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English

Achievement objectives

Level 1 

Listening, reading, and viewing

Processes and strategies

Students will:

Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfilment

has an awareness of the connections between oral, written, and visual language

uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts

associates sounds with letter clusters as well as with individual letters

uses processing and some comprehension strategies with some confidence

is developing the ability to think critically about texts

begins to monitor, self-evaluate, and describe progress.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Recognise that texts are shaped for different purposes and audiences.

Indicators:

identifies the purposes of simple texts

evaluates the usefulness of simple texts.

Ideas

Recognise and identify ideas within and across texts.

Indicators:

understands that personal experience can influence the meaning gained from texts

makes meaning of texts by identifying ideas in some texts.

Language features

Recognise and begin to understand how language features are used for effect within and across texts.

Indicators:

begins to recognise that oral, written, and visual language features can be used for effect

recognises a large bank of high-frequency and some topic-specific words

shows some knowledge of text conventions, such as: capital letters, full stops, and word order; volume and clarity; and simple symbols. 

Structure

Recognise and begin to understand text structures.

Indicators:

understands that the order and organisation of words, sentences, and images contribute to text meaning

recognises some text forms and some differences between them.

Speaking, writing, and presenting

Processes and strategies

Students will:

Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Indicators:

has an awareness of the connections between oral, written, and visual language when creating text

creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence

seeks feedback and makes changes to texts

is becoming reflective about the production of own texts

begins to monitor, self-evaluate, and describe progress.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Recognise how to shape texts for a purpose and an audience.

Indicators:

constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form

expects the texts they create to be understood, responded to, and appreciated by others

is developing and conveying personal voice where appropriate.

Ideas

Form and express ideas on a range of topics.

Indicators:

forms and expresses simple ideas and information, usually drawing from personal experience and knowledge

begins to support ideas with some detail.

Language features

Use language features, showing some recognition of their effects.

Indicators:

uses some oral, written, and visual language features to create meaning and effect

uses a range of high-frequency, topic-specific, and personal-content words to create meaning

spells some high-frequency words correctly and begins to use some common spelling patterns

begins to use some strategies to self-correct and monitor spelling

writes most letters and number forms legibly when creating texts

begins to gain control of text conventions, such as: capital letters and full stops

some basic grammatical conventions; volume, clarity, and tone; and simple symbols.

Structure

Organise texts, using simple structures.

Indicators:

uses knowledge of word and sentence order to communicate meaning in simple texts

begins to sequence ideas and information

uses simple sentences with some variation in beginnings

may attempt compound and complex sentences.

Level 2 

Listening, reading, and viewing

Processes and strategies

Students will:

Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfilment

recognises connections between oral, written, and visual language

selects and uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts

uses an increasing knowledge of letter clusters, affxes, roots, and compound words to confirm predictions

selects and uses processing strategies and an increasing range of comprehension strategies with some understanding and confidence

thinks critically about texts with some confidence

monitors, self-evaluates, and describes progress with some confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Show some understanding of how texts are shaped for different purposes and audiences.

Indicators:

recognises how texts are constructed for different purposes, audiences, and situations

understands that texts are created from a particular point of view

evaluates the reliability and usefulness of texts with some confidence.

Ideas

Show some understanding of ideas within, across, and beyond texts.

Indicators:

uses their personal experience and world and literacy knowledge to make meaning from texts

makes meaning of increasingly complex texts by identifying main ideas

makes and supports inferences from texts with some independence.

Language features

Show some understanding of how language features are used for effect within and across texts.

Indicators:

recognises that oral, written, and visual language features can be used for effect

uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning

shows an increasing knowledge of the conventions of text

recognises that authors have different voices and styles.

Structure

Show some understanding of text structures.

Indicators:

understands that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning

recognises an increasing range of text forms and differences between them.

Speaking, writing, and presenting

Processes and strategies

Students will:

Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Indicators:

shows some understanding of the connections between oral, written, and visual language when creating texts

creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence

seeks feedback and makes changes to texts to improve clarity and meaning

is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Show some understanding of how to shape texts for different purposes and audiences.

