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Listening and Talking

Curriculum Organisers Level 2 Level 3 Level 4

Enjoyment and choice 1. Selects spoken texts 1. • Selects spoken texts 1. • Gives a personal
regularly for enjoyment regularly and describes, response to spoken texts
or to find information for with an appropriate or explains how well a
a specific purpose. explanation, how well a spoken text or source
Explains preferences. text or source meets meets needs and
needs and expectations expectations. Justifies
opinion with appropriate
reference to the text.
Tools for listening and talking 1. Contributes a number of 1. Contributes regularly in 1. Participates fully in group
relevant ideas, group discussions or discussions or when
information and opinions when working working collaboratively,
when engaging with collaboratively, offering contributing relevant
others. relevant ideas, ideas, knowledge or
2. Shows respect for the knowledge or opinions opinions with convincing
views of others and offers with supporting evidence. supporting evidence.
own viewpoint. 2. Responds appropriately 2. Responds positively and
3. Builds on the to the views of others appropriately to the
contributions of others, developing or adapting views of others, including
for example, by asking or own thinking. when challenged,
answering questions, 3. Builds on the adapting thinking as
clarifying points or contributions of others, appropriate.
supporting others’ for example, by asking or 3. Builds on the
opinions or ideas. answering questions, contributions of others by
4. Applies verbal and non- clarifying or summarising clarifying or summarising
verbal techniques in oral points, supporting or points, exploring or
presentations and challenging opinions or expanding on
interactions, for example, ideas. contributions and/or
vocabulary, eye contact, 4. Applies verbal and non- challenging ideas or
body language, emphasis, verbal techniques viewpoints.
pace and/or tone. appropriately to enhance 4. Applies a range of verbal
5. • Recognises some communication, for and non-verbal
techniques used to example, eye contact, techniques to enhance
engage or influence the body language, emphasis, communication and
listener, for example, pace, tone, and/or some engagement with
vocabulary, emphasis, rhetorical devices. audience, for example,
tone and/or rhetorical 5. Uses appropriate register eye contact, body
questions. for purpose and language, emphasis,
audience, for the most pace, tone and/or
part. rhetorical devices.
6. • Identifies features of 5. Sustains appropriate
spoken language, for register for purpose and
example, body language, audience.
gesture, emphasis, pace, 6. Identifies a range of
tone and/or rhetorical features of spoken
devices. language and explains the
effect they have on the
listener, for example,
body language, gesture,
emphasis, pace, tone
and/or rhetorical devices.

Finding and using information 1. Identifies the purpose of 1. Identifies and gives an 1. Identifies purpose,
spoken texts with suitable accurate account of the audience and main ideas
explanation. purpose and main ideas of a range of spoken
2. Identifies the main ideas of spoken texts, with texts.
of spoken texts, with appropriate justification. 2. Justifies opinions with
supporting detail, and 2. Identifies similarities and appropriate reference to
uses the information differences between the text.
gathered for a specific texts, for example, 3. Compares and contrasts
purpose. content, style and/or aspects of content, style
3. • Makes relevant notes language. and/or language of
using own words, for the 3. Uses own words to make different spoken texts.
most part, and uses these and organise notes, 4. Uses own words to make
to create new texts for a selecting key information. and organise notes,
range of purposes. 4. • Uses notes to create synthesising key
new texts that show information from more
understanding of the than one source.
issue/subject. 5. Uses notes to create new
texts that show
understanding of the
issue/subject and draw
on information from
more than one source.

Understanding, analysing and 1. Asks and responds to a 1. Comments on the 1. Makes detailed evaluative
evaluating structures and range of questions, content, form and/or comments about aspects
specialist vocabulary for different including literal, style of spoken texts, with of the content, form and
purposes inferential and evaluative supporting evidence. style of spoken texts.
questions, to 2. Identifies persuasive 2. Identifies persuasive
demonstrate techniques, for example, language, for example,
understanding of spoken word choice, emotive word choice, emotive
texts. language, repetition, language, repetition,
2. • Identifies the difference rhetorical questions rhetorical questions, use
between fact and opinion and/or use of statistics. of statistics and/or
with suitable explanation. 3. • Comments hyperbole.
appropriately on the 3. • Comments
reliability and appropriately on the
relevance/usefulness of relevance, reliability and
sources. credibility of sources,
justifying opinion with
reference to the text.
