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Learning Outcomes & Indicators

Lower Primary: Stage A1

At Lower Primary: Stage A1 the student is able to:

Speaking and listening

Communication

A1.1 ESSLA101

Communicate in English in routine social and classroom situations, using learned formulas, well-rehearsed patterns, short, simple utterances and non-verbal language, understanding controlled English supported by immediate and known contexts. This is evident when the student is able to: Receptive follow simple instructions in known school routines, relying on key words, non-verbal language and context respond appropriately with simple non-verbal language to comments, or indicate non-comprehension, e.g. smiles when greeted, shakes or nods head check on understanding of simple, familiar instructions and routines, e.g. T: It’s playtime. S: Go outside? identify single items of information from short spoken texts, pictures or diagrams in a known context, e.g. number, colour, name, ‘Point to the three little pigs’. Communicative give some basic personal information, using learned formulas or brief answers, e.g. My name is ..., I’m a boy/girl … respond to simple predictable questions related to immediate needs or contexts, e.g. T: Have you finished? S: No finish negotiate simple social or learning activities by suggesting, initiating or directing, e.g. Play football? Stop that! make simple requests or express basic needs using learned sentence patterns or one or two word utterances, e.g. May I have a drink, please?, It’s home time, Go now?

Aspects of language

Contexual understanding

A1.2 ESSLA102

Show initial understanding that English changes according to context and audience, and modify own communication in response to different contexts. This is evident when the student is able to: Receptive distinguish English from other languages, e.g. on hearing English, responds in English recognise that some particular words, gestures or intonations may be appropriate or inappropriate in certain contexts. Communicative use acceptable social formulas and gestures and interact appropriately in context, e.g. thank you, excuse me repeat, re-pronounce or self-correct words when communication breaks down modify responses and manner of interaction to match the responses of others.

Linguistic structures and features

A1.3 ESSLA103

Show understanding of simplified English in familiar contexts and controlled exchanges, using learned formulas or short telegraphic utterances. This is evident when the student is able to: Receptive respond to key words in a range of common spoken instructions, e.g. Shut the door. show understanding of past, present and future tense through basic time references, e.g. Yesterday we went, Now we will go tune in to the particular sounds of English, e.g. recognises rhyming words, responds to known words in a new story. Communicative create original utterances by substituting new words in learned patterns or formulas, e.g. It’s home time. It’s go time. use intonation to enhance meaning, or to distinguish statements from questions use single word or phrase response to questions, e.g. Yes, No, I don’t know use a range of formulas appropriately for different purposes and functions, e.g. What’s the time? Oh, no! Very good! Excellent work. Well done construct simple subject-verb-object sentences, e.g. We buyed house demonstrate variable placement of common adjectives, to describe or add emphasis, e.g. big truck, car blue use some grammatical patterns to create new meanings, e.g. played, eated, goed; to the farm, to the Australia.

Strategies

A1.4 ESSLA104

Use some basic communication and learning strategies to participate and sustain interaction in everyday playground and classroom routines and activities. This is evident when, for example, the student is able to: Receptive listen to a sustained text, focusing on visual support, e.g. instructions and demonstrations about an art activity question to check meaning, to clarify, or to confirm, e.g. T: Now what did I do with my pencil? S: Pencil, Miss? check understanding of classroom conversations or instructions by asking other first language speakers to clarify. Communicative ask for attention or assistance from the teacher or a friend, e.g. checks understanding, asks for repetition sustain interaction with others through gestures or overtures, e.g. invites a friend to join in a game or share a book use familiar repetitive patterns from stories, songs, rhymes or media to create new meanings borrow key words from previous speaker, e.g. T: Don’t be silly, Tim. S: Tim silly! imitate pronunciation, stress and intonation patterns, e.g. from stories, songs, rhymes, media rehearse or role-play, e.g. sings a song when painting.

Reading

Communication

A1.1 ESREA101

Share meaning from simple visual and written texts in structured reading activities and through own engagement with reading texts. This is evident when the student is able to: join in with shared reading activities and complete simple activities based around texts, e.g. dramatising a story, painting or drawing characters, sequencing a process with pictures read short, learned texts, e.g. rhymes, songs, repetitive texts read some environmental print and familiar words in context, e.g. recognises words, logos, signs, letters, numbers show a personal response to a text, e.g. reads a book in own time, draws a picture talk and give simple opinions about well-known books, television programs read own writing, or a text written by the teacher.

Aspects of language

Contexual understanding

A1.2 ESREA102

Show understanding that print encodes meaning and that written texts have a structure and a purpose. This is evident when the student is able to: show awareness that written and visual texts are created to share a message show an awareness of environmental print, e.g. asks the teacher to read a sign read some common signs and logos, e.g. STOP signs understand that print contains a consistent message, e.g. indicates when the ending of a well-known story varies identify a text that tells a story or gives information.

Linguistic structures and features

A1.3 ESREA103

Show understanding that print conveys consistent meanings through symbols and conventions, recognising some basic features of books and print organisation. This is evident when the student is able to: distinguish Roman script from non-Roman script show awareness of conventions of print, e.g. follows text with finger, turns pages to follow a story show awareness that words are separated by spaces, e.g. by pointing to words understand some basic conventions of book layout recognise some common letters and letter patterns in words, e.g. charts, books recognise sounds and name some letters of the alphabet match some familiar spoken words with written words identify repetitive word or letter patterns in sentences and phrases recognise the function of capital letters and full stops, e.g. counts sentences recognise some familiar personally significant words in context.

Strategies

A1.4 ESREA104

Model own reading on shared classroom reading and focus on intonation, repetition and illustrations to enhance understanding and enjoyment of texts. This is evident when, for example, the student is able to: use illustrations to discern the story line of a text or to predict individual words read with or slightly after the teacher, e.g. joins in the familiar part of a story choose texts by illustrations, familiar words, or by size and amount of text adopt teacher’s intonation patterns when reading familiar texts focus on reading repetitive words or phrases in known texts listen for key words in a shared reading text, e.g. names of characters.

Writing

Communication

A1.1 ESWRA101

Communicate ideas, messages, events and experiences through drawings, copied writing or own writing. This is evident when the student is able to: contribute ideas, words or sentences to a class or group shared story draw to illustrate a simple text, to relate an ongoing activity, to give additional information, to retell a simple story write or draw for a particular audience, e.g. for teacher, parent, friend write simple text that fulfils a function, e.g. a simple description, recount, procedure write or copy well-known symbols, words phrases or short texts, e.g. 10 balloons complete simple repetitive modelled sentences, e.g. I come from …

Aspects of language

Contexual understanding

A1.2 ESWRA102

Demonstrate early awareness that written texts in English are presented according to certain conventions which change according to context and purpose. This is evident when the student is able to: show awareness that English writing consists of words formed by letters, and sentences made up of words, e.g. leaves spaces between groups of letters or between words use the terms writing and drawing appropriately size writing appropriately for a variety of simple tasks and contexts, e.g. size of paper, size of lines, amount of text take particular care with handwriting, drawing, or choosing materials when writing for special purposes, e.g. ‘publishing’ a story, making a birthday card.

Linguistic structures and features

A1.3 ESWRA103

Write simple texts using copied or formulaic English, or models based on spoken repertoire, and showing some basic writing conventions. This is evident when the student is able to: copy words, phrases or sentences accurately identify common letters in different words consistently, e.g. points to all the ‘t’s label personal drawings, e.g. live here, go to play demonstrate awareness of some sound–letter relationships, e.g. represents words by their initial letter show evidence of layout or planning in writing, e.g. places text appropriately on a page, leaves space for a drawing write or dictate in sentences or phrases that reflect their oral structures, e.g. go to school, go home, come from consistently write the same letters and numbers the same way use some familiar punctuation, e.g. full stops, capital letters write or dictate ‘run-on sentences’, e.g. at school we work and at school we play … link sentences using common conjunctions, e.g. and, then.