Indicators:

constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form

expects the texts they create to be understood, responded to, and appreciated by others

develops and conveys personal voice where appropriate.

Ideas

Select, form, and express ideas on a range of topics.

Indicators:

forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge

begins to add or delete details and comments, showing some selectivity in the process.

Language features

Use language features appropriately, showing some understanding of their effects.

Indicators:

uses oral, written, and visual language features to create meaning and effect

uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to create meaning

spells most high-frequency words correctly and shows growing knowledge of common spelling patterns

uses a range of strategies to self-monitor and self-correct spelling

writes legibly and with increasing fluency when creating texts

gains increasing control of text conventions, including some grammatical conventions.

Structure

Organise texts, using a range of structures.

Indicators:

uses knowledge of word and sentence order to communicate meaning when creating texts

organises and sequences ideas and information with some confidence

begins to use a variety of sentence structures, beginnings, and lengths.

Level 3 

Listening, reading, and viewing

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfilment

recognises and understands the connections between oral, written, and visual language

integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts

selects and uses a range of processing and comprehension strategies with growing understanding and confidence

thinks critically about texts with developing confidence

monitors, self-evaluates, and describes progress with growing confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Show a developing understanding of how texts are shaped for different purposes and audiences.

Indicators:

recognises and understands how texts are constructed for a range of purposes, audiences, and situations

identifies particular points of view and begins to recognise that texts can position a reader

evaluates the reliability and usefulness of texts with increasing confidence.

Ideas

Show a developing understanding of ideas within, across, and beyond texts.

Indicators:

uses their personal experience and world and literacy knowledge confidently to make meaning from texts

makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them

starts to make connections by thinking about underlying ideas in and between texts

recognises that there may be more than one reading available within a text

makes and supports inferences from texts with increasing independence.

Language features

Show a developing understanding of how language features are used for effect within and across texts.

Indicators:

identifies oral, written, and visual language features used in texts and recognises their effects

uses an increasing vocabulary to make meaning

shows an increasing knowledge of how a range of text conventions can be used appropriately

knows that authors have different voices and styles and can identify some of these differences.

Structure

Show a developing understanding of text structures.

Indicators:

understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning

identifies a range of text forms and recognises some of their characteristics and conventions.

Speaking, writing, and presenting

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

Indicators:

uses a developing understanding of the connections between oral, written, and visual language when creating texts

creates a range of texts by integrating sources of information and processing strategies with developing confidence

seeks feedback and makes changes to texts to improve clarity, meaning, and effect

is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Show a developing understanding of how to shape texts for different purposes and audiences.

Indicators:

constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form

conveys and sustains personal voice where appropriate.

Ideas

Select, form, and communicate ideas on a range of topics.

Indicators:

forms and expresses ideas and information with increased clarity, drawing on a range of sources

adds or changes details and comments to support ideas, showing some selectivity in the process

ideas suggest awareness of a range of dimensions or viewpoints.

Language features

Use language features appropriately, showing a developing understanding of their effects.

Indicators:

uses oral, written, and visual language features to create meaning and effect and engage interest

uses a range of vocabulary to communicate meaning

demonstrates good understanding of all basic spelling patterns and sounds in written English

uses an increasing range of strategies to self-monitor and self-correct spelling

writes legibly, fluently, and with ease when creating texts

uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.

Structure

Organise texts, using a range of appropriate structures.

Indicators:

organises written ideas into paragraphs with increasing confidence

organises and sequences ideas and information with increasing confidence

uses a variety of sentence structures, beginnings, and lengths.

Level 4 

Listening, reading, and viewing

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfiment

recognises and understands the connections between oral, written, and visual language

integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts

selects and uses appropriate processing and comprehension strategies with increasing understanding and confidence

thinks critically about texts with increasing understanding and confidence

monitors, self-evaluates, describes progress, and articulates learning with confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Show an increasing understanding of how texts are shaped for different purposes and audiences.

