Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
English > LEVEL 7
Subject Focus: Listening and speaking
1] I can, for the most part, understand what people say to me in everyday situations.
2] I can take part in a role-playing exercise, taking on a character role and adopting the appropriate communicative strategies of familiar situations.
SOCIAL LEARNING
3] I can recount the main points of what somebody says or of a performance and summarise them succinctly.
LEARNING TO KNOW
4] I can, having listened to their statements about a topic, explain a person's point of view and the likely consequences of his/her opinion.
LEARNING TO BE
5] I can report on and evaluate the impact of presentations and performances I have seen.
COGNITIVE
6] I can state what I think and give my reasons. I can prepare a presentation and take part in discussions.
SOCIAL LEARNING
7] I can give and receive instructions as well as clarify any points that may be unclear.
8] I can ask appropriate questions to clarify my understanding on areas which are unclear, using appropriate, precise and correct language.
READING AND UNDERSTANDING
9] I can listen to a number of different views, understand how they relate to each other, and express my own views in response.
COGNITIVE LEARNING
10] I can express my opinion in response to other speakers' opinions.
LEARNING TO DO
11]
I can listen for gist and subsidiary ideas.
12] I can listen and make inferences.
13] I can distinguish between formal and informal register in spoken English.
14] I can make use of language to compare and contrast e.g. a book and a film.
15] I can understand and identify individual words in continuous speech.
16] I can produce continuous speech with some L1 interference but which is generally intelligible.
17] I can give clear and precise instructions using a logical sequence to guide an activity.
2] I can take part in a role-playing exercise, taking on a character role and adopting the appropriate communicative strategies of familiar situations.
SOCIAL LEARNING3] I can recount the main points of what somebody says or of a performance and summarise them succinctly.
LEARNING TO KNOW4] I can, having listened to their statements about a topic, explain a person's point of view and the likely consequences of his/her opinion.
LEARNING TO BE5] I can report on and evaluate the impact of presentations and performances I have seen.
COGNITIVE6] I can state what I think and give my reasons. I can prepare a presentation and take part in discussions.
SOCIAL LEARNING7] I can give and receive instructions as well as clarify any points that may be unclear.
8] I can ask appropriate questions to clarify my understanding on areas which are unclear, using appropriate, precise and correct language.
READING AND UNDERSTANDING9] I can listen to a number of different views, understand how they relate to each other, and express my own views in response.
COGNITIVE LEARNING10] I can express my opinion in response to other speakers' opinions.
LEARNING TO DO11]
I can listen for gist and subsidiary ideas.
12] I can listen and make inferences.
13] I can distinguish between formal and informal register in spoken English.
14] I can make use of language to compare and contrast e.g. a book and a film.
15] I can understand and identify individual words in continuous speech.
16] I can produce continuous speech with some L1 interference but which is generally intelligible.
17] I can give clear and precise instructions using a logical sequence to guide an activity.
Subject Focus: Language awareness and production
1] I can write and talk about things as they are using accurate sentences.
WRITING
2] I can write sentences correctly using a wide range of words and sentence forms.
WRITING
3] I can use the past and present tenses and refer to the future accurately when speaking and writing.
PLANNING AND REFLECTION
4] I am aware of all the various tenses used in everyday language and can make use of the main ones.
EXPRESSIVE LANGUAGE
5] I can understand and use language which expresses hypothetical situations and possibilities e.g. modals and conditionals.
6] I can report, both in speech and in writing, what others have said or written.
7] I can understand how certain words behave together e.g. collocations, false friends and use these patterns in context of specific situations.
8] I can make use of affixes e.g. -ness, -ly, -ful, -un, -dis, to build new words.
9] I can identify and make use of link words to list, add up ideas, compare and contrast ideas.
10] I can use tense and number accurately.
COGNITIVE LEARNING
11] I can narrate events/stories, describe persons/objects/scenes, and accurately express simple arguments for and against in writing.
12] I can use the resources available to expand my production of words e.g. using a dictionary and a theaurus including online versions.
13] I can confidently use the language necessary to show time, place and movement in a sentence e.g. prepositions of time, place and movement.
WRITING2] I can write sentences correctly using a wide range of words and sentence forms.
WRITING3] I can use the past and present tenses and refer to the future accurately when speaking and writing.
PLANNING AND REFLECTION4] I am aware of all the various tenses used in everyday language and can make use of the main ones.
EXPRESSIVE LANGUAGE5] I can understand and use language which expresses hypothetical situations and possibilities e.g. modals and conditionals.
6] I can report, both in speech and in writing, what others have said or written.
7] I can understand how certain words behave together e.g. collocations, false friends and use these patterns in context of specific situations.
8] I can make use of affixes e.g. -ness, -ly, -ful, -un, -dis, to build new words.
9] I can identify and make use of link words to list, add up ideas, compare and contrast ideas.
10] I can use tense and number accurately.
COGNITIVE LEARNING11] I can narrate events/stories, describe persons/objects/scenes, and accurately express simple arguments for and against in writing.
12] I can use the resources available to expand my production of words e.g. using a dictionary and a theaurus including online versions.
13] I can confidently use the language necessary to show time, place and movement in a sentence e.g. prepositions of time, place and movement.
Subject Focus: Reading
1] I can work out what some unfamiliar words mean.
PERSONAL LEARNING
2] I can show understanding and react to a different range of genres and of age-appropriate texts.
READING AND UNDERSTANDING
3] I can extract and summarise the main points from a text.
PLANNING AND REFLECTION
4] I can make informed assumptions about a book or other long works from its title and introductory material.
