View Curriculum Focus | Learning Outcomes

Learning Outcomes & Indicators

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

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.