The secondary curriculum review
The level descriptions for level 4 to 8 and exceptional performance have been modified. The aim of the modifications is to complement the revisions to the programmes of study and maintain standards. For ease of comparison, the current level descriptions appear alongside the modified version.
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils show that they understand longer passages, made up of familiar language in simple sentences, that are spoken at near normal speed with little interference. They identify and note main points and some details, but may need some items to be repeated. | Pupils show that they understand the main points and some of the detail from short, spoken passages made up of familiar language in simple sentences. They may need some items to be repeated. |
| 5 | Pupils show that they understand extracts of spoken language made up of familiar material from several topics, including present and past or future events. They cope with language spoken at near normal speed in everyday circumstances that has little or no interference or hesitancy. They identify and note main points and specific details, including opinions, and may need some repetition. | Pupils show that they understand the main points and opinions in longer spoken passages made up of familiar material from several contexts, including present and past or future events. They may need some repetition. |
| 6 | Pupils show that they understand short narratives and extracts of spoken language, which cover various past, present and future events and include familiar language in unfamiliar contexts. They cope with language spoken at normal speed and with some interference and hesitancy. They identify and note main points and specific details, including points of view, and need little repetition. | Pupils show that they understand the difference between present, past and future events in a range of spoken material that includes familiar language in less familiar contexts. They identify and note the main points and specific details. They need little repetition. |
| 7 | Pupils show that they understand a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at normal speed, including brief news items and non-factual material taken from radio or television, and need little repetition. | Pupils show that they understand longer passages and recognise people's points of view. These passages cover a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at near normal speed, and need little repetition. |
| 8 | Pupils show that they understand different types of spoken material from a range of sources. When listening to familiar and less familiar material they draw inferences, recognise attitudes and emotions, and need little repetition. | Pupils show that they understand passages including some unfamiliar material and recognise attitudes and emotions. These passages include different types of spoken material from a range of sources. When listening to familiar and less familiar material they draw inferences, and need little repetition. |
| EP | Pupils show that they understand a wide range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. They summarise in detail, report, and explain extracts, orally and in writing. They develop their independent listening by selecting from and responding to recorded sources according to their interests. | Pupils show that they understand the gist of a range of authentic passages in familiar contexts. These passages cover a range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. They summarise, report, and explain extracts, orally or in writing. |
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils take part in simple structured conversations of at least three or four exchanges, supported by visual or other cues. They are beginning to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation. | Pupils take part in simple conversations, supported by visual or other cues, and express their opinions. They are beginning to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation. |
| 5 | Pupils take part in short conversations, seeking and conveying information and opinions in simple terms. They refer to recent experiences or future plans, as well as everyday activities and interests. Although there may be some mistakes, pupils make themselves understood with little or no difficulty. | Pupils give a short prepared talk that includes expressing their opinions. They take part in short conversations, seeking and conveying information, opinions and reasons in simple terms. They refer to recent experiences or future plans, as well as everyday activities and interests. They vary their language and sometimes produce more extended responses. Although there may be some mistakes, pupils make themselves understood with little or no difficulty. |
| 6 | Pupils take part in conversations that include past, present and future actions and events. They apply their knowledge of grammar in new contexts. They use the target language to meet most of their routine needs for information and explanations. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty. | Pupils give a short prepared talk, expressing opinions and answering simple questions about it. They take part in conversations, using a variety of structures and producing more detailed or extended responses. They apply their knowledge of grammar in new contexts. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty and with increasing confidence. |
| 7 | Pupils initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate. | Pupils answer unprepared questions. They initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate. |
| 8 | Pupils discuss a wide range of factual and imaginative topics, giving and seeking personal views and opinions in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary intonation. They give clear messages and make few errors. | Pupils take part in discussions covering a range of factual and imaginative topics, giving, justifying and seeking personal opinions and ideas in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary intonation. They give clear messages and make few errors. |
| EP | Pupils take part in discussions covering a range of factual and imaginative topics, giving, justifying and seeking personal opinions and ideas in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary intonation. They give clear messages and make few errors. | Pupils discuss a wide range of factual and imaginative topics, giving and seeking personal views and opinions in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary intonation. They give clear messages and make few errors. |
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils show that they understand short stories and factual texts, printed or clearly handwritten. They identify and note main points and some details. When reading on their own, as well as using a bilingual dictionary or glossary, they are beginning to use context to work out what unfamiliar words mean. | Pupils show that they understand the main points and some of the detail from short written texts from familiar contexts. When reading on their own, as well as using a bilingual dictionary or glossary, they are beginning to use context to work out what unfamiliar words mean. |
| 5 | Pupils show that they understand a range of written material, including texts covering present and past or future events. They identify and note main points and specific details, including opinions. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials. | Pupils show that they understand the main points and opinions in longer written texts covering a range of material, including present and past or future events. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials. |
| 6 | Pupils show that they understand a variety of texts that cover past, present and future events and include familiar language in unfamiliar contexts. They identify and note main points and specific details, including points of view. They scan written material, for stories or articles of interest, and choose books or texts to read on their own, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of language they do not know. | Pupils show that they understand the difference between present, past and future events in longer texts. These texts cover a variety of material and include familiar language in less familiar contexts. They identify and note the main points and specific details. They scan written material for stories or articles of interest and choose books or texts to read independently at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language. |
| 7 | Pupils show that they understand a range of material, imaginative and factual, that includes some complex sentences and unfamiliar language. They use new vocabulary and structures found in their reading to respond in speech or in writing. They use reference materials when these are helpful. | Pupils show that they understand longer texts and recognise people's points of view. These texts cover a range of imaginative and factual material that contains some complex sentences and unfamiliar language. They use new vocabulary and structures found in their reading to respond in speech or writing. They use reference materials when these are helpful. |
| 8 | Pupils show that they understand a wide variety of types of written material. When reading for personal interest and for information, they consult a range of reference sources where appropriate. They cope readily with unfamiliar topics involving more complex language, and recognise attitudes and emotions. | Pupils show that they understand texts including some unfamiliar material and recognise attitudes and emotions. These texts cover a wide variety of types of written material, including unfamiliar topics and more complex language. When reading for personal interest and for information, they consult a range of reference sources where appropriate. |
| EP | Pupils show that they understand a wide range of factual and imaginative texts, some of which express different points of view, issues and concerns, and which include official and formal material. They summarise in detail, report, and explain extracts, orally and in writing. They develop their independent reading by choosing stories, articles, books and plays according to their interests, and responding to them. | Pupils show that they understand a wide range of authentic texts in familiar contexts. These texts include factual and imaginative material, some of which express different points of view, issues and concerns, and which include official and formal texts. They summarise, report, and explain extracts, orally or in writing. They develop their independent reading by choosing stories, articles, books and plays according to their interests, and responding to them. |
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils write individual paragraphs of about three or four simple sentences, drawing largely on memorised language. They are beginning to use their knowledge of grammar to adapt and substitute individual words and set phrases. They are beginning to use dictionaries or glossaries to check words they have learned. | Pupils write short texts on familiar topics, adapting language that they have already learned. They draw largely on memorised language. They are beginning to use their knowledge of grammar to adapt and substitute individual words and set phrases. They are beginning to use dictionaries or glossaries to check words they have learned. |
| 5 | Pupils produce short pieces of writing, in simple sentences, that seek and convey information and opinions. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learned and to look up unknown words. | Pupils write short texts on a range of familiar topics, using simple sentences. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learned and to look up unknown words. |
| 6 | Pupils write in paragraphs, using simple descriptive language, and refer to past, present and future actions and events. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. | Pupils write texts giving and seeking information and opinions. They use descriptive language and a variety of structures. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. |
| 7 | Pupils produce pieces of writing of varying lengths on real and imaginary subjects, using an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learned language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. | Pupils write texts of varying lengths, articles or stories, conveying opinions and points of view. They write about real and imaginary subjects, using an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learned language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. |
| 8 | Pupils express and justify ideas, opinions or personal points of view, and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate, and the style is appropriate to the content. They use reference materials to extend their range of language and improve their accuracy. | Pupils produce formal and informal texts in an appropriate style on familiar topics. They express and justify ideas, opinions or personal points of view and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate. They use reference materials to extend their range of language and improve their accuracy. |
| EP | Pupils write coherently and accurately about a wide range of factual and imaginative topics. They choose the appropriate form of writing for a particular task, and use resources to help them vary the style and scope of their writing. | Pupils communicate ideas accurately and in an appropriate style over a range of familiar topics, both factual and imaginative. They write coherently and accurately. They use resources to help them vary the style and scope of their writing. |
