KS3 English curriculum review
Content correlation between final (September 2013) and previous NC
Schoolzone September 2013
01242 262906 philip@schoolzone.co.uk
KS3 English curriculum review | 2
Introduction
This correlation table is based on the September 2013 final version of the curriculum.
Correlations to the previous standards were carried out by a team of secondary teachers.
Items in red text are new to the KS3 English curriculum while those in green are largely
unchanged from the previous standards.
Note that this correlation relates only to the learning objectives, not to any changes in
pedagogy, assessment or emphasis. Code numbers prefixing each learning objective
have been introduced by Schoolzone for referencing purposes.
This document is protected by copyright and may not be shared via TES or other
websites. If you wish to share it, please use the link below, where updates will also be
posted
CONTENTS
Introduction
2
Reading
3
Writing
7
Grammar and vocabulary
10
Spoken English
12
Further support documents for the introduction of the new
curriculum can be found at:
http://www.schoolzone.co.uk/schools/NewCurriculum.asp
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 3
Reading
Pupils should be taught to:
R1: develop an appreciation and love of
reading, and read increasingly challenging
material independently through:
R1a: reading a wide range of fiction and
non-fiction, including in particular whole
books, short stories, poems and plays
with a wide coverage of genres,
historical periods, forms and authors.
The range should include high-quality
works from:
R1a1: English literature, both pre-1914
and contemporary, including prose,
poetry and drama
R1a2: Shakespeare (two plays)
This was previously ‘pupils should be
able to’
New mention of independence and
love of reading not in original.
4.2a Curriculum opportunities,
Reading – ‘develop independence in
reading’.
Same coverage of genres but the
2007 PoS mentioned ‘a range of nonfiction and non-literary texts’ and a
suggested list of those types of text for
study (3.2h). 1b Key concepts,
Competence – ‘Reading and
understanding a range of texts’. 3.2
Range and Content, Reading – ‘a
range of non-fiction and non-literary
texts’; 3.2d Range and Content,
Reading – ‘The range of literature
studied should include stories, poetry
and drama drawn from different
historical times, including
contemporary writers’.
3.2a Range and content, Reading –
‘The texts chosen should be of a high
quality, among the best of their type…’
The requirement to read pre- 1914
texts is more specific - previously
referred to as ‘pre-twentieth century’ –
3.2e Range and content, Reading, but
the list of prescribed writers form the
2007 PoS has been omitted.
3.2g Range and content, Reading –
‘at least one play by Shakespeare’.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 4
R1a3: seminal world literature
R1b: choosing and reading books
independently for challenge, interest and
enjoyment
‘Seminal world literature written in
English’ amends the 2007 reference
to ‘texts that enable pupils to
appreciate the qualities and
distinctiveness of texts from different
cultures and traditions’ (3.2f) and
would appear to preclude translations,
which some might be seen as a
restriction on the breadth of study.
4.2a, 4.2f Curriculum Opportunities,
Reading – ‘develop independence in
reading’; ‘sustain individual reading for
pleasure’. 3.2b Range and Content,
Reading – ‘the texts chosen should be
interesting and engaging…’
New reference to re-reading texts to
increase familiarity.
R1c: re-reading books encountered
earlier to increase familiarity with them
and provide a basis for making
comparisons
R2: understand increasingly challenging
texts through:
R2a: learning new vocabulary and
relating it explicitly to known vocabulary
and understanding it with the help of
context and dictionaries
R2b: making inferences and referring to
evidence in the text
R2c: knowing the purpose, audience for
and context of the writing and drawing
on this knowledge to support
comprehension
3.2c Range and Content, Reading –
‘the texts chosen should be
challenging…’
2.3q Writing, Composition,
Explanatory notes: ‘Drafting, editing,
proofreading: on paper and on screen,
using dictionaries, thesauruses and
spellcheckers’.
2.2b, f, h Reading, Reading for
Meaning – ‘Infer and deduce
meanings, recognising writers’
intentions’; ‘recognise and discuss
different interpretations of texts,
justifying their own views on what they
read and see and supporting them
with evidence’; ‘understand how the
nature and purpose of texts influences
the selection of content and its
meanings’.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 5
R3c: checking their understanding to
make sure that what they have read
makes sense.
1.4 Key Concepts, Critical
Understanding
No previous explicit reference to
recognising and understanding a range
of poetic conventions.
