CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Curriculum framework
correlation
Coverage of learning objectives from the Lower Secondary English Stage 8 curriculum framework (0861)
Below you will find a table setting out specifically where to find coverage of the learning objectives for Stage 8.

The learning objectives in the table below are reproduced from Cambridge Lower Secondary English curriculum framework (0861) from 2020. This Cambridge International
copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
8Rv.01 Deduce the meanings of unfamiliar ✓ ✓ ✓ ✓
words in context using a range of strategies,
including knowledge of word families,
etymology and morphology. [Stages 7 to 9]
8Rv.02 Explain how a writer’s choice of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
language contributes to the intended
purpose and overall impact on the reader.
8Rv.03 Compare texts from different ✓ ✓ ✓ ✓
cultures and times, commenting on the use
of language to develop similar themes.
8Rv.04 Explain possible interpretations, ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
explicit and implicit, of a writer’s use of
linguistic and literary techniques, e.g.
explaining how hyperbole suggests a
character’s attitude, or how an oxymoron is
used to emphasise a point.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
8Rg.01 Explain how a writer’s choice ✓ ✓ ✓ ✓ ✓
of punctuation can convey shades of
meaning.
8Rg.02 Explain how a writer uses simple, ✓ ✓ ✓ ✓ ✓
compound, complex and compound-
complex sentences for effect in their
writing.
8Rg.03 Comment on how a writer builds ✓ ✓ ✓ ✓ ✓ ✓
up detail and conveys shades of meaning
through the grammatical structure of their
sentences.
8Rg.04 Comment on ways in which a ✓ ✓
writer uses standard and non-standard
English for effect.
8Rg.05 Comment on the use of formal and ✓ ✓ ✓
informal language in a text and a writer’s
motivation for making the choice.
8Rs.01 Discuss how a writer uses features ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
of text structure for effect in a range of
fiction and non-fiction texts, including
poetic forms.
8Rs.02 Discuss how a writer organises and ✓ ✓ ✓ ✓ ✓ ✓
links the content of their text for clarity
and effect.
8Rs.03 Comment on how a writer’s choice ✓ ✓ ✓ ✓ ✓
of connectives and sentence openings
clarifies or emphasises connections in a
specific context.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
8Ri.01 Read and discuss a range of fiction ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
genres, poems and playscripts, including
the contribution of any visual elements or
multimedia. [Stages 7 to 9]
8Ri.02 Read and discuss a range of non- ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
fiction text types. [Stages 7 to 9]
8Ri.03 Identify and discuss the impact of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
explicit information on the reader.
8Ri.04 Comment on a writer’s implied ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
meaning and intended effect.
8Ri.05 Comment on the impact of bias in ✓ ✓
a text.
8Ri.06 Collate and summarise ideas and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
information from multiple texts.
8Ri.07 Use a range of reading strategies to ✓ ✓ ✓ ✓ ✓ ✓ ✓
identify and distinguish between main and
subsidiary points in texts.
8Ri.08 Use relevant textual references ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
when supporting or disagreeing with a
point.
8Ri.09 Compare and comment on the ✓ ✓ ✓ ✓ ✓ ✓ ✓
textual features used in more than one
text to develop similar themes and elicit
responses from the reader.
8Ri.10 Explain how a writer combines ✓ ✓ ✓ ✓ ✓ ✓ ✓
structural, linguistic and literary features
for effect.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
8Ri.11 Trace the development of ideas, ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
viewpoints and purposes through a text
and relate these to other texts read.
8Ri.12 Discuss the range of techniques ✓ ✓ ✓ ✓
writers use to distinguish between different
voices.
8Ra.01 Enjoy reading a wide range of ✓ ✓ ✓ ✓ ✓ ✓
texts. [Stages 7 to 9]
8Ra.02 Express informed personal ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
responses to texts.
8Ra.03 Make a reasoned choice when ✓ ✓ ✓
reading for different purposes, including
for pleasure.
8Ra.04 Explore how different readers ✓ ✓ ✓ ✓ ✓
choose and respond to texts.
8Ra.05 Discuss why certain texts are ✓ ✓ ✓
important within a culture, and show
awareness that the context in which a text
is written and read affects its meaning.
Writing
8Ww.01 Spell most words correctly, ✓ ✓ ✓ ✓
including some complex polysyllabic words
and unfamiliar words.
8Ww.02 Show understanding of ✓
word families, roots, derivations and
morphology in spelling. [Stages 7 to 9]

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Writing
8Ww.03 Use, with confidence, a range of ✓ ✓ ✓ ✓
strategies for spelling correctly.
8Wv.01 Create and control meaning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
through precise use of a range and variety
of language.
8Wv.02 Create effects by using a range of ✓ ✓ ✓ ✓ ✓ ✓ ✓
linguistic and literary techniques.
8Wv.03 Use a range of sources to develop ✓ ✓ ✓ ✓
and extend the range of language used in
written work. [Stages 7 to 9]
8Wg.01 Use all punctuation accurately and ✓ ✓ ✓ ✓
to enhance meaning.
8Wg.02 Use simple, compound, complex ✓ ✓ ✓ ✓
and compound-complex sentences
accurately, beginning to manipulate them
for effect on the whole text.
8Wg.03 Create detail and convey shades ✓ ✓ ✓ ✓ ✓
of meaning through the grammatical
structure of sentences, e.g. controlling
order of clauses.
8Wg.04 Use the conventions of standard ✓ ✓ ✓
English in specific contexts for particular
effects.
8Wg.05 Vary the degrees of formality ✓ ✓ ✓ ✓ ✓ ✓ ✓
and informality when making choices
of register in writing, according to the
identified context, purpose and audience.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Writing
8Ws.01 Use features of text structure to ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
demonstrate a sense of linked progression.
8Ws.02 Use a range of organisational ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
features to support the intended purpose
and audience.
8Wc.01 Write confidently in a range of ✓ ✓ ✓ ✓ ✓ ✓ ✓
different genres of fiction and types
of poems. [Stages 7 to 9]
8Wc.02 Use the most appropriate ✓ ✓ ✓ ✓ ✓ ✓ ✓
approach to planning writing in order to
generate, organise and shape ideas.
8Wc.03 Use relevant features consistently ✓ ✓ ✓ ✓ ✓ ✓ ✓
for a chosen purpose to clarify meaning.
8Wc.04 Create content to suit a wide ✓ ✓ ✓ ✓ ✓ ✓ ✓
range of audiences.
8Wc.05 Use a consistent viewpoint in ✓ ✓ ✓ ✓
fiction and non-fiction writing.
8Wc.06 Develop distinctive voices, both ✓ ✓ ✓ ✓ ✓ ✓
personal and for different characters.
8Wc.07 Begin to combine the use of ✓ ✓ ✓
structural, linguistic and literary features to
create a specific effect.
8Wp.01 Sustain a fast, fluent and legible ✓ ✓ ✓ ✓ ✓
handwriting style. [Stages 7 to 9]
8Wp.02 Use the most appropriate way of ✓ ✓ ✓ ✓ ✓ ✓
note-taking for the identified purpose and
use notes to inform writing.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Writing
8Wp.03 Use specific choices and ✓ ✓ ✓
combinations of layouts and presentation
to create particular effects in texts
(handwritten, printed and onscreen).
8Wp.04 Evaluate and edit to improve the ✓ ✓ ✓ ✓ ✓
accuracy and effectiveness of language,
grammar and structure of a range of
different texts.
Speaking and Listening
8SLm.01 Adapt speech purposefully in a ✓ ✓ ✓ ✓ ✓
range of familiar and unfamiliar contexts to
maximise its impact on the audience.
8SLm.02 Sustain an effective organisation ✓ ✓ ✓ ✓
of talk in a range of familiar contexts.
8SLm.03 Adapt language to express ✓ ✓ ✓ ✓ ✓ ✓ ✓
complex ideas and opinions in detail.
8SLm.04 Use non-verbal communication ✓ ✓ ✓ ✓ ✓
techniques to enhance meaning.
[Stages 7 to 9]
8SLm.05 Adapt communication to create ✓ ✓
appropriate impact on different audiences.
[Stages 7 to 9]
8SLs.01 Listen, evaluate what is heard, and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
generate a reasoned response that draws
on a range of sources.
8SLg.01 Independently identify and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
take up group roles as needed, and
demonstrate expertise. [Stages 7 to 9]

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Speaking and Listening
8SLg.02 Explore points of agreement ✓ ✓ ✓ ✓ ✓ ✓ ✓
and disagreement to gain a greater
understanding of the issues and meet the
needs of the task.
8SLg.03 Develop a discussion by ✓ ✓ ✓ ✓ ✓ ✓ ✓
synthesising and building on the shared
ideas.
8SLg.04 Balance the needs of others ✓ ✓ ✓ ✓ ✓ ✓ ✓
and the task when turn-taking, showing
sensitivity about when to contribute and
when to listen.
8SLp.01 Read aloud with confidence, ✓ ✓ ✓ ✓ ✓ ✓ ✓
accuracy and style. [Stages 7 to 9]
8SLp.02 Show evidence of reading ahead ✓ ✓ ✓ ✓ ✓
when reading an unseen text aloud.
[Stages 7 to 9]
8SLp.03 Demonstrate empathy and ✓ ✓ ✓ ✓ ✓ ✓ ✓
understanding of a range of characters
through flexible choice of speech, gesture
and movement in a dramatic scene.
8SLp.04 Plan and deliver presentations ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and persuasive speeches confidently in a
range of contexts, making choices about
the most appropriate media.
8SLp.05 Make decisions about the level ✓ ✓ ✓ ✓ ✓
of support needed to deliver a speech or
presentation, e.g. reading aloud, using
notes, visual aids.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Speaking and Listening
8SLr.01 Evaluate own and others’ talk, ✓ ✓ ✓ ✓ ✓
including giving constructive feedback.
[Stages 7 to 9]
8SLr.02 Discuss the meaning and impact ✓ ✓
of variations when communicating.