Strands and attainment targets

The targets have been set out in grids, one grid to each of the four outcomes - Listening, Talking, Reading and Writing. Targets relating to the levels run across the page arranged in strands. A strand is a sequence of targets in a key aspect of skills, understanding or knowledge that demonstrates progression through the levels.

Although some strands do not begin at Level A, it is nevertheless assumed that work relating to the strand will begin in the years before attainment is assessed. Where a strand ends after a few levels, or where a feature identified earlier in a target, or targets, does not appear subsequently in the strand, it is assumed that work in this area will continue.

Progression

Achieving the targets in English language will ensure that a pupil's learning will be comprehensive and progressive. It is, nevertheless, recognized that the analytical approach of outcome, level and strand is to some extent artificial: no learning or teaching activity has these elements tidily separated and distinctly identifiable. Any worthwhile language activity will move in and out of outcomes and through varying combinations of strands.

The attainment targets as outlined in the following pages are intended to help the teacher to plan what might be achieved in any particular learning activity such as a theme, or topic, or unit study. The targets also provide a set of co-ordinates with which the teacher can chart a pupil's progress as a learner of language. It is for these reasons that they form the framework to be developed within the section on Programmes of Study.