0876 Cambridge Lower Secondary English as Second Language

Learning Objective Code

Strand Sub-strand Example of code

Reading Reading for global meaning 7Rm.01
Reading for detail 7Rd.01
Reading for opinion 7Ro.01
Use of English Grammatical forms 7Ug.01
Vocabulary 7Uv.01
Sentence structure 7Us.01
Listening Listening for global meaning 7Lm.01
Listening for detail 7Ld.01
Listening for opinion 7Lo.01
Speaking Communication 7Sc.01
Express opinion 7So.01
Organization 7Sor.01
Writing Communicative achievement 7Wca.01
Organization 7Wor.01
Content 7Wc.01
 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

Stage 7
Listening

Listening for global meaning

• 7Lm.01 Understand, with little or no support, most of the main points of short and extended
talk.

Listening for detail

• 7Ld.01 Deduce meaning from context, with little or no support, in short and extended talk.

• 7Ld.02 Understand, with little or no support, most specific information and detail of short and
extended talk.

• 7Ld.03 Understand, with support, the detail of an argument in short and extended talk.

Listening for opinion

• 7Lo.01 Recognise, with little or no support, the opinions of the speaker(s) in short and
extended talk.

Speaking

Communication

• 7Sc.01 Describe people, places and objects, and past and present actions and events [real
and imagined].

• 7Sc.02 Ask questions to find out detailed information and to clarify meaning and opinion on a
wide range of topics and respond accordingly.

• 7Sc.03 Pronounce most words and phrases clearly; generally use intonation and place stress
at word, phrase and sentence level appropriately.

• 7Sc.04 Produce and maintain stretches of language comprehensibly, allowing for occasional
hesitation and reformulation, especially in longer stretches of free production.

• 7Sc.05 Use mostly accurate spoken language, allowing for occasional mistakes.

Express opinion

• 7So.01 Express, with support, opinions and reactions and begin to develop arguments,
supported when necessary by reasons, examples and evidence.

Organisation

• 7Sor.01 Link, with support, sentences into coherent, extended talk using a range of
connectives.

• 7Sor.02 Summarise and make some links in their response to what others say, with support,
in an increasing range of exchanges in order to achieve a shared outcome.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

Writing

Communicative achievement

• 7Wca.01 Spell familiar words accurately on an increasing range of topics.

• 7Wca.02 Generate ideas, plan, write, edit and proofread extended texts, with support.

• 7Wca.03 Use, with support, style and register appropriate to a range of written genres.

• 7Wca.04 Use mostly accurate written language, allowing for occasional mistakes.

Organisation

• 7Wor.01 Punctuate extended texts with some accuracy when writing independently.

• 7Wor.02 Link, with support, sentences and paragraphs into coherent, extended text using a
range of connectives.

• 7Wor.03 Use, with support, appropriate layout for an increasing range of written genres.

Content

• 7Wc.01 Write, with little or no support, short texts which describe people, places and objects,
and past and present actions and events [real and imagined].

• 7Wc.02 Express opinions, with support, and begin to develop arguments, supported by
reasons, examples and evidence.

Reading

Reading for global meaning

• 7Rm.01 Understand, with little or no support, most of the main points of short and extended
texts.

• 7Rm.02 Read a limited range of extended fiction and non-fiction texts with confidence and
enjoyment.

Reading for detail

• 7Rd.01 Understand, with little or no support, most specific information and detail in short and
extended texts.

• 7Rd.02 Understand, with support, the detail of an argument in short and extended texts.

• 7Rd.03 Deduce meaning from context, with little or no support, in short and extended texts.

• 7Rd.04 Explore idiomatic phrases and their meanings.

Reading for opinion

• 7Ro.01 Recognise, with little or no support, the opinions of the writer(s) in short and extended
texts.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

Use of English

Grammatical forms

• 7Ug.01 Use an increasing range of verb forms to ask questions to develop ideas and extend
understanding.

• 7Ug.02 Use a range of present simple active forms and an increasing range of passive forms.

• 7Ug.03 Use a range of past simple active forms and an increasing range of passive forms.

• 7Ug.04 Use an increasing range of present continuous forms.

• 7Ug.05 Use an increasing range of past continuous forms.

