A guide to
Cambridge Lower Secondary English
Introduction
Cambridge Lower Secondary English learners develop skills that they can apply to a range of different purposes and audiences in everyday situations. They will learn to communicate confidently and effectively. They will also develop the critical skills to respond to a range of information, media and texts with understanding and enjoyment.
Our Cambridge Lower Secondary English curriculum is designed for learners who have English as a first language: those who either speak English at home or have other significant experience of communicating in English (for example at an English-speaking primary school). It can be used in any cultural context.
Cambridge Lower Secondary English learners:
- become confident communicators, able to apply their reading, writing, speaking and listening skills effectively in everyday situations and across a range of subjects
- see themselves as readers, engaging with a range of texts for information and for pleasure, including texts from different times and cultures
- see themselves as writers, using the written word clearly and creatively for a range of different audiences and purposes
- develop speaking and listening skills for effective presentation and collaboration, sharing and responding to ideas to achieve a shared understanding or goal
- develop a broad vocabulary and an understanding of how to apply grammar and linguistic conventions appropriately
- develop skills to evaluate spoken and written texts, making decisions about how convincingly they represent different values and opinions.
Teaching Cambridge Lower Secondary English
We provide a wide range of practical resources, detailed guidance, innovative training and professional development so that you can give your learners the best possible experience of Cambridge Lower Secondary English.
We believe that for teaching and learning to be effective, there should be alignment between curriculum, pedagogy and assessment. We have designed Cambridge Lower Secondary English around this principle:
Curriculum – taken from Lower Secondary English Curriculum Framework
7Ri.03 Identify and explain the meaning of explicit information from a range of texts.
Pedagogy – 7Ri.03 activity taken from the Stage 7 Scheme of Work
Show learners an extract from a nature documentary featuring an animal. While they watch, ask them to note down any information the documentary explicitly presents about the animal, for example:
- what the animal looks like
- how it behaves
- how it is treated by others
- what the voice-over says about it
Once they have watched the extract, ask learners for their impressions of the animal. Learners should refer to their notes to give reasons for their response.
Give learners a poem about the same animal as the one in the documentary. When they have read the poem once, ask learners to read it again and identify what the poem explicitly tells the reader about the animal, for example, from the line “a little ape that had such human eyes” in The Monkey by Nancy Campbell, learners might note:
- the animal is small
- the animal has human-like eyes.
Ask learners to compare the similarities and differences in the way the animal is presented in the two different texts, for example, using a Venn diagram. Once they have engaged with both texts, ask learners whether their impression of the animal has changed since they first watched the extract from the documentary. Learners should give a rationale for their response, ideally referring to evidence from their notes.
Assessment – question assessing 7Ri.03 taken from a Stage 7 Progression Test
‘He was obviously too intent on his tea and biscuits to say anything at all.’ (lines 39–40)
What does the phrase ‘intent on’ mean in this quotation?
Curriculum Framework
The Cambridge Lower Secondary English Curriculum Framework is available to download on the English (0861) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into three main areas called ‘strands’, which run through every stage. The strand titles reflect the four language skills:
Each strand is further subdivided into ‘sub-strands’:
| Reading | Writing | Speaking and Listening |
|---|---|---|
| Word structure (phonics) [This sub-strand appears only in the primary curriculum] |
Word structure (spelling) | Making yourself understood |
| Vocabulary and language | Vocabulary and language | Showing understanding |
| Grammar and punctuation | Grammar and punctuation | Group work and discussion |
| Structure of texts | Structure of texts | Performance |
| Interpretation of texts | Creation of texts | Reflection and evaluation |
| Appreciation and reflection | Presentation and reflection |
We have designed the learning objectives to ensure progression in learning from Stage 7 to Stage 9 and onwards into Cambridge Upper Secondary. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the English (0861) page of the Cambridge Lower Secondary support site.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below is an example taken from the Progression Grid showing how knowledge, understanding and skills progress across the stages:
Curriculum Framework
The Cambridge Lower Secondary English Curriculum Framework is available to download on the English (0861) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into three main areas called ‘strands’, which run through every stage. The strand titles reflect the four language skills:
