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requirements of pupils with special educational needs are further
developed in Section 4, Catering for the Needs of Individual Pupils.
These guidelines advise that in secondary schools all departments
have a part to play in developing pupils' language, and that English
departments have a specialist responsibility for this aspect of
the curriculum. In practice it is likely that the duty of assessing
and recording progress in the attainment targets for language
will rest with the English department. Clearly, however, the validity
of this assessment will be enhanced if means can be found for
other departments to contribute evidence of pupils achieving targets
in language within the context of their own courses.
Attainment outcomes
The successful attainment of these targets will result in the
following outcomes:
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Listening
Pupils will listen individually and in groups, in a variety
of contexts and for a variety of purposes, so as to gain
information, understand what they have heard and respond
to speakers and texts*; in so doing, they will achieve an
awareness of genre and knowledge about language.
Talking
Pupils, both individually and in groups, will talk to convey
information in a variety of contexts, and will talk appropriately
about experiences, opinions, feelings and texts, showing
an awareness of audience and purpose; in so doing, they
will acquire knowledge about language.
Reading
Pupils will read to find and handle information for a range
of purposes, and will read, on occasion aloud, to enjoy
and respond to a variety of texts; in so doing, they will
achieve an awareness of genre and knowledge about language.
Writing
Pupils will write functionally, personally and imaginatively,
to convey meaning in language appropriate to audience and
purpose; in so doing, they will pay careful attention to
punctuation and structure, spelling, handwriting and presentation,
and acquire knowledge about language.
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*Throughout this account of the targets and the subsequent
programmes of study, the word "text" denotes the unit
of language that is being studied, no matter its length or complexity
or the outcome in which it appears. This unit of language may
contain non-linguistic features of communication such as body
language and visual images. For example, the text may be a poem,
an illustrated page from a children's book, a spoken message,
a novel, a television programme, or a scene from a dramatic performance.
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