Educators' Guide for Pedagogy and Assessment
Click the icon below to download the Educators' Guide for Pedagogy and Assessment
Learning Area: Languages
English > LEVEL 8
Subject Focus: Listening and speaking
1] I can prepare presentations on a variety of topics, adjusting the presentation to the nature of the audience.
COMMUNICATION FOR DIVERSITY2] I can contribute to joint presentations or performances in a style that is appropriate to the event.
SOCIAL LEARNING3] I can assess the likely impact of texts of different genres e.g. a literary, journalistic or scientific piece, on the audience.
SOCIAL CHANGE4] I can detect and report on bias in the reporting of others.
LEARNING TO LIVE TOGETHER5] I can create a complex and logical case around an issue of social importance e.g. global warming.
LEARNING TO KNOW6] I can adapt my spoken style to all familiar situations, observing the appropriate use of register and vocabulary.
COMMUNICATING FOR DIVERSITY7] I can use language in a variety of persuasive forms e.g. rhetorical questions.
INTERPERSONAL8] I can listen to a range of formal presentations and summarise their content fluently and accurately.
LEARNING TO LIVE TOGETHER9] I can acknowledge a well-made point and adjust my views in consequence.
PERSONAL LEARNING10] I can follow narratives including those which do not follow a chronological sequence.
11] I can follow a range of audio-visual text e.g. advertisements, weather forecasts, short news clips and public announcements.
12] I can follow texts that include wide range of vocabulary
and language structure e.g. documentaries and bulletins.
13] I can recognise the attitude of a speaker and comment on it.
14] I can describe simple personal experiences, reactions, dreams, hopes, and ambitions.
15] I can explain and give reasons for actions, plans or intentions fluently.
16] I can relay information that I have obtained e.g from an announcement or that other speakers have given me.
17] I can make suggestions in a discussion.
18] I can distinguish between asking questions in a formal and in an informal context.
19] I can understand and produce clusters of words in continuous speech intelligibly.
Subject Focus: Language awareness and production
1] I can use the full range of punctuation marks.
ACCURACY
2] I can construct complex sentences.
PLANNING AND REFLECTION
3] I can use and explain spelling rules. I am aware of well-known exceptions to these rules.
ACCURACY
4] I can use the passive voice accurately and can apply it to appropriate contexts e.g. report writing in science subjects.
PLANNING AND REFLECTION
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 most 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 make use of link words to sum up and to compare and contrast ideas.
10] I can distinguish between compound and complex sentences, and I can use them accurately to achieve some stylistic variety in my writing.
11] I can narrate events/stories, describe persons/objects/scenes, and accurately express simple arguments for and against in writing.
ACCURACY2] I can construct complex sentences.
PLANNING AND REFLECTION3] I can use and explain spelling rules. I am aware of well-known exceptions to these rules.
ACCURACY4] I can use the passive voice accurately and can apply it to appropriate contexts e.g. report writing in science subjects.
PLANNING AND REFLECTION5] 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 most 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 make use of link words to sum up and to compare and contrast ideas.
10] I can distinguish between compound and complex sentences, and I can use them accurately to achieve some stylistic variety in my writing.
11] I can narrate events/stories, describe persons/objects/scenes, and accurately express simple arguments for and against in writing.
Subject Focus: Reading
1] I can read through a long text and summarise the main points.
READING AND UNDERSTANDING2] I can understand how language is being used to create a particular mood or feeling.
3] I can show how a story is constructed, describing plot, character and action.
4] I can compare and contrast ideas from different texts.
5] I can infer meanings suggested in a text.
6] I can make informed assumptions about a book or other long work from its title and introductory material.
EXPRESSIVE LANGUAGE7] I can read more complex texts across a wider range of genres for different purposes e.g. to find out new information, for enjoyment, to learn new things.
8] I can understand connotation.
9] I can distinguish between contemporary and non-contemporary writing.
10] I can retrieve information from a range of sources.
11] I can identify the main theme of a text.
12] I can identify and comment upon the writer's use of language and structure in a text.
13] I can read with understanding articles and reports concerned with contemporary problems.
14] I can distinguish between various forms of discourse e.g. creative, technical and scientific.
15] I can distinguish between scientific and technical writing.
Subject Focus: Writing
1] I can use a wide range of complex sentence structures.
WRITING
2] I can edit and revise my own writing.
3] I can write in an appropriate way with the right tone as well as make use of words to create a particular mood or feeling.
PLANNING AND REFLECTION
4] I can write a longer text organised in a series of paragraphs.
LEARNING TO DO
5] I can write appropriately and with a purpose for an audience.
6] I can write using the appropriate register.
7] I can produce texts in different genres.
8] I can order and link my sentences and paragraphs in a way that makes sense.
9] I can produce scientific and technical pieces of writing.
WRITING2] I can edit and revise my own writing.
3] I can write in an appropriate way with the right tone as well as make use of words to create a particular mood or feeling.
