Attainment Target 1 Listening and Responding
Level 1
Pupils show understanding of simple classroom commands, short statements and questions.
They understand speech spoken clearly, face to face or from a good quality recording, with no background noise or interference.
They may require considerable support, such as repetition and gesture.

Level 2
Pupils show understanding of a range of familiar statements and questions, including everyday classroom language and instructions for setting tasks.
They respond to a clear model of standard language, but may need items to be repeated.

Level 3
Pupils show understanding of short passages, including instructions, messages and dialogues, made up of familiar language spoken at near normal speed but without interference.
They identify and note main points and personal responses, such as likes, dislikes and feelings, but may need short sections to be repeated.

Level 4
Pupils show understanding of longer passages, made up of familiar language in simple sentences 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.

Level 5
Pupils show understanding of extracts of spoken language made up of familiar material from several topics, including past, present and future events.
They cope with language spoken at near normal speed in everyday circumstances with little or no interference or hesitancy.
They identify and note main points and specific details, including opinions, and may need some repetition.

Level 6
Pupils show understanding of short narratives and extracts of spoken language, drawn from a variety of topics, which 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.

Level 7
Pupils show understanding of 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.

Level 8
Pupils show understanding of a variety of types of spoken material taken from a range of sources, such as news items, interviews, documentaries, films and plays.
When listening to familiar and less familiar material they draw inferences, recognise attitudes and emotions, and need little repetition.

Exceptional performance
Pupils show understanding of 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.

Attainment Target 2: Speaking
Level 1
Pupils respond briefly, with single words or short phrases, to what they see and hear.
Their pronunciation may be approximate, and they may need considerable support from a spoken model and from visual cues.

Level 2
Pupils give short, simple responses to what they see and hear.
They name and describe people, places and objects.
They use set phrases for purposes such as asking for help and permission.
Their pronunciation may still be approximate and the delivery hesitant, but their meaning is clear.

Level 3
Pupils take part in brief prepared tasks of at least two or three exchanges, using visual or other cues to help them initiate and respond.
They use short phrases to express personal responses, such as likes, dislikes and feelings.
Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements.

Level 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 language to adapt and substitute single words and phrases.
Their pronunciation is generally accurate and they show some consistency in their intonation.

Level 5
Pupils take part in short conversations, seeking and conveying information and opinions in simple terms.
They refer to recent experience and future plans, as well as everyday activities and interests.
Although there may be some mistakes, pupils make themselves understood with little or no difficulty.

Level 6
Pupils initiate and develop conversations that include past, present and future actions and events.
They are beginning to improvise and paraphrase.
They use the target language to meet most of their routine needs for information and explanation.
Although they may be hesitant at times, pupils make themselves understood with little or no difficulty.

Level 7
Pupils give and justify opinions when discussing matters of personal or topical interest.
They adapt language to deal with some unprepared situations.
They speak with good pronunciation and intonation.
Their accuracy is such that they are readily understood.

Level 8
Pupils show increasing confidence in dealing with unpredictable elements in conversations, or with people who are unfamiliar.
They discuss facts, ideas and experiences, using a range of vocabulary, structures and time references.
They speak confidently with good pronunciation and intonation, and their language is largely accurate with few mistakes of any significance.

Exceptional performance
Pupils discuss a wide range of factual and imaginative topics, giving and seeking personal views and opinions in informal and formal situations.
They speak fluently, with consistently accurate pronunciation, and show an ability to vary intonation.
They give clear messages and make few errors.

Attainment target 3: Reading and Responding
Level 1
Pupils show understanding of single words presented in clear script in a familiar context.
They may require visual support.

Level 2
Pupils show understanding of short phrases presented in a familiar context.
They show that they can match sound to print by reading aloud single familiar words and phrases.
They use books or glossaries to find out the meanings of new words.

Level 3
Pupils show understanding of short texts and dialogues, made up of familiar language, printed in books or word-processed.
They identify and note main points, including likes, dislikes and feelings.
They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words.

Level 4
Pupils show understanding of short stories and factual texts, printed or clearly handwritten.
They identify and note main points and some details.
In their independent reading, in addition to using a bilingual dictionary or glossary, they are beginning to use context to deduce the meaning of unfamiliar language.

Level 5
Pupils show understanding of a range of written material, including texts covering past, present and future events.
They identify and note main points and specific details, including opinions.
Their independent reading includes authentic materials, such as information leaflets, newspaper extracts, letters or databases.
They are generally more confident in reading aloud, and in their use of reference materials.

Level 6
Pupils show understanding of a variety of texts that include familiar language in unfamiliar contexts.
They identify and note main points and specific details, including points of view.
They scan written material, such as magazines, for stories or articles of interest, and select books or texts that are appropriate to their competence to read independently.
They are becoming more confident in deducing the meaning of unfamiliar language, using context and grammatical understanding.

Level 7
Pupils show understanding of a range of material, imaginative and factual, that includes some complex sentences and unfamiliar language.
They make use of new vocabulary and structures encountered in their reading to respond in speech or in writing.
They use reference materials as appropriate.

Level 8
Pupils show understanding of a variety of types of written material.
When reading for personal interest and for information, they consult a range of reference sources as appropriate.
They cope readily with unfamiliar topics involving more complex language, and recognise attitudes and emotions.

Exceptional performance
Pupils show understanding of 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 selecting and responding to stories, articles, books and plays, according to their interests.

Attainment target 4: Writing
Level 1
Pupils copy single familiar words correctly.
They label items and select appropriate words to complete short phrases or sentences.

Level 2
Pupils copy familiar short phrases correctly.
They write or word-process items, such as simple signs, instructions and set phrases used regularly in class.
When they write familiar words from memory their spelling may be approximate.

Level 3
Pupils write two or three short sentences on familiar topics, using aids such as exercise books, textbooks and wallcharts.
They express personal responses, such as likes, dislikes and feelings.
They write short phrases from memory and their spelling is readily understandable.

Level 4
Pupils write individual paragraphs of about three or four simple sentences, drawing largely on memorised language.
They adapt a model by substituting individual words and set phrases.
They are beginning to make appropriate use of dictionaries and glossaries as an aid to memory.

Level 5
Pupils produce short pieces of writing in which they seek and convey information and opinions in simple sentences.
They refer to recent experience and future plans, as well as to everyday activities.
They are beginning to apply basic elements of grammar in new contexts, but there may be a number of mistakes.
They use dictionaries or glossaries as an aid to memory and to look up unknown words.

Level 6
Pupils write in paragraphs, using simple descriptive language, and refer to past, present and future actions and events.
They use both informal and formal styles of writing, such as when keeping a diary, booking accommodation and scripting dialogues.
Although there may be some mistakes, the meaning is usually clear.

Level 7
Pupils produce pieces of writing of varying lengths on real and imaginary subjects.
They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes.
They edit and redraft their work, using reference sources to achieve greater accuracy, precision and variety of expression.
Although there may be occasional mistakes, the meaning is clear.

Level 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.
They produce longer sequences in which 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 accuracy.

Exceptional performance
Pupils write coherently and accurately on a wide range of factual and imaginative topics.
They choose the appropriate form of writing for a particular task, making effective use of resources to vary the style and scope of their writing.