Creating texts 1. Communicates clearly, 1. Communicates in a clear 1. Displays confidence and
audibly and with expressive way in a communicates in a clear,
expression in different variety of contexts. expressive way in a
contexts. 2. Presents ideas, variety of contexts.
2. Plans and delivers an information or points of 2. Presents ideas or
organised view including information, or sustains a
presentation/talk with appropriate detail or point of view with
relevant content and evidence. relevant supporting
appropriate structure. 3. Organises thinking and evidence.
3. Uses suitable vocabulary structures talks to 3. Structures talks in a clear
for purpose and present ideas in a logical and coherent way.
audience. order. 4. Introduces and concludes
4. • Selects and uses 4. Introduces and concludes talks in a way that
resources to support talks with some attempt interests and engages the
communication. to engage the audience. audience.
5. Uses signposts 5. Uses signposts
throughout talks to throughout talks to
provide a basic structure support a structured line
or argument, for of thought or argument,
example, topic sentences for example, topic
and/or linking phrases. sentences, linking phrases
6. Uses appropriate tone or concluding statements.
and vocabulary for 6. Adapts tone, vocabulary
purpose and audience. and language to
7. Applies verbal and non- communicate effectively
verbal techniques in an with audience.
attempt to enhance 7. Applies a range of verbal
communication and and non-verbal
engagement with communication skills to
audience, for example, enhance communication
eye contact, body and engagement with
language, emphasis, audience, for example,
pace, tone and/or some eye contact, body
rhetorical devices. language, emphasis,
8. • Selects and uses pace, tone and/or
resources to enhance rhetorical devices.
communication and 8. Selects and uses well-
engagement with chosen resources to
audience. enhance communication
and engagement with


Curriculum Organisers Level 2 Level 3 Level 4

Enjoyment and choice 1. Selects texts regularly for 1. Selects texts regularly for 1. Selects regularly and
enjoyment or to find enjoyment and interest independently texts for
information for a specific or relevant sources to enjoyment and interest
purpose. inform thinking. or relevant sources to
2. Explains preferences for 2. Gives a personal response inform thinking.
particular texts, authors to texts with appropriate 2. Gives a personal response
or sources with justification. to spoken texts or
supporting detail. 3. Explains how well a text explains how well a
or source meets needs spoken text or source
and expectations with meets needs and
appropriate justification. expectations, justifying
opinion with relevant
reference to the text.
Tools for reading 1. Reads with fluency, 1. Reads texts with fluency, 1. Reads with fluency,
understanding and understanding and understanding and
expression using expression using expression across a wide
appropriate pace and appropriate pace and range of texts.
tone. tone. 2. Applies knowledge of
2. Uses knowledge of 2. Applies knowledge of language such as word
context clues, context clues, word roots, roots, grammar,
punctuation, grammar grammar, punctuation punctuation, tone,
and layout to read sentence and text sentence and text
unfamiliar texts with structures to read structures to read texts
understanding unfamiliar texts with with understanding.
3. Applies a range of reading understanding. 3. Applies a range of
skills and strategies to 3. Applies a range of strategies to engage with
read and understand strategies to engage with and interrogate texts, for
texts for example, and interrogate texts, for example, skimming,
skimming, scanning, example, skimming, scanning, predicating,
predicting, clarifying scanning, predicting, clarifying, summarising,
and/or summarising. clarifying, summarising analysing and annotating.
and analysing.
Finding and using information 1. Skims texts to identify 1. Finds, selects and sorts 1. Finds, selects and sorts
purpose and main ideas. relevant information from essential information
2. Scans texts to find key a variety of sources for a from a variety of sources
information. range of purposes. for a range of purposes.
