Curriculum+Level+8+Learning+languages

Curriculum levels

=Level Eight English=

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

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

Purposes and audiences
• Show a discriminating understanding of how texts are shaped for different purposes and audiences. INDICATORS: – recognises, understands, and appreciates how texts are constructed for a range of intentions and situations; – identifi es particular points of view within texts and understands that texts can position a reader; – evaluates the reliability and usefulness of texts.

Ideas
• Show a discriminating and insightful understanding of ideas within, across, and beyond texts. INDICATORS: – makes meaning by perceptively understanding sophisticated ideas; – makes connections by analysing, evaluating, and synthesising ideas within and between texts from a range of contexts; – understands that there may be multiple readings available within a text; – makes and supports inferences from texts independently.

Language features
• Show a discriminating and insightful understanding of how language features are used for effect within and across texts. INDICATORS: – identifies a range of sophisticated oral, written, and visual language features and understands their effects; – uses an increasing vocabulary to make meaning; – understands, analyses, and evaluates how text conventions work together to create meaning and effect; – understands that authors have different voices and styles and appreciates these differences.

Structure
• Show a discriminating understanding of a range of structures. INDICATOR: – identifi es and understands the characteristics and conventions of a range of text forms and appreciates how they contribute to and affect text meaning.

Processes and strategies
Students will: • Integrate sources of information, processes, and strategies purposefully, confi dently, and precisely to identify, form, and express increasingly sophisticated ideas. INDICATORS: – uses an increasing understanding of the connections between oral, written, and visual language when creating texts; – creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies; – 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 a discriminating understanding of how to shape texts for different purposes and audiences. INDICATORS: – constructs a range of texts that demonstrate an understanding and appreciation 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 sustained and insightful ideas on a range of topics. INDICATORS: – develops, communicates, and sustains sophisticated ideas, information, and understandings; – creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details; – ideas show perception, depth of thought, and awareness of a range of dimensions or viewpoints.

Language features
• Select, integrate, and sustain the use of a range of language features appropriately for a variety of effects. INDICATORS: – uses a wide range of oral, written, and visual language features coherently, fl uently, and with control to create meaning and command attention; – uses an increasing vocabulary to communicate precise meaning; – uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure
• Organise texts, using a range of appropriate, coherent, and effective structures. INDICATOR: – organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control.