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Cambridge English Skills Breakdown Stages 7 To 9

The document outlines the Cambridge Lower Secondary English curriculum for Stages 7 to 9, detailing the skills students should develop in reading, writing, grammar, vocabulary, and speaking/listening. Each stage builds on the previous one, with increasing complexity in tasks such as analyzing texts, writing for various purposes, and using advanced grammar. The curriculum aims to enhance students' language proficiency and critical thinking skills as they progress through these stages.

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Amanda Claire
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300 views2 pages

Cambridge English Skills Breakdown Stages 7 To 9

The document outlines the Cambridge Lower Secondary English curriculum for Stages 7 to 9, detailing the skills students should develop in reading, writing, grammar, vocabulary, and speaking/listening. Each stage builds on the previous one, with increasing complexity in tasks such as analyzing texts, writing for various purposes, and using advanced grammar. The curriculum aims to enhance students' language proficiency and critical thinking skills as they progress through these stages.

Uploaded by

Amanda Claire
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Cambridge Lower Secondary English: Skills Breakdown (Stages 7–9)

Stage 7 (Age ~11–12)

Reading
 • Identify main ideas and supporting details in a text
 • Understand explicit and implicit meaning
 • Recognize genre features (e.g. fiction, news articles, diary entries)
 • Make inferences and predictions
 • Comment on language features (adjectives, imagery, tone)

Writing
 • Write clear sentences and paragraphs
 • Structure texts using openings, development, and conclusions
 • Use a variety of sentence types and punctuation
 • Begin using descriptive devices (similes, sensory details)
 • Plan, draft, revise and edit their own work

Grammar and Vocabulary


 • Use correct verb tenses
 • Understand noun types, adjectives, adverbs
 • Expand vocabulary and learn synonyms/antonyms
 • Identify subject–verb agreement

Speaking and Listening


 • Speak clearly for different purposes (describing, explaining, storytelling)
 • Listen and respond appropriately
 • Begin using formal/informal registers

Stage 8 (Age ~12–13)

Reading
 • Analyze how writers use language for effect
 • Compare texts (e.g. two news reports)
 • Understand viewpoint and purpose
 • Identify bias and persuasive techniques
 • Explore theme, character, setting in longer texts

Writing
 • Write for different purposes and audiences: descriptive writing, narrative stories,
reports, persuasive letters
 • Use cohesive devices (e.g. however, furthermore)
 • Vary tone and style
 • Edit for impact and clarity

Grammar and Vocabulary


 • Use more complex sentence structures
 • Apply correct punctuation in complex sentences
 • Recognize and use passive voice
 • Learn and apply figurative language (metaphors, personification)

Speaking and Listening


 • Prepare and deliver short talks or presentations
 • Respond to questions and discussion prompts
 • Use language appropriate to formal/informal situations

Stage 9 (Age ~13–14) – Checkpoint Year

Reading
 • Analyze writer’s craft in depth (tone, imagery, sentence structure)
 • Compare how different texts present similar ideas
 • Evaluate effectiveness of texts
 • Understand how structure and form contribute to meaning
 • Interpret nuanced meaning and complex ideas

Writing
 • Write well-structured essays, reviews, narratives, and discursive texts
 • Use persuasive and argumentative writing techniques
 • Demonstrate control of tone, register, and form
 • Craft engaging openings and effective conclusions
 • Show clear voice and purpose

Grammar and Vocabulary


 • Use advanced punctuation (colons, semi-colons)
 • Apply complex grammar (subordinate clauses, conditional sentences)
 • Demonstrate precise vocabulary choices and varied sentence structure

Speaking and Listening


 • Give persuasive speeches, lead discussions
 • Respond critically and constructively to others
 • Use rhetorical techniques in speech

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