Strategies

A1.4 ESWRA104

Model own writing on shared writing activities or published texts, and use some basic strategies to convey information in writing. This is evident when, for example, the student is able to: use illustrations to provide more detail to a written text use words copied from various sources in writing, e.g. labels, signs, word lists practise writing letters, words, numbers, from charts or an alphabet strip dictate sentences about a drawing or an experience for others to write check copied writing for accuracy against the original text ask for the English word for something and how to write it in English copy sentences, short paragraphs or illustrations from texts.

Lower Primary: Stage A2

At Lower Primary: Stage A2 the student is able to:

Speaking and listening

Communication

A2.1 ESSLA201

Communicate and understand decontextualised English related to predictable social and learning situations. This is evident when the student is able to: Receptive follow a classroom discussion about familiar or new topics that are well supported by visual material follow a short sequence of instructions related to classroom procedures or learning activities, e.g. book borrowing procedures, rules for using the class computer, order information from a short spoken text using pictures identify key points of information from short spoken texts, e.g. Was Goldilocks a naughty girl? Yes, very naughty. Are vegetables good for you? Yes, very good understand key information from accessible television programs or videos. Communicative negotiate simple transactions, e.g. at the school canteen participate in short, structured social interactions, e.g. exchanging basic information about family, school negotiate activities with peers in small group tasks, e.g. suggesting, agreeing, disagreeing, clarifying describe a series of events or actions, e.g. I go to play ball, him take ball, him throw ball, me very angry express humor, simple opinions and describe feelings.

Aspects of language

Contexual understanding

A2.2 ESSLA202

Understand and use English that is increasingly appropriate to a widening range of personal and school contexts. This is evident when the student is able to: Receptive identify a number of spoken text types and forms, e.g. stories, poems, plays understand instructions or explanations, when supported by clear contexts in the classroom understand that intonation, volume or stress affects spoken interaction, e.g. modifies own pronunciation appropriately. Communicative adjust speech according to who is being spoken to and the topic of the discussion, e.g. when questioning a friend or an adult, when having a disagreement with friends, when talking about a topic to a group negotiate familiar social and learning situations, using language appropriate to the situation, e.g. explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object use some appropriate terminology when talking about spoken texts, e.g. tell, talk, lie, shout, say initiate and manage interaction through conversational formulas, e.g. Oh no? Very lucky! use modality to express possibility or obligation, e.g. must, should, might.

Linguistic structures and features

A2.3 ESSLA203

Respond to controlled spoken English in familiar exchanges or in clear contexts. Manipulate learned structures and features to make original utterances that are characterised by simplified structure and varying grammatical accuracy. This is evident when the student is able to: Receptive understand basic sequence markers in speech, e.g. first, next, then, and phrases of place or location (over here, next to the chair) recognise questions or statements through word order and vocabulary as well as through intonation, e.g. Do you ...? Can anybody ...? Anybody can … understand some common phrases in both their full and contracted forms, e.g. I’m/I am, You’re/you are. Communicative combine known formulas, structures and other vocabulary to construct new utterances, e.g. Yesterday I went to the swim apply some grammatical rules, but may overgeneralise for irregular forms, e.g. formation of plurals (mouses); past tenses (goed, buyed) use common prepositions, e.g. in, at, on, near use appropriate verb and noun endings with some consistency, e.g. -ing, -ed, -s express negation, e.g. by using no (I no like vegetable, That’s no good) regularly use appropriate pronouns, e.g. I/me/he/him/she/he/it use correctly some forms of the verbs to be, to have, e.g. Her name is Maria.

Strategies

A2.4 ESSLA204

Use available English to take part in classroom and social activities and to facilitate and sustain communication. This is evident when, for example, the student is able to: Receptive ask a speaker to repeat or speak slowly, e.g. Say again, please predict meaning from context ask what a word means, e.g. I don’t understand. What’s ‘fete’? ask for the translation of specific words from other first language speakers. Communicative initiate and maintain simple conversations, using formulas, e.g. for turn taking, leave taking repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others repeat other speakers’ phrases in later conversation, e.g. T. Where did you plant the seeds? S. Plant the seeds in pot use a repertoire of common classroom formulas, e.g. Just a minute, Give me hand, Be quiet, please, Can I have a brush, please? use vocabulary learned from written texts in speech.

Reading

Communication

A2.1 ESREA201

Read familiar texts drawing on developing knowledge of English, and respond to basic texts read aloud. This is evident when the student is able to: demonstrate understanding of new texts, and respond, e.g. reads along with repetitive sections, predicts ask questions, retell, and talk about stories read in class, or give factual information from texts read in class, e.g. can tell who does what and why talk about features of a story or poem that have personal appeal, e.g. fantasy elements, favorite characters, interesting words/phrases consistently read back own writing or sentences scribed by another read a known story with appropriate pauses and intonation read well-known words or phrases in new contexts, e.g. Tuesday, Once upon a time obtain information from simple diagrams or graphs.

Aspects of language

Contexual understanding

A2.2 ESREA202

Identify texts written for different purposes, relating them to own knowledge and interests. This is evident when the student is able to: identify the basic purpose of a new text identify texts as factual or fictional, e.g. using content, layout, illustrations identify stories, poems or songs when reading or listening to text read aloud relate something learned from a text to own experience, e.g. by commenting or by identifying with the characters in a story choose books to read that are appropriate and of interest.

Linguistic structures and features

A2.3 ESREA203

Read familiar and some simple unfamiliar texts using knowledge of English letter–sound relationships, understanding of basic punctuation and text organisation. This is evident when the student is able to: know that full stops and question marks break up text, e.g. pauses appropriately match a range of familiar spoken words with written words read frequently heard phrases fluently, e.g. and then, once upon a time, and he said recognise the difference between upper and lower case letters recognise rhyming words, beginning, middle or final sounds in words recognise some common syllables and patterns within words, e.g. in, on, ing sequence a familiar text, e.g. narrative, recount, procedure, explanation sequence words or phrases in a familiar sentence.

Strategies

A2.4 ESREA204

Use and integrate some basic strategies to gain and share meaning from simple texts. This is evident when, for example, the student is able to: choose books that are appropriate and interesting by looking at cover, illustrations or amount of text reread well-known book and texts track under words with finger when reading or when others read; subvocalise when reading silently use knowledge of letters and sounds to read a new word or locate key words draw upon experiences and oral repertoire to anticipate words or phrases read, modelling rhythm, intonation and pronunciation on the example of other readers.

Writing

Communication

A2.1 ESWRA201

Communicate ideas, events and experiences through simple texts based on familiar spoken and written language. This is evident when the student is able to: incorporate into own writing or drawing, vocabulary, modelled writing or ideas from texts read in class initiate writing for own particular purposes, e.g. labels drawings, makes a birthday card, writes about a recent experience write simply for a variety of authentic purposes related to classroom topics, e.g. a personal recount, simple description use a small bank of known words in writing.

Aspects of language

Contexual understanding

A2.2 ESWRA202

Write for a variety of personal and classroom purposes, using known and modelled structures and features. This is evident when the student is able to: give information about the communicative purpose of a text, e.g. informing, describing an event, telling a story write, using a text type appropriate to the purpose, e.g. a story, a list, a procedure use size of writing, color, layout and choice of media to help transmit messages, e.g. making a sign or a poster use a range of writing implements and writing styles to fulfil a number of writing functions, e.g. work for display, first draft on a computer.

Linguistic structures and features

A2.3 ESWRA203

Write a text using coherently linked sentences, basic structures and well-known vocabulary. This is evident when the student is able to: write, reflecting spoken English in vocabulary and structure write sentences based on simple repetitive, modelled patterns, e.g. Chop the …, Mix the …, Cook the… use some common imperatives appropriately, e.g. draw, cut, stop, run use some common irregular past tense verbs correctly, e.g. went, saw link sentences using conjunctions and connectives, such as but, after, when uses some punctuation consistently, e.g. full stops, question marks, commas.