Indicators:

recognises and understands how texts are constructed for a range of purposes, audiences, and situations

identifies particular points of view and recognises that texts can position a reader

evaluates the reliability and usefulness of texts with increasing confidence.

Ideas

Show an increasing understanding of ideas within, across, and beyond texts.

Indicators:

makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them

makes connections by thinking about underlying ideas within and between texts from a range of contexts

recognises that there may be more than one reading available within a text

makes and supports inferences from texts with increasing independence.

Language features

Show an increasing understanding of how language features are used for effect within and across texts.

Indicators:

identifies oral, written, and visual features used and recognises and describes their effects

uses an increasing vocabulary to make meaning

shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively

knows that authors have different voices and styles and can identify and describe some of these differences.

Structure

Show an increasing understanding of text structures.

Indicators:

understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect meaning in a range of texts

identifies an increasing range of text forms and recognises and describes their characteristics and conventions.

Speaking, writing, and presenting

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.

Indicators:

uses an increasing understanding of the connections between oral, written, and visual language when creating texts

creates a range of texts by integrating sources of information and processing strategies with increasing confidence

seeks feedback and makes changes to texts to improve clarity, meaning, and effect

is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Show an increasing understanding of how to shape texts for different purposes and audiences.

Indicators:

constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form

conveys and sustains personal voice where appropriate.

Ideas

Select, develop, and communicate ideas on a range of topics.

Indicators:

forms and communicates ideas and information clearly, drawing on a range of sources

adds or changes details and comments to support ideas, showing thoughtful selection in the process

ideas show increasing awareness of a range of dimensions or viewpoints.

Language features

Use a range of language features appropriately, showing an increasing understanding of their effects.

Indicators:

uses a range of oral, written, and visual features to create meaning and effect and to sustain interest

uses a range of vocabulary to communicate precise meaning

demonstrates a good understanding of spelling patterns in written English, with few intrusive errors

uses a wide range of strategies to self-monitor and self-correct spelling

writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility

uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy.

Structure

Organise texts, using a range of appropriate structures.

Indicators:

achieves some coherence and wholeness when constructing texts

organises and sequences ideas and information for a particular purpose or effect

uses a variety of sentence structures, beginnings, and lengths for effect.

Level 5 

Listening, reading, and viewing

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfilment

recognises, understands, and considers the connections between oral, written, and visual language

integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts

selects and uses appropriate processing and comprehension strategies with confidence

thinks critically about texts with understanding and confidence

monitors, self-evaluates, and describes progress, articulating learning with confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Show an understanding of how texts are shaped for different purposes and audiences.

Indicators:

recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations

identifies particular points of view within texts and recognises that texts can position a reader

evaluates the reliability and usefulness of texts with confidence.

recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations

Ideas

Show an understanding of ideas within, across, and beyond texts.

Indicators:

makes meaning by understanding increasingly comprehensive ideas in texts and the links between them

makes connections by exploring ideas within and between texts from a range of contexts

recognises that there may be more than one reading available within a text

makes and supports inferences from texts independently.

Language features

Show an understanding of how language features are used for effect within and across texts.

Indicators:

identifies oral, written, and visual language features and understands their effects

uses an increasing vocabulary to make meaning

understands how a range of text conventions work together to create meaning and effect

understands that authors have different voices and styles and can identify those differences.

Structure

Show an understanding of a range of structures.

Indicator:

identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.

Speaking, writing, and presenting

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.

Indicators:

uses an increasing understanding of the connections between oral, written, and visual language when creating texts

creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies

seeks feedback and makes changes to texts to improve clarity, meaning, and effect

is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Show an understanding of how to shape texts for different audiences and purposes.

Indicators:

constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form

conveys and sustains personal voice where appropriate.

