View Curriculum Focus | Learning Outcomes

Learning Outcomes & Indicators

At Secondary: Stage SL the student is able to:

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’.