Strategies

A2.4 ESWRA204

Use a number of basic strategies to produce and check written work. This is evident when, for example, the student is able to: plan writing by talking about what will be written, and review during writing use a framework to write a particular text type read own writing aloud to check meaning model writing on other texts, e.g. borrows words, phrases or sentence patterns from a teacher model, borrows a story line from a favorite story rely on sound or visual features of words to attempt own spelling, e.g. vae for very, ah for are, perpl for purple use a range of resources to find words or phrases needed for own writing or to check spelling, e.g. simple dictionaries, word lists, environmental print.

Lower Primary: Stage BL

At Lower Primary: Stage BL the student is able to:

Speaking and listening

Communication

BL.1 ESSLBL01

Communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English supported by its immediate context. Use learned formulas, well-rehearsed patterns and short, simple utterances. This is evident when the student is able to: Receptive identify single items of information, from short spoken texts attend to tone, intonation and context when listening, e.g. knows that the teacher is instructing, knows when a question has been asked or a statement made respond appropriately to and use non-verbal language, e.g. indicates agreement, non-agreement follow simple instructions and understand predictable questions, relying on key words and immediate context. Communicative make requests or express needs using learned sentence patterns, or one or two word utterances use intonation to enhance the meaning of simple utterances, e.g. my pen?/my pen!/my pen give some basic information about self, e.g. name, age, family details, likes/dislikes negotiate familiar social situations and learning activities with the teacher or with friends, by initiating, suggesting enhance own spoken texts with appropriate gestures and facial expressions.

Aspects of language

Contextual understanding

BL.2 ESSLBL02

Show initial understanding that English changes according to context and audience, and modify own communication in response to others. This is evident when the student is able to: Receptive understand the context and purpose of different classroom interactions, e.g. listens to instructions, joins in with a discussion respond to intonation and context, but may not necessarily understand the full range of English being used, e.g. knows when a conversation is serious or humorous. Communicative use acceptable social formulas, e.g. knows that some words, gestures or intonation are inappropriate in certain contexts interact appropriately in context, e.g. continues an interaction in the same manner as begun by the other speaker.

Linguistic structures and features

BL.3 ESSLBL03

Understand simplified English, and manipulate own repertoire to make original utterances characterised by simplified language, telegraphic utterances, use of formulas and varying grammatical accuracy. This is evident when the student is able to: Receptive distinguish spoken English from other languages, e.g. on hearing English, responds in English tune in to the particular sounds of English and to English intonation, e.g. recognises rhyming words, recognises emotions expressed through intonation understand the tense of statements or instructions through time references, e.g. We went yesterday, Tomorrow we will go. Now we can eat lunch respond to key words in a range of common spoken instructions, e.g. Shut the door. Communicative use words from word sets related to need, interest or experience, e.g. family, school, colours, numbers, days, months use a range of formulas for appropriate purposes, e.g. What’s the time? Oh, no! Very good! Excellent work construct two or three word utterances that use common adjectives to describe or add emphasis, e.g. very hot, beautiful picture create original expressions, substituting new words in learned patterns or formulas, e.g. It’s home time. It’s go time use comprehensible pronunciation, stress and intonation.

Strategies

BL.4 ESSLBL04

Use some basic communication and learning strategies to participate in everyday social and class routines. This is evident when, for example, the student is able to: Receptive use non-verbal language to sustain interaction with others, e.g. nods, smiles, laughs, gestures ask for repetition, or question to check meaning, to clarify, to confirm or to elicit help check understanding of classroom English, e.g. by asking for clarification from other first language speakers, or by watching what others do. Communicative repeat or re-pronounce words or phrases after recognising that they have not been understood initiate and sustain conversations and interactions in English with teachers or peers imitate pronunciation, stress, intonation or familiar repetitive patterns, e.g. from stories, songs, rhymes or the media borrow key words from the previous speaker when talking with others, e.g. T: Don’t be silly, Tim. S: Tim silly memorise or record new words, phrases, or pronunciation rehearse or role play formulas or short exchanges.

Reading

Communication

BL.1 ESREBL01

Share meaning of a range of basic reading texts based on simple language structures, familiar vocabulary and familiar contexts. This is evident when the student is able to: join in with shared reading activities, e.g. group reading of well-known books read some familiar words in different contexts, e.g. recognises a friend’s name on the birthday calendar read short learned texts, e.g. a rhyme, song, repetitive texts show a personal response to a text, e.g. draws a scene, shows enjoyment read some environmental print, e.g. recognises words, signs, letters, numbers, logos on posters or advertisements, or computer programs complete activities around class texts, e.g. dramatises, sequences pictures, draws read own writing, or a text written by the teacher.

Aspects of language

Contextual understanding

BL.2 ESREBL02

Show understanding that print encodes meaning and that written texts have a structure and a purpose. This is evident when the student is able to: show awareness that texts, such as books, illustrations, multimedia texts and classroom writing are created by people to share a message show an awareness and understanding of some environmental print understand that print contains a consistent message, e.g. indicates when the ending of a well-known story read aloud varies from the original identify a text that tells a story or gives information.

Linguistic structures and features

BL.3 ESREBL03

Show understanding that print conveys consistent meanings through symbols and conventions, recognising some basic features of books and print organisation. This is evident when the student is able to: distinguish Roman script from non-Roman script show awareness of directionality of reading in English show awareness that words are separated by spaces, e.g. counts words recognise some common words or phrases, e.g. from charts, labels, books match some familiar spoken words with written words, e.g. own name, I, go recognise and name some letters of the alphabet, and relate them to sounds identify repetitive word or letter patterns in sentences and phrases recognise some familiar personally significant words in context recognise the function of capital letters and full stops, e.g. counts sentences understand some basic conventions of book layout, e.g. role of illustrations or diagrams, titles, headings.

Strategies

BL.4 ESREBL04

Model own activities on shared classroom activities and focus on intonation, repetition and illustrations to enhance understanding and enjoyment of texts. This is evident when, for example, the student is able to: use illustrations to discern the story line of a text or to predict words model the teacher’s intonation patterns when reading a well-known text focus on intonation, repetition and layout to gain meaning from a text read aloud read with or slightly after the teacher, e.g. joins in the familiar part of a story memorise a familiar or favorite text listen for key words in a shared reading text, e.g. names of characters.

Writing

Communication

BL.1 ESWRBL01

Communicate familiar ideas, events and experiences through drawings, copied writing or own writing. This is evident when the student is able to: contribute ideas, words or sentences to a class or group shared story draw to illustrate a simple text, to relate an activity, to give additional information, to retell a simple story write or copy well-known words or short texts complete simple repetitive modelled sentences, e.g. ‘My name is… label an illustration, write own name.

Aspects of language

Contextual understanding

BL.2 ESWRBL02

Demonstrate early awareness that written texts in English are presented according to certain conventions which change according to context and purpose. This is evident when the student is able to: show awareness that English writing consists of words formed by letters, and sentences made up of words, e.g. leaves spaces between words use the terms writing and drawing appropriately expect words to have consistent spelling, e.g. copies a short text correctly size writing appropriately for a variety of simple tasks and contexts, e.g. size of paper, size of lines, amount of text choose appropriate writing tools and papers for a number of simple purposes take particular care with handwriting or drawing for special purposes choose a topic to write or draw for a particular audience.

Linguistic structures and features

BL.3 ESWRBL03

Write simple texts using copied or formulaic English, or models based on spoken repertoire, and showing some basic writing conventions. This is evident when the student is able to: copy letters, words, phrases or sentences accurately identify common letters consistently, e.g. points to all the ‘t’s in a sentence label drawings of everyday personal activities using English learned in the classroom, e.g. live here, go to play show awareness of sound–letter relationships, e.g. represents words by initial letters show evidence of some layout or planning, e.g. places text appropriately on a page, leaves space for a drawing write or dictate in sentences or phrases that match oral sentence structures, e.g. go to school, go home, come from consistently write the same letters and numbers the same way.

