PARENT INFORMATION BOOKLET
FRAMEWORK FOR TEACHING ENGLISH
Pupils should revise, consolidate and secure correct vowel choices, including: vowels with
common alternative spellings, e.g. ay, ai, ae; unstressed vowels; the influence of vowels on other
letters, e.g. doubling consonants, softening c.
2. Spelling strategies
To continue learning, constructing and checking spellings, pupils should be able to recognise and
record personal errors, corrections, investigations, conventions, exceptions and new vocabulary.
To continue developing their vocabulary, pupils should be able to define and deploy words with
precision, including their exact implication in context.
1. Sentence construction and punctuation
Pupils should be taught to extend their use and control of complex sentences.
2. Paragraphing and cohesion
Recognise the cues to start a new paragraph and use the first sentence effectively to orientate the
reader, e.g. when there is a shift of topic, viewpoint or time.
3. Stylistic conventions of non-fiction
Revise the stylistic conventions of the main types of non-fiction.
4. Standard English and language variation
Vary the formality of language in speech and writing to suit different circumstances.
Text Level – Reading
1. Research and study skills
Pupils should be taught to use appropriate reading strategies to extract particular information, e.g.
2. Reading for meaning
Infer and deduce meanings using evidence in the text, identifying where and how meanings are
3. Understanding the author’s craft
Comment, using appropriate terminology on how writers convey setting, character and mood
through word choice and sentence structure.
4. Study of literary texts
Read a range of recent fiction texts independently as the basis for developing critical reflection and
personal response, e.g. sharing views, keeping a reading journal.
Text Level – Writing
1. Plan, draft and present
Pupils should be taught to plan, draft, edit, revise, proofread and present a text with readers and
purpose in mind.
2. Write to imagine, explore, entertain
Structure a story with an arresting opening, a developing plot, a complication, a crisis and a
3. Write to inform, explain, describe
Organise texts in ways appropriate to their content, e.g. by chronology, priority, comparison, and
signpost this clearly to the reader.
4. Write to persuade, argue, advise
Express a personal view, adding persuasive emphasis to key points, e,g, by reiteration,
exaggeration, repetition, use of rhetorical questions.
5. Write to analyse, review, comment
Write reflectively about a text, taking account of the needs of others who might read it.
Speaking and Listening
Pupils should be taught to use talk as a tool for clarifying ideas, e.g. by articulating problems or
asking pertinent questions.
Listen for and recall the main points of a talk, reading or television programme, reflecting on what
has been heard to ask searching questions, make comments or challenge the views expressed.
3. Group discussion and Interaction
Identify and report the main points emerging from discussion, e.g. to agree a course of action
including responsibilities and deadlines.
Develop drama techniques to explore in role a variety of situations and texts or respond to stimuli.
Reading and Comprehension Skills at Key Stage 3
Skimming involves reading swiftly through the text in order to register the general outline (the gist)
and omitting the detail. This gives an overview of material and an idea of where in the text, roughly,
to find passages for closer reading later.
Scanning involves rapid but focused reading of the text in order to locate specific information, for
example looking for particular details such as dates, names, certain types of words, and so on.
Detailed reading involves reading the text slowly and accurately in order to reflect
upon the structure, purpose, content and tone of the text. It is very important to read attentively and
to listen carefully to what the writer is saying.
All of these techniques must be used when answering comprehensions. Referring back to the text
is expected. Reading Comprehension is not a memory test but an exercise in information retrieval
Literal responses demonstrate the ability to understand the surface meaning of a text and select
information accurately from the text in answer to a question.
Deductive responses demonstrate the ability to appraise, to form judgements and to weigh the
evidence and its implications.
Inferential responses demonstrate the ability to reach a logical conclusion on the basis of
Evaluative responses demonstrate the ability to appraise, to form judgements and to weigh the
evidence and its implications.