R4: read critically through:
R4a: knowing how language, including
figurative language, vocabulary choice,
grammar, text structure and
organizational features present meaning
R4b: recognising a range of poetic
conventions and understanding how
these have been used
R4c: studying setting, plot, and
characterisation, and the effects of these
R4d:understanding how the work of
dramatists is communicated effectively
through performance and how
alternative staging allows for different
interpretations of a play
1.1c Key Concepts, Competence –
‘Demonstrating a secure understanding
of the conventions of written language,
including grammar, spelling and
punctuation’. 2.2c Key Processes,
Reading, Reading for Meaning –
‘understand how meaning is
constructed within sentences and
across texts as a whole’. 2.2j, k, l, n
Key Processes, Reading, The author’s
craft – ‘pupils should be able to
understand and comment on: how texts
are crafted to shape meaning and
produce particular effects; how writers
structure and organise different texts;
how writers’ uses of language and
rhetorical, grammatical and literary
features influence the reader; how
form, layout and presentation contribute
to effect’.
No previous explicit mention of setting,
plot and characterisation in relation to
reading – these were previously
explored as part of the writing strand.
Previously referenced under 2.1l Key
Processes, Speaking and listening –
‘explore the ways that words, actions,
sound and staging combine to create
dramatic moments’ and 4.1g, h
Curriculum opportunities, Speaking and
Listening However, previously there was
a focus was on ‘live’ performance and
meeting drama professionals in person.
New reference to ‘great dramatists’ –
open to interpretation?
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 6
R4e: making critical comparisons across
texts
1.4 Key Concepts, Critical
Understanding.
2.2d Key Processes, Reading, Reading
for Meaning – ‘select and compare
information from different texts’. 2.2o
Key Processes, Reading, The author’s
craft – ‘Pupils should be able to
understand and comment on: how
themes are explored in different texts’.
R4f: studying at least two authors in
depth each year.
The requirement to study two authors in
depth each year is new.
The new NC has virtually eliminated all
references to cultural understanding
(1.3 Key Concepts, Cultural
Understanding) and to the study of
texts from other cultures.
In the new PoS there is less of an
emphasis upon extracting and
interpreting information from, and
assessing the usefulness of, texts.
No list of non-fiction and non-literary
text purposes as previously (3.2i)
No reference to multi-modal texts.
No reference to ‘developing reading
skills through work that makes crosscurricular links’, meeting and talking
with other readers and writers or
becoming involved in events and
activities that inspire reading.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 7
Writing
Pupils should be taught to:
W1: write accurately, fluently, effectively and
at length for pleasure and information
through:
W1a: writing for a wide range of
purposes and audiences, including:
W1a1: well-structured formal
expository and narrative essays
W1a2: stories, scripts, poetry and
other imaginative writing
W1a3: notes and polished
scripts for talks and
presentations
W1a4: a range of other
narrative and nonnarrative texts, including
arguments, personal and
formal letters
1.1a Key Concepts, Competence –
‘Being clear, coherent and accurate in
spoken and written communication’.
2.3a Key Processes, Writing,
Composition – ‘write clearly and
coherently, including an appropriate
level of detail’. 4.3b Curriculum
Opportunities – ‘produce extended
writing to develop their ideas in depth
and detail’. 2.3t Key Processes, Writing,
Technical Accuracy – ‘use the
conventions of standard English
effectively’.
2.3d, g Key Processes, Writing,
Composition – ‘adapt style and
language appropriately for a range of
forms, purposes and readers; structure
their writing to support the purpose of
the tasks and guide the reader’.
3.3e Range and content, Writing. No
requirement for ‘formal expository or
narrative’ essays previously just
referred to simply as ‘essays’.
3.3e Range and content, Writing. Now
refers to ‘other imaginative writing’ and
‘a range of other non-narrative forms’ –
the extended list of types of writing from
the 2007 PoS has been omitted.
No previous specific mention of writing
notes or scripts for talks or
presentations. The word ‘polished’
suggests rehearsed performances.
Previous guidance stated ‘letters
conveying opinions’ – no distinction
made between personal and formal.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 8
W1b: summarising and organising
material, and supporting ideas and
arguments with any necessary factual
detail
W1c: applying their growing knowledge
of vocabulary, grammar and text
structure to their writing and selecting
the appropriate form
W1d: drawing on knowledge of literary
and rhetorical devices from their reading
and listening to enhance the impact of
their writing
2.3m, p, r Key Processes, Writing,
Composition – ‘develop logical
arguments and cite evidence’; ‘present
material clearly, using appropriate
layout, illustrations and organisation’;
‘summarise and take notes’. 3.3b
Range and content, Writing – ‘analyse
and evaluate subject matter, supporting
views and opinions with evidence’.
1.1a Key concepts, Competence –
‘Making informed choices about
effective ways to communicate formally
and informally’; 2.3 Key Processes,
Writing, Technical accuracy; 3.4a
Range and content, Language structure
and variation
In the 2007 document, this came under
a section entitled ‘Language, Structure
and Variation’ which had a large
emphasis on standard English and the
impact of technology – this is less
apparent in the new PoS.