Strategies

BL.4 ESWRBL04

Model own writing on shared writing activities or published texts, and use some basic strategies to convey information in writing. This is evident when, for example, the student is able to: use illustrations as a prompt or to provide more detail copy sentences, short paragraphs, words or illustrations from a range of texts practise writing, e.g. letters, words, numbers, sentences, shapes dictate sentences about a drawing or an experience for others to write check copied writing for accuracy against the original text ask for the English word for something and how to write it in English.

Middle Upper Primary: Stage B1

At Middle Upper Primary: Stage B1 the student is able to:

Speaking and listening

Communication

B1.1 ESSLB101

Communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English supported by its immediate context. Use learned formulas, well-rehearsed patterns and short, simple utterances. This is evident when the student is able to: Receptive identify single items of information from short spoken texts attend to tone, intonation and context when listening, e.g. knows that the teacher is instructing, knows when a question has been asked or a statement made respond appropriately to and use non-verbal language, e.g. indicates agreement, non-agreement follow simple instructions and answer predictable questions, relying on key words and immediate context. Communicative make requests or express needs using learned sentence patterns, or one or two word utterances use intonation to enhance the meaning of simple utterances, e.g. my pen?/my pen!/my pen negotiate familiar social situations and learning activities with the teacher or with friends, by initiating, suggesting give some basic information about self, e.g. name, age, family details, likes/dislikes enhance own spoken texts with appropriate gestures and facial expressions.

Aspects of language

Contextual understanding

B1.2 ESSLB102

Show initial understanding that English changes according to context and audience, and modify own communication in response to others. This is evident when the student is able to: Receptive understand the context and purpose of different classroom interactions, e.g. listens to instructions, joins in a discussion respond to intonation and context, but may not necessarily understand the full range of English being used, e.g. knows when a conversation is serious or humorous. Communicative use acceptable social formulas, e.g. knows that some words, gestures or intonation are inappropriate in certain contexts interact appropriately in context, e.g. continues an interaction in the same manner as begun by the other speaker.

Linguistic structures and features

B1.3 ESSLB103

Understand simplified English, and manipulate own repertoire to make original utterances characterised by simplified language, telegraphic utterances, use of formulas and varying grammatical accuracy. This is evident when the student is able to: Receptive distinguish spoken English from other languages, e.g. on hearing English, responds in English tune in to the particular sounds of English and to English intonation, e.g. recognises rhyming words, recognises emotions expressed through intonation understand the tense of statements or instructions through time references, e.g. We went yesterday. Tomorrow we will go. Now we can eat lunch respond to key words in a range of common spoken instructions, e.g. Shut the door. Communicative use words from word sets related to need, interest or experience, e.g. family, school, colours, numbers, days, months use a range of formulas for appropriate purposes, e.g. What’s the time? Oh, no! Very good! Excellent work construct two or three word utterances that use common adjectives to describe or add emphasis, e.g. very hot, beautiful picture create original expressions, substituting new words in learned patterns or formulas, e.g. It’s home time. It’s go time use comprehensible pronunciation, stress and intonation express negation using no, e.g. Me no, No play.

Strategies

B1.4 ESSLB104

Use some basic communication and learning strategies to participate in everyday social and class routines. This is evident when, for example, the student is able to: Receptive use non-verbal language to sustain interaction with others, e.g. nods, smiles, laughs, gestures ask for repetition, or question to check meaning, to clarify, to confirm or to elicit help check understanding of classroom English, e.g. by asking for clarification from other first language speakers, or by watching what others do. Communicative repeat or re-pronounce words or phrases after recognising that they have not been understood initiate and sustain conversations and interactions in English with teachers or peers imitate pronunciation, stress, intonation or familiar repetitive patterns, e.g. from stories, songs, rhymes or the media borrow key words from a previous speaker when talking with others, e.g. T: Don’t be silly, Tim. S: Tim silly memorise or record new words, phrases, or pronunciation rehearse or role play formulas or short exchanges.

Reading

Communication

B1.1 ESREB101

Read with understanding short texts based on simple language structures, well known vocabulary and familiar contexts. This is evident when the student is able to: read independently short, known texts, e.g. shared class story, a favorite book read some previously encountered words and phrases in new contexts, e.g. pencil, book, table, I saw a …, Here comes the …, Once upon a time … read some common signs and logos, e.g. brand names, advertisements gain information from simple maps, tables or diagrams make predictions when reading a new text or listening to text read aloud talk about a familiar book, e.g. describes an incident, responds to characters.

Aspects of language

Contextual understanding

B1.2 ESREB102

Show understanding of the basic purposes of different texts, and bring knowledge about the purposes of reading in the first language to reading in English. This is evident when the student is able to: identify the basic purposes and likely audiences of different text types, e.g. newspapers, catalogues, books, comics, computer programs identify the difference between factual and fictional books, e.g. through layout understand that different people read texts for a variety of purposes choose appropriate texts in English for a particular purpose.

Linguistic structures and features

B1.3 ESREB103

Use knowledge of basic conventions of print and text organisation, a developing English sight and oral vocabulary and a developing knowledge of English features to read new texts. This is evident when the student is able to: recognise the difference between English texts and texts in other languages read sentences that use basic subject-verb-object sentence patterns, where content and vocabulary are familiar read some common letter patterns in new words, e.g. st in stop, ing in running use some of the terminology of reading, e.g. author, title, letter, word, sentence use appropriate intonation and phrasing when reading aloud a known text.

Strategies

B1.4 ESREB104

Use a developing knowledge of English and the way English is represented in print to read and understand simple texts, and to take part in reading activities. This is evident when, for example, the student is able to: use key words to understand texts read or listened to choose appropriate books to read, e.g. on the basis of familiar English and content, illustrations, size and amount of print, and layout use text organisational features to find information in texts, e.g. headings, labels, diagrams reread familiar self-chosen texts use some word attack skills to decode, e.g. initial letters, frequent letter patterns identify base words within other words, e.g. walk, walking, walked imitate the teacher’s model when reading familiar texts aloud, e.g. use similar emphasis, intonation and repetition.

Writing

Communication

B1.1 ESWRB101

Communicate familiar ideas, events and experiences using their beginning repertoires of spoken and written English, and based on classroom models. This is evident when the student is able to: create simple factual texts for a variety of classroom purposes, e.g. to give information, keep records, display create simple imaginative or personal texts, e.g. stories, journal writing write for particular classroom purposes, e.g. writes notes and labels, orders lunch, completes worksheets base texts on modelled forms and repetitive patterns, e.g. from books, songs participate in shared writing activities.

Aspects of language

Contextual understanding

B1.2 ESWRB102

Demonstrate awareness that information can be presented in different ways in written English. This is evident when the student is able to: write, taking into account purpose and audience, e.g. uses simple expository or narrative style where appropriate use appropriate basic text types when writing, e.g. recount, description, report use a range of formats to record basic information, e.g. graphs, lists, tables use media appropriately for different writing purposes, e.g. felt pens for greeting cards, computer for final draft ask for words for a particular purpose, checking on appropriateness of vocabulary, e.g. This OK Miss? Can write this?

Linguistic structures and features

B1.3 ESWRB103

Write simple coherent texts which incorporate features of oral English and some of the structures of basic written texts. This is evident when the student is able to: write text closely related to level of everyday spoken English, e.g. writes sentences that use subject–verb–object patterns, ‘I read books’ ‘She watch video’, use simple present or present continuous tense for a range of tenses, ‘Yesterday teacher talking about cooking’ use some common irregular past tense verbs, e.g. went, said, bought use simple cohesive devices to join ideas, e.g. and, and then, next, finish use some adjectives and adverbs interchangeably, e.g. Drive car quick spell accurately some high frequency words encountered in the classroom.