Each strand is further subdivided into ‘sub-strands’:
| Reading | Writing | Speaking and Listening |
|---|---|---|
| Word structure (phonics) [This sub-strand appears only in the primary curriculum] |
Word structure (spelling) | Making yourself understood |
| Vocabulary and language | Vocabulary and language | Showing understanding |
| Grammar and punctuation | Grammar and punctuation | Group work and discussion |
| Structure of texts | Structure of texts | Performance |
| Interpretation of texts | Creation of texts | Reflection and evaluation |
| Appreciation and reflection | Presentation and reflection |
We have designed the learning objectives to ensure progression in learning from Stage 7 to Stage 9 and onwards into Cambridge Upper Secondary. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the English (0861) page of the Cambridge Lower Secondary support site.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below is an example taken from the Progression Grid showing how knowledge, understanding and skills progress across the stages:
| Learning objective examples | |||
|---|---|---|---|
| Strand | Stage 7 | Stage 8 | Stage 9 |
| Reading | Comment on the key features of text structure in a range of fiction and non-fiction texts, including poetic forms. | Discuss how a writer uses features of text structure for effect in a range of fiction and non-fiction texts, including poetic forms. | Analyse how the structure of a text can be manipulated for effect in a range of fiction and non-fiction texts, including poetic forms. |
| Writing | Use a range of planning methods to generate, organise and shape ideas. | Use the most appropriate approach to planning writing in order to generate, organise and shape ideas. | Make an informed choice about whether to plan before writing. |
| Speaking and Listening | Show insight into texts and issues through choice of speech, gesture and movement, within drama. | Demonstrate empathy and understanding of a range of characters through flexible choice of speech, gesture and movement in a dramatic scene. | Explore complex ideas and issues in drama, establishing roles and applying dramatic approaches with confidence. |
Pedagogy
The Curriculum Framework gives you a list of learning objectives for each stage. Our support materials then give you guidance on:
- the order in which to teach the objectives
- ways of grouping them
- how to split the objectives into smaller steps, and how to differentiate to make the work easier or harder
- suitable activities through which to teach
- ideas for active learning.
Cambridge Lower Secondary English is designed to be taught using a broad range of activities that promote experience, reflection and improvement. Recommended fiction genres, poetry, playscripts and non-fiction text types provide authentic contexts to develop skills. There are no compulsory texts - you are free to choose texts appropriate for your context. Our support materials, which are designed to help you implement this approach, include:
- Progression Grids
- Schemes of Work
- Teacher Guide
- Endorsed resources
- Training
Find and access these support materials, on the English (0861) page of the Cambridge Lower Secondary support site. You can find more general information about these support materials on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
The learning objectives in the three strands of the Curriculum Framework support an integrated approach to teaching and learning reading, writing, and speaking and listening skills. To help with this approach, many of the Reading and Writing learning objectives occur in related pairs. For example:
Stage 8 Reading
8Rg.04 Comment on ways in which a writer uses standard and non-standard English for effect.
Stage 8 Writing
8Wg.04 Use the conventions of standard English in specific contexts for particular effects.
Find information from the Curriculum Framework
Find information from the Curriculum Framework
Look at the Cambridge Lower Secondary English Curriculum Framework. Find the matching learning objective links between the Reading and Writing strands.
| Reading | Writing | Speaking and listening |
|---|---|---|
| Word structure (phonics) [This sub-strand appears only in the Primary Curriculum] |
Word structure (spelling) | Making yourself understood |
| Vocabulary and language | Vocabulary and language | Showing understanding |
| Grammar and punctuation | Grammar and punctuation | Group work and discussion |
| Structure of texts | Structure of texts | Performance |
| Interpretation of texts | Creation of texts | Reflection and evaluation |
| Appreciation and reflection | Presentation and reflection |
Grammar is embedded within the Reading and Writing strands. This promotes an authentic and meaningful learning experience where learners both explore grammatical concepts through reading and apply them in their own writing.
Find information from the Scheme of Work
Find information from the Scheme of Work
Look in the Stage 8 Scheme of Work. Find the activity that shows an approach to teaching the following learning objectives:
Stage 8 Reading
8Rg.04 Comment on ways in which a writer uses standard and non-standard English for effect.
Stage 8 Writing
8Wg.04 Use the conventions of standard English in specific contexts for particular effects
Speaking and listening skills underpin reading and writing development in English, and are also essential for effective communication in other subjects.
Wherever possible, each English lesson should include activities that integrate reading, writing, and speaking and listening skills. So, ideally, each lesson will have one focus learning objective from each strand of the Curriculum Framework.
Choose an activity
Choose an activity
Choose a Speaking and Listening learning objective from the stage you will be teaching, open the Scheme of Work for that stage and identify an example activity that integrates that learning objective with Reading and Writing objectives.
For more information on the approaches to teaching and learning in Cambridge Lower Secondary English, refer to Section 3.4 of the Teacher Guide.
Assessment
We offer a range of optional assessments to help you prove and improve learning:
- Cambridge Lower Secondary Progression Tests can be used to check learners’ progress in Stages 7, 8 and 9. They are updated annually and marked in school.
- Cambridge Lower Secondary Checkpoint can be used to monitor individual and group performance at the end of the Lower Secondary programme. See how your learners are performing in comparison to the rest of their class and against an international benchmark. The tests are marked by Cambridge International.
Cambridge Lower Secondary Progression Tests (teacher marked)
Cambridge Lower Secondary Progression Tests help you to check your learners' progress. They provide detailed information about the performance of each learner for Stages 7, 8 and 9 of the curriculum. The tests help teachers to compare the strengths and weaknesses of individuals and groups and share feedback with learners and parents. They are marked by teachers in your school and come with access to a unique reporting and analysis tool.
You can find more general information about Cambridge Lower Secondary Progression Tests on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
You can download sample Progression tests on the English (0061) page of the Cambridge Lower Secondary support site.
Cambridge Lower Secondary Checkpoint (marked by Cambridge examiners)
Cambridge Lower Secondary Checkpoint tests skills, knowledge and understanding at the end of Stage 9 and helps you to measure achievement at the end of Cambridge Lower Secondary. The tests are marked by Cambridge International to provide an international benchmark of learner performance. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
You can find more general information about Cambridge Lower Secondary Checkpoint on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
There are two Cambridge Primary Checkpoint exam series every year. To enter learners for the tests, your school exams officer needs to go to the Making entries area on Cambridge International Direct.
Speaking and Listening is not assessed by either test, but our support materials provide guidance on teaching and assessing these skills within the classroom.
Assessment
We offer a range of optional assessments to help you prove and improve learning:
- Cambridge Lower Secondary Progression Tests can be used to check learners’ progress in Stages 7, 8 and 9. They are updated annually and marked in school.
- Cambridge Lower Secondary Checkpoint can be used to monitor individual and group performance at the end of the Lower Secondary programme. See how your learners are performing in comparison to the rest of their class and against an international benchmark. The tests are marked by Cambridge International.
Cambridge Lower Secondary Progression Tests (teacher marked)
Cambridge Lower Secondary Progression Tests help you to check your learners' progress. They provide detailed information about the performance of each learner for Stages 7, 8 and 9 of the curriculum. The tests help teachers to compare the strengths and weaknesses of individuals and groups and share feedback with learners and parents. They are marked by teachers in your school and come with access to a unique reporting and analysis tool.
You can find more general information about Cambridge Lower Secondary Progression Tests on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
You can download sample Progression tests on the English (0061) page of the Cambridge Lower Secondary support site.
Cambridge Lower Secondary Checkpoint (marked by Cambridge examiners)
Cambridge Lower Secondary Checkpoint tests skills, knowledge and understanding at the end of Stage 9 and helps you to measure achievement at the end of Cambridge Lower Secondary. The tests are marked by Cambridge International to provide an international benchmark of learner performance. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
You can find more general information about Cambridge Lower Secondary Checkpoint on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
There are two Cambridge Primary Checkpoint exam series every year. To enter learners for the tests, your school exams officer needs to go to the Making entries area on Cambridge International Direct.
Speaking and Listening is not assessed by either test, but our support materials provide guidance on teaching and assessing these skills within the classroom.
Built with Shorthand