Spreadsheet: d5f5bc41-ac16-40b8-a521-ba0f622430ca
Sheet: Sheet1

Unnamed: 0 | Criterion A: Content (receptive and productive) | Unnamed: 2 | Unnamed: 3 | Unnamed: 4 | Unnamed: 5
 | Year 1 | Year 2 | Year 3 | Year 4 | Year 5
 | Objectives
1. Objectives | • recognize and comment on the | • recognize and comment on the | • appreciate and comment on the | • understand, analyse and begin to comment on the language, | • understand and analyse the language,
At the end of the given | language, content, structure and | language, content, structure and | language, content, structure, meaning | content, structure, meaning and | content, structure, meaning and
year, students should be | meaning of familiar and unfamiliar age-appropriate | meaning of familiar and unfamiliar age-appropriate | and significance of both familiar and | significance of both familiar and | significance of both familiar and
able to: | oral, written and visual texts. | oral, written and visual texts. | previously unseen age-appropriate oral, | previously unseen oral, written and | previously unseen oral, written and
 |  |  | written and visual texts. | visual texts. | visual texts.
2. Objectives | • understand and begin to apply | • understand and begin to apply | • understand and apply language A | • understand and begin to apply | • understand and apply language A
At the end of the given | language A terminology in context. | language A terminology in context. | terminology in context. | language A terminology in context. | terminology in context.
year, students should be
able to:
3. Objectives | • understand some of the effects of the | • understand some of the effects of the | • understand many of the effects of the | • understand and explain many of the effects of the | • analyse the effects of the author’s
At the end of the given | author’s choices on an audience. | author’s choices on an audience. | author’s choices on an audience. | author’s choices on an audience. | choices on an audience.
year, students should be
able to:
4. Objectives | • compose pieces that apply ageappropriate | • compose pieces that apply ageappropriate | • compose pieces that apply ageappropriate | • compose pieces that apply ageappropriate | • compose pieces that apply ageappropriate
At the end of the given | [NAME]-literary | [NAME]-literary | [NAME]-literary | [NAME]-literary | [NAME]-literary
year, students should be | features to serve the context and | features to serve the context and | features to serve the context and | features to serve the context and | features to serve the context and
able to: | intention. | intention. | intention. | intention. | intention.
5. Objectives | • compare and contrast age-appropriate | • compare and contrast age-appropriate | • compare and contrast age-appropriate | • compare and contrast works, and | • compare and contrast works, and
At the end of the given | texts, and connect themes across and | texts, and connect themes across and | texts, and connect themes across and | connect themes across and within | connect themes across and within
year, students should be | within genres. | within genres. | within genres. | genres. | genres.
able to:
6. Objectives | express a relevant personal response to | begin to express an informed personal response to | • begin to express an informed and | • express an informed response | • express an informed and independent
At the end of the given | literary and non-literary texts. | literary and non-literary texts. | independent response to literary and | to literary and non-literary | response to literary and non-literary
year, students should be |  |  | non-literary texts. | texts . | texts.
able to:
 | Criterion B: Organization
 | Year 1 | Year 2 | Year 3 | Year 4 | Year 5
 | Objectives
7. Objectives | • create work that employs organizational | • create work that employs organizational | • create work that employs organizational | • create work that employs organizational | • create work that employs organizational
At the end of the given | structures and language-specific | structures and language-specific | structures and language-specific | structures and language-specific | structures and language-specific
year, students should be | conventions throughout a variety of text | conventions throughout a variety of text | conventions throughout a variety of text | conventions throughout a variety of text | conventions throughout a variety of text
able to: | types. | types. | types. | types. | types.
8. Objectives | • organize ideas and arguments in a | • organize ideas and arguments in a | • organize ideas and arguments in a | • organize ideas and arguments in a | • organize ideas and arguments in a
At the end of the given | coherent and logical manner. | coherent and logical manner. | sustained, coherent and logical manner. | sustained, coherent and logical manner. | sustained, coherent and logical manner.
year, students should be
able to:
9. Objectives
At the end of the given | • employ appropriate critical | • employ appropriate critical | • employ appropriate critical | • employ appropriate critical | employ appropriate critical
year, students should be | apparatue | apparatue | apparatue | apparatue | apparatue
able to:
 | Criterion C: Style and language mechanics
 | Year 1 | Year 2 | Year 3 | Year 4 | Year 5
Objectives | • use language to narrate, describe, | • use language to narrate, describe, | • use language to narrate, describe, | • use language to narrate, describe, | • use language to narrate, describe,
10. At the end of the given | explain, argue, persuade, inform, | explain, argue, persuade, inform, | explain, argue, persuade, inform, | explain, argue, persuade, inform, | analyse, explain, argue, persuade,
year, students should be | entertain and express feelings. | entertain and express feelings. | entertain, express feelings and begin to | entertain, express feelings and begin to | inform, entertain and express feelings.
able to: |  |  | analyse. | analyse and interpret.
11. Objectives | • use language accurately. | • use language accurately | • use language accurately | • use language accurately | • use language accurately
At the end of the given
year, students should be
able to:
12. Objectives | use appropriate and varied register, | use appropriate and varied register, | • use appropriate and varied register, | use appropriate and varied register, | • use appropriate and varied register,
At the end of the given | vocabulary and idiom. | vocabulary and idiom. | vocabulary and idiom. | vocabulary and idiom. | vocabulary and idiom.
year, students should be
able to:
13. Objectives | • use correct grammar and syntax. | • use correct grammar and syntax. | • use correct grammar and syntax. | • use correct grammar and syntax. | • use correct grammar and syntax.
At the end of the given
year, students should be
able to:
14. Objectives | • use appropriate and varied sentence | • use appropriate and varied sentence | • use appropriate and varied sentence | • use appropriate and varied sentence | • use appropriate and varied sentence
At the end of the given | structure. | structure. | structure. | structure. | structure.
year, students should be
able to:
15. Objectives | • use correct spelling/writing. | • use correct spelling/writing | • use correct spelling/writing | • use correct spelling/writing | • use correct spelling/writing
At the end of the given | Note: “Spelling” applies to alphabetic languages, whereas “writing” applies to character languages.
year, students should be
able to: