Finding and using information - when reading and using fiction and texts with increasingly complex ideas, structures and specialist vocabulary I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. LIT 0-14a Finds information in a text to learn new things. Shows an awareness of the features of fiction and non-fiction texts when using/choosing texts for particular purposes. Understanding, analysing and evaluating investigating and/or appreciating fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a / ENG 0-17a I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-19a Engages with texts read to them. Asks and answers questions about events and ideas in a text. Answers questions to help predict what will happen next. Contributes to discussions about events, characters and ideas relevant to the text. Shares thoughts and feelings about stories and other texts in different ways. Retells familiar stories in different ways, for example, role play, puppets and/or drawings. Relates information and ideas from a text to personal experiences. Curriculum Organisers Experiences and Outcomes for planning learning, teaching and assessment Benchmarks to support teachers’ professional judgement of achievement of a level
Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life I enjoy exploring and playing with the patterns and sounds of language and can use what I learn. LIT 0-01a / LIT 0-11a / LIT 0-20a Writes in a range of imaginary and real contexts. Uses a range of stimuli to develop ideas for writing, for example, talk, pictures, objects, own experiences and/or role play. Shares feelings, experiences, information, messages or ideas in pictures and print. Tools for writing - using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read or write. ENG 0-12a / LIT 0-13a / LIT 0-21a As I play and learn, I enjoy exploring interesting materials for writing and different ways of recording my experiences and feelings, ideas and information. LIT 0-21b Forms lowercase and uppercase letters correctly and legibly. Knows the sounds and names of lowercase and uppercase letters. Leaves a space between words when writing. Writes words from left to right. Spells most high frequency/common words correctly. Uses a range of different strategies to spell words. Uses a capital letter and a full stop correctly in sentences most of the time. Makes attempts to join sentences with simple conjunctions. Organising and using information - considering texts to help create short and extended texts for different pruposes Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-26a Uses different approaches to help organise ideas and information for writing. Writes to convey ideas, messages and information in different ways. Writes to reflect own experiences and feelings using appropriate vocabulary to convey meaning. Creating texts - considering texts to help create short and extended texts for different purposes I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, Invents own stories and characters to share with others in different ways.
engage others, and I can use what I learn. ENG 1-03a Finding and using information - when listening to, watching and talking about texts with increasingly complex ideas, structures and specialist vocabulary As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts. LIT 1-05a I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a Identifies and discusses the purpose of spoken texts. Identifies and discusses the key ideas of spoken texts and uses the information gathered for a specific purpose. Makes relevant notes under given headings and can use these for different purposes. Uses notes to create and sequence new texts. Understanding, analysing and evaluating - investigating and/or appreciating texts with increasingly complex ideas, structures and specialist vocabulary for different purposes I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a To help me develop an informed view, I am learning to recognise the difference between fact and opinion. LIT 1-08a Asks and responds to different types of questions to show understanding of the main ideas of spoken texts. Recognises simple differences between fact and opinion in spoken texts.
I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a Recognises some techniques used to influence the listener, for example, word choice, emphasis, tone and/or rhetorical questions. Finding and using information - when listening to, watching and talking about texts with increasingly complex ideas, structures and specialist vocabulary As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate. LIT 2-05a I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a Identifies the purpose of spoken texts with appropriate explanation. Identifies the key ideas of spoken texts, with supporting detail, and uses the information gathered for a specific purpose. Makes relevant notes using own words/format and uses these to create new spoken texts for a range of purposes. Understanding, analysing and evaluating - investigating and/or appreciating texts with increasingly complex ideas, structures and I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. Asks and responds to literal, inferential and evaluative questions to demonstrate understanding of spoken texts.
specialist vocabulary for different purposes To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced, and have assessed how useful and believable my sources are. LIT 2-18a I can: discuss structure, characterisation and/or setting recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences discuss the writer’s style and other features appropriate to genre. ENG 2-19a Recognises techniques used to influence the reader, for example, word choice, emotive language, rhetorical questions and/or repetition. Recognises and can explain which sources are most useful/accurate. Makes relevant comments about structure, characterisation and/or setting with evidence from the text. Relates the writer’s theme to own and/or others’ experiences. Makes relevant comments about aspects of the writer’s style, use of language and other features appropriate to genre with evidence from the text.
