SECTION 1 LITERACY AND ENGLISH GUIDANCE Page 5 – Introduction Page 6 – Context Page 8 – Skills for Learning, Life and Work Page 8 – Effective Learning and Teaching Page 13 – Monitoring Progress and Achievement Page 14 – Benchmarks Page 14 – SSLN Page 15 – Texts Page 16 – Scots and Scottish Texts SECTION 2 PROGRESSION FRAMEWORK Page 18 – Guidelines for using the framework Significant Aspect of Learning – Listening and Talking Page 20 - Progression Page 28 - Core Learning and Benchmarks Significant Aspect of Learning – Reading Page 34 - Progression Page 46 - Core Learning and Benchmarks Significant Aspect of Learning – Writing Page 53 - Progression Page 64 - Core Learning and Benchmarks SECTION 3 LEARNING, TEACHING AND ASSESSMENT: PROFESSIONAL CURRICULUM TOOL Page 70 APPENDICES
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 I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. LIT 4-02a Having explored and analyses the features of spoken language, I can use these independently, adopting and sustaining an appropriate register to suit my purpose and audience. ENG 4-03a Finding and Using Information – When listening to, watching and talking about texts with increasingly complex ideas, structures and specialist vocabulary Early Level I listen or watch for useful or interesting information and I use this to make choices and learn new things. LIT 0-04a I can listen and learn new things. With support I can make choices based on what I have heard or seen to learn new things. I can use what I learn in different ways. I can recognise and use useful or interesting information. First Level 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 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 I can talk about what I have learned from listening / watching. I can listen to and identify the main events from a story. With support, I can make simple notes as I watch or listen. With support as I listen / watch I can identify the main ideas. With support I can learn interesting and technical vocabulary. I can identify and discuss the main ideas. I can retell events from a story in the correct order and in my own words. I can use information I have gathered for a particular reason. I can make notes under given headings as I watch or listen. I can use notes to create a new text with a specific purpose. As I listen and watch I can select arrange and express relevant information and ideas. I can use vocabulary I have learned in context.
What are the essential indicators of “good” … P5 Benchmarks By the end of P5 … P6 Benchmarks By the end of P6 … P7 Benchmarks By the end of P7 … Enjoyment and choice Learners should be able to … make informed choices about chosen text and explain reasons comment on the writer’s style and choice of language make recommendations based on others’ reading interest select and read more complex material explain my preferences using evidence appreciate text and discuss the feelings it evokes select and read increasingly challenging material for a sustained period express thoughts, opinions and ideas on authors explore the impact on a reader from a range of texts Tools for Reading Learners should be able to … select independently from a range of reading strategies to extract meaning: decoding/sight vocabulary/context cues/pictures/ diagrams/dictionaries use contextual and grammatical cues to decode and infer meaning of new words from surrounding text read aloud with fluency, understanding and expression understand and use nouns, verbs, adjectives, conjunctions, pronouns, adverbs, proper nouns and plurals recognise and understand similes, metaphors and alliteration use new vocabulary in context answer inferential questions about a text summarise the main points of the text use the strategies and resources to help understanding use a dictionary/thesaurus to find meaning recognise, understand and use similes, metaphors and alliteration in a variety of texts, identify and discuss the use of a range of punctuation answer and create inferential questions about a text understand the meaning of paraphrasing use contextual cues to read and understand unfamiliar words and expressions read aloud with expression using the right pace and tone to enhance meaning recognise, understand, use and evaluate the effect of similes, metaphors and alliteration identify and discuss the impact of a range punctuation identify the main character relationships and themes within a text summarise the main points of the text and paraphrase Finding and using information Learners should be able to … identify different genres of text use a range of resources, including accessing information from search engines, contents and indexes to create a text use the skills of skimming, scanning and text marking to identify information compare and contrast the key features of a range of texts appropriately reference where information has been selected
experience for my reader, sharing my feelings and reactions to the changing circumstances with some attempt at reflection. ENG 3-30a experience and reflect on my response to the changing circumstances to engage my reader. ENG 4-30a I am beginning to experiment with the conventions of reflective writing when creating texts. I am beginning to experiment with narrative structures and styles to convey my personal experiences and reflections. I am beginning to reflect on my feelings and reactions to the changing circumstances in my life. I can use a variety of the conventions of personal/reflective writing when creating texts. I can use narrative structures and styles to convey my personal experiences and reflections. I can reflect on my experiences, considering how my responses to changing circumstances have shaped my outlook and character. Having explored the elements which writers use, I can create texts in different genres by: integrating the conventions of my chosen genre successfully and/or using convincing and appropriate structures and/or creating interesting and convincing characters and/or building convincing settings which come to life. ENG 3-31 Having explored and experimented with the narrative structures which writers use to create texts in different genres, I can: use the conventions of my chosen genre successfully and/or create an appropriate mood or atmosphere and/or create convincing relationships, actions and dialogue for my characters. ENG 4-31a I have explored a range of writing in a variety of genres. I can successfully integrate the conventions of a range of different genres when creating texts. I can create texts in different genres using convincing and appropriate structures. In imaginative writing, I can create interesting and convincing characters which entertain and engage the reader. I can use literary and linguistic devices to create a convincing and vivid setting. I have explored and experimented with a range of narrative structures used by writers in different genres. I can successfully integrate the conventions of a range of genres when creating texts. In a range of genres, I can create relationships, actions and dialogue for my characters which the reader will find convincing. I can create mood and atmosphere in different genres.