Ideas

Select, develop, and communicate purposeful ideas on a range of topics.

Indicators:

develops and communicates increasingly comprehensive ideas, information, and understandings

develops ideas by adding details or making links to other ideas and details

ideas show an awareness of a range of dimensions or viewpoints.

Language features

Select and use a range of language features appropriately, showing an understanding of their effects.

Indicators:

uses a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest

uses an increasing range of vocabulary to communicate precise meaning

uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with increasing accuracy.

Structure

Organise texts, using a range of appropriate, effective structures.

Indicators:

achieves a sense of coherence and wholeness when constructing texts

organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms.

Level 6 

Listening, reading, and viewing

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfilment

recognises, understands, and considers the connections between oral, written, and visual language

integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts

selects and uses appropriate processing and comprehension strategies with confidence

thinks critically about texts with understanding and confidence

monitors, self-evaluates, and describes progress, articulating learning with confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Show a developed understanding of how texts are shaped for different purposes and audiences.

Indicators:

recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations

identifies particular points of view within texts and recognises that texts can position a reader

evaluates the reliability and usefulness of texts with confidence.

Ideas

Show a developed understanding of ideas within, across, and beyond texts.

Indicators:

makes meaning by understanding comprehensive ideas

makes connections by interpreting ideas within and between texts from a range of contexts

recognises that there may be more than one reading available within a text

makes and supports inferences from texts independently.

Language features

Show a developed understanding of how language features are used for effect within and across texts.

Indicators:

identifies a range of oral, written, and visual language features and understands their effects

uses an increasing vocabulary to make meaning

understands and interprets how text conventions work together to create meaning and effect

understands that authors have different voices and styles and identifies and can explain these differences.

Structure

Show a developed understanding of a range of structures.

Indicator:

identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.

Speaking, writing, and presenting

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.

Indicators:

uses an increasing understanding of the connections between oral, written, and visual language when creating texts

creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies

seeks feedback and makes changes to texts to improve clarity, meaning, and effect

is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Show a developed understanding of how to shape texts for different audiences and purposes.

Indicators:

constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form

conveys and sustains personal voice where appropriate.

Ideas

Select, develop, and communicate connected ideas on a range of topics.

Indicators:

develops and communicates comprehensive ideas, information, and understandings

works towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas and details

ideas show an understanding and awareness of a range of dimensions or viewpoints.

Language features

Select and use a range of language features appropriately for a variety of effects.

Indicators:

uses a wide range of oral, written, and visual language features with control to create meaning and effect and to sustain interest

uses an increasing vocabulary to communicate precise meaning

uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, effective structures.

Indicators:

achieves a sense of coherence and wholeness when constructing texts

organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms.

Level 7 

Listening, reading, and viewing

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfilment

recognises, understands, and appreciates the connections between oral, written, and visual language

integrates sources of information and prior knowledge purposefully, confidently, and precisely to make sense of increasingly varied and complex texts

selects and uses appropriate processing and comprehension strategies with confidence and discrimination

thinks critically about texts with understanding and confidence

monitors, self-evaluates, and describes progress, articulating learning with confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Show a discriminating understanding of how texts are shaped for different purposes and audiences.

Indicators:

recognises, understands, and appreciates how texts are constructed for a range of intentions and situations

identifies particular points of view within texts and understands that texts can position a reader

evaluates the reliability and usefulness of texts.

Ideas

Show a discriminating understanding of ideas within, across, and beyond texts.

Indicators:

makes meaning by understanding increasingly sophisticated ideas

makes connections by analysing ideas within and between texts from a range of contexts

understands that there may be multiple readings available within a text

makes and supports inferences from texts independently.

Language features

Show a discriminating understanding of how language features are used for effect within and across texts.

Indicators:

identifies a range of increasingly sophisticated oral, written, and visual language features and understands their effects

uses an increasing vocabulary to make meaning

understands and analyses how text conventions work together to create meaning and effect

understands that authors have different voices and styles and appreciates these differences.

