Cambridge Lower Secondary
Transition to Stage 9 English
We have updated the learning objectives in the Cambridge Lower Secondary curriculum and have
restructured the content introduced at each stage of learning. Learners who are transitioning from the current
Cambridge curriculum to the new curriculum may have gaps in their understanding or experience repetition of
learning. This document highlights the key differences in learning due to these curriculum changes and offers
guidance on how to support learners in their transition.
At a glance:
 The strands remain the same as in the previous curriculum and the overall scope of content across the
Reading and Writing strands remains the same.
 Spelling, vocabulary, grammar and punctuation are still embedded within the Reading and Writing
strands.
 There are new Speaking and Listening sub-strands and learning objectives to scaffold the development
of spoken language and support reading and writing.
 We have defined learning objectives more explicitly to clarify links and progression between learning
objectives within stages.
Gaps in understanding:
The table below lists the significant gaps in knowledge, skills and understanding that learners transitioning to
the new Stage 9 curriculum are likely to have and the key areas that should be covered to help to ensure a
successful transition. For each gap at least one relevant learning objective code, in bold and in brackets, has
been provided so you can identify activities in the Schemes of Work to help address the gap.
Reading
9Rg.02 Analyse how a writer manipulates and
adapts simple, compound, complex and
compound-complex sentences for intended
purpose and effect in their writing.
9Rs.02 Evaluate the impact of a writer's choice
of organisational and linking features on the
intended audience.
9Ri.07 Use judiciously chosen textual
references to develop analysis of texts.
9Ri.11 Read a variety of texts by the same
writer and explore how their voice is consistently
conveyed across the texts.
Writing
9Wv.02 Make conscious use of linguistic and
literary techniques to shape the intended
meaning and effect.
9Wc.07 Establish and sustain distinctive voices,
both personal and for different characters.
9Wc.08 Combine the use of structural, linguistic
and literary features to create a specific effect.
Transition to Stage 9 English
Identify simple, compound, complex and compoundcomplex sentences in text and discuss their impact.
(8Rg.02)
Trace the development of ideas through a text and
identify how the author links and organises their
ideas. (8Rs.02)
Discuss a text, using relevant textual references to
support your point. (8Ri.08)
Identify and discuss techniques writers use to
distinguish between different voices in a text.
(8Ri.12)
Use a range of linguistic and literary techniques to
create effect. (8Wv.02)
Use a range of techniques to develop distinctive
voice for characters in narrative. (8Wc.06)
Experiment with different structural, linguistic and
literary features to create desired effect. (8Wc.07)
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Speaking and Listening
9SLs.01 Listen, synthesise what is heard, and
generate a reasoned response that draws on a
range of sources.
Transition to Stage 9 English
Listen, evaluate and respond to what is heard,
referring to a range of sources. (8SLs.01)
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