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English Framework

Learning objectives and assessment approaches to challenge pupils and support their progress through Key Stages 3 and 4.
APP in English

Examples of marked work (standards files) that uses assessment focuses to help you make level judgements when Assessing Pupils' Progress (APP).
Intervention and personalisation in English

Lesson ideas to help you organise and monitor progression. This includes approaches you can use to reduce gaps in pupils’ performance through personalised support.
Speaking and listening

A range of suggested approaches to help you build and secure pupils’ skills. This includes materials to help adapt teaching and use different contexts.
Improving teaching of Shakespeare

Resources for your classroom, along with examples of best practice, performance videos and play extracts to enrich pupils' experiences of Shakespeare.
Targeting Levels

These teaching units are designed to help pupils secure progression at their level. You can find links to the learning objectives to support and develop pupils’ understanding of English.
Teaching reading

Ideas and suggestions on how you can help pupils improve their reading skills in English, across the curriculum and in real-life contexts.
Teaching writing

Stimulating activities for difference text types and conventions to help pupils address their strengths and overcome challenges.
Study Plus

A two-year programme aimed at helping Key Stage 4 pupils achieve their potential in GCSE mathematics and English.
Core plus in English

Focused materials that help subject leaders of English to raise pupil attainment levels as part of the cross-curricular programme.

English topics

73 topics

Teaching for progression: Speaking and listening

A resource for teachers of secondary English to teach speaking and listening at KS3 and KS4. Contains ideas for teaching and learning and pupil progress.
Teaching for progression: Writing

Teachers of secondary English can explore these approaches and ideas, which suggest how they can use the Framework for English writing strands and substrands to address issues related to the improvement of pupils' writing.
- What are the key issues in relation to progression in writing for pupils?
  
  Find some strategies used by good writers, obstacles that prevent pupils improving as writers and some ways you can help them improve. This is part of Teaching for progression: Writing.
- Substrand 7.1: Generating ideas, planning and drafting
  
  Find a set of specific teaching approaches to help you build, develop and secure your pupils' writing skills. This focuses on the Framework for English substrand 7.1: 'Generating ideas, planning and drafting in writing', and is part of Teaching for progression: Writing.
- Substrand 7.2: Using and adapting the conventions and forms of texts
  
  Find a set of specific teaching approaches to help you build, develop and secure your pupils' writing skills. This focuses on the Framework for English substrand 7.2: 'Using and adapting the conventions and forms of texts', and is part of Teaching for progression: Writing.
- Substrand 8.1: Developing viewpoint, voice and ideas
  
  Find out how to use teaching approaches and learning opportunities to help you develop your pupils' own viewpoint and voice in their writing, so that their ideas are clear, coherent and engaging. This is part of Teaching for progression: Writing.
  - Developing viewpoint, voice and ideas in fiction writing
  - Developing viewpoint, voice and ideas in non-fiction writing
- Substrand 8.2: Varying sentences and punctuation for clarity and effect
  
  Find a set of specific teaching approaches to help you develop your pupils' grasp of punctuation and their understanding of how to vary sentence structure well. This focuses on the Framework for English substrand 8.2: 'Varying sentences and punctuation for clarity and effect', and is part of Teaching for progression: Writing.
  - Teaching punctuation
  - Teaching sentence variety
- Substrand 8.3: Improving vocabulary for precision and impact
  
  Find a set of specific teaching approaches to help your pupils improve their use of vocabulary in their writing, so that meaning is clear and their writing has impact and effect. This focuses on the Framework for English substrand 8.3: 'Improving vocabulary for precision and impact', and is part of Teaching for progression: Writing.
- Substrand 8.4: Developing varied linguistic and literary techniques
  
  Find a set of specific approaches to teaching linguistic and literary techniques that pupils can apply in their own writing. This focuses on the Framework for English substrand 8.4: 'Developing varied linguistic and literary techniques', and is part of Teaching for progression: Writing.
- Substrand 8.5: Structuring, organising and presenting texts in a variety of forms
  
