The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. The curriculum covers the practising of pronunciation, stress and intonation, and students recognise how these skills impact on their clarity of...
The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. The curriculum covers the practising of pronunciation, stress and intonation, and students recognise how these skills impact on their clarity of expression. Through reciprocal exchanges students develop an early awareness of the conventions of spoken English and they are able to engage in basic, sustained verbal exchanges.
Through the study of a wide range of short, familiar print and digital texts, students are introduced to the English alphabet, and they begin to recognise some letters and know the sounds related to common letter combinations. They develop skills to decode simple texts, such as using images to support comprehension or referring to picture dictionaries and home language–English bilingual word charts to find unfamiliar words. Students are provided opportunities to read aloud and apply simple strategies, such as pointing to words, to assist with fluency.
The curriculum at Level CL provides students with opportunities to create short written texts. They learn about the purposes of some basic texts and practise their writing by following models. They learn to use conventional letter formation and basic punctuation in the construction of short texts. Students also study ways they can use digital technologies to support their written work.
At Level CL students communicate simply but effectively in English in familiar social and classroom contexts. They communicate using formulaic language; short, simple and well-rehearsed grammatical features; and adaptations of their emerging English repertoire. They use stress and intonation appropriately in some familiar interactions and can imitate models with some accuracy. They understand common instructions and questions, and simple descriptions and explanations when strongly supported in familiar contexts. They understand and use basic subject–verb–object grammatical patterns, common regular and irregular verbs, and basic prepositions and connectives, such as time and sequence markers. They use their repertoire with varying accuracy to ask and respond to questions in predictable contexts, express simple ideas and preferences, and provide short explanations and descriptions. They use some strategies to initiate and sustain basic conversations in English, repeating and re-pronouncing as necessary.
At Level CL students read and complete simple, structured activities around a wide range of familiar, short, simple texts that use repetitive...
At Level CL students communicate simply but effectively in English in familiar social and classroom contexts. They communicate using formulaic language; short, simple and well-rehearsed grammatical features; and adaptations of their emerging English repertoire. They use stress and intonation appropriately in some familiar interactions and can imitate models with some accuracy. They understand common instructions and questions, and simple descriptions and explanations when strongly supported in familiar contexts. They understand and use basic subject–verb–object grammatical patterns, common regular and irregular verbs, and basic prepositions and connectives, such as time and sequence markers. They use their repertoire with varying accuracy to ask and respond to questions in predictable contexts, express simple ideas and preferences, and provide short explanations and descriptions. They use some strategies to initiate and sustain basic conversations in English, repeating and re-pronouncing as necessary.
At Level CL students read and complete simple, structured activities around a wide range of familiar, short, simple texts that use repetitive structures and features and are strongly supported by illustrations. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.
Students read their own writing and other simple texts based on well-rehearsed spoken English. They read a range of familiar simple fictional, factual and everyday texts. They name some letters and know the sounds related to many letters and common letter combinations. They attempt to sound out words, recognise some common words, and read some new words based on their similarity to known words. They show some awareness of basic punctuation and use stress, intonation or pausing appropriately when reading familiar texts aloud. They use simple strategies such as pointing to words as they read or as shared texts are read aloud in class. They understand the basic practical and cultural purposes of the texts they read.
At Level CL, in familiar contexts, students write short, grammatically simple texts based on well-rehearsed spoken and well-practised written English. They write for a range of basic classroom and personal purposes, such as making lists and writing simple journal entries and notes, and complete activities following models. They demonstrate an early awareness that print texts in English are presented according to certain conventions, which change according to context and purpose. Their texts use familiar sentence patterns from well-known texts or classroom models. They begin to use conventional letter formations when writing or copying, attending to the relative sizes and shapes of letters, their position on the line and basic punctuation. They leave appropriate spaces between words. They attempt to write some new words using their developing knowledge of the sound–symbol system in English, personal dictionaries and glossaries, and resources in the classroom, and by asking for assistance. They copy texts using basic features in software applications.
The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language and well-rehearsed grammatical structures to initiate and sustain verbal exchanges.
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The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language and well-rehearsed grammatical structures to initiate and sustain verbal exchanges.
Students explore a range of short, familiar print and digital texts, including visual, multimodal and interactive texts. Their reading of texts facilitates their development of decoding and comprehension skills. They use simple home language–English bilingual dictionaries to find the meaning of unfamiliar words. The curriculum prompts students to discuss texts at a literal level and extends them towards more inferential understanding. At this level, students learn to draw on their new knowledge of English sound–symbol relationships, oral and sight vocabulary, conventions of print text organisation, and English grammar to support their reading.