4.3f Curriculum opportunities, Writing –
‘draw on their reading and knowledge
of linguistic and literary forms when
composing their writing’. 2.2l Key
Processes, Reading, The author’s craft
–‘pupils should be able to understand
and comment on how writers’ uses of
language and rhetorical, grammatical
and literary features influence the
reader’. 2.3f, n Key Processes, Writing,
Composition – ‘use imaginative
vocabulary and varied linguistic and
literary techniques to achieve particular
effects’; ‘persuasive techniques and
rhetorical devices’. 4.1c Curriculum
opportunities, Listening – ‘use speaking
and listening to develop their reading
and writing’.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 9
W2: plan, draft, edit and proof-read through:
W2a: considering how their writing
reflects the audiences and purposes for
which it was intended
W2b: amending the vocabulary, grammar
and structure of their writing to improve
its coherence and overall effectiveness
W2c: paying attention to accurate
grammar, punctuation and spelling;
applying the spelling patterns and rules
set out in Appendix 1 to the Key Stage 1
and 2 programmes of study for English.
2.3q Key Processes, Writing,
Composition
4.3e Curriculum opportunities, Writing –
‘evaluate and respond constructively to
their own and others’ writing’.
2.3g, j Key processes, Writing,
Composition – ‘structure their writing to
support the purpose of the task and
guide the reader’; ‘vary sentence
structure for interest, effect and
subtleties of meaning’. 2.3u Key
Processes, Writing, Technical Accuracy
– ‘use grammar accurately in a variety
of sentence types…’ 3.4a Range and
content, Language structure and
variation – ‘the principles of sentence
grammar and whole-text cohesion…’
1.1c Key concepts, Competence –
‘demonstrating a secure understanding
of the conventions of written language,
including grammar, spelling and
punctuation’. 2.3 Key Processes,
Writing, Technical accuracy. Appendix
1 is an addition which shows the need
for progression from KS2.
Considerably less emphasis upon
‘creative’ writing e.g. playing with
language, using imagination etc.
Less emphasis upon handwriting - no
mention of ‘writing legibly’ as
previously.
In the 2007 document there was a
requirement to ‘make cross curricular
links with other subjects’, ‘work in
practical and sustained ways with
writers’ and to ‘write for contexts and
purposes beyond the classroom’.
These have been omitted.
Impact of technology not mentioned.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 10
Grammar and vocabulary
Pupils should be taught to:
consolidate and build on their knowledge of
grammar and vocabulary through:
G1: extending and applying the
grammatical knowledge set out in
Appendix 1 to the Key Stage 1 and 2
programmes of study to analyse more
challenging texts
G2: studying the effectiveness and
impact of the grammatical features of the
texts they read
G3: drawing on new vocabulary and
grammatical constructions from their
reading and listening, and using these
consciously in their writing and speech
to achieve particular effects
G4: knowing and understanding the
differences between spoken and written
language, including differences
associated with formal and informal
registers, and between Standard English
and other varieties of English
G5: using Standard English confidently in
their own writing and speech
This is a completely new section – was
previously addressed through 2.3 key
processes, Writing, Technical Accuracy
and 3.4 Range and content, Language
structure and Variation.
There was no reference to KS1 and
KS2 in the original; again highlights the
need for progression from KS2 to KS3.
1.4 Key concepts, Critical
understanding. 3.2c Range and
Content, Reading – ‘The texts chosen
should be challenging…’
2.2l Key Processes, Reading, The
author’s craft – ‘how writers uses of
language and rhetorical, grammatical
and literary features influence the
reader’.
3.2c Range and Content, Reading –
‘The texts chosen should be,
challenging, using language
imaginatively to create new meanings
and effects and encouraging pupils to
try such writing for themselves’. 4.1c
Curriculum opportunities, Listening –
‘use speaking and listening to develop
their reading and writing’.
This previously came under a section
entitled 3.4 Language structure and
variation in Range and content – 3.4b
‘The study of English should include,
across speaking and listening, reading
and writing…variations in written
standard English and how it differs from
standard and non-standard spoken
language. 2.1c Key Processes,
Speaking and Listening – ‘vary
vocabulary, structures and grammar to
convey meaning, including speaking
standard English fluently’.
’1.4d Key concepts, Critical
understanding – ‘Analysing and
evaluating spoken and written
language…’
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 11
G6: discussing reading, writing and
spoken language with precise and
confident use of linguistic and literary
terminology.
2.3t Key processes, Writing, Technical
accuracy – ‘use the conventions of
standard English effectively’.
2.2f Key processes, Reading, Reading
for meaning – ‘recognise and discuss
different interpretations of texts,
justifying their own views on what they
read and see, and supporting them with
evidence’. 4.2f Curriculum
opportunities, Reading – ‘discuss
reading interests and preferences…’
1.4d Key concepts, Critical
understanding – ‘Analysing and
evaluating spoken and written language
to appreciate how meaning is shaped’.
