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Interpreting the indicators

The indicators under each outcome statement assist teachers in interpreting and assessing student performance. Teachers can use the indicators as the basis for their assessment of whether or not the learning outcomes have been achieved.

Students will undertake a wide variety of learning activities and tasks, and the indicators do not prescribe or limit this range.

Examples used in the indicators

The examples in the reading and listening indicators indicate the kinds of language features that students are likely to be able to deal with or understand in particular learning contexts.

The indicators for speaking and writing include structures, features and vocabulary typical of those produced at the various stages of learning. Students will not produce standard forms of English immediately. They need time to learn sufficient English and appropriate teaching that highlights the patterns of English before they can attempt to work out the sound system, grammatical patterns and vocabulary of the language. While this process is taking place, they will produce non-standard forms of English based on their developing understanding of how the language works. These transitional forms can be described as 'interlanguage'. This interlanguage should be regarded as a developmental form that is a vital temporary stage in the process of second-language acquisition. ESL methodology implicit in the curriculum focus highlights the need to allow these transitional forms of interlanguage to develop and be used for communication, while at the same time ensuring an ongoing focus on correct forms.