• 7Ug.06 Use a range of present perfect forms to express recent, indefinite and unfinished
past.

• 7Ug.07 Use a range of future forms.

• 7Ug.08 Use if/unless clauses in zero and first conditionals.

• 7Ug.09 Use common prepositional verbs (e.g. walk away) and common phrasal verbs (e.g.
look after).

• 7Ug.10 Use an increasing range of reported speech forms for statements, questions and
commands (e.g. say, tell), including reported requests.

• 7Ug.11 Use a range of modal forms for a range of functions: obligation, necessity, possibility,
permission, requests, suggestions, prohibition.

• 7Ug.12 Use a range of participle adjectives and a limited range of compound adjectives and
comparative structures to indicate degree (e.g. not as...as, much...than).

Vocabulary

• 7Uv.01 Use an increasing range of dependent prepositions following adjectives.

• 7Uv.02 Use a range of prepositions preceding nouns.

• 7Uv.03 Use comparative adverb structures (e.g. not as quickly as, far less quickly) with
regular and irregular adverbs.

• 7Uv.04 Use a limited range of complex noun phrases.

• 7Uv.05 Use an increasing range of abstract nouns and compound nouns.

Sentence structure

• 7Us.01 Use a wide range of quantifiers.

• 7Us.02 Use a range of pronouns [demonstrative, indefinite, reciprocal].

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

• 7Us.03 Use an increasing range of connectives to explain reasons (e.g. therefore, as) and to
give explanations (e.g. so that, such as).

• 7Us.04 Use a range of defining and non-defining relative clauses (e.g. why clauses).

• 7Us.05 Use a limited range of gerunds as subjects and objects.

• 7Us.06 Use infinitive and gerund forms after a limited range of verbs, adjectives and
prepositions.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

Stage 8
Listening

Listening for global meaning

• 8Lm.01 Understand, with little or no support, the main points of short and extended talk.

Listening for detail

• 8Ld.01 Deduce meaning from context and understand some implied meaning, with support,
in short and extended talk.

• 8Ld.02 Understand, with little or no support, specific information and detail of short and
extended talk.

• 8Ld.03 Understand, with little or no support, the detail of an argument in short and extended
talk.

• 8Ld.04 Begin to recognise, with support, inconsistencies in argument in short and extended
talk.

Listening for opinion

• 8Lo.01 Recognise the opinions of the speaker(s) in short and extended talk.

Speaking

Communication

• 8Sc.01 Begin to develop a clear descriptive account or narrative, expanding and supporting
main points with details and examples.

• 8Sc.02 Ask questions to find out detailed information and to clarify meaning and opinion on a
wide range of topics, including a limited range of unfamiliar topics, and respond accordingly.

• 8Sc.03 Pronounce words and phrases clearly; generally use intonation and place stress at
word, phrase and sentence level appropriately.

• 8Sc.04 Produce and maintain stretches of language with relative ease, allowing for
occasional hesitation and reformulation.

• 8Sc.05 Use mostly accurate spoken language, with occasional mistakes, and begin to correct
their own errors.

Express opinion

• 8So.01 Express, with little or no support, opinions and reactions and justify points of view.

Organisation

• 8Sor.01 Link ideas into coherent, extended talk using a range of connectives.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

• 8Sor.02 Summarise and make links in response to what others say, with some support, in a
range of extended exchanges in order to achieve a shared outcome.

Writing

Communicative achievement

• 8Wca.01 Spell familiar words accurately on a range of topics.

• 8Wca.02 Generate ideas, plan, write, edit and proofread extended texts, with little or no
support.

• 8Wca.03 Use, with little or no support, style and register appropriate to a range of written
genres.

• 8Wca.04 Use mostly accurate written language, with occasional mistakes, and begin to
correct their own errors.

Organisation

• 8Wor.01 Punctuate extended texts with reasonable accuracy when writing independently.

• 8Wor.02 Link ideas into coherent, extended text using a range of connectives.

• 8Wor.03 Use, with little or no support, appropriate layout for a range of written genres.

Content

• 8Wc.01 Write, with support, extended texts which describe people, places and objects, and
past and present actions and events [real and imagined].

• 8Wc.02 Express opinions, with little or no support, and develop coherent arguments,
supported by reasons, examples and evidence.