3. Finds, selects and sorts 2. Summarises key 2. Summarises key
relevant information from information using own information, from more
a range of sources. words. than one source, using
4. Makes and organises 3. Uses own words to make own words.
notes using own words, and organise notes, 3. Uses own words to make
for the most part. selecting key information and organise notes,
5. Uses notes to create new and linking ideas from synthesising key
texts that show more than one source. information from
understanding of the 4. Uses notes to create new different sources.
topic or issue. texts that show 4. Uses notes to create new
understanding of the texts that show an
topic or issue and draw understanding of the
on information from topic or issue,
more than one source. synthesising information
from different sources.
Understanding, analysing and 1. Identifies the purpose of 1. Identifies purpose and 1. States clearly the
evaluating a text with suitable audience of a range of purpose, audience and
explanation. texts with appropriate main ideas of a range of
2. Identifies the main ideas justification. texts with appropriate
of a text with appropriate 2. Gives an accurate account justification.
detail. of the main ideas of texts. 2. Makes accurate
3. Makes relevant 3. Makes inferences and inferences with
comments about features deductions with appropriate justification.
of language, for example, appropriate justification. 3. Compares and contrasts
vocabulary, sentence 4. Identifies similarities and the content, style and
structure and differences between texts language of different
punctuation. and makes appropriate texts with supporting
4. Responds to a range of comments about content, detail.
questions, including style and/or language. 4. Responds in detail to a
literal, inferential and 5. Responds to a range of range of close reading
evaluative questions to close reading questions, questions to show
demonstrate including literal, understanding of texts
understanding of texts. inferential and evaluative and knowledge and
5. Creates different types of questions to show understanding of
questions to show understanding of texts language.
understanding of texts. and knowledge of 5. Makes evaluative
6. Distinguishes between language. comments about the
fact and opinion with 6. Identifies features of effect of features of
appropriate explanation. language and gives an language, for example,
7. Recognises techniques appropriate explanation word choice, sentence
used to influence the of the effect they have on structure, punctuation,
reader, for example, the reader, for example, grammar and/or imagery.
word choice, emotive word choice, sentence 6. Identifies the use of bias
language, rhetorical structure, punctuation, and persuasion and
questions and/or grammar and/or imagery. comments appropriately
repetition. 7. Identifies and makes on some of the
8. Identifies which source appropriate comments techniques used, for
are most useful/reliable. about persuasive example, word choice,
9. Makes relevant language such as word emotive language,
comments about choice, emotive language, repetition, rhetorical
structures, repetition, rhetorical questions, use of
characterisation and/or questions and/or use of statistics and/or
setting with reference to statistics. hyperbole.
the text. 8. Comments on reliability 7. Makes evaluative
10. Relates the writer’s and relevance/usefulness comments about
theme to own and/or of sources with relevance, reliability and
others’ experiences. appropriate justification. credibility of sources,
11. Makes relevant 9. Makes evaluative with appropriate
comments about aspects comments about justification.
of the writer’s style, use structure, 8. Makes evaluative
of language and other characterisation and/or comments about the
features appropriate to setting with relevant effectiveness of structure,
genre, with reference to reference to the text. characterisation and/or
the text. 10. Shows understanding of setting with relevant
the writer’s theme and reference to the text.
can link it to own or 9. Shows understanding of
other’s experiences. how the writer’s theme is
11. Identifies and makes developed and recognises
evaluative comments how it relates to own or
about aspects of the others’ experiences/the
writer’s style, use of writer’s purpose/the
language and other central concerns of the
features appropriate to text.
genre with supporting 10. Identifies and makes
evidence. evaluative comments on
aspects of the writer’s
style, use of language and
other features
appropriate to genre with
detailed reference to the
text and appropriate

Curriculum Organisers Level 2 Level 3 Level 4

Enjoyment & choice 1. Creates texts regularly for a 1. Writes for a range of 1. Writes for a range of
range of purposes & purposes & audiences purposes & audiences.
