# Key stage 3: National Curriculum in England A course roadmap (national-curriculum-in-england). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 41 concepts ready. In the app: https://ai.page/roadmap/uk-nc-2013-key-stage-3-national-curriculum-in-england Part of: [National Curriculum in England](https://ai.page/roadmap/uk-nc-2013.md) Goal: The national curriculum in England: Key stages 1 and 2 framework document, Key stage 3 ## 1. Consolidate and build on their knowledge of grammar and vocabulary - [Advanced Punctuation for Clarity](https://ai.page/c/advanced-punctuation-for-clarity/index.md): Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements - [Phrases & Clauses](https://ai.page/c/phrases-and-clauses/index.md): Understand and analyse the function of phrases (noun, verb, adjectival, adverbial, prepositional) and clauses (main, subordinate, relative) in general and in specific sentences, including recognising and correcting misplaced and dangling modifiers - [Types of Sentences](https://ai.page/c/types-of-sentences/index.md): Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style - [Verb Voice and Mood](https://ai.page/c/verb-voice-and-mood/index.md): Understand and use active and passive voice deliberately, and recognise verb moods (indicative, imperative, subjunctive, conditional) and their effects — choosing the appropriate voice and mood for purpose and audience - [Grammar for Effect](https://ai.page/c/grammar-for-effect/index.md): Analyse the effectiveness and impact of grammatical features in texts read — understanding how authors make deliberate grammatical choices (sentence length, passive voice, fronted adverbials, listing) to create specific effects on the reader - [Academic Vocabulary](https://ai.page/c/academic-vocabulary/index.md): Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects - [Advanced Figurative Language](https://ai.page/c/advanced-figurative-language/index.md): Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words - [Standard English](https://ai.page/c/standard-english/index.md): Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech - [Literary and Language Terminology](https://ai.page/c/literary-and-language-terminology/index.md): Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features ## 2. Develop an appreciation and love of reading, and read increasingly challenging material independently - [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader - [Critical comparison across texts](https://ai.page/c/critical-comparison-across-texts/index.md): Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures ## 3. Understand increasingly challenging texts - [Vocabulary Strategies](https://ai.page/c/vocabulary-strategies/index.md): Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning - [Using and Evaluating Textual Evidence](https://ai.page/c/using-and-evaluating-textual-evidence/index.md): Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point - [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone - [Evaluating Arguments in Non-Fiction](https://ai.page/c/evaluating-arguments-in-non-fiction/index.md): Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques - [Tracing Theme Across a Text](https://ai.page/c/tracing-theme-across-a-text/index.md): Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion ## 4. Read critically - [Analysing Text Structure](https://ai.page/c/analysing-text-structure/index.md): Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony - [Poetic forms and conventions](https://ai.page/c/poetic-forms-and-conventions/index.md): Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect - [Plot Structure and Character Development](https://ai.page/c/plot-structure-and-character-development/index.md): Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot - [Narrative Perspective and Unreliable Narrators](https://ai.page/c/narrative-perspective-and-unreliable-narrators/index.md): Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour - [Understanding drama and performance](https://ai.page/c/understanding-drama-and-performance/index.md): Understand how dramatists communicate meaning through performance — including staging, direction, set design, lighting, and actors' choices — and how different productions can interpret the same script differently ## 5. Speak confidently and effectively - [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience - [Formal Debates](https://ai.page/c/formal-debates/index.md): Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion - [Performing Scripts & Poetry](https://ai.page/c/performing-scripts-and-poetry/index.md): Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance ## 6. Write accurately, fluently, effectively and at length for pleasure and information - [Cohesion and Transitions Across Writing](https://ai.page/c/cohesion-and-transitions-across-writing/index.md): Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting - [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement - [Writing Across Genres](https://ai.page/c/writing-across-genres/index.md): Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each - [Writing Character & Dialogue](https://ai.page/c/writing-character-and-dialogue/index.md): Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion - [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail - [Writing Techniques for Effect](https://ai.page/c/writing-techniques-for-effect/index.md): Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact ## 7. Plan, draft, edit and proofread - [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar - [Applying Spelling Rules to Complex Words](https://ai.page/c/applying-spelling-rules-to-complex-words/index.md): Spell correctly and consistently, applying the spelling patterns and rules from KS1-2 to increasingly complex vocabulary encountered in KS3 reading and subject-specific study ## 8. Working scientifically - [Heating experiments and Q = mcΔT](https://ai.page/c/heating-experiments-and-q-mc-t/index.md): Plan and carry out experiments to measure energy transferred during heating, including using the equation Q = mcΔT, recording temperature changes over time, and evaluating sources of error - [Drawing conclusions from evidence (age 12+)](https://ai.page/c/drawing-conclusions-from-evidence-age-12/index.md): Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements - [Controlling variables (age 11+)](https://ai.page/c/controlling-variables-age-11/index.md): Form a testable scientific hypothesis linking an independent variable to a predicted outcome, plan a full investigation identifying independent, dependent, and control variables, sample size, and risk assessment - [Investigating Forces](https://ai.page/c/investigating-forces/index.md): Plan and carry out investigations into forces, including measuring force with a newton meter, investigating Hooke's Law, and collecting and interpreting motion data to test Newton's laws - [Using a Microscope](https://ai.page/c/using-a-microscope/index.md): Use a light microscope correctly to prepare, focus, and examine biological specimens, including making accurate labelled drawings at an appropriate magnification - [Repeated tests for reliability](https://ai.page/c/repeated-tests-for-reliability/index.md): Distinguish between precision (consistency of repeated readings) and accuracy (closeness to true value), use significant figures and standard form correctly, and choose and use appropriate measuring instruments to minimise uncertainty - [Writing Science Reports](https://ai.page/c/writing-science-reports/index.md): Communicate scientific findings in a structured report using appropriate scientific vocabulary, SI units, and standard notation; describe how peer review and replication contribute to the reliability of scientific knowledge ## Health: 0 of 100 Of its 41 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Advanced Punctuation for Clarity has no explanation yet - Phrases & Clauses has no explanation yet - Types of Sentences has no explanation yet - Verb Voice and Mood has no explanation yet - Grammar for Effect has no explanation yet - Academic Vocabulary comes before Vocabulary Strategies, which it needs - Academic Vocabulary has no explanation yet - Advanced Figurative Language comes before Figurative Language and Literary Devices, which it needs - Advanced Figurative Language has no explanation yet - Standard English has no explanation yet - Literary and Language Terminology has no explanation yet - Wide Independent Reading Across Genres has no explanation yet - Critical comparison across texts comes before Tracing Theme Across a Text, which it needs - Critical comparison across texts has no explanation yet - Vocabulary Strategies has no explanation yet - Using and Evaluating Textual Evidence has no explanation yet - Purpose, audience, and context has no explanation yet - Evaluating Arguments in Non-Fiction has no explanation yet - Tracing Theme Across a Text has no explanation yet - Analysing Text Structure has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Poetic forms and conventions has no explanation yet - Plot Structure and Character Development has no explanation yet - Narrative Perspective and Unreliable Narrators has no explanation yet - Understanding drama and performance has no explanation yet - Speaking Formally and Giving Presentations has no explanation yet - Formal Debates has no explanation yet - Performing Scripts & Poetry has no explanation yet - Cohesion and Transitions Across Writing has no explanation yet - Developed Informational and Explanatory Writing has no explanation yet - Persuasive Writing has no explanation yet - Writing Across Genres has no explanation yet - Writing Character & Dialogue has no explanation yet - Research & Source Evaluation has no explanation yet - Writing Techniques for Effect has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Applying Spelling Rules to Complex Words has no explanation yet - Heating experiments and Q = mcΔT has no explanation yet - Drawing conclusions from evidence (age 12+) has no explanation yet - Controlling variables (age 11+) has no explanation yet - Investigating Forces has no explanation yet - Using a Microscope has no explanation yet - Repeated tests for reliability has no explanation yet - Writing Science Reports has no explanation yet Credit: The structure of The national curriculum in England: Key stages 1 and 2 framework document; concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.