Strategies

B1.4 ESWRB104

Create simple texts that fulfil basic writing tasks, following models, and using a range of strategies to find and spell new words, and to check on accuracy of the text. This is evident when, for example, the student is able to: use repeated formulas to generate and structure writing, e.g. On the weekend I … provide additional information through illustrations, diagrams, story maps; provide detail by listing items use limited English resources to create an effect, e.g. repetition for emphasis use a range of strategies to find how to spell new or known words, e.g. asks for a word or phrase and how to spell it; records useful words in own dictionaries; checks labels, charts, books develop vocabulary and phrase lists with first language translations, or pronunciation guides translate text literally from first language to English, e.g. uses a bilingual dictionary rewrite after correction or discussion, e.g. deletes or adds words to clarify experiment with basic punctuation and practise handwriting use sound or visual features to spell words, e.g.rokit, evry.

Middle Upper Primary: Stage B2

At Middle Upper Primary: Stage B2 the student is able to:

Speaking and listening

Communication

B2.1 ESSLB201

Communicate and learn through English in predictable social and learning situations, understanding some decontextualised English and expressing simple messages in basic English. This is evident when the student is able to: Receptive follow a short sequence of instructions related to classroom procedures or learning activities, e.g. rules for using the class computer, locating places on a map identify key points of information from short spoken texts order information using pictures follow teacher explanations that use familiar English, and follow simple recounts of shared activities identify true or false information from spoken texts. Communicative negotiate simple transactions, e.g. borrowing a library book, asking for directions or assistance participate in short, structured social interactions, e.g. by introducing self and others describe a series of events or actions, using some detail, e.g. time, context express simple opinions, humor and describe feelings describe and identify people, places and things using simple vocabulary for colour, size, place, location, time answer subject-specific questions using a familiar structure on a familiar topic, e.g. T: Which shape has three sides? S: A triangle.

Aspects of language

Contextual understanding

B2.2 ESSLB202

Demonstrate awareness of aspects of spoken English that are necessary for communicating and learning in a range of school contexts. This is evident when the student is able to: Receptive respond appropriately for the context, e.g. listens and responds to other students during a class discussion identify a number of spoken text types and forms, e.g. stories, poems, plays understand instructions or explanations, when supported by clear contexts in the classroom. Communicative participate appropriately for the context, e.g. gives a recount of a personal event during a class discussion use some terminology of subject learning areas, e.g. poem, recipe, experiment initiate and manage interaction appropriately in social and learning situations, e.g. through conversational formulas, turn-taking, affirming, suggesting.

Linguistic structures and features

B2.3 ESSLB203

Respond to controlled spoken English in familiar situations using simplified English with varying grammatical accuracy. This is evident when the student is able to: Receptive recognise and understand some sequence markers, e.g. first, next, then understand adverbial phrases of place, location, time, e.g. over here understand some common contractions, e.g. I’m, I am. You’re, you are. We’ll, we will. We won’t. Communicative combine known formulas, learned grammatical features and new vocabulary to construct new utterances, e.g. Yesterday I went to the swim use common prepositions, e.g. in, at, on, near use some grammatical rules consistently, e.g. may overgeneralise in formation of plurals: mouses, sheeps use correctly some form of the verbs to be, to have, and verb endings with some consistency, e.g. -ing, -ed use some articles correctly, e.g. a dog/the dog use some common contracted and non-contracted forms, e.g. for stress, I am not! We can’t use explicit time markers in speech, e.g. yesterday, last week, on the weekend use negative form, e.g. I not, don’t go pronounce familiar words comprehensibly.

Strategies

B2.4 ESSLB204

Employ basic strategies to sustain and enhance communication in English. This is evident when, for example, the student is able to: Receptive predict meaning from context ask for the translation of specific words from other first language speakers, e.g. to check context, match concepts. Communicative ask speaker to repeat and/or speak slowly, or ask what a word means, e.g. What you mean? What mean ‘festival’? initiate and maintain common social exchanges, e.g. by using simple conversational openers, turn-taking, leave-taking repeat another speaker’s words in subsequent conversation, e.g. Where did you plant the seeds? Plant the seeds in pot use a repertoire of common classroom and playground language, e.g. Wait a minute, Be quiet please, My turn practise pronunciation and phrasing repeat a word, phrase or sentence, modelling rhythm, intonation and pronunciation on the speech of others use vocabulary and structures learned from written texts in speech.

Reading

Communication

B2.1 ESREB201

Read with understanding controlled familiar and unfamiliar texts containing predictable structures and familiar vocabulary. This is evident when the student is able to: express a personal response to a text or elements of a text, e.g. expresses a point of view about a character’s actions retell ideas and events from well-known texts or a text on a familiar topic make and substantiate predictions about likely events or sequences when reading or listening to a text read aloud identify the main idea in a text, e.g. gives a story a title, matches titles to videos follow simple written instructions and questions in printed or computer-generated texts, e.g. Fill the …, Measure the …, Record the …, How many…?

Aspects of language

Contextual understanding

B2.2 ESREB202

Demonstrate awareness that the linguistic structure and features of English texts are organised according to purpose. This is evident when the student is able to: recognise that texts have a structure, e.g. orientation, complication, resolution in a narrative text recognise the features of common text types, e.g. through subject matter, layout of print, illustrations, computer icons identify stories, poems or songs when reading or listening to text read aloud, e.g. through rhythm or intonation follow text through a range of conventions of organisation/layout, e.g. chapters, captions, columns, web pages.

Linguistic structures and features

B2.3 ESREB203

Read and understand simple texts, cueing into basic text organisation and features of English writing. This is evident when the student is able to: modify intonation to differentiate questions, exclamations or dialogue sequence sentences from known texts or a text on a familiar topic or experience read fluently some common words or familiar phrases, e.g. next to the, she said follow simple time and logical relationships between events/ideas expressed by common cohesive devices, e.g. after that, because follow pronoun references for people and things, e.g. The dogs… They … identify important features of text organisation, e.g. chapters/paragraphs, paragraphs/topic sentences, icons understand and use some metalanguage to talk about the structures and features of text, e.g. chapter, paragraph, description, pronoun.

Strategies

B2.4 ESREB204

Use a repertoire of strategies to read familiar and basic factual and fictional texts, and to choose new texts to read. This is evident when, for example, the student is able to: use knowledge of simple tense and negation to interpret meaning of written text use knowledge of sentence structure to predict words or to self-correct use knowledge of common letter–sound patterns to enhance fluency, e.g. ing, sh identify factual from fictional books by looking at the cover, title, illustrations assess readability of a new text by sampling, e.g. looks at captions, diagrams, scans for known words use diagrams, graphs, or pictures to help interpret meaning.

Writing

Communication

B2.1 ESWRB201

Communicate on a number of familiar topics through writing simple creative and informational texts in response to classroom demands. This is evident when the student is able to: write some creative texts, e.g. imaginative recounts, descriptions, poems write simple personal texts, e.g. letters of invitation, thanks to visitors, journals, email message write texts that present a point of view, e.g. statement of opinion write simple descriptions of items or events, captions for pictures or photographs.

Aspects of language

Contextual understanding

B2.2 ESWRB202

Recognise that certain text types and features are associated with different purposes and audiences. This is evident when the student is able to: plan the format of a text according to its communicative purpose, e.g. a recipe discuss the sequencing of events or ideas in own writing use some conventions for separating ideas or sections in a text, e.g. starting a new idea on a new line, starting a new section on a new page enhance own writing with appropriate layout and visual information, e.g. draws a diagram to accompany an information report, chooses appropriate computer applications for particular purposes include appropriate amount of information or detail for the audience.

Linguistic structures and features

B2.3 ESWRB203

Write simple organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. This is evident when the student is able to: orient the reader by including relevant details, e.g. characters, time and place use headings to group information, e.g. in a report on an animal use a number of common conjunctions to link ideas between sentences, e.g. and, because, but, when, first, then, next make expository statements using introductory there, it, e.g. there is, … there are, … it has … use pronoun references with some noun/pronoun agreement appropriately, e.g. Yesterday the class went …We …, Koalas live in trees. They … use simple phrases to express basic comparisons, e.g. the same as, bigger than use some basic punctuation appropriately select some descriptive vocabulary appropriate to context, e.g. huge instead of big use correctly some forms of the verbs to be, to have, and use verb and noun endings with some consistency, e.g. -ing, -ed.