EXPRESSIVE LANGUAGE
5] I can tell the difference between the main and supporting points of a given text.
6] I can distinguish between fact and opinion when I read.
7] I can read more complex texts across genres for different purposes e.g. to find out new information, for enjoyment, to learn new things.
8] I understand text organisation and can recognise techniques the writer uses to bring across the argument, story or instruction.
9] I can interpret information derived from graphs and maps.
10] I can evaluate and respond to texts which may include visuals and graphics.
11] I can identify intended audience and purpose of text.
12] I can make use of inference and deduction when I read.
13] I can make use of skimming and scanning to help me read effectively.
14] I can identify referents in a text.
15] I can available resources to expand my understanding of words e.g. using a dictionary and a thesaurus including online versions.
PERSONAL LEARNING 2] I can show understanding and react to a different range of genres and of age-appropriate texts.
READING AND UNDERSTANDING3] I can extract and summarise the main points from a text.
PLANNING AND REFLECTION4] I can make informed assumptions about a book or other long works from its title and introductory material.
EXPRESSIVE LANGUAGE5] I can tell the difference between the main and supporting points of a given text.
6] I can distinguish between fact and opinion when I read.
7] I can read more complex texts across genres for different purposes e.g. to find out new information, for enjoyment, to learn new things.
8] I understand text organisation and can recognise techniques the writer uses to bring across the argument, story or instruction.
9] I can interpret information derived from graphs and maps.
10] I can evaluate and respond to texts which may include visuals and graphics.
11] I can identify intended audience and purpose of text.
12] I can make use of inference and deduction when I read.
13] I can make use of skimming and scanning to help me read effectively.
14] I can identify referents in a text.
15] I can available resources to expand my understanding of words e.g. using a dictionary and a thesaurus including online versions.
Subject Focus: English Literature in the Early and Middle Years
1] I can recite appropriate poems demonstrating that I can pay attention to how rhyme pattern and rhythm help me bring out the musicality of the poem.
2] I can read and listen to literary texts such as poetry, prose and drama being performed and read aloud. I can demonstrate my understanding by answering questions about some themes, character development, and plot and setting
3] I can respond to age-appropriate poems, stories, prose and drama by speaking and writing about how I feel about the literary texts and about the plot, characters, imagery and themes in these texts.
4] I can identify the use of a range of literary devices e.g. stanzas, rhyme, onomatopoeia, free verse, formal verse, metaphor, simile, comparisons, personification, connotation and alliteration. I can comment on their function and effect.
5] I can participate creatively in activities based on literary texts I have read or listened to e.g. role-play, dialogue, audio-visual projects, writing or performance of creative pieces.
6] I can show my personal response to the literary texts I encounter e.g by keeping a reading journal, writing paragraphs using different perspectives, and also by speaking about the text in a creative and engaging way.
7] I can put up a simple production of a dramatic text in a team.
8] I can speak or write about a prose text by referring to its features e.g. contrast, descriptive detail, flashback, plot, choice of words, first/third person narrative and humour.
9] I can distinguish between theme and subject in poetry
10] I can compare and contrast characters in drama and prose.
2] I can read and listen to literary texts such as poetry, prose and drama being performed and read aloud. I can demonstrate my understanding by answering questions about some themes, character development, and plot and setting
3] I can respond to age-appropriate poems, stories, prose and drama by speaking and writing about how I feel about the literary texts and about the plot, characters, imagery and themes in these texts.
4] I can identify the use of a range of literary devices e.g. stanzas, rhyme, onomatopoeia, free verse, formal verse, metaphor, simile, comparisons, personification, connotation and alliteration. I can comment on their function and effect.
5] I can participate creatively in activities based on literary texts I have read or listened to e.g. role-play, dialogue, audio-visual projects, writing or performance of creative pieces.
6] I can show my personal response to the literary texts I encounter e.g by keeping a reading journal, writing paragraphs using different perspectives, and also by speaking about the text in a creative and engaging way.
7] I can put up a simple production of a dramatic text in a team.
8] I can speak or write about a prose text by referring to its features e.g. contrast, descriptive detail, flashback, plot, choice of words, first/third person narrative and humour.
9] I can distinguish between theme and subject in poetry
10] I can compare and contrast characters in drama and prose.
Subject Focus: Writing
1] I can write complex sentences correctly.
WRITING
2] I can write a text organised in a series of paragraphs.
3] I can write a text using the appropriate language.
MANAGING LEARNING
4] I can edit and revise my own writing.
5] I can write appropriately for an audience and with a purpose.
6] I can vary what I write according to the intended reader.
COMMUNICATING FOR DIVERSITY
7] I can produce different text types e.g. email, informal letter, advert, instructions.
8] I can correct punctuation, spelling and the use of language in my own writing and that of my peers.
9] I can organise and summarise information.
10] I can write clear and detailed instructiosn using a logical sequence to explain the steps of a process e.g. how to prepare a meal.
WRITING2] I can write a text organised in a series of paragraphs.
3] I can write a text using the appropriate language.
MANAGING LEARNING4] I can edit and revise my own writing.
5] I can write appropriately for an audience and with a purpose.
6] I can vary what I write according to the intended reader.
COMMUNICATING FOR DIVERSITY7] I can produce different text types e.g. email, informal letter, advert, instructions.
8] I can correct punctuation, spelling and the use of language in my own writing and that of my peers.
9] I can organise and summarise information.
10] I can write clear and detailed instructiosn using a logical sequence to explain the steps of a process e.g. how to prepare a meal.