PLANNING AND REFLECTION4] I can write a longer text organised in a series of paragraphs.
LEARNING TO DO5] I can write appropriately and with a purpose for an audience.
6] I can write using the appropriate register.
7] I can produce texts in different genres.
8] I can order and link my sentences and paragraphs in a way that makes sense.
9] I can produce scientific and technical pieces of writing.
Subject Focus: English Literature in time and place
1] I can, with guidance, engage with and respond orally to a wide range of literary texts such as poetry, prose and drama, written for adults and young people in English e.g. simpler narrative texts which deal with less complex issues.
LISTENING AND SPEAKING
2] I can, with support, understand and appreciate how literary texts reflect on life and ideas in different contexts and on how people respond to these.
3] I am aware that and can discuss how literary texts show how different people react differently to life and what it presents.
SELF AWARENESS
4] I can show my understanding of characters by putting myself in their shoes e.g. by participating in role plays or writing diary entries from their perspective.
LEARNING TO BE
5] I can engage with literary texts which deal with aesthetic, personal, emotional, social, moral and political issues. I can answer questions and write short paragraphs about these issues as they appear in the literary texts I study.
LEARNING TO BE
6] I can understand how literature presents different points of view on aesthetic, personal, emotional, social, moral and political issues. I can answer questions and write short paragraphs about these issues as presented in the literary texts I study.
COMMUNICATING FOR DIVERSITY
7] I am aware that literature can help me develop the ability to keep an open mind. I can allow literature to help me become more creative, innovative and critical e.g. by writing a diary entry from the point of view of a character; by taking part in discussions and role plays about the subject.
COGNITIVE
8] Through my reading of texts from different cultures, I can understand how literature portrays different ways of living and being. I can read texts from different cultures which are appropriate for my age and language abilities.
LEARNING TO LIVE TOGETHER
9] Through my reading of texts from or about different contexts, I can see where the ideas and expectations of the writer’s time have influenced his/her writing.
10] I am able to use online resources to find out more about English literature.
COMMUNICATION
11] I can, with support, read selected texts from past centuries, negotiating changes in vocabulary, vocabulary use and sentence structure.
READING AND UNDERSTANDING
12] I can explain that plays, poems and novels are written for different sorts of audience and that different practices in reading, performing and listening are sometimes required. Therefore, I can read novels silently; I can recognise the aural quality of poetry; and the dramatic nature of play scripts.
READING AND UNDERSTANDING
13] I can respond to a literary text I have read, a drama performance or poetry presentation I have observed, by expressing my opinions in a clear manner.
14] I can reply aloud and in writing to questions that show I have an understanding of different layers of meaning and how these meanings are conveyed about a literary text I have read, a drama performance or poetry presentation I have observed.
LISTENING AND SPEAKING2] I can, with support, understand and appreciate how literary texts reflect on life and ideas in different contexts and on how people respond to these.
3] I am aware that and can discuss how literary texts show how different people react differently to life and what it presents.
SELF AWARENESS4] I can show my understanding of characters by putting myself in their shoes e.g. by participating in role plays or writing diary entries from their perspective.
LEARNING TO BE5] I can engage with literary texts which deal with aesthetic, personal, emotional, social, moral and political issues. I can answer questions and write short paragraphs about these issues as they appear in the literary texts I study.
LEARNING TO BE6] I can understand how literature presents different points of view on aesthetic, personal, emotional, social, moral and political issues. I can answer questions and write short paragraphs about these issues as presented in the literary texts I study.
COMMUNICATING FOR DIVERSITY7] I am aware that literature can help me develop the ability to keep an open mind. I can allow literature to help me become more creative, innovative and critical e.g. by writing a diary entry from the point of view of a character; by taking part in discussions and role plays about the subject.
COGNITIVE8] Through my reading of texts from different cultures, I can understand how literature portrays different ways of living and being. I can read texts from different cultures which are appropriate for my age and language abilities.
LEARNING TO LIVE TOGETHER9] Through my reading of texts from or about different contexts, I can see where the ideas and expectations of the writer’s time have influenced his/her writing.
10] I am able to use online resources to find out more about English literature.
COMMUNICATION11] I can, with support, read selected texts from past centuries, negotiating changes in vocabulary, vocabulary use and sentence structure.
READING AND UNDERSTANDING12] I can explain that plays, poems and novels are written for different sorts of audience and that different practices in reading, performing and listening are sometimes required. Therefore, I can read novels silently; I can recognise the aural quality of poetry; and the dramatic nature of play scripts.
READING AND UNDERSTANDING13] I can respond to a literary text I have read, a drama performance or poetry presentation I have observed, by expressing my opinions in a clear manner.
14] I can reply aloud and in writing to questions that show I have an understanding of different layers of meaning and how these meanings are conveyed about a literary text I have read, a drama performance or poetry presentation I have observed.