audiences, selecting selecting appropriate Makes well-considered
appropriate genre, form, genre, form, structure & choices about genre,
structure & style style to enhance form, structure & style
communication & meet to enhance
the needs of the communication & meet
audience the needs of the
Tools for writing 1. Applies knowledge of 1. Applies a range of 1. Applies a range of
spelling patterns, rules & strategies & resources to strategies/resources to
strategies to spell most spell most words ensure accuracy of
words correctly. correctly including spelling including
2. Uses a range of punctuation unfamiliar/specialist unfamiliar/specialist
& uses it mainly correctly, vocab. vocab
eg, caps . , ' " ! ? 2. Uses more complex 2. Uses variety of
3. Writes most sentences in a punctuation, to convey punctuation, including
grammatically correct way meaning or in an more complex
4. Uses sentences of different attempt to enhance punctuation, to convey
lengths & types & varies writing. Eg. ' ! ? : ; meaning/enhance
sentence openings parentheses, ellipses. meaning. Punctuation is
5. Links sentences using a Punctuation is varied & varied & accurate
range of conjunctions mainly accurate 3. Writes grammatically
6. Uses paragraphs to 3. Writes almost all accurate sentences
separate thoughts & ideas sentences in a 4. Uses a variety of
7. writes in a fluent & legible grammatically accurate sentences structures to
way way clarify meaning/enhance
8. Reviews & corrects writing 4. Uses a variety of writing.
to ensure it makes sense, is sentences structures, 5. Structures writing
technically accurate & varying openings & effectively using a
meets its purpose lengths variety of linking
9. Makes appropriate choices 5. Uses paragraphs to phrases/topic sentences
about layout & structure content. Using to signpost a clear
presentation, including in linking phrases & topic structure, line of thought
digital texts, to engage the sentences to signpost a or argument
reader eg. Headings, bullet basic structure, line of 6. Writes in a fluent and
points, fonts, graphics &/or thought or argument legible way
captions 6. Writes in a fluent & 7. Reviews/edits writing
legible way independently to ensure
7. Reviews/edits writing to clarity of meaning,
ensure clarity of technical accuracy & to
meaning, technical improve content,
accuracy & to improve language &/0r structure
content/language 8. Selects features of
8. Selects features of layout/presentation to
layout/presentation to enhance communication
clarify meaning/suit &/or impact on the
purposes & audience eg. reader, justifying choices
Headings bullet points, 9.
text boxes &/or relevant
Organising & using information 1. Uses notes &/or other 1. Uses notes &/or other 1. Uses notes &/or other
sources to develop thinking sources to generate sources to generate
& create new texts ideas, inform thinking & ideas, inform thinking &
2. Acknowledges sources support the creating of support the creation of
making clear where the new texts new texts
information came from 2. Uses & acknowledges 2. Makes responsible use
3. Organises information in a sources appropriately of sources,
logical way 3. Selects relevant acknowledging &
4. Selects relevant ideas/information referencing sources
ideas/information including supporting appropriately
5. Uses appropriate detail or evidence 3. Selects relevant ideas &
vocabulary, including 4. Organises information including
subject-specific vocabulary, ideas/information in a essential detail or
to suit purpose & audience logical order evidence
5. Uses varied & 4. Organises essential
appropriate vocabulary ideas/information to
to make meaning clear convey a structure line
&/or attempt to enhance of thought
writing 5. Uses varied &
appropriate vocabulary
to communication
effectively &/or to
enhance writing
Creating texts 1. Creates a range of short & 1. Creates short & 1. Creates short &
extended texts regularly for extended texts regularly extended texts regularly
different purposes for a range of for a range of
2. Attempts to engage &/or purposes/audiences purposes/audiences
influence the reader 2. Engages &/or influences 2. Engages /or influences
through vocabulary &/or the reader through use the reader through use
use of language as of language, style &/or of language, style &/or
appropriate to genre tone as appropriate to tone as appropriate to
3. When writing to convey genre genre, in order to create
info., describe events, 3. When writing to convey particular effects
explain processes or info, describe events, 3. When writing to convey
combine ideas in different explain processes or info, describe events,
