English

Cambridge Secondary 1 English
Curriculum outline

 

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers and integrated assessment. The curriculum is dedicated to helping schools develop learners who are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops skills and understanding in English (including English as a second language), Mathematics and Science for learners typically aged 11–14.

The curriculum frameworks for each subject for Cambridge Secondary 1 are organised into three stages corresponding to the first three years of secondary education. They reflect the teaching target for each year group and provide comprehensive learning objectives. For Cambridge Secondary 1 English, the curriculum promotes an enquiry-based approach to learning to develop thinking skills and encourage intellectual engagement. The curriculum is presented in five content areas or ‘strands’. These are further divided into ‘substrands’. The five strands and substrands are:

Phonics, spelling and vocabulary
Grammar and punctuation

  • Reading
  • Writing

 

Reading

  • Fiction and poetry
  • Non-fiction

 

Writing

  • Fiction and poetry
  • Non-fiction

 

Speaking and listening

The curriculum encourages learners to be confident, creative and intellectually engaged, capable of applying their skills to respond to a range of information, media and text with enjoyment and understanding. Learners who follow this framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding. The Cambridge Secondary 1 English curriculum framework provides a solid foundation on which the later stages of education can be built.

Cambridge Secondary 1 Progression Tests are available to schools registered for Cambridge Secondary for stages 7-9. These tests are marked by teachers and come with full mark schemes and marking guidance. At the end of Cambridge Secondary 1, schools can also offer Cambridge Checkpoint, a diagnostic test which offers comprehensive feedback at the end of the Cambridge Secondary 1 stage.

 

Stage 7


Strand: Phonics, spelling and vocabulary

  • Spell correctly most words used.
  • Increase knowledge of word families, roots, derivations, morphology and regular spelling patterns.
  • Use a dictionary and thesaurus effectively to further develop vocabulary.
  • Learn a range of vocabulary appropriate to their needs, and use words precisely in speech and
  • writing to clarify and extend meaning and to interest their audience.
  • Learn to use the terms ‘image’, ‘simile’, ‘metaphor’, ‘onomatopoeia’, ‘setting’ and ‘genre’.

Stage 9


Strand: Phonics, spelling and vocabulary

  • Spell correctly throughout a substantial text including ambitious or complex polysyllabic words.
  • Continue to be aware of spelling errors and correct them.
  • Continue to extend range of language and use it appropriately.
  • Show some appreciation of how the writer’s language choices contribute to the overall effect on the reader, e.g. demonstrating the effectiveness of imagery in contrasting texts or arguing that the use of highly emotive language in an advertisement is/is not counterproductive in its effect on an audience.
  • Shape and affect the reader’s response through conscious choices and in planned ways by selecting ambitiously from a wide and varied vocabulary for a range of tasks, purposes and readers.

 

 

Cambridge Secondary 1 English as a second language
Curriculum outline

 

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers and integrated assessment. The curriculum is dedicated to helping schools develop learners who are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops skills and understanding in English (including English as a second language), Mathematics and Science for learners typically aged 11–14.

The curriculum frameworks for each subject for Cambridge Secondary 1 are organised into three stages corresponding to the first three years of secondary education. They reflect the teaching target for each year group and provide comprehensive learning objectives.
For Cambridge Secondary 1 English as a Second Language, the curriculum is presented in five content areas or ‘strands’. The learning outcomes in each strand for each successive stage are defined in terms of what learners should be able to do in English. The five strands are:

  • Reading
  • Listening
  • Writing
  • Speaking
  • Use of English

The curriculum provides a comprehensive set of progressive learning objectives for learners of English as a Second Language. These are based on the Council of Europe’s Common European Framework of Reference (CEFR), which is used widely both within and beyond Europe to map learners’ progression in English. The framing of learning objectives as a progressive can-do sequence should encourage the use of learning-centred, activity-based approaches by teachers in the implementation of the curriculum frameworks.

The Cambridge Secondary 1 English curriculum framework provides a solid foundation on which the later stages of education can be built.

Cambridge Secondary 1 Progression Tests are available to schools registered for Cambridge Secondary for stages 7-9. These tests are marked by teachers and come with full mark schemes and marking guidance. At the end of Cambridge Secondary 1, schools can also offer Cambridge Checkpoint, a diagnostic test which offers comprehensive feedback at the end of the Cambridge Secondary 1 stage.

 

Stage 7


Strand: Speaking

  • Use formal and informal registers in their talk on a limited range of general and curricular topics.
  • Ask questions to clarify meaning on a wide range of general and curricular topics.
  • Give an opinion, at discourse level, on a range of general and curricular topics.
  • Respond, with some flexibility, at both sentence and text level, to unexpected comments on a range of general and curricular topics.
  • Link comments, with some flexibility, to what others say at sentence and discourse level in pair, group and whole class exchanges.
  • Interact with peers to negotiate classroom tasks.
  • Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topics.

 

 

Stage 9


Strand: Speaking

  • Use formal and informal language registers in their talk on a range of general and curricular topics.
  • Speak with a good degree of fluency and accuracy in social interaction with peers and other speakers of English.
  • Explain and justify their own and others’ point of view on a range of general and curricular topics.
  • Analyse and evaluate the views of others in a growing range of contexts.
  • Modify language mistakes in their talk which cause misunderstanding.
  • Interact with peers to make hypotheses about a growing range of general and curricular topics.
  • Use a range of appropriate subject-specific vocabulary and syntax to talk about curricular topics.