View Curriculum Focus | Learning Outcomes

Learning Outcomes & Indicators

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

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.