Subject Focus: Awareness of literary genres and devices
1] I can recognise the voice and viewpoint of the narrator in the texts I read and can begin to differentiate between the voices of author, narrator and characters.
2] I recognise characterisation in literary texts and can comment on the development of these characters as the story/plot/poem unfolds.
EXPRESSIVE LANGUAGE
3] I understand how character, plot, setting, themes and imagery all come together to make up a literary text.
4] I can, with guidance, apply knowledge learnt in new and creative ways e.g. by writing my own poems, play scripts, or short stories.
PRACTICAL
5] I am aware of the differences between prose, poetry and drama. I can describe the differences between these three types of literary texts.
6] I can identify a range of literary devices e.g. imagery, personfication, poetic sound devices and poetic forms e.g sonnet and can explain the literary effects and functions of these devices.
7] I can, with support, interpret the meaning, theme, structure of poems and other pieces of literary texts.
COGNITIVE LEARNING
8] I am aware of the different types of imagery such as visual and aural, and can understand the effectiveness of such imagery. I can find examples of each type and comment on their function.
9] I am aware of the sounds of poetry e.g. rhyme, rhythm, alliteration and assonance. I can find examples of these devices and comment on their effectiveness.
10] I can tell others how a literary text makes me feel. I can give my opinion about it as a piece of text and decide whether I would recommend it to others or not and give reasons for this.
EXPRESSIVE LANGUAGE
2] I recognise characterisation in literary texts and can comment on the development of these characters as the story/plot/poem unfolds.
EXPRESSIVE LANGUAGE3] I understand how character, plot, setting, themes and imagery all come together to make up a literary text.
4] I can, with guidance, apply knowledge learnt in new and creative ways e.g. by writing my own poems, play scripts, or short stories.
PRACTICAL5] I am aware of the differences between prose, poetry and drama. I can describe the differences between these three types of literary texts.
6] I can identify a range of literary devices e.g. imagery, personfication, poetic sound devices and poetic forms e.g sonnet and can explain the literary effects and functions of these devices.
7] I can, with support, interpret the meaning, theme, structure of poems and other pieces of literary texts.
COGNITIVE LEARNING8] I am aware of the different types of imagery such as visual and aural, and can understand the effectiveness of such imagery. I can find examples of each type and comment on their function.
9] I am aware of the sounds of poetry e.g. rhyme, rhythm, alliteration and assonance. I can find examples of these devices and comment on their effectiveness.
10] I can tell others how a literary text makes me feel. I can give my opinion about it as a piece of text and decide whether I would recommend it to others or not and give reasons for this.
EXPRESSIVE LANGUAGESubject Focus: Writing about English Literature
1] I can write paragraphs and short essays about different aspects of the literary texts I have studied e.g. poetic form and structure, characterisation, theme and plot.
2] I can answer questions, such as those which ask about structure and literary devices, set for both studied and unseen literary texts.
CREATIVE LEARNING
3] I can, with guidance, answer both higher-order and lower-order questions, including those which ask for my analysis of unseen prose, drama and poetry texts.
4] I can, with guidance, answer questions which ask for my synthesis and interpretation of ideas about unseen prose and poetry texts. I can include my own personal reaction/s to the text, deciding whether to recommend it to others or not.
5] I can write a short paragraph expressing my views and opinions about an unseen prose, drama or poetry text, giving reasons for these views and opinions.
6] I can write essay-length critical appreciations of the set literary text/s based on the question or title given. I am able to write an answer which is direct and to the point using the correct terminology. I am aware that I should avoid simply giving a summary of the literary text/s.
7] I can write about setting, plot, character, theme of set literary text/s, always referring back to the set question/title.
8] I can provide my personal views of the set literary text/s in my writing, justifying my statements.
9] I can refer closely to the set literary texts by using evidence, such as quotations, paraphrase and commentary, to support my writing about them. I can present these quotations using proper established conventions.
2] I can answer questions, such as those which ask about structure and literary devices, set for both studied and unseen literary texts.
CREATIVE LEARNING3] I can, with guidance, answer both higher-order and lower-order questions, including those which ask for my analysis of unseen prose, drama and poetry texts.
4] I can, with guidance, answer questions which ask for my synthesis and interpretation of ideas about unseen prose and poetry texts. I can include my own personal reaction/s to the text, deciding whether to recommend it to others or not.
5] I can write a short paragraph expressing my views and opinions about an unseen prose, drama or poetry text, giving reasons for these views and opinions.
6] I can write essay-length critical appreciations of the set literary text/s based on the question or title given. I am able to write an answer which is direct and to the point using the correct terminology. I am aware that I should avoid simply giving a summary of the literary text/s.
7] I can write about setting, plot, character, theme of set literary text/s, always referring back to the set question/title.
8] I can provide my personal views of the set literary text/s in my writing, justifying my statements.
9] I can refer closely to the set literary texts by using evidence, such as quotations, paraphrase and commentary, to support my writing about them. I can present these quotations using proper established conventions.