Strategies

B2.4 ESWRB204

Draw on a developing knowledge of the writing process to plan, write and redraft texts. This is evident when, for example, the student is able to: use knowledge of sentence patterns to form new sentences, e.g. base a new story on repetitive formulas from a known story, from written or spoken texts plan before writing, e.g. discusses ideas and topics in first language or English or writes notes in a framework write a first draft focusing on meaning and revise after rereading or discussion, e.g. add or delete ideas, corrects simple errors in spelling and punctuation use a framework to complete a writing task and reflect on it, e.g. guiding questions, headings.

Middle Upper Primary: Stage B3

At Middle Upper Primary: Stage B3 the student is able to:

Speaking and listening

Communication

B3.1 ESSLB301

Communicate in social and learning situations, conveying information and elaborating on ideas. Understand the essential meaning of unfamiliar topics expressed in familiar spoken English and extract specific information. This is evident when the student is able to: Receptive understand teacher questions on familiar topics or themes and respond appropriately follow a set of oral instructions or directions, understanding the difference between directives and suggestions extract specific information, e.g. from an announcement, from a video. Communicative understand increasingly more decontextualised spoken language, e.g. text without illustration, conversation and text accompanying visual medium initiate and participate in casual exchanges and in learning contexts, e.g. contributes information and expresses ideas in group tasks/classroom discussions retell what has been learned from classroom texts, e.g. a student presentation, a discussion, a talking book relate a series of events in a time sequence giving details involving where, when, who, and what give reasons for opinions relay messages, e.g. from teacher to teacher give a short sequence of instructions related to classroom procedures, games, tasks, e.g. first you …, then you … prepare a short talk for presentation to a group or the class.

Aspects of language

Contextual understanding

B3.2 ESSLB302

Demonstrate awareness of basic register requirements of spoken English for a variety of purposes and in familiar formal and informal situations. This is evident when the student is able to: Receptive respond to different registers appropriately, e.g. matches a formal response to a formal request respond appropriately in different classroom activities, e.g. participates in discussion, brainstorming identify when intonation, volume, stress, pacing and repetition in English support and convey meaning (for emphasis in storytelling, recounting news). Communicative use appropriately a variety of registers identify features of formal and informal spoken texts, e.g. different politeness formulas, use of modal forms, such as could, should give relevant and appropriate detail when recounting stories/events, giving instructions, expressing opinions, contributing information open and close an interaction in formal and informal situations, e.g. greet, give message, leave take, introduce and conclude a talk.

Linguistic structures and features

B3.3 ESSLB303

Respond to and use the structures and features of English appropriately in an increasing variety of contexts and predictable situations. This is evident when the student is able to: Receptive respond appropriately to structures, such as questions, statements and negation through word order and vocabulary rather than through intonation, e.g. Do you …, What is …, Can anybody … follow instructions that include sequential discourse markers, e.g. first, then, after that, finally understand how modals express probability and possibility, e.g. may, will, could, must. Communicative ask and answer open-ended questions, e.g. how and why questions use appropriate sequence markers, e.g. first, finally, until, when use subject, object and possessive pronouns with some consistency, e.g. I, me, mine, my consistently use most common, irregular, past tenses, e.g. came, gave, thought, said employ a range of vocabulary to convey shades of meaning, e.g. good, fine, terrific, excellent use tag questions, e.g. You’re going, aren’t you? use comprehensible pronunciation, stress and intonation.

Strategies

B3.4 ESSLB304

Access English from a range of oral and written sources, and extend oral skills by incorporating it into own repertoire. This is evident when, for example, the student is able to: Receptive attend to spoken English, e.g. listen to the conversations of others use visual cues to make meaning of spoken text, e.g. pay attention to diagrams during a presentation. Communicative use English acquired from new sources or experiences in new contexts, e.g. excursions, TV performances, conversations, English-speaking peers self-correct, or reformulate language to convey meaning more clearly, e.g. My mum say …, and my mum said … plan, rehearse and present a short talk, e.g. reports back to the class on group work assess the grammatical correctness of own utterances and attempt some self-correction, e.g. when perceiving misunderstanding by the listener.

Reading

Communication

B3.1 ESREB301

Read for a range of purposes and identify main ideas and specific information in classroom texts. This is evident when the student is able to: read for informational or recreational purposes in or out of class compare some detail in texts, e.g. characters, complications, resolutions demonstrate understanding of the main storyline and most key information points when retelling, paraphrasing or answering questions follow a series of task instructions, e.g. making a mathematical shape, setting up an experiment interpret and explain information from diagrams, graphs, charts or timetables classify information under appropriate headings access information from a range of visual or electronic media.

Aspects of language

Contextual understanding

B3.2 ESREB302

Demonstrate some awareness of how information is organised in English texts and identify and compare aspects of texts that are written for the same purpose. This is evident when the student is able to: talk about the text, e.g. relates ideas to personal experience or previous learning identify unfamiliar cultural references, e.g. What’s a Bunyip? compare organisation of information in texts, e.g. procedures, explanations.

Linguistic structures and features

B3.3 ESREB303

Interpret texts recognising the cohesive devices connecting ideas and the organisation of information in a text. This is evident when the student is able to: show understanding of meaning and relations between sentences in a paragraph, e.g. re-orders jumbled sentences follow ideas in and between paragraphs making use of a range of conjunctions, e.g. then, next, first, after, and reference items, such as pronouns recognise how relationships, such as cause/effect, comparison/contrast are signalled by conjunctions, e.g. because, like, different from follow the meaning of complex sentence patterns, e.g. He heard the explosion that wrecked the car follow direct and indirect speech understand and use appropriate metalanguage to talk about the structure and features of a text, e.g. chapter, index, orientation, pronouns, conjunctions.

Strategies

B3.4 ESREB304

Integrate a number of strategies to facilitate the reading of new texts. This is evident when, for example, the student is able to: use knowledge of sentence structure and context to infer the meaning of unfamiliar words locate a topic sentence to identify main idea of a paragraph read on when encountering unfamiliar words use an accessible English dictionary to check the meanings of new words use contents page, index, glossary and headings to find information.

Writing

Communication

B3.1 ESWRB301

Communicate for a range of purposes on a variety of familiar topics, using a basic repertoire of text types. This is evident when the student is able to: write sequenced and ordered factual texts based on personal experience or topic areas, e.g. a science experiment, a report on animals write narrative texts maintaining a cohesive storyline and characterisation write creative texts based on models, e.g. poems, dialogues.

Aspects of language

Contextual understanding

B3.2 ESWRB302

Demonstrate an awareness of how effective writing is tailored to the purpose, requirements of the topic and the needs of the reader. This is evident when the student is able to: elaborate on own knowledge of the world, using own experience and perspectives to support viewpoint use text type appropriate to task present work appropriately to purpose and audience, e.g. writes final draft using publishing software gather and present information appropriately in texts, e.g. diagrams, illustrations, dot points begin to create mood and feeling by the selection of appropriate vocabulary use some colloquial and idiomatic language appropriately in texts.

Linguistic structures and features

B3.3 ESWRB303

Write texts for a variety of purposes demonstrating some overall cohesion and coherence. This is evident when the student is able to: write text using a framework and identifiable topic sentences combine simple sentences using common conjunctions, e.g. We need trees so we should not cut them all down use appropriate temporal conjunctions, e.g. When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared use relative pronouns, e.g. The girl who was late had to go to the office use direct or indirect speech appropriately in context use some antonyms and synonyms use a range of negatives, e.g. can’t, couldn’t, not right maintain appropriate tense through a text.

