Curriculum+Level+3+Learning+languages

Curriculum levels

=Level Three English=

Processes and strategies
Students will: • Integrate sources of information, processes, and strategies with developing confi dence 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 with developing confidence to make sense of increasingly varied and complex texts; – selects and uses a range of processing and comprehension strategies with growing understanding and confi dence; – thinks critically about texts with developing confidence; – monitors, self-evaluates, and describes progress with growing confidence.

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

Purposes and audiences
• Show a developing 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 begins to recognise that texts can position a reader; – evaluates the reliability and usefulness of texts with increasing confidence.

Ideas
• Show a developing understanding of ideas within, across, and beyond texts. INDICATORS: – uses their personal experience and world and literacy knowledge confi dently to make meaning from texts; – makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them; – starts to make connections by thinking about underlying ideas in and between texts; – 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 a developing understanding of how language features are used for effect within and across texts. INDICATORS: – identifies oral, written, and visual language features used in texts and recognises their effects; – uses an increasing vocabulary to make meaning; – shows an increasing knowledge of how a range of text conventions can be used appropriately; – knows that authors have different voices and styles and can identify some of these differences.

Processes and strategies
Students will: • Integrate sources of information, processes, and strategies with developing confi dence to identify, form, and express ideas. INDICATORS: – uses a developing 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 developing 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 growing confidence.

Structure
• Organise texts, using a range of appropriate structures. INDICATORS: – organises written ideas into paragraphs with increasing confidence;

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

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

Ideas
• Select, form, and communicate ideas on a range of topics. INDICATORS: – forms and expresses ideas and information with increased clarity, drawing on a range of sources; – adds or changes details and comments to support ideas, showing some selectivity in the process; – ideas suggest awareness of a range of dimensions or viewpoints.

Language features
• Use language features appropriately, showing a developing understanding of their effects. INDICATORS: – uses oral, written, and visual language features to create meaning and effect and engage interest; – uses a range of vocabulary to communicate meaning; – demonstrates good understanding of all basic spelling patterns and sounds in written English; – uses an increasing range of strategies to self-monitor and selfcorrect spelling; – writes legibly, fluently, and with ease when creating texts; – uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.

Structure
• Show a developing understanding of text structures. INDICATORS: – understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning; – identifies a range of text forms and recognises some of their characteristics and conventions. – organises and sequences ideas and information with increasing confidence; – uses a variety of sentence structures, beginnings, and lengths.