Curriculum+Level+4+Learning+languages

Curriculum levels

=Level Four English=

Processes and strategies
Students will: • Integrate sources of information, processes, and strategies confi dently to identify, form, and express ideas. INDICATORS: – selects and reads texts for enjoyment and personal fulfilment; – recognises and understands the connections between oral, written, and visual language; – integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts; – selects and uses appropriate processing and comprehension strategies with increasing understanding and confi dence; – thinks critically about texts with increasing understanding and confidence; – monitors, self-evaluates, describes progress, and articulates learning with confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences
• Show an increasing understanding of how texts are shaped for different purposes and audiences. INDICATORS: – recognises and understands how texts are constructed for a range of purposes, audiences, and situations; – identifies particular points of view and recognises that texts can position a reader; – evaluates the reliability and usefulness of texts with increasing confidence.

Ideas
• Show an increasing understanding of ideas within, across, and beyond texts. INDICATORS: – makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them; – makes connections by thinking about underlying ideas within and between texts from a range of contexts; – recognises that there may be more than one reading available within a text; – makes and supports inferences from texts with increasing independence.

Language features
• Show an increasing understanding of how language features are used for effect within and across texts. INDICATORS: – identifies oral, written, and visual features used and recognises and describes their effects; – uses an increasing vocabulary to make meaning; – shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively; – knows that authors have different voices and styles and can identify and describe some of these differences.

Structure
• Organise texts, using a range of appropriate structures. INDICATORS: – achieves some coherence and wholeness when constructing texts; – organises and sequences ideas and information for a particular purpose or effect; – uses a variety of sentence structures, beginnings, and lengths for effect.

Processes and strategies
Students will: • Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas. INDICATORS: – uses an increasing understanding of the connections between oral, written, and visual language when creating texts; – creates a range of texts by integrating sources of information and processing strategies with increasing confi dence; – seeks feedback and makes changes to texts to improve clarity, meaning, and effect; – is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences
• Show an increasing understanding of how to shape texts for different purposes and audiences. INDICATORS: – constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form; – conveys and sustains personal voice where appropriate.

Ideas
• Select, develop, and communicate ideas on a range of topics. INDICATORS: – forms and communicates ideas and information clearly, drawing on a range of sources; – adds or changes details and comments to support ideas, showing thoughtful selection in the process; – ideas show increasing awareness of a range of dimensions or viewpoints.

Language features
• Use a range of language features appropriately, showing an increasing understanding of their effects. INDICATORS: – uses a range of oral, written, and visual features to create meaning and effect and to sustain interest; – uses a range of vocabulary to communicate precise meaning; – demonstrates a good understanding of spelling patterns in written English, with few intrusive errors; – uses a wide range of strategies to self-monitor and selfcorrect spelling; – writes with increasing speed and endurance to suit the nature of the task and its purpose, without signifi cant loss of legibility; – uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy.

Structure
• Show an increasing understanding of text structures. INDICATORS: – understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect meaning in a range of texts; – identifies an increasing range of text forms and recognises and describes their characteristics and conventions.