Performance Features Grids - Learning Learning indicator .01: Awareness of self as a learner, planning and management of learning FOCUS AREA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Learner identity Identifies some past experiences of successful learning and some areas of need Identifies some preferred approaches to learning, e.g. alone, with a group or on a computer Engages in learning activities where scaffolding reduces the need for risk taking Follows instructions provided by a supervisor, teacher/trainer or mentor Identifies some strengths and weaknesses as a learner Identifies preferred learning modes/ styles, e.g. hands-on, observing or copying Takes responsibility for some aspects of learning in familiar contexts Takes limited risks within a supportive environment Demonstrates some persistence in the approach to learning Identifies relevant strengths, weaknesses and needs as a learner and takes these into account in selecting learning options Recognises some strengths and limitations of preferred approaches to learning and begins to expand own repertoire Takes responsibility for routine learning in familiar contexts Accepts some learning challenges that involve moving outside personal comfort zone Demonstrates some personal resilience in the face of difficulties, beginning to recognise that risk taking and making mistakes are essential aspects of learning Reflects on actions and outcomes in familiar contexts, recognising and correcting some errors in performance Identifies personal strengths and weaknesses in different contexts and seeks to develop skills and knowledge in areas of need Recognises that confusion and mistakes are a part of the learning process and persists in the face of problems Experiments with various approaches to learning and reflects on effectiveness in different situations Self directs learning in an expanding range of contexts, seeking assistance as required Stays focused on achieving learning goals despite distractions and problems Uses some formal approaches to facilitate reflective practice, e.g. keeps a journal or discusses with a mentor Critically evaluates personal strengths and weaknesses as a learner, making clear judgements about capacities and limitations in a particular context and seeking assistance as required Actively seeks new learning challenges, recognising that moving into new contexts may ‘deskill’ for a time Self directs and self regulates learning in contexts presenting high levels of challenge Sets aside time for critical reflection using formal approaches to gain insights and learn from successes and failures Explores underlying values, beliefs and assumptions as part of the reflective process
Complexity – Understands a limited range of short, highly explicit and culturally accessible texts, some of which may be ICT based, e.g. SMS texts – Understands texts with clear consistent formats that are written in simple sentences Understands the main ideas in at least two types of short, unambiguous texts, including simple non-linear web based texts Understands texts incorporating sentences of one or two clauses linked by simple cohesive devices such as and, but, then Comprehends texts incorporating adjectives, pronouns and prepositions Understands familiar texts of limited complexity that may incorporate graphs, tables and charts Understands texts requiring integration of a number of ideas and pieces of information and some inference Identifies the main messages in texts that incorporate some complex and compound sentences and dependent clauses, and may involve the use of some abstract language and use of the passive voice Understands texts on familiar subjects that incorporate some abstract language and use of the passive voice Understands texts with complex syntactic structures that may incorporate some technical specificity and information presented in graphic, diagrammatic or visual form Understands texts incorporating some abstract ideas, symbolism and embedded information, in which the relationship between concepts and information is not explicit and requires inference and interpretation Synthesises relevant ideas and Understands highly complex, lexically dense texts, including those incorporating a high level of technical specificity Selects, synthesises and critically evaluates evidence, arguments and ideas from complex primary and secondary sources with highly embedded information Prediction and prior knowledge Makes some predictions about content on the basis of the title and illustrations With assistance, makes some connections between prior knowledge and text content on a subject relevant to needs and interest Makes content predictions on the basis of prior knowledge of the subject and emerging understanding of text structures, e.g. layout and headings Identifies connections between prior knowledge and some information and ideas in a text on a familiar subject Draws on prior knowledge of familiar topics and text structures to read ahead Integrates new ideas and information with existing understanding Integrates prior knowledge with new information to predict, construct, confirm, challenge or extend understanding Draws on broad general knowledge to aid understanding of texts on a wide range of subjects and within specialised disciplines Uses specialised background knowledge to support the interpretation of highly complex texts specific to a particular field Builds breadth and depth of understanding by integrating prior knowledge with ideas and information from multiple texts
Register – Recognises some differences between the formal and informal registers of familiar written texts Demonstrates an understanding of a range of formal and informal registers Chooses the appropriate register and structure Has established register flexibility and sensitivity and interprets register related to social relationships in a broad range of contexts Plan, draft, proof and review – Begins to check writing by re-reading and makes some corrections with guidance, e.g. capital letters and full stops Begins to plan writing, using strategies such as listing to organise information Begins to review writing, incorporating teacher/mentor comments into the drafting process Uses basic models to produce a range of text types, although may handle some more easily than others Uses the process of planning, drafting and proofreading Self corrects own writing to check for consistency and accuracy Uses a variety of strategies for planning, drafting, reviewing and proofreading own writing, e.g. plans according to purpose, uses drafting techniques or checks with mentor/peer – Uses the drafting and revision process to