  Find a set of specific approaches to help pupils develop skills in structuring and presenting texts. This focuses on the Framework for English substrand 8.5: 'Structuring, organising and presenting texts in a variety of forms', and is part of Teaching for progression: Writing.
  - Teaching cohesion within and between paragraphs
  - Teaching form, organisation, layout and presentation
- Substrand 8.6: Developing editing and proofreading skills
  
  Find a set of specific approaches to help your pupils build, develop and secure their editing and proofreading skills. This focuses on the Framework for English substrand 8.6: 'Developing editing and proofreading skills', and is part of Teaching for progression: Writing.
- Substrand 9.1: Using the conventions of standard English
  
  Find a set of specific approaches to help your pupils use the conventions of standard English appropriately. This focuses on the Framework for English substrand 9.1: 'Using the conventions of standard English', and is part of Teaching for progression: Writing.
  - Teaching the conventions of standard English
  - Teaching pupils about formal and informal registers in English
- Substrand 9.2: Using grammar accurately and appropriately
  
  Find a set of specific practical classroom ideas to help pupils understand how to use grammar accurately and appropriately. This focuses on the Framework for English substrand 9.2: 'Using grammar accurately and appropriately’, and is part of Teaching for progression: Writing.
- Substrand 9.3: Reviewing spelling and increasing knowledge of word derivations, patterns and families
  
  Find a set of teaching approaches to help pupils review and strengthen their spelling and increase their knowledge of word origins and families. This focuses on the Framework for English substrand 9.3: 'Reviewing spelling and increasing knowledge of word derivations, patterns and families’, and is part of Teaching for progression: Writing.
  - Reviewing and improving spelling
  - Increasing pupils' knowledge of words, their derivations and patterns
English reading

Read profiles of children and examples of their work in English reading at levels 3 to 8 (standards files). Use the files to guide judgements about pupils’ levels as part of Assessing Pupils’ Progress (APP).
- Reading Pupil A Secure level 3
  
  About this Standards File This Standards File contains evidence for the following activities: Analysing war poems – 'The Charge of the Light Brigade' and 'Clearing Station' Text annotation of Twelfth Night Essay on language in Touching the Void Close reading of 'The Raven' Annotation and analysis of Barack Obama’s victory speech. The file exemplifies secure level 3.
- Reading Pupil B Low level 4
  
  About this Standards File This Standards File contains evidence for the following activities: Timeline and annotations – Of Mice and Men Visual texts – analysing an advert Characterisation and evidence – ‘The Adventure of the Speckled Band’ End-of-unit reading questions – First World War texts Characterisation – Lord of the Flies . The file exemplifies low level 4.
- Reading Pupil C Secure level 4
  
  About this Standards File This Standards File contains evidence for the following activities: Analysing pupil's own persuasive writing – ‘What's wakeskating?’ Comparing two newspaper reports – sharks Questions about Romeo and Juliet Comparing two poems – ‘The Tyger’ and ‘View of a Pig’ Essay on Private Peaceful Essay on characters in An Inspector Calls : Who was responsible for Eva Smith's death? The file exemplifies secure level 4.
- Reading Pupil D Secure level 5
  
  About this Standards File This Standards File contains evidence for the following activities: Essay – mystery in ‘Flannan Isle’ Oral evidence – ‘On the moon after perfect touchdown’ Analysis of magazine cover – Peppa Pig Essay – Of Mice and Men Designing a production of As You Like It. The file exemplifies secure level 5.
- Reading Pupil E High level 5
  
  About this Standards File
  
  This Standards File contains evidence for the following activities:
  - Analysing war poems – ‘The Charge of the Light Brigade’ and ‘Clearing Station’
  - Text annotation of Twelfth Night
  - Essay on language in Touching the Void
  - Close reading of ‘The Raven’
  - Annotation and analysis of Barack Obama's victory speech.
  The file exemplifies high level 5.
- Reading Pupil F Low level 6
  
  About this Standards File This Standards File contains evidence for the following activities: Essay – Animal Farm Poetry analysis – Causley, Cope and Blake Identifying bias – ‘Rumble in the countryside’ Essay on ‘The Adventure of the Speckled Band’ Essay on Romeo and Juliet. The file exemplifies low level 6.
- Reading Pupil G Secure level 6
  
  About this Standards File
  
  This Standards File contains evidence for the following activities:
  - Essay – comparing mothers in two stories
  - Commentary – epic similes in The Iliad and Macbeth
  - Book review – The Book Thief
  - Annotation and discussion – ‘On hating football’
  - Commentary and essay – Of Mice and Men.
  The file exemplifies secure level 6.
- Reading Pupil H Secure level 7
  
  About this Standards File This Standards File contains evidence for the following activities: Comparative essay – ‘Strange Meeting’ and How I Live Now Essay – The Curious Incident of the Dog in the Night-Time Essay – Roll of Thunder, Hear My Cry Discussion – comparing two texts about fathers Comparison – ‘Valentine’ and Sonnet 130. The file exemplifies secure level 7.
- Reading Pupil I Secure level 8
  
  About this Standards File This Standards File contains evidence for the following activities: Short essay – Z for Zachariah Analysing an author's techniques – Roll of Thunder, Hear My Cry Discussion – comparing two literary non-fiction texts about fathers Analysing a character – Romeo and Juliet Analysing a poem – ‘The Mirror’. The file exemplifies secure level 8.
Teaching for progression: Speaking and listening

Find a collection of teaching approaches and classroom activities relating to the four strands of speaking and listening in the Framework for secondary English. This collection is 'Teaching for progression: Speaking and listening'.
- Using speaking and listening strands to plan for progression
  
  Find here a summary of all the secondary English strands and substrands for speaking and listening. This summary can help when planing for progression, and tailoring teaching to cover all relevant areas of focus. This is part of 'Teaching for progression: Speaking and listening'.
- Substrand 1.1: Developing active listening skills and strategies
  
  Read about the skills developed in the secondary English substrand 1.1: 'Developing active listening skills and strategies', a substrand of 'Listening and responding'. Find the skills you might want to emphasise in each year. This is part of 'Teaching for progression: Speaking and listening'.
- Substrand 1.2: Understanding and responding to what speakers say in formal and informal contexts
  
  Read about the skills developed in the secondary English substrand 1.2: 'Understanding and responding to what speakers say in formal and informal contexts', a substrand of 'Listening and responding'. Find the skills you might want to emphasise in each year. This is part of 'Teaching for progression: Speaking and listening'.
- Substrand 2.1: Developing and adapting speaking skills and strategies in formal and informal contexts
  
  Read about the skills developed in the secondary Framework substrand 2.1: 'Developing and adapting speaking skills and strategies in formal and informal contexts', a substrand of 'Speaking and presenting'. Find the skills you might want to emphasise in each year. This is part of 'Teaching for progression: Speaking and listening'.
- Substrand 2.2: Using and adapting the conventions and forms of spoken texts
  
  Read about the skills developed in the secondary Framework substrand 2.2: 'Using and adapting the conventions and forms of spoken texts', a substrand of 'Speaking and presenting'. Find the skills you might want to emphasise in each year. This is part of 'Teaching for progression: Speaking and listening'.
- Strand 3: Group discussion and interaction
  
  Read about the substrands of strand 3 ('Group discussion and interaction') of the Framework for secondary English. You will also find information about group organisation and suggestions for organising groups in a variety of ways. This is part of 'Teaching for progression: Speaking and listening'.
- Substrand 4.1: Using different dramatic approaches to explore ideas, texts and issues
  
  Read about the skills developed in the secondary English substrand 4.1: 'Using different dramatic approaches to explore ideas, texts and issues', a substrand of 'Drama, role-play and performance'. Find the skills you might want to emphasise in each year. This is part of 'Teaching for progression: Speaking and listening'.
- Substrand 4.2: Developing, adapting and responding to dramatic techniques, conventions and styles
  
  Read about the skills developed in the secondary Framework substrand 4.2: 'Developing, adapting and responding to dramatic techniques, conventions and styles', a substrand of 'Drama, role-play and performance'. Find the skills you might want to emphasise in each year. This is part of 'Teaching for progression: Speaking and listening'.
  - Aspect 1: Developing and adapting dramatic techniques, conventions and styles
  - Aspect 2: Responding to dramatic techniques, conventions and styles
Teaching for progression: Spelling

