Interpreting levels and targets
A pupil's progress through the attainment targets will not necessarily
be consistent across the four outcomes of Language: a pupil whose
oral skills are well developed might be operating at Level D in
Talking while work in Writing and Reading remains at Level C.
Equally, the attainment targets are not intended to be ceilings
beyond which learning does not progress. There will, for example,
be pupils in P6 who will be successfully undertaking tasks that
appear at Level E. Similarly, some pupils will overtake Level
E targets before the end of S2. In the converse situation, there
will be pupils in S2 for whom attainments at Level D, or earlier
levels, will be major achievements. There will, therefore, be
a need for all such pupils to be provided with appropriate programmes
of study.
It is the right of every pupil to have full access to all the
resources of the English language; accordingly, the attainment
targets are there for every pupil. Some, however, will need different
approaches to these targets. For example, a pupil with visual
impairment may approach Reading in ways that are dependent on
Braille, and may use a keyboard to write; in the outcome defined
as "Talking" some pupils may demonstrate their attainment
by using alternative forms of communication such as sign language.
Some pupils may continue to achieve at Level A for all the years
of their schooling; in this case it is essential that the programmes
of study they follow should keep pace with their developing interests
and maturity and that they should also have the experiences identified
in later targets.
Teachers are therefore urged to use the attainment targets which
follow in a flexible way, both to plan and provide for pupils'
needs and to encourage progress. It is the responsibility of the
school to apply the attainment targets in ways which will permit
pupils to demonstrate their attainments. The
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