Use formal and Use formal and
appropriate standard standard and informal informal registers informal registers
language, form registers appropriate to the appropriate to the
and style appropriate to the target audience in target audience in
target audience in most familiar most familiar and
familiar situations situations some unfamiliar
situations

34

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

35

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

36

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

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

37

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

Form 1 Form 2 Form 3 Form 4 Form 5

Revise A2 A2 High B1 Low B1 Mid B1 High

5.3 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 on language use intelligibly through intelligibly through intelligibly through intelligibly through intelligibly through
literary 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 posters, blogs and short play
quizzes webpages
Other imaginative Other imaginative Other imaginative
responses as Other imaginative Other imaginative responses as responses as
appropriate responses as responses as appropriate appropriate
appropriate appropriate

38