English Language
Learning Targets for Key Stage 3 (S1-3)

Interpersonal Strand

Knowledge Strand

Experience Strand

1. to establish and maintain relationships and routines in school and community situations
   
   
2. to converse and exchange points of view about feelings, interests, preferences, ideas, experiences and plans
   
   
3. to produce or exchange a range of formal and informal messages both oral and written
   
   
4. to participate with others in planning, organising and carrying out events
   
   
5. to obtain and provide objects, services and information in real and simulated situations

1. to provide or find out, select, organise and present information on familiar and  less familiar topics
   
   
2. to interpret and use more extensive information through processes or activities such as sequencing, describing, classifying, comparing, explaining, predicting, inferring, summarising and drawing conclusions
   
   
3. to identify and discuss ideas in spoken and written texts, form opinions and express them
   
   
4. to identify and define problems from given information, consider related factors, solve the problems and explain the solutions
   
   
5. to clarify and develop ideas by making revisions to one’s own written texts through personal reflection and discussion with others
   
   
6. to understand how the English language works in relation to basic differences between formal and informal contexts and how different texts are organised and expressed; and apply this understanding to one’s learning and use of the language

1. to develop a response to a range of imaginative or literary texts, including poems, songs and dramatic texts through activities such as:
• participating in the presentation of texts
• identifying and discussing themes
• understanding and appreciating the effect of sound patterns including rhythm and rhyme
2. to respond to characters, events and issues in imaginative and other narrative texts through oral, written and performative means such as:
• making predictions and inferences
• making evaluative comments
• explaining one’s feelings towards characters and events
• expressing one’s reactions to issues
• relating to one’s experiences
• putting oneself in the imaginary roles and situations in the story
• participating in dramatic presentations
3. to give expression to imaginative ideas through oral, written and performative means such as:
• writing stories with a clear sequence of events and some description of characters
• providing oral and written descriptions of a situation, an object or a character
• creating simple poems and lyrics using given models
• creating short dramatic episodes based on given situations
4. to give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events

English Language
Learning Targets for Senior Secondary Level (S4-6)

Interpersonal Strand

Knowledge Strand

Experience Strand

1. to establish and maintain relationships and routines in school, community and work situations
   
   
2. to converse, discuss, compare, argue, evaluate and justify points of view about feelings, interests, preferences, ideas, experiences and plans
   
   
3. to communicate a range of more complex messages, both oral and written, for different audiences and purposes
   
   
4. to participate with others in planning, developing, organising, carrying out and evaluating more complex and extended events
   
   
5. to obtain and provide objects, services and information in a wider and more complex range of real and simulated situations

1. to provide or find out, select, analyse, organise and present information on familiar and unfamiliar topics
   
   
2. to interpret and use more extensive and complex information through processes or activities such as ordering, describing, defining, classifying, comparing, explaining, justifying, predicting, inferring, summarising, synthesising, evaluating and drawing conclusions
   
   
3. to identify and discuss critically ideas, issues, themes, arguments, views and attitudes in spoken and written texts, make connections, refine or generate ideas, and express or apply them
   
   
4. to identify and define more complex problems from given information, consider related factors, explore and discuss options, solve the problems, evaluate and justify the solutions, or offer alternatives
   
   
5. to develop, refine and re-organise ideas, and to improve expression by making appropriate revisions to one’s own written texts independently and collaboratively
   
   
6. to understand how the English language works in a wide range of contexts and how more complex texts are organised and expressed; and apply this understanding to one’s learning and use of the language

1. to develop a response to a wider range of imaginative or literary texts through activities such as:
• participating in the presentation of such texts
• identifying, interpreting and discussing themes
• appreciating the use of language including the use of rhythm and rhyme, other sound patterns and rhetorical devices
2. to respond to characters, events, issues and themes in imaginative and other narrative texts through oral, written and performative means such as:
• making predictions and inferences
• analysing the actions and motivations of characters and the significance of events
• relating the characters and events to one’s own experiences
• articulating and presenting one’s views and feelings
• putting oneself in the roles and situations in the story
• participating in dramatic presentations and reflecting on the way in which authors use language to create effects
3. to give expression to imaginative ideas through oral, written and performative means such as:
• reading aloud and solo or choral speaking
• role-plays, dramatic presentations or improvisation
• providing oral and written descriptions (or perhaps drawings) to illustrate one’s personal response to a situation, an object or a character, or one’s analysis of them
• writing journals or diaries
• writing stories with a sound awareness of purpose and appropriate development of plot and character
• creating poems and lyrics
• creating short dramatic episodes
4. to give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events, dramatic presentations or monologues, incorporating where appropriate reflections on their significance