The curriculum at Level C1 provides students with opportunities to create short written texts made up of simple sentences. They learn to express their ideas using familiar vocabulary and modelled structures and features of other texts. They incorporate basic conventions such as headings and paragraphs to increase the fluency of their texts. Students also study the ways they can use digital technologies to support and present their written work.
At Level C1 students communicate simply but effectively in English in social and classroom contexts across the curriculum. They negotiate meaning and interact with others using formulaic language; short, simple and well-rehearsed grammatical features; and creative adaptations of their English repertoire. They use some stress and intonation appropriately in familiar interactions. They use subject–verb–object utterances, basic prepositions and some common regular and irregular verbs. They understand and use introduced vocabulary, common basic grammatical patterns and connectives, such as time and sequence markers. They use these with varying grammatical accuracy to express ideas and preferences, and provide simple explanations and descriptions. They understand common instructions and questions, descriptions or explanations in familiar contexts and areas related to their prior knowledge and experience. They use some basic strategies to initiate and sustain conversations, repeating or re-pronouncing as necessary.
At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher....
At Level C1 students communicate simply but effectively in English in social and classroom contexts across the curriculum. They negotiate meaning and interact with others using formulaic language; short, simple and well-rehearsed grammatical features; and creative adaptations of their English repertoire. They use some stress and intonation appropriately in familiar interactions. They use subject–verb–object utterances, basic prepositions and some common regular and irregular verbs. They understand and use introduced vocabulary, common basic grammatical patterns and connectives, such as time and sequence markers. They use these with varying grammatical accuracy to express ideas and preferences, and provide simple explanations and descriptions. They understand common instructions and questions, descriptions or explanations in familiar contexts and areas related to their prior knowledge and experience. They use some basic strategies to initiate and sustain conversations, repeating or re-pronouncing as necessary.
At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.
Students understand a range of basic print instructions and questions in context. They discuss texts at a literal level, and show some inferential understanding. They demonstrate an understanding of basic text structure, reading for different purposes, and using titles and chapter headings to make predictions about texts. Students read new texts with support, combining their developing knowledge of English sound–symbol relationships, their developing oral and sight vocabulary, their beginning knowledge of the conventions of print text organisation in English, and their emerging knowledge of English grammar. They read some common letter combinations and make logical attempts at reading new words. They use appropriate stress, intonation and phrasing when reading known texts aloud, showing an understanding of the function of basic punctuation.
At Level C1 students write for a range of basic classroom and personal purposes, making lists and writing simple journal entries, notes, descriptions, recounts of events and instructional texts. Their basic sentences and short texts are based on well-practised spoken English and familiar contexts. They write with varying grammatical accuracy, expressing themselves using familiar vocabulary and modelled structures and features. They order and sequence sentences about familiar topics into simple coherent texts, incorporating basic conventions such as headings and paragraphs. They correct some errors relating to targeted grammatical items, and rework drafts in response to teacher suggestions. With support they plan their texts and provide some additional information through visual texts. They utilise a range of strategies for finding and spelling words, using spelling patterns and checking resources. They use basic features in software applications to write and present their texts.
The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation in order to extend students’ oral skills. In addition, students learn about ways to use non-verbal...
The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation in order to extend students’ oral skills. In addition, students learn about ways to use non-verbal cues to support meaning.
Students explore a wide range of familiar and unfamiliar print and digital texts, including visual, multimodal and interactive texts. They learn to identify the main ideas in texts, and they can paraphrase their understanding in spoken English. The curriculum covers strategies that help students to read new texts and deduce the meanings of unfamiliar words, including using home language–English bilingual dictionaries to check or confirm meanings. Students begin to explore basic texts and identify different reading purposes.
The curriculum at Level C2 provides students with opportunities to write for a range of purposes on different topics. Students learn to organise their ideas and use simple sentence structures. They incorporate basic punctuation into their writing to increase the fluency of their texts. Students also study the ways they can use digital technologies to support, edit and present their written work.
At Level C2 students use simple but effective strategies for initiating communication and negotiating meaning. They communicate effectively in a range of familiar social and some basic academic contexts, experimenting with and adapting their developing English and cultural understanding. With support in academic contexts, they extract some specific information from texts and understand teacher explanations involving familiar specific curriculum area vocabulary. With support, they use some increasingly complex grammatical features and a basic range of connectives, such as time and sequence markers, to show relationships between ideas. They use some standard expressions to express views and attitudes. They demonstrate some understanding of the structures and features of extended texts, by using appropriate stress, intonation, pausing and eye contact, and modelled introductory and concluding sentences.
At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.
At Level C2 students use simple but effective strategies for initiating communication and negotiating meaning. They communicate effectively in a range of familiar social and some basic academic contexts, experimenting with and adapting their developing English and cultural understanding. With support in academic contexts, they extract some specific information from texts and understand teacher explanations involving familiar specific curriculum area vocabulary. With support, they use some increasingly complex grammatical features and a basic range of connectives, such as time and sequence markers, to show relationships between ideas. They use some standard expressions to express views and attitudes. They demonstrate some understanding of the structures and features of extended texts, by using appropriate stress, intonation, pausing and eye contact, and modelled introductory and concluding sentences.
At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.
Students show some comprehension beyond the literal level, suggesting appropriate interpretations and identifying basic cultural variables where evident. They use headings and diagrams to assist in reading accessible texts from across the curriculum for a range of purposes. They extract the main ideas from factual texts. They show awareness of how some connectives link and sequence ideas within a text. They read on and consider the context when deducing the meaning of unknown words. They read aloud with a degree of fluency, and draw upon their understanding of the text to use stress and intonation with increasing accuracy. They use their developing knowledge of sentence structure and sound–symbol relationships to read new words and self-correct. They select basic texts appropriate for particular reading purposes.
At Level C2 students write with a degree of autonomy for a range of everyday classroom and personal purposes, such as describing, explaining and recounting. They independently write some basic texts and experiment with presenting their own ideas. Their texts show varying grammatical accuracy. They incorporate emerging vocabulary and grammatical features to achieve desired effects. They use an increasing range of simple connectives to indicate some basic relationships within and between sentences and paragraphs. They choose appropriate text structures and use headings, tables and images. They use basic text models as a basis for their own texts. They use strategies to organise information in supported research tasks. With teacher support and feedback, they review, redraft and improve their writing by discussing alternative ways of arranging and expressing ideas. They use more advanced features in software applications to write, edit and present their texts.
The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking opportunities and develop their control of stress, rhythm and intonation during one-on-one conversations...
The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking opportunities and develop their control of stress, rhythm and intonation during one-on-one conversations. Students begin to move beyond the literal understanding of language and begin to comprehend how some abstract information is articulated in English.
Students explore a wide range of familiar and unfamiliar print and digital texts, including visual, multimodal and interactive texts. They learn to identify the main ideas in texts, and they can paraphrase their understanding in spoken English. The curriculum covers strategies that help students to read new texts and deduce the meanings of unfamiliar words, including using home language–English bilingual dictionaries to confirm meanings and check and extend their vocabulary. Students begin to explore basic texts and identify different reading purposes and ways that the structures and features of texts contribute to meaning.
The curriculum at Level C3 provides opportunities for students to write with a degree of autonomy for a broad range of purposes and contexts. Students are encouraged to write independently about personal experiences and experiment with the presentation of their ideas. They learn to plan, draft, revise and edit their writing independently, as well as use increasingly advanced software functions, so that they create texts that are more detailed, cohesive and sequential.
At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience, and stage extended texts appropriately when participating in group debates and discussions. They discuss texts from across the curriculum using modelled examples in supportive classroom situations and structured group work. With varying accuracy, they use a range of question types, time signals, conjunctions and modal verbs to express a variety of academic functions, and to give and justify opinions and points of view. Students interpret accessible spoken and print texts and, with support, understand the full text. They listen for specific information when questions are given beforehand. They understand small amounts of abstract and generalised information when appropriate background is provided.
At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum...
At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience, and stage extended texts appropriately when participating in group debates and discussions. They discuss texts from across the curriculum using modelled examples in supportive classroom situations and structured group work. With varying accuracy, they use a range of question types, time signals, conjunctions and modal verbs to express a variety of academic functions, and to give and justify opinions and points of view. Students interpret accessible spoken and print texts and, with support, understand the full text. They listen for specific information when questions are given beforehand. They understand small amounts of abstract and generalised information when appropriate background is provided.
At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.
Students demonstrate a basic understanding of the different purposes and structures of a range of text types and can make predictions about the likely content of texts. They identify the stages of imaginative texts they read, and the role of headings, diagrams and captions in factual texts. They follow meaning across sentences and paragraphs by tracking basic cohesive and reference items and clearly expressed cues in sentence structure and vocabulary. They use appropriate metalanguage to talk about the structure and features of a text. They adjust their rate of reading to the task, reading closely for analysis, scanning for specific information, and skimming for the main idea. They use cues from the surrounding text and their sound–symbol knowledge to assist in reading new words.
At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but not complete control of the English grammar appropriate to them. They demonstrate some control of passive voice, a range of tenses and direct speech. They produce paragraphs with topic sentences and incorporate some cohesive devices to make links and contrasts between and within paragraphs through a range of conjunctions, connectives and pronoun references. When planning, writing, reviewing and redrafting, they pay some attention to whole-text, sentence and word level issues, including punctuation. They use a range of strategies when spelling new words. They present their writing appropriately, in print and digital forms.
The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this level, students learn to use their expanding vocabulary and knowledge of a broad range of grammatical features to engage in increasingly complex exchanges in English. Students are provided with a variety...
The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this level, students learn to use their expanding vocabulary and knowledge of a broad range of grammatical features to engage in increasingly complex exchanges in English. Students are provided with a variety of listening and speaking opportunities and develop their control of stress, rhythm and intonation during verbal interactions. Students move beyond the literal understanding of language and comprehend how some abstract information is articulated in English.
Students explore a diverse range of familiar and unfamiliar print and digital texts, including visual, multimodal and interactive texts. The curriculum covers strategies that help students to read new texts and to deduce meanings of unfamiliar words, including using bilingual dictionaries to crosscheck meaning in a student’s home language and English. Students begin to extract information from complex texts, by learning how to identify key ideas and take notes.
The curriculum at Level C4 provides opportunities for students to write with autonomy for a range of purposes. Students are encouraged to develop their capacity to extend and connect their ideas, and write sustained factual and fictional texts. In response to feedback and self-assessment, students learn to draft and edit their writing to enhance fluency, clarity, accuracy and appropriateness for purpose, audience and context. They learn to present their writing in a range of print and digital forms.
At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that pauses, stress, rhythm and intonation help to clarify meaning. They speak clearly and pronounce most sounds correctly. They take part in extended discourse on factual and interpersonal topics using an appropriate modelled structure, and respond appropriately to listeners’ reactions. They identify the intention of supportive speakers, using their knowledge of how intonation, volume, stress and lexical choices support and convey meaning and emphasise opinions and emotions. They identify examples of relatively explicit subjective language. They extract information from challenging spoken texts, using guide questions and taking notes on key ideas.
At Level C4 students compare and make judgments about different texts (such as texts on the same topic by different authors) and read a wide range of accessible and culturally appropriate texts from across...
At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that pauses, stress, rhythm and intonation help to clarify meaning. They speak clearly and pronounce most sounds correctly. They take part in extended discourse on factual and interpersonal topics using an appropriate modelled structure, and respond appropriately to listeners’ reactions. They identify the intention of supportive speakers, using their knowledge of how intonation, volume, stress and lexical choices support and convey meaning and emphasise opinions and emotions. They identify examples of relatively explicit subjective language. They extract information from challenging spoken texts, using guide questions and taking notes on key ideas.
At Level C4 students compare and make judgments about different texts (such as texts on the same topic by different authors) and read a wide range of accessible and culturally appropriate texts from across the curriculum with a high degree of independence. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.
Students take notes that identify main ideas, issues and plot developments. They identify supporting information to justify a response, including significant quotations that relate to key themes. They understand the main meaning by focusing on the first lines of key paragraphs. They adjust their reading style to the task. They locate and organise information from a range of reference sources, including the internet. They identify reference items across complex sentences. They predict the way a text may be organised and its likely language features. With more difficult texts, they identify a few specific facts and the basic perspective of the writer.
At Level C4 students write, with appropriate support, the full range of extended fictional and factual text types undertaken across the curriculum. With support they vary their writing to be consistent with the text type, the context and the needs of the reader, presenting similar content in different ways. They demonstrate reasonably consistent control of a wide range of grammatical features. They incorporate direct and indirect speech, including quotations, appropriately. They employ an extended range of appropriate cohesive devices between sentences and paragraphs, retaining clarity and fluency. They use some abstract noun groups. In response to feedback and self-assessment, they review and redraft their writing to enhance fluency, clarity, accuracy and appropriateness for purpose, audience and context. They plan, draft, edit and present their writing in a range of print and digital forms, as appropriate.