This resource will help you to teach spelling systematically and enjoyably, to support the development of your pupils as confident spellers. It contains a bank of ideas to help teach word-level objectives which are drawn from substrand 9.3 of the Framework for secondary English.
How to teach reading

You can use these Improving reading materials to address specific areas and aspects of reading that your analysis of reading attainment has identified for development. Each provides a clear process for reflecting on the key issues around the topic and addressing particular challenges. This supports pupils throughout Key Stages 3 and 4 of secondary English.
- Teaching the class novel
  
  These suggested approaches will help you to plan your teaching of novels and address potential teaching challenges. Also find out how reading novels can benefit pupils' development. This is part of a set of materials to support secondary English teachers working on improving reading in Key Stages 3 and 4.
- Promoting enthusiasm for reading
  
  See how a positive reading culture can support pupils' development. Also see what challenges you may face, along with some ideas on how to overcome these. This is part of a set of materials to support secondary English teachers working on improving reading in Key Stages 3 and 4.
- Reading at GCSE
  
  See how GCSE English, English language and English literature present opportunities for pupil development beyond reading. This is part of a set of materials to support secondary English teachers working on improving reading in Key Stages 3 and 4.
- Reading for real, purposeful and relevant contexts
  
  Find out about the benefits of reading for real contexts. This supports Teaching reading within the Framework for secondary English.
- Teaching able readers
  
  See what defines an able reader, and find a short summary of their common classroom behaviours that will help you identify these pupils and their needs. This is part of a set of materials to support secondary English teachers working on improving reading in Key Stages 3 and 4.
  - Depth and breadth of reading
  - The cycle of support
- Reading poetry
  
  See how poetry can help you extend pupils' experiences beyond the National Curriculum and Framework for secondary English to develop their insight, understanding, analytical skills and creativity. This is part of a set of materials to support secondary English teachers working on improving reading in Key Stages 3 and 4.
- Reading playscripts
  
  How reading playscripts can help pupils to develop their skills and understanding within secondary English and beyond. This is part of a set of materials to support secondary English teachers working on improving reading in Key Stages 3 and 4.
- Reading non-fiction
  
  Find out how non-fiction texts can help pupils to develop valuable skills and engage with reading. This is part of a set of materials to support secondary English teachers working on improving reading in Key Stages 3 and 4.
Intervention in Functional Skills

Find out how you can support learners to overcome barriers to achieving success in Functional Skills. English, mathematics and ICT teachers will find examples of barriers and how teaching may overcome these barriers, alongside some useful case studies.
Study Plus

The Study Plus teaching programme targets pupils who have the potential to reach grade C in English and/or mathematics at GCSE but are currently unlikely to achieve that level. It gives identified pupils additional teaching time. Find suggested plans and resources to support your Study Plus courses.
- Study Plus
  
  The Study Plus teaching programme targets pupils who have the potential to reach grade C in English and/or mathematics at GCSE but are currently unlikely to achieve that level. It gives identified pupils additional teaching time. Find suggested plans and resources to support your Study Plus courses.
English progression maps: Budding reader

Select this link for a more detailed account of the budding reader stage. Budding readers assessed as low level 2 are likely still to need targets working towards level 2 in some AFs. Budding readers assessed as secure or high level 2 are likely to need targets working towards level 3.
English progression maps: Guides for parents and carers

These guides can be distributed to parents and carers so that support for children working at each stage in reading, writing and speaking listening can continue away from the classroom. Each guide suggests a range of ways that key aspects of each skill can be developed and provides general advice for supporting children in each area of secondary English. This is part of the progression maps for secondary English.
- English progression maps: Guides for parents and carers
  
  These guides can be distributed to parents and carers so that support for children working at each stage in reading, writing and speaking listening can continue away from the classroom. Each guide suggests a range of ways that key aspects of each skill can be developed and provides general advice for supporting children in each area of secondary English. This is part of the progression maps for secondary English.

English

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English topics

About this Standards File