Reading

Reading for global meaning

• 8Rm.01 Understand, with little or no support, the main points of short and extended texts.

• 8Rm.02 Read an increasing range of extended fiction and non-fiction texts with confidence
and enjoyment.

Reading for detail

• 8Rd.01 Understand, with little or no support, specific information and detail in short and
extended texts.

• 8Rd.02 Understand, with little or no support, the detail of an argument in short and extended
texts.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

• 8Rd.03 Begin to recognise, with support, inconsistencies in argument in short and extended
texts.

• 8Rd.04 Deduce meaning from context and understand some implied meaning, with support,
in short and extended texts.

Reading for opinion

• 8Ro.01 Recognise the opinions of the writer(s) in short and extended texts.

Use of English

Grammatical forms

• 8Ug.01 Use a range of verb forms to ask questions to develop ideas and extend
understanding.

• 8Ug.02 Use a wide range of present simple active forms and a range of passive forms.

• 8Ug.03 Use a wide range of past simple active forms and a range of passive forms.

• 8Ug.04 Use a range of present continuous active forms and begin to use passive forms.

• 8Ug.05 Use a range of past continuous forms.

• 8Ug.06 Use a range of present perfect forms.

• 8Ug.07 Begin to use present perfect continuous forms.

• 8Ug.08 Use past perfect simple forms in narrative and reported speech.

• 8Ug.09 Use a range of future active forms and some simple passive forms.

• 8Ug.10 Use if/unless/if only clauses in second conditionals and wish [that] structures [present
reference].

• 8Ug.11 Use an increasing range of prepositional verbs and a limited range of phrasal verbs.

• 8Ug.12 Use a range of reported speech forms for statements, questions and commands (e.g.
ask, wonder).

• 8Ug.13 Use a wide range of modal forms for a range of functions and a limited range of past
modal forms (e.g. should/shouldn’t have + past participle) to express regret and criticism.

• 8Ug.14 Use a range of compound and participle adjectives and an increasing range of
comparative structures to indicate degree.

Vocabulary

• 8Uv.01 Use a range of dependent prepositions following adjectives and a limited range of
dependent prepositions following nouns (e.g. information about) and verbs (e.g. listen to).

• 8Uv.02 Use a wide range of prepositions preceding nouns.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

• 8Uv.03 Use an increasing range of comparative and superlative forms with regular and
irregular adverbs and comparative adverb structures.

• 8Uv.04 Use an increasing range of complex noun phrases.

• 8Uv.05 Use a range of abstract nouns and compound nouns.

Sentence structure

• 8Us.01 Use a wide range of pronouns [demonstrative, indefinite, reciprocal].

• 8Us.02 Use a range of connectives to indicate purpose (e.g. so that [in order to]) and to
contrast (e.g. although, while, however).

• 8Us.03 Use a range of relative clauses, including with prepositions (e.g. from where, to
whom).

• 8Us.04 Use an increasing range of gerunds as subjects and objects.

• 8Us.05 Use infinitive and gerund forms after an increasing range of verbs, adjectives and
prepositions.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

Stage 9
Listening

Listening for global meaning

• 9Lm.01 Understand the main points of short and extended talk.

Listening for detail

• 9Ld.01 Deduce meaning from context and understand some implied meaning, with little or no
support, in short and extended talk.

• 9Ld.02 Understand specific information and detail of short and extended talk.

• 9Ld.03 Understand the detail of an argument in short and extended talk.

• 9Ld.04 Recognise, with support, inconsistencies in argument in short and extended talk.

Listening for opinion

• 9Lo.01 Recognise the opinions of the speaker(s) and draw relevant conclusions for short and
extended talk.

• 9Lo.02 Recognise the difference between fact and opinion [including bias] in short and
extended texts.

Speaking

Communication

• 9Sc.01 Develop a clear descriptive account or narrative, expanding and supporting main
points with details and examples.

• 9Sc.02 Ask questions to find out detailed information and to clarify meaning and opinion on a
wide range of topics, including unfamiliar topics, and respond accordingly.

• 9Sc.03 Pronounce words and phrases clearly; use intonation and place stress at word,
phrase and sentence level appropriately.

• 9Sc.04 Begin to produce and maintain stretches of language with a degree of fluency and
spontaneity, allowing for occasional hesitation.

• 9Sc.05 Use mostly accurate spoken language, without making mistakes which cause
misunderstanding, and frequently correct their own errors.

Express opinion

• 9So.01 Express opinions, justify their point of view and evaluate the opinions of others.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

Organisation

• 9Sor.01 Link ideas and arguments into coherent, extended talk using a wide range of
connectives.

• 9Sor.02 Summarise and make links in their response to what others say, with little or no
support, in a range of extended exchanges in order to achieve a shared outcome.

Writing

Communicative achievement

• 9Wca.01 Spell familiar words accurately on a wide range of topics.

• 9Wca.02 Generate ideas, plan, write, edit and proofread extended texts independently.

• 9Wca.03 Use style and register appropriate to a range of written genres.

• 9Wca.04 Use mostly accurate written language, without making mistakes which cause
misunderstanding, and frequently correct their own errors.

Organisation

• 9Wor.01 Punctuate extended texts with reasonable accuracy when writing independently and
frequently correct their own errors.

• 9Wor.02 Link ideas and arguments into coherent, extended text using a range of
connectives.

• 9Wor.03 Use appropriate layout for a wide range of written genres.

Content

• 9Wc.01 Write, with little or no support, extended texts which describe people, places and
objects, and past and present actions and events [real and imagined] in detail.

• 9Wc.02 Express opinions and develop coherent arguments, supported by reasons, examples
and evidence.

Reading

Reading for global meaning

• 9Rm.01 Understand the main points of short and extended texts.

• 9Rm.02 Read a range of extended fiction and non-fiction texts with confidence and
enjoyment.

Reading for detail

• 9Rd.01 Understand specific information and detail in short and extended texts.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

• 9Rd.02 Understand the detail of an argument in short and extended texts.

• 9Rd.03 Recognise, with support, inconsistencies in argument in short and extended texts.

• 9Rd.04 Deduce meaning from context and understand some implied meaning, with little or no
support, in short and extended texts.

Reading for opinion

• 9Ro.01 Recognise the opinions of the writer(s) in short and extended texts and draw relevant
conclusions.

• 9Ro.02 Recognise the difference between fact and opinion [including bias] in short and
extended texts.

Use of English

Grammatical forms

• 9Ug.01 Use a wide range of present simple active forms and passive forms.

• 9Ug.02 Use a wide range of past simple active forms and passive forms.

• 9Ug.03 Use a range of present continuous active forms and an increasing range of passive
forms.

• 9Ug.04 Use a range of past continuous active forms and begin to use passive forms.

• 9Ug.05 Use a range of present perfect active forms and begin to use passive forms.

• 9Ug.06 Use present perfect continuous forms.

• 9Ug.07 Use a range of active and passive past perfect simple forms.

• 9Ug.08 Begin to use past perfect continuous forms.

• 9Ug.09 Use a range of future active and passive forms, and use future continuous forms.

• 9Ug.10 Begin to use if/if only clauses in third conditionals.

• 9Ug.11 Use a range of prepositional and phrasal verbs.

• 9Ug.12 Use a range of reported statements and question forms.

• 9Ug.13 Begin to use a range of causative forms (e.g. have/get something done).

• 9Ug.14 Use an increasing range of past modal forms (e.g. must have, can’t have, might
have) to express speculation and deduction about the past.

• 9Ug.15 Use a range of compound and participle adjectives, and comparative structures to
indicate degree and an increasing range of intensifying adjectives.

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 Cambridge Lower Secondary English as a Second Language 0876 Curriculum Framework: Learning objectives by stage

Vocabulary

• 9Uv.01 Use a wide range of dependent prepositions following adjectives and an increasing
range of dependent prepositions following nouns and verbs.

• 9Uv.02 Use a range of comparative and superlative forms with regular and irregular adverbs
and comparative adverb structures.

• 9Uv.03 Use a range of abstract nouns, compound nouns, complex noun phrases.

Sentence structure

• 9Us.01 Use a range of connectives.

• 9Us.02 Use a range of relative clauses, including which to refer to the previous clause.

• 9Us.03 Use infinitive and gerund forms after a range of verbs, adjectives and prepositions.

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