extend and clarify thinking Writing Indicator .06: The mechanics of writing FOCUS AREA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Vocabulary – Uses a small bank of individual words and phrases or word lists related to giving personal details or meeting survival needs. May be memorised or formulaic – Extends key vocabulary to include personal details of self, family and relevant others, most aspects of everyday life and other vocabulary of personal significance Draws on a vocabulary which is sufficiently broad so that a relevant word is usually available Uses vocabulary with increasing precision to show how words carry particular shades of meaning Uses an English dictionary or thesaurus (hard copy or online) to extend own vocabulary bank Uses some familiar acronyms Where appropriate to task or context, uses some common idioms Selects vocabulary to create shades of meaning in chosen fields of knowledge or in particular contexts Understands and uses vocabulary specific to a topic Understands and uses broad vocabulary, including idioms, colloquialisms and cultural references as appropriate Understands and uses appropriate specialised vocabulary in a variety of situations, e.g. explanations, descriptions or arguments
Range and context Understands exchanges that are short and explicit Depends on prior knowledge of context and personal experience when listening Comprehends language used in a limited range of contexts Makes connections between own knowledge and experience and the purpose of oral texts Derives meaning from language used for a range of purposes, including exchanging or obtaining goods and services, gathering or providing information, establishing, maintaining and developing relationships, problem solving and exploring issues in everyday situations Identifies gist of oral texts with some unfamiliar elements, e.g. movies or presentations – Uses knowledge of principal conventions of language to assist with constructing meaning from a range of oral text types, including conversations, discussions and negotiations – Demonstrates command of language structures, registers, vocabulary and idiom required to participate in complex problematic oral exchanges as well as extended conversational exchanges Audience and purpose – Identifies specific information in spoken texts relating to items, people and/or activities in the immediate environment – Begins to demonstrate a recognition of the differences between formal and informal registers Recognises the way structure and register may change according to the purpose of the oral text Interprets register pertaining to particular contexts Considers aspects of context, purpose and audience when comprehending oral texts Demonstrates sensitivity to register across a broad range of contexts Structure and grammar – Comprehends basic structures and very limited verb tenses Follows the use of adjectives, pronouns and prepositions to describe people, places, things and events Comprehends the use of simple verb tenses in sentences with one or more clauses Comprehends oral texts which have a predictable structure and familiar vocabulary Recognises introductory phrases which indicate that an opinion or a fact is being offered Comprehends dependent clauses introduced by words such as although, when, if, while Identifies cues and conventions to establish, maintain and take turns in formal and casual conversations using rebuttals and interruptions as appropriate Follows the use of conventional grammatical forms, e.g. listening to instructions, explanations, questions or viewpoints Understands a range of tenses Understands oral texts which use complex syntactic structures Follows oral texts which use modal verbs and other modification devices, abstract nouns and some nominalisation Follows oral texts which include structurally complex sentences Understands oral texts which use sophisticated stylistic devices such as nominalisation
Comprehension Comprehends simple questions Indicates a need for clarification or repetition Identifies requests for clarification or repetition Comprehends straightforward questions and instructions in order to exchange or obtain goods or services, and gather and provide information Responds to questions and takes turns to maintain simple conversations Begins to identify key information relevant to an exchange Asks questions to clarify meaning when listening Indicates the need for repetition Comprehends longer oral texts with limited complexity Listens for relevant information in order to make notes from oral texts on a range of everyday topics Relates pieces of information within an oral text, rather than treating them as separate units of information Reflects on meaning of the and responds Listens in order to make notes from oral texts in chosen fields of knowledge Draws on a repertoire of active listening strategies to maintain understanding throughout oral texts Listens in order to make notes of key points from spoken texts across a range of contexts Oral Communication Indicator 08: Listening FOCUS AREA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Vocabulary – Comprehends a small bank of individual words and phrases, which may be formulaic, including those related to giving personal details, exchanging or obtaining information, goods and services, and those necessary to meet survival needs – Recognises vocabulary related to personal details of self and family and relevant others, most aspects of everyday life, and other vocabulary of personal significance Comprehends both everyday vocabulary and vocabulary from more specific contexts Recognises some common idioms Comprehends both everyday vocabulary and vocabulary from more specific contexts Recognises some common idioms Interprets gestures and other non-verbal features Interprets subtle shifts in dialogue indicated by gestures and/or other non- verbal features Rhythm, stress and intonation Requests repetition of utterances when necessary Requires slow, clear speech – Recognises changes in stress and intonation Can generally interpret stress patterns and intonation Follows speech at normal rate of utterance Responds to topic shifts and points of clarification, and gives non-verbal feedback Picks up on possible subtexts indicated by gestures and/or other non-verbal features Non-verbal communication – Relies on gestures and facial expressions to make meaning – Interprets facial expressions and gestures to refine or confirm meaning Provides non-verbal feedback in order to show interest or attitude Interprets gestures and other non-verbal features Interprets subtle shifts in dialogue indicated by gestures and/or other non- verbal features