ENGLISH - Curriculum for All Grades

Domains: Standards, Levels of Progression, Benchmarks and Criteria

Domain of Access to Information

Standard
Pupils access information in English, from oral and written texts, from a variety of sources and media, making use of that information for a variety of purposes.

Levels of Progression
Foundation Level	Intermediate Level	Proficiency Level
Pupils obtain and use information from short oral and written texts, in simple language, that may include unfamiliar grammatical structures and vocabulary.	Pupils obtain and use information from different sources that include longer oral and written texts in more complex language that deal with less familiar topics.	Pupils obtain and use information from unadapted, extended oral and written texts that deal with content in depth.
Pupils obtain and use information from texts by applying their knowledge about vocabulary, syntax, simple discourse markers, text structure and punctuation.	Pupils obtain and use information from texts by applying their knowledge of vocabulary, syntax, morphology and a wider range of discourse markers.	Pupils obtain and use information from texts by applying their knowledge of rhetorical organization.

Criteria

C o n t i n u u m

Foundation Level Proficiency Level

Content

Limited

In-depth

Length

Short

Extended

Rhetorical Organization

Simple

Complex

Sources

Limited

Varied

Syntax

Simple

Complex

Topic

Familiar

Less Familiar

Vocabulary

Basic

Rich

Benchmarks for the Domain of Access to Information
Pupils will meet the standard for the domain of access to information when they:
Foundation	Intermediate	Proficiency
understand the general meaning, main ideas and sequence of events in a text and use this knowledge as needed	understand the main ideas and supporting details in a text and use this knowledge as needed	follow the development of an argument in a range of texts and use this knowledge as needed
identify different text types and use this knowledge as needed	understand the structure and conventions of different text types and use this knowledge as needed
identify explicit opinions and feelings	draw inferences in order to identify the points of view in a text, distinguishing fact from opinion	identify the attitudes of the writer and/or speaker
find out and follow short and simple directions and instructions in familiar contexts	find out and follow directions and instructions in less familiar contexts
extract information from visual data, such as timetables	interpret information from visual data, such as graphs	transfer information extracted from visual data, such as diagrams
locate relevant information for a specific purpose	extract relevant information for a specific purpose from different sources	integrate information from different sources for a specific purpose
use simple information tools such as a glossary, a simplified learner's dictionary and a table of contents	use additional information tools such as a learner's dictionary, an index, guided use of search engines