The explicit reference to ‘precise and
confident use of linguistic and literary
terminology’ is new, however the
Explanatory Notes accompanying 3.4
Language structure and variation in the
2007 PoS did briefly mention the use of
‘appropriate grammatical terminology’
but only in relation to ‘reflecting on the
meaning and clarity of individual
sentences’.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 12
Spoken English
Pupils should be taught to:
speak confidently and effectively including
through:
S1: using Standard English confidently in
a range of formal and informal contexts,
including classroom discussion
This replaces 2.1 Key processes,
Speaking and Listening from the 2007
PoS.
Pupils learning to communicate
confidently and effectively was
highlighted in the section entitled ‘The
importance of English’ in the 2007 PoS.
4.1b Curriculum opportunities,
Speaking and Listening – ‘engage in
specific activities that develop speaking
and listening skills’.
1.1d, e Key concepts, Competence –
‘being adaptable in a widening range of
familiar and unfamiliar contexts within
the classroom and beyond’; ‘making
informed choices about effective ways
to communicate formally and
informally’. 2.1a, c Key processes,
Speaking and listening – ‘present
information and points of view clearly
and appropriately in different contexts,
adapting talk for a range of purposes
and audiences, including the more
formal’; ‘vary vocabulary, structures and
grammar to convey meaning, including
speaking standard English fluently.’
3.1b Range and content, Speaking and
Listening – ‘The range of speaking and
listening activities should include
informal group or pair discussions’.
S2: giving short speeches and
presentations, expressing their own
ideas and keeping to the point
1.4. Key concepts, Critical
understanding – ‘Exploring others’
ideas and developing their own’. 2.1d,
Key processes, Speaking and listening
– ‘engage an audience, using a range
of techniques to explore, enrich and
explain their ideas’; ‘sift, summarise
and use the most important points’
3.1a, e Range and content,
Speaking and Listening – ‘The
range of speaking and listening
activities should include prepared,
formal presentations…’;
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 13
‘The range of purposes for
speaking and listening should
include…exploring
shaping and expressing ideas, feeling
and opinions’. No previous explicit
mention of giving speeches, or ‘keeping
to the point’- the 2007 PoS only
mentioned ‘structuring and organising
speech to support their
purposes’ (2.1b)
S3: participating in formal debates and
structured discussions, summarising
and/or building on what has been said
S4: improvising, rehearsing and
performing play scripts and poetry in
order to discuss language use and
meaning, using role, intonation, tone,
volume, mood, silence, stillness and
action to add impact.
2.1e, i, f Key processes, Speaking and
listening – ‘listen and respond
constructively to others, taking different
views into account and modifying their
own views in the light of what others
say’; ‘make different kinds of relevant
contributions in groups, responding
appropriately to others, proposing ideas
and asking questions; ‘sift, summarise
and use the most important points’.
3.1a Range and content, Speaking and
Listening – ‘The range of speaking and
listening activities should include
prepared, formal presentations and
debates. Only informal discussions
referred to previously.
3.1c, d Range and Content, Speaking
and Listening – ‘The range of speaking
and listening activities should include
individual and group improvisation and
performance; devising, scripting and
performing plays’. No previous mention
of rehearsing, or of performing poetry.
2.1d, k Key processes, Speaking and
listening – ‘engage an audience, using
a range of techniques to explore, enrich
and explain their ideas’; ‘use different
dramatic techniques to convey action,
character, atmosphere and tension.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 English curriculum review | 14
According to the Explanatory Notes of
the 2007 PoS the ‘range of techniques’
includes, for example, tone,
expression, gesture and body
language. ‘Different dramatic
techniques’ includes, amongst others,
varying volume, tone and pace, use of
pause, gesture, movement and staging.
The content and skills appear
similar, but there are omissions in
the new PoS:






No mention of drama, role play or
using dramatic approaches to
explore ideas, texts and issues.
There are no stipulations for
individual, paired or group work or to
taking on different roles.
No reference to pupils being able to
understand explicit and implicit
meaning.
There is no range of purposes as in
the 2007 PoS (3.1e)
No reference to making crosscurricular links with other subjects or
to speaking and listening in contexts
outside of the classroom.
No mention of watching ‘live’
performances or to engaging with
actors, playwrights, directors etc.
Overall, there is far less emphasis upon
being a listener and to responding to
others.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Schoolzone
Formal House
60 St Georges Place
Cheltenham
GL50 3PN
01242 262906
research@schoolzone.co.uk
Further support documents for the introduction of the new
curriculum can be found at:
http://www.schoolzone.co.uk/schools/NewCurriculum.asp