At Key Stage 3, pupils are expected to be articulate and fluent in their use of standard English when they speak formally or to people whom they do not know. However, teachers should appreciate the need for a command of the standard language and the spontaneous use of dialect forms. Dialect awareness should encourage an appreciation of the heterogeneity of modern society and the place of the pupils within it.

The UK curriculum guidance documents provide a focus on the degrees of formality and informality required of pupils' communicative competence.

England

Speaking

1. To speak fluently and appropriately in different contexts, adapting their talk for a range of purposes and audiences, including the more formal, pupils should be taught to:

f) use spoken standard English fluently in different contexts.

Standard English

5. Pupils should be taught to use the vocabulary, structures and grammar of spoken Standard English fluently and accurately in informal and formal situations.

Language variation
6. Pupils should be taught about how language varies, including:

a) the importance of Standard English as the language of public communication nationally and often internationally
b) current influences on spoken and written language
c) attitudes to language use
d) the differences between speech and writing
e) the vocabulary and grammar of Standard English and dialectal variation
f) the development of English, including changes over time, borrowings from other languages, origins of words, and the impact of electronic communication on written language

In the Scottish 5-14 National Guidelines

Listening
In listening to text, identify similarities and differences of form and content in examples of text from a variety of genres.

Knowledge about Language
Show that they know, understand and can use the terms target audience, standard English and dialects, accent.

Talking
Pupils should talk for a variety of purposes, both in groups and individually. They should show a sense of purpose and awareness of audience.

Cultural Diversity
Pupils should be confident and creative in their own language and begin to develop a notion of language diversity within which pupils can appreciate the range of accents, dialects and languages they encounter.

Pupils should investigate language diversity by noting features of their own speech which differ from standard English and from other dialects they encounter.

Pupils should be encouraged to have greater empathy with those whose languages and cultures are different.

Northern Ireland
The curriculum in Northern Ireland, which is currently under review, specifies a number of expected outcomes:

Talking and listening
Pupils should develop the ability to:
c) talk about their own and others' use of spoken language
i) discuss the use of variations in accents and dialects for deliberate effects
o) study the forms and functions of spoken English
p) explore the formal aspect of 'public' talk including the use of Standard English where appropriate