Strategies

B3.4 ESWRB304

Make use of discussion and reflection to enhance the writing process. This is evident when, for example, the student is able to: confer and cooperate in groups or pairs when planning, writing or reviewing, e.g. adds to information contained in the text after discussion plan individually and review own writing, e.g. uses spell-check to edit for accuracy, consider alternative words for effect participate actively in discussion and brainstorming as a pre- and post-writing exercise revise text during writing and proofread after a first draft has been written, e.g. to check spelling, punctuation, sentence structure reflect on writing, considering criteria set by the teacher.

Secondary: Stage SL

At Secondary: Stage SL the student is able to:

Speaking and listening

Communication

SL.1 ESSLSL01

Interact in routine social or classroom-based activities using basic, formulaic English and simple creative utterances. This is evident when the student is able to: participate in familiar situations and learning activities produce or comprehend short utterances relating to familiar situations participate in routine interactions using formulaic phrases, e.g. I come from Turkey use single words or word combinations to express a variety of language functions comprehend and respond to basic utterances which relate to school routines and requests for personal information.

Aspects of language

Contexual understanding

SL.2 ESSLSL02

Interact appropriately at a basic level in routine social and learning contexts. This is evident when the student is able to: distinguish spoken English from other languages and attempt to respond in English recognise that certain words, gestures and intonation patterns are inappropriate for classroom contexts engage in routine interactions using appropriate language use familiar formulaic expressions to greet and respond to greetings, e.g. ‘How are you today?’, ‘Good thanks’ use simple polite expressions appropriately, e.g. ‘please’, ‘thank you’.

Linguistic structures and features

SL.3 ESSLSL03

Use and manipulate simple features of English to interact in familiar controlled contexts. This is evident when the student is able to: comprehend and use simple vocabulary and structures presented and practised in class use common prepositions, e.g. in, on, at in familiar contexts use stress or intonation appropriately in simple utterances, e.g uses rising intonation when asking simple questions, stresses key words in short utterances produce short, simple utterances including non-standard forms using learnt vocabulary or structures, e.g. ‘He sick today’, ‘Students go zoo’, ‘I no like maths’, ‘It lay the egg on the leaf’ use simple cohesive devices, such as personal pronouns, e.g. he, she, it, or simple conjunctions, e.g. and, but, to link ideas in short utterances, e.g. ‘I finish number 1 but not number 2’.

Strategies

SL.4 ESSLSL04

Use a limited range of strategies to produce and respond to familiar English in social and controlled classroom contexts. This is evident when, for example, the student is able to: ask for repetition or rephrasing of English, such as instructions, explanations, questions use circumlocution, e.g. ‘a car for fly’ instead of ‘a plane’ use non-verbal strategies, such as gestures, mime or eye contact to elicit support from the listener draw on L1 discourse patterns to communicate ideas, e.g. ‘the house white’, which reflects word order from the first language imitate speech of others and memorise formulaic expressions use formulaic expressions to negotiate meaning, seek attention, e.g. ‘Excuse me, Miss’ transfer some simple language structures to other contexts, e.g. Tung and Tuyet are both Vietnamese. Beans and peas are both vegetables use existing English in different situations to perform different functions, e.g. ‘Go home’, to mean ‘Can I go home?’ or ‘He’s gone home’.

Reading

Communication

SL.1 ESRESL01

Share meaning from simple visual and written texts, based on shared experiences, in structured reading activities. This is evident when the student is able to: begin to match spoken words with written words in shared reading activities recognise that print contains a common message, e.g. by reading jointly constructed class texts ‘read’ back shared material the teacher has scribed recognise words, logos, signs, letters, numbers in the classroom and environment, read short learnt texts, e.g. a rhyme, song, repetitive texts join in with shared reading activities, e.g. group reading of a well-known book give a personal response to a text, e.g. draws characters from a story, shows enjoyment complete simple activities around class texts, e.g. dramatises a story, sequences a series of pictures, draws characters.

Aspects of language

Contexual understanding

SL.2 ESRESL02

Show understanding that print encodes meaning, and that written texts have a structure and a purpose. This is evident when the student is able to: show awareness that texts, illustrations and class-produced texts are created by people to share a message show understanding that print contains a consistent message, e.g. recognises beginnings and endings of familiar texts show understanding of some basic conventions of book layout, e.g. indicates that illustrations or diagrams relate to text, understands books have titles, etc. use information presented in a graph or table, e.g. reads timetables identify the differences between factual and fictional texts, e.g. through purpose, topic and layout.

Linguistic structures and features

SL.3 ESRESL03

Read familiar texts using a small repertoire of familiar words, knowledge of basic letter–sound relationships and aspects of simple text organisation. This is evident when the student is able to: recognise the upper and lower case letters of the Roman alphabet recognise and respond to phrases, words and letter clusters from familiar text practised orally read sentence structures which have been practised orally find the beginning and end of a book, hold it the right way up and track words from left to right recognise the references in sentences created by common cohesive devices, e.g. personal pronouns and time markers such as ‘yesterday’, ‘last week’ interpret basic punctuation when reading aloud, e.g. full stops, question marks and exclamation marks recognise some common words or phrases from charts, labels, books and posters.

Strategies

SL.4 ESRESL04

Model own reading on shared classroom reading and use basic strategies to interpret text. This is evident when, for example, the student is able to: subvocalise when reading a text or when the teacher is modelling a text use intonation, repetition and illustrations to enhance understanding of texts scan classroom posters, charts and texts to identify words to use in new contexts reread memorised material use illustrations and other visual support to predict the content of the text use knowledge of patterns of language from chants, songs and texts with repetitive structures listen for key words in a shared reading text, e.g. names of characters model the teacher’s intonation patterns when reading a well-known text.

Writing

Communication

SL.1 ESWRSL01

Communicate simple messages, ideas and experiences through drawing, copied writing and own writing. This is evident when the student is able to: write or copy well-known words or short texts, e.g. writes own name, labels objects use drawings to relate events, experiences and stories approximate conventional letter formation contribute ideas, words or sentences to a class or group story construct simple tables of information, e.g. students’ countries of origin, ages complete simple repetitive modelled sentences, e.g. ‘My name is...’, ‘I come from...’

Aspects of language

Contexual understanding

SL.2 ESWRSL02

Show an awareness of some of the conventions used for organising written text and the purposes and audiences for which texts are written. This is evident when the student is able to: plan and write simple short texts for specific purposes, e.g. a list for shopping, a caption for an illustration or photograph use appropriate materials for a particular writing task, e.g. chart, diary, map or poster size writing appropriately for different tasks when provided with a model, e.g. paper or line size, length of text used.

Linguistic structures and features

SL.3 ESWRSL03

Write simple texts based on familiar linguistic structures and features, and use copied or formulaic language and some basic writing conventions. This is evident when the student is able to: write phrases or sentences about a familiar topic, using simple English practised orally, e.g. go school, go home, eat lunch use conjunctions, such as and, but, because to connect ideas draw on conventions for organising information, e.g. writes on lines, groups information within a sentence write sentences which may not follow standard word order, e.g. car blue experiment with punctuation and use of capitals, leave suitable spacing between copied or written words consistently write the same letters and numbers the same way.

Strategies

SL.4 ESWRSL04

Use some simple strategies to write basic texts following a modelled guide. This is evident when, for example, the student is able to: copy words, sentences, short paragraphs, illustrations from reading texts use familiar patterns in own writing use structures from group writing, such as wall stories or shared books as the basis for independent writing activities use class-produced letter–sound book, dictionary and topic books to recall language covered in class as the basis for independent writing activities use a personal journal to experiment with expressing ideas check accuracy of copied text against an original practise writing English letter forms, e.g. practises tracing and writing words or sentences ask for the English word or phrase for something and how to write it in English dictate sentences about a drawing or an experience for others to write.

