English curriculum achievement objectives

• English achievement objectives – Level 1
• English achievement objectives – Level 2
• English achievement objectives – Level 3
• English achievement objectives – Level 4
• English achievement objectives – Level 5
• English achievement objectives – Level 6
• English achievement objectives – Level 7
• English achievement objectives – Level 8

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.

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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.

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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.

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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 confi dently 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.

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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.

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.

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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.

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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.

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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.

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