Context: Content Descriptions: English Level 1 Achievement Standard Example of Indicative Progress toward Level 2 Achievement Standard English Level 2 Achievement Standard By the end of Level 1: Speaking and Listening Students listen to others when taking part in conversations using appropriate interaction skills. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They can describe characters, settings and events in different types of literature. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. In English, indicative progression towards the 2 achievement standard may be when students: By the end of Level 2: Speaking and Listening Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations CURRICULUM AREA – English Context: Content Descriptions:
English Level 2 Achievement Standard Example of Indicative Progress toward Level 3 Achievement Standard English Level 3 Achievement Standard By the end of Level 2: Speaking and Listening Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create that show how images support the meaning of the text. Students create drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations In English, indicative progression towards the Level 3 achievement standard may be when students: By the end of Level 3: Speaking and Listening Students listen to others’ views and respond appropriately using interaction skills. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. CURRICULUM AREA – English Context: Content Descriptions: English 3 Achievement Standard Example of Indicative Progress toward Level 4 Achievement English Level 4 Achievement Standard
By the end of Level 4: Speaking and Listening Students can collaborate, listen for key points in discussions and use the information to out tasks. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. In English, indicative progression towards the Level 5 achievement standard may be when students: By the end of Level 5: Speaking and Listening Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations for defined purposed using multimodal elements, and contribute actively to class and group discussions, taking into account other perspectives. CURRICULUM AREA – English Context: Content Descriptions: English Level 5 Achievement Standard Example of Indicative Progress toward Level 6 Achievement Standard English Level 6 Achievement Standard
By the end of Level 5: Speaking and Listening Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations for defined purposed using multimodal elements, and contribute actively to class and group discussions, taking into account other perspectives. In English, indicative progression towards the Level 6 achievement standard may be when students: By the end of Level 6: Speaking and Listening Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to and group discussions, using a variety of strategies for effect. CURRICULUM AREA – English Context: Content Descriptions: English Level 6 Achievement Standard Example of Indicative Progress toward Level 7 Achievement Standard English Level 7 Achievement Standard