Structure

Show a discriminating understanding of a range of structures.

Indicator:

identifies and understands the characteristics and conventions of a range of text forms and appreciates how they contribute to and affect text meaning.

Speaking, writing, and presenting

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.

Indicators:

uses an increasing understanding of the connections between oral, written, and visual language when creating text

creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies

seeks feedback and makes changes to texts to improve clarity, meaning, and effect

is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Show a discriminating understanding of how to shape texts for different audiences and purposes.

Indicators:

constructs a range of texts that demonstrate an understanding and appreciation of purpose and audience through deliberate choice of content, language, and text form

conveys and sustains personal voice where appropriate.

Ideas

Select, develop, and communicate sustained ideas on a range of topics.

Indicators:

develops, communicates, and sustains increasingly sophisticated ideas, information, and understandings

creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details

ideas show depth of thought and awareness of a range of dimensions or viewpoints.

Language features

Select and integrate a range of language features appropriately for a variety of effects.

Indicators:

uses a wide range of oral, written, and visual language features fluently and with control to create meaning and effect and to sustain interest

uses an increasing vocabulary to communicate precise meaning

uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, coherent, and effective structures.

Indicator:

organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control.

Level 8 

Listening, reading, and viewing

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.

Indicators:

selects and reads texts for enjoyment and personal fulfilment

recognises, understands, and appreciates the connections between oral, written, and visual language

integrates sources of information and prior knowledge purposefully, confidently, and precisely to make sense of increasingly varied and complex texts

selects and uses appropriate processing and comprehension strategies with confidence and discrimination

thinks critically about texts with understanding and confidence

monitors, self-evaluates, and describes progress, articulating learning with confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

Show a discriminating understanding of how texts are shaped for different purposes and audiences.

Indicators:

recognises, understands, and appreciates how texts are constructed for a range of intentions and situations

identifies particular points of view within texts and understands that texts can position a reader

evaluates the reliability and usefulness of texts.

Ideas

Show a discriminating and insightful understanding of ideas within, across, and beyond texts.

Indicators:

makes meaning by perceptively understanding sophisticated ideas

makes connections by analysing, evaluating, and synthesising ideas within and between texts from a range of contexts

understands that there may be multiple readings available within a text

makes and supports inferences from texts independently.

Language features

Show a discriminating and insightful understanding of how language features are used for effect within and across texts.

Indicators:

identifies a range of sophisticated oral, written, and visual language features and understands their effects

uses an increasing vocabulary to make meaning

understands, analyses, and evaluates how text conventions work together to create meaning and effect

understands that authors have different voices and styles and appreciates these differences.

Structure

Show a discriminating understanding of a range of structures.

Indicator:

identifies and understands the characteristics and conventions of a range of text forms and appreciates how they contribute to and affect text meaning.

Speaking, writing, and presenting

Processes and strategies

Students will:

Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.

Indicators:

uses an increasing understanding of the connections between oral, written, and visual language when creating texts

creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies

seeks feedback and makes changes to texts to improve clarity, meaning, and effect

is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

Show a discriminating understanding of how to shape texts for different purposes and audiences.

Indicators:

constructs a range of texts that demonstrate an understanding and appreciation of purpose and audience through deliberate choice of content, language, and text form

conveys and sustains personal voice where appropriate.

Ideas

Select, develop, and communicate sustained and insightful ideas on a range of topics.

Indicators:

develops, communicates, and sustains sophisticated ideas, information, and understandings

creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details

ideas show perception, depth of thought, and awareness of a range of dimensions or viewpoints.

Language features

Select, integrate, and sustain the use of a range of language features appropriately for a variety of effects.

Indicators:

uses a wide range of oral, written, and visual language features coherently, fluently, and with control to create meaning and command attention

uses an increasing vocabulary to communicate precise meaning

uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, coherent, and effective structures.

Indicator:

organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control.

Published on: 25 Mar 2014


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