Secondary: Stage S1

At Secondary: Stage S1 the student is able to:

Speaking and listening

Communication

S1.1 ESSLS101

Interact in routine social or classroom-based activities using basic, formulaic English and simple creative utterances. This is evident when the student is able to: respond to simple, controlled English which relates to common, familiar school routines respond appropriately to a range of commonly encountered questions using short, familiar formulaic expressions, e.g. ‘Where do you come from?’ ‘I come from Vietnam’, ‘When did you come to Australia?’ ‘In July’ identify single items of vocabulary, from short, familiar spoken texts supported by the context or the teacher express meanings through short, simple utterances using familiar or practised vocabulary or structures, e.g. ‘He not happy’, ‘It melt’, ‘The caterpillar come out’ transfer some vocabulary or structures learnt in immediate-needs topics to subject-based topics.

Aspects of language

Contexual understanding

S1.2 ESSLS102

Interact appropriately at a basic level in routine social and learning contexts. This is evident when the student is able to: recognise when a question is being asked and attempt to answer using existing English understand key vocabulary in short familiar spoken texts with contextual or teacher support use familiar formulaic expressions to greet and respond to greetings, e.g. ‘How are you today?’, ‘Good thanks’ use simple polite expressions appropriately, e.g. ‘please’, ‘thank you’.

Linguistic structures and features

S1.3 ESSLS103

Use and manipulate simple structures and features of English to interact in familiar controlled contexts. This is evident when the student is able to: comprehend and use simple vocabulary and structures presented and practised in class use common prepositions, e.g. in, on, at in familiar contexts use stress or intonation appropriately in simple utterances, e.g uses rising intonation when asking simple questions, stresses key words in short utterances produce short, simple utterances using learnt vocabulary or structures, including some non-standard forms, e.g. ‘He sick today’, ‘Students go zoo’, ‘I no like maths’, ‘It lay the egg on the leaf’ use simple cohesive devices, such as personal pronouns, e.g. he, she, it, or simple conjunctions, e.g. and, but, to link ideas in short utterances, e.g. ‘I finish number 1 but not number 2’ .

Strategies

S1.4 ESSLS104

Use a limited range of strategies to produce and respond to familiar English in social and controlled classroom contexts. This is evident when, for example, the student is able to: imitate short utterances of others and memorise a number of simple formulaic expressions, e.g. ‘Excuse me, Miss’ transfer some simple language structures to other contexts, e.g. Tung and Tuyet are both Vietnamese. Beans and peas are both vegetables use simplified utterances to convey meaning, e.g. chair broken use circumlocution when the correct word is not known, e.g. ‘a car for fly’ instead of ‘a plane’ use non-verbal strategies, such as gestures or mime to elicit support from the listener use existing English in different contexts to perform different functions, e.g. ‘Go home Miss’ to mean ‘Can I go home?’ or ‘He’s gone home’.

Reading

Communication

S1.1 ESRES101

Comprehend short, simple texts from familiar contexts, comprising basic language features. This is evident when the student is able to: follow simple written texts while listening to them read aloud read aloud short teacher developed texts, and basic published texts that have been introduced in class understand common familiar signs and labels in the classroom and school environment extract selected information from simple charts, tables or maps answer basic comprehension questions, based on simple factual or fictional texts retell ideas from short familiar factual or fictional texts.

Aspects of language

Contexual understanding

S1.2 ESRES102

Use basic contextual information to assist comprehension of simple texts. This is evident when the student is able to: identify the basic purposes and likely audiences of different text types, e.g. magazines, books, comics gain meaning using headings, captions or illustrations in short, simple texts draw on background or content knowledge to perform text-related tasks, e.g. sequencing activity matching sentences to visuals.

Linguistic structures and features

S1.3 ESRES103

Read short, simple texts using knowledge of basic letter–sound relationships in English and basic language features. This is evident when the student is able to: read fluently basic vocabulary or phrases, or those learnt in spoken contexts show an understanding of sentences which use basic subject–verb–object sentence patterns identify the referents of some simple cohesive devices, e.g. this, that, those show an understanding of the functions of simple conjunctions, e.g. and, but, so show an understanding of simple punctuation, e.g. pauses appropriately at full stops and commas.

Strategies

S1.4 ESRES104

Use a range of basic cues to read simple, familiar texts. This is evident when, for example, the student is able to: use a text title or supporting picture to suggest the content of a text attempt to pronounce new words when reading aloud, using basic understanding of the letter–sound relationships of English use key words to understand the gist of short texts imitate the teacher’s pronunciation, intonation or stress when reading aloud draw on supports in the classroom environment, e.g. posters, picture dictionaries.

Writing

Communication

S1.1 ESWRS101

Communicate simple messages in familiar topic areas based on limited repertoires of well rehearsed spoken English. This is evident when the student is able to: write short texts for different purposes based on modelled structure, e.g. simple recounts, descriptions, instructions label pictures with vocabulary learnt and practised in class write simple sentences about pictures or experiences using vocabulary and structures practised orally write short, simple texts relating to familiar topics encountered in class use and experiment with known structures in familiar writing contexts participate in shared writing and modelled writing activities, e.g. joint editing of electronic text on a computer.

Aspects of language

Contexual understanding

S1.2 ESWRS102

Demonstrate an awareness of different ways of presenting information in basic texts about familiar content. This is evident when the student is able to: suggest vocabulary items appropriate to the topic and text in jointly constructed texts choose an appropriate format for a writing task, e.g. writes a short letter to a friend using basic letter writing conventions use modelled features appropriately according to text type, e.g. attempts to use past tense in a recount.

Linguistic structures and features

S1.3 ESWRS103

Write simple texts using basic sentence structures that incorporate features of oral English practised in class. This is evident when the student is able to: use subject–verb–object patterns in short sentences, e.g. ‘I learn English’, ‘Yesterday we watch video’ link ideas using simple conjunctions, e.g. and, then, but incorporate introduced subject-specific vocabulary into simple sentences, e.g. ‘Tadpoles have gills but frogs have lungs’ use basic adjectives to express a range of meanings, e.g. very, some, all show logical sequence of ideas or events using simple sequence markers, e.g. First we ... , Then ... use some common irregular simple past tense verbs correctly, e.g. went, bought, woke use pronouns to maintain cohesion and avoid repetition, e.g. Mary came to school early. She felt very tired.

Strategies

S1.4 ESWRS104

Use basic writing strategies to help produce short, simple texts in response to classroom tasks. This is evident when, for example, the student is able to: use simple repeated formulae to generate and structure writing, e.g. ‘I went ... then I ... and then ...’ use limited language resources to create desired effects, e.g. ‘very, very sad’ rewrite texts after conferencing or based on selective feedback, e.g. correct spelling, change word order on electronic text prepare to write by making a plan of ideas attempt to spell words using knowledge of letter–sound relationships of English use a range of strategies to record and find words, e.g. own dictionary, class lists make suggestions on how to begin a simple text about a familiar experience or topic studied in class, with appropriate elicitation from the teacher, e.g. ‘Yesterday we go to zoo’, ‘There are nine planets in solar system’.

Secondary: Stage S2

At Secondary: Stage S2 the student is able to:

Speaking and listening

Communication

S2.1 ESSLS201

Interact in routine social or subject-based activities using mainly creative utterances and handling a degree of unpredictability. This is evident when the student is able to: extract specific information from short spoken or visual texts, using guide questions from the teacher comprehend the gist of a range of simple instructions, descriptions, explanations interact in English with peers in pair or group work activities in familiar contexts use modelled language to recount the steps in a classroom activity express intended meanings without relying on negotiation of meaning by the listener, e.g. give reasons for unfinished homework or absences from class express simple opinions, describe feelings, e.g. ‘I feel sorry for him because …’ give a short classroom talk on a familiar topic.

Aspects of language

Contexual understanding

S2.2 ESSLS202

Use appropriate English in familiar classroom situations, demonstrating an awareness that English changes according to purpose and audience. This is evident when the student is able to: use simple, modelled language appropriately in familiar contexts to give instructions, describe, explain show an understanding of when to use common polite forms, e.g. ‘Excuse me Miss’, ‘Would you like one?’.

Linguistic structures and features

S2.3 ESSLS203

Use and respond to the structures and features of spoken English, in most familiar and some unfamiliar classroom situations. This is evident when the student is able to: