Cambridge Lower

Secondary English
BEGINNERS’ CELL MEET
MISA 2023
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 Hello! I’m...
Mahalakshmi Anand
17 years teaching experience
Primary, Lower Secondary
IPC, Cambridge Primary, IB_PYP
MISA Facilitator
GICLM, Mumbai.
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 Hello! I’m...
Dr. Sakshi
17 years teaching experience
Lower Secondary, AS/A Level.
MYP/IB English Language and
Literature
TOK Facilitator
HFS International School,
Powai.
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 Table of Contents
01 | Getting Started Navigating the
with Lower Support Hub
Secondary English Dr Sakshi

02 | Writing Skills 03 | Reading Skills

Paper 1 and Paper 2 Paper 1 and Paper 2

Writing skills Reading skills
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Ms Mahalakshmi Dr Sakshi
 Dr. Sakshi

01 01 | Getting Started with LSC

English
● The Cambridge Curriculum Pathway
● Navigating the Cambridge Support Hub
● CLSE Curriculum
● CLSE Pedagogy
● CLSE Assessment
● Paper 1 and Paper 2 Checkpoint Skills
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 Primary Secondary AS/ A
Checkpoint Checkpoint
IGCSE Level
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https://bloomingkids.edu.vn/ban-tin-blooming/nhung-dau-moc-quan-trong-cua-hoc-sinh-hoc-he-song-bang-cambridge
 schoolsupporthub.cambridgeinternational.org
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 2

3
1
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 Lower Secondary
English
Curriculum
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 The Cambridge Lower Secondary English
Curriculum Framework
English (0861)
provides a comprehensive set of
learning objectives
that give a structure for teaching and learning
and can be used to assess learners’
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attainment and skills development.

 The learning
objectives are
divided into three
main areas called
‘strands’, which
run through every
stage.

The strand titles

reflect the four
language skills:
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R W S L.
 Each strand is further subdivided into ‘sub-strands’:
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 The learning objectives ensure
progression in learning from
Stage 7 to Stage 9 and
onwards into Cambridge Upper
Secondary.

Teachers 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.
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 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.
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 Lower Secondary
English Pedagogy
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 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 - teachers are free
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to choose texts appropriate for your context.

 The Support Hub Website provides the following
support materials, which are designed to implement
the curriculum:

Progression Grids
Schemes of Work
Teacher Guide
List of Endorsed resources
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Updates about Training opportunities.

 Lower Secondary
English
Assessment
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 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. (Do not share the progression tests.)

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. (Held twice a year).

Speaking and Listening are not assessed by either test, but CLSE
support materials provide guidance on teaching and assessing these
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skills within the classroom.

 PAPER 1 NON-FICTION ASSESSMENT
Q1 READING and COMPREHENSION 25 MARKS
Q2 WRITING 25 MARKS

PAPER 2 FICTION ASSESSMENT

Q1 READING and COMPREHENSION 25 MARKS
Q2 WRITING 25 MARKS
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 CORE SKILLS
READING
WRITING
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SPEAKING AND LISTENING TO SUPPLEMENT CORE SKILLS

 Ms Mahalakshmi
WRITING SKILLS
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 Writing Skills
Task 1:
Use the Google Jamboard for responding to
02 these questions
1. What are the different genres of work
that learners of Cambridge Lower
Secondary produce?
2. What are the major challenges they
face?
3. What are the necessary skills they need
to succeed in producing quality
written work?
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You have 5 minutes to respond.

 Non-fiction Genres:
1. Descriptive
2a
2. Discursive,
3. Argumentative/Persuasive
4. Informative
5. Instructional
6. Reflective
7. Narrative
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 Non-fiction text types
● Newspaper Report and Article ● Biography
● Magazine Article ● Autobiography
● Online Article ● Personal Recount
● Website Information ● Persuasive Speech
● Blog ● Balanced Argument
● Information Poster ● Diary Entry
● Travel Advertisement ● Letters – formal and informal
● Travel Writing ● Email - formal and informal
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● Leaflet and Brochure

 ● Make it Personal ● Respond to a
● Start with a video Quote
Getting started ● Ask for ● Make a list
Predictions ● Define any term
● Make something ● Take a stand
● Try a mini ● Invite student
experiment discussion
● Start with an ● Activate prior
Image knowledge
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● Observe nature ● Draw

 Task 1
A picture tells a 1000 words
Whether print or digital, pull out your
last (pre-lockdown) travel photo. Take a
good long look at it – what’s happening
in the shot?
Write a short account of that
experience, just before and just after
you snapped the photo. As much as you
like, but a few lines is more than enough.
What was it like? What were you doing?
How do you feel about that experience
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looking back now?

 Task 2
Write what you remember of an
interaction with a local, or a fellow
traveller, from any past adventure you've
been on. Where were you: Haggling in a
market? Meeting at a restaurant? What
do you remember them saying, exactly?
Can you only remember the outline of
what they said? If so, jot it down.
What was it about? How did they describe
things? Did you learn something from the
conversation, and if so, how would you Imagine how you would recall the
get that across subtly in your writing,
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conversation to a friend or colleague and

try to write it that way.
without saying it outright
 Task 3

Write a review for the community

newsletter on any one of the following:
1. A new South Indian restaurant
2. A new pet care provider
3. A newly opened gym for only
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Senior citizens.
 Routine strategies that support good writing
● Read out short extracts of a variety of ● Play videos and audios at least once
genres at least twice every week. Ask every week on various themes and
students to note key points, some encourage students to discuss.
exciting details, anything they need ● Build specific micro-skills for each
more clarity on. genre through mini lessons.
● Provide good exemplars of these ● Provide templates and success
genres – actual leaflets, travel criteria wherever possible.
brochures, reviews posted by ● Share standard rubrics as required by
travelers; blogs on various themes Cambridge – so there is consistency
and topics; newsletters/magazines. across grades and teachers.
Have a treasure box every month as ● If possible, educate teachers of
per the concept taught that month. other disciplines on these rubrics –
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Better still make it MULTI-DISCIPLINARY! so they can grade presentations,

reports et al on similar lines.
 Fiction Writing Genres
2b
● Realistic
● Sci-fi
● Adventure
● Mystery
● Historical
● Fantasy
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 Task 4
Descriptive Writing
Describe the most breathtaking, awe-
inspiring landscape you have ever
witnessed. Include details about the
sights and feel of the place.
Use words that you would normally use in
your regular conversation; show, don’t
tell; imagery – sensorial description.
Don’t OVERDO – avoid clichéd travellers’
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phrases; fluffy words that cannot

connect with the reader.
 Task 5 : Sentence Starters…
Of all the things that could have gone
wrong, this could only happen to me!

The sky continued to lash out furiously…

She held my hands gently…

It wasn’t my
bag !
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 Routine strategies that support good writing
● Reading the prompt and marking the ● Provide checklists – all the micro
expectations – characters, setting, skills needed.
what part of the plot, what genre. ● Share standard rubrics as required
● Review their knowledge of text by Cambridge (Cambridge
features of that genre. Checkpoint mark scheme).
● Insist on planning the flow of the ● Allow and encourage peer
story. evaluation during guided practice.
● Flow chart or story mountain works
well.
● Provide word bank if possible to
improve vocabulary.
● Explain success criteria for each task
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● Conference and provide feedback as

they are working on their draft.
 Dr Sakshi
READING SKILLS
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 Reading Skills
03

READING SKILLS
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 Reading Skills
03
● Model behaviour
● Checkpoint Strategies for
reading skills
● Reading skill activity
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 My child
does not Children
read at all! nowadays
are too lazy
to read!
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 BE THE ROLE MODEL…YOU START IT!

Be seen around them…reading.

Read aloud to them.

Inquire about their current reads.

Discuss trending new books.

Have a silent reading period once a month…with attached

tasks/outcomes which incentivise that reading period.
(Why not add it to a planned Formative Test!)
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 BE THE ROLE MODEL… GO OTT…
ABOUT READING…

Organise a reading day invite to a friend or

family.

Collaborate a reading session with another

school…ONLINE Gains!
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 562913-tips-for-reading-
teachers.pdf
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 DO YOU READ WELL?
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 DID YOU READ WELL?

OR

DID YOU VISUALISE WELL?

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 Reading comprehension tips
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 Free themes and templates for
Google Slides or PowerPoint

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 BIBLIOGRAPHY

https://cambridge-community.org.uk/guide-to/cambridge-lower-
secondary/english/
https://www.wanderlust.co.uk/
https://cambridge-community.org.uk/guide-to/cambridge-lower-
secondary/english/#group-Pedagogy-gaiIZ039Zg
https://englishinparadise.wordpress.com/2016/08/19/reading-comprehension-
tips/
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 With Gratitude to MISA
misa.co.in

Dr. Kavita Aggarwal

Ms Lalitha Rajgopal

Ms Mahalakshmi Anand
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Dr. Sakshi