ways: concepts, & combine explain processes or
4. Uses appropriate ideas: concepts & combine
style/format to convey info 4. Uses a style/format ideas:
applying key features of the appropriate to purpose 4. Uses a style/format that
chose genre & audience, applying is well-suited to the
5. Includes relevant ideas, features of the chosen purpose & audience
knowledge & information genre applying the features of
6. Organises & presents info in 5. Includes relevant ideas, the chosen genre
a logical way knowledge & effectively
7. Uses tone & vocabulary information with 5. Includes relevant
appropriate to purpose supporting detail or ideas/knowledge/info
8. When writing to persuade, evidence with essential detail or
evaluate, explore issues or 6. Organises & structures evidence
express an opinion: ideas or info in a logical 6. Structures writing
9. Presents relevant order using links effectively using a
ideas/info, including words/phrases variety of linking phrases
supporting detail, to convey 7. Uses topic sentences to & topic sentences to
view point introduce the focus of signpost a clear structure
10. Organises ideas in a logical paragraphs to signpost a 7. Uses appropriate
way basic structure tones/vocabulary
11. Includes an intro that 8. Uses appropriate throughout
makes the topic clear & a tone/vocabulary for 8. When writing to
conclusion that round off purpose & audience persuade, argue,
the writing 9. When writing to evaluate, explore issues
12. Attempts to use language persuade, argue, or express & justify an
to influence or persuade evaluate, explore issues opinion:
the reader eg word choice, or express an opinion: 9. Presents ideas or
punctuation, repetition, 10. Presents ideas or sustains a point of view
rhetorical qs &/or emotive conveys a point of view including essential detail
language with relevant supporting & supporting evidence
13. When writing to detail or evidence 10. Conveys a clear line of
describe/share personal 11. Organises & structures thought with effective
experiences: ideas or info in a logical linking phrases & topic
14. Describes personal order sentences
experiences, making 12. Uses signposts to make 11. Includes an effective
context & events clear structure &/or argument intro & conclusion
15. Describes thoughts/feelings clear 12. Uses language to create
about the experience 13. Includes an intro that particular effects or
16. Attempts to engage &/or makes the purpose of influence/persuade the
influence the reader the text clear & makes reader eg. Word choice,
through vocabulary &/or some attempt to engage repetition, emotive
use of language the audience language, rhetorical
17. When writing imaginatively 14. Ends with a conclusion devices &/or sentence
& creatively: that sums up the line of structures
18. Applies a few features of thought 13. when writing to convey
the chosen genre 15. Uses language to personal experiences:
19. Creates interesting influence or persuade 14. Recounts events
characters through, for the reader, eg word convincingly, clearly
example, their feelings & choice, repetition, establishing the
actions, physical description rhetorical questions context/setting for
&/or dialogue &/or emotive language events
20. Creates setting/context 16. When writing to convey 15. Conveys
with some descriptive detail personal experiences: feelings/reactions &
21. Attempts to use figurative 17. Establishes a clear reflects on experiences
language (imagery) to context & setting for with a sense of
engage the reader, for events involvement
example, simile, metaphor, 18. Describes events, 16. Engages &/or influences
alliteration & making feelings & the reader through use
onomatopoeia reactions clear of language, style &/or
22. Creates plots with clear 19. Makes some attempt to tone
structures, for example, reflect on experiences 17. When writing
suitable opening, turning &/or feelings imaginatively or
point, climax &/or 20. Engages &/or influences creatively:
satisfactory ending. the reader through use 18. Applies features of the
of language, style &/or chosen genre effectively
tone 19. Develops plot, setting &
21. When writing character in a satisfying
imaginatively or way
creatively: 20. Engages the reader &
22. Applies key features of achieves particular
the chosen genre effects through use of
23. Creates interesting & narrative devices,
convincing characters mood/atmosphere &/or
24. Creates a clear sense of language
setting with descriptive 21. Uses structure
detail effectively to enhance
25. Makes some attempt to writing
engage the reader & 22.
achieve effects through,
for example narrative
mood/atmosphere &