I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30a Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a Organises and presents information in an appropriate way. Uses tone and vocabulary appropriate to purpose. When writing to persuade, evaluate, explore issues or express an opinion: Presents relevant ideas and information, including supporting detail, to convey view point. Attempts to use language to influence or persuade the reader, for example, word choice, punctuation, repetition, rhetorical questions and/or emotive language. When writing to describe and share experiences: Describes personal experiences, making context and events clear. Uses appropriate vocabulary to convey thoughts and feelings. Applies key features of chosen genre appropriately. When writing imaginatively and creatively: Creates interesting characters through, for example, their feelings and actions, physical description and/or dialogue. Creates a clear sense of setting/context with descriptive detail. Creates plots with clear structures, for example, suitable opening, turning point, climax and/or satisfactory ending. Third Level Literacy and English Curriculum Organisers Experiences and Outcomes for planning learning, teaching and assessment Benchmarks to support practitioners professional judgement of achievement of a level Enjoyment and choice - within a motivating and challenging I regularly select and listen to or watch texts for enjoyment and interest, and I can express how well they meet Gives a personal response to spoken texts with appropriate justification. Explains how well a spoken text or source meets needs and expectations with appropriate justification.
environment developing an awareness of the relevance of texts in my life my needs and expectations, and I can give reasons, with evidence, for my personal response. I can regularly select subject, purpose, format and resources to create texts of my choice, and am developing my own style. LIT 3-01a / LIT 4-01a Tools for listening and talking - to help me when interacting or presenting within and beyond my place of learning When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a Having explored and analysed the features of spoken language, I can use these, adopting an appropriate register to suit my purpose and audience. ENG 3-03a Contributes regularly in group discussions or when working collaboratively, offering relevant ideas, knowledge or opinions with supporting evidence. Responds appropriately to the views of others developing or adapting own thinking. Builds on the contributions of others, for example, by asking or answering questions, clarifying or summarising points, supporting or challenging opinions or ideas. Applies verbal and non-verbal techniques appropriately to enhance communication, for example, eye contact, body language, pace, tone, emphasis and/or some rhetorical devices. Uses appropriate register for purpose and audience. Identifies features of spoken language and gives an appropriate explanation of the effect they have on the listener, for example, body language, gesture, pace, tone, emphasis and/or rhetorical devices.
Creating texts - applying the elements others use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary When listening and talking with others for different purposes, I can: communicate information, ideas or opinions explain processes, concepts or ideas identify issues raised, summarise findings or draw conclusions. LIT 3-09a I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. LIT 2-10a / LIT 3-10a Communicates in a clear expressive way in a variety of contexts. Presents ideas, information or points of view including appropriate detail or evidence. Organises thinking and structures talks to present ideas in a coherent way. Introduces and concludes talks with some attempt to engage the audience. Uses signposts throughout talks to provide a basic structure or argument, for example, topic sentences and/or linking phrases. Uses appropriate tone and vocabulary for purpose and audience. Applies verbal and non-verbal communication skills appropriately to enhance communication and engagement with audience, for example, eye contact, body language, pace and rhetorical devices. Uses appropriate resources to enhance communication and engagement with audience. Curriculum Organisers Experiences and Outcomes for planning learning, teaching and assessment Expected Benchmarks to support practitioners professional judgement of achievement of a level Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life I regularly select and read, listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response. Selects regularly texts for enjoyment and interest or relevant sources to inform thinking. Gives a personal response to texts with appropriate justification. Explains how well a text or source meets needs and expectations with appropriate justification.
for planning learning, teaching and assessment Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life I regularly select and listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations, and I can give reasons, with evidence, for my personal response. I can regularly select subject, purpose, format and resources to create texts of my choice, and I’m developing my own style. LIT 3-01a / LIT 4-01a Gives a personal response to spoken texts or explains how well a spoken text or source meets needs and expectations, justifying opinion with appropriate reference to the text. Tools for listening and talking - to help me when interacting or presenting within and beyond my place of learning When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role and use Participates fully in group discussions or when working collaboratively, contributing relevant ideas, knowledge or opinions with convincing supporting evidence. Responds positively and appropriately to the views of others, including when challenged, adapting thinking as appropriate. Builds regularly on the contributions of others by clarifying or summarising points, exploring or expanding on contributions and/or challenging ideas or viewpoints. Applies and sustains a range of verbal and non-verbal techniques to enhance communication and engagement with audience, for example, eye contact, body language, pace, tone, emphasis and/or rhetorical devices. Sustains appropriate register for purpose and audience. Identifies a range of features of spoken language and explains the effect they have on the listener, for example, body language, gesture, pace, tone and/or rhetorical devices.
organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. LIT 3-06a / LIT 4-06a Uses notes to create new texts that show understanding of the issue/subject and draw on information from more than one source. Understanding, analysing and evaluating - investigating and/or appreciating texts with increasingly complex ideas, structures and specialist vocabulary for different purposes I can show my understanding of what I listen to or watch by giving detailed, evaluative comments, with evidence, on the content and form of short and extended texts. LIT 4-07a To help me develop an informed view, I am learning about the techniques used to influence or persuade and can assess the value of my sources. LIT 4-08a Makes detailed evaluative comments about aspects of the content, form and style of spoken texts. Identifies and comments appropriately on the effectiveness of persuasive language including word choice, emotive language, repetition, rhetorical questions, use of statistics and/or effective use of sentence structure. Comments appropriately on the relevance, reliability and credibility of sources, justifying opinion with appropriate reference to the text.