Curriculum Planning Guidelines – Progression Points – Familiarisation tools
English – Reading (Level 6)
Students read, view and discuss imaginative, informative and persuasive texts in a range of media
text types. These include contemporary, classical and popular texts, current affairs and news
articles. They use literal, inferential and evaluative comprehension to compare texts relating to
similar themes but set in different contexts. They identify and analyse how the use of language
varies depending on audience and purpose. They use comprehension strategies including
identification of key questions answered in texts, main and subordinate ideas, and integration of
these into a ‘summary’. They compare texts that link issues and specific events represented. They
use skimming and scanning for main and supporting ideas to read conceptually dense or extended
texts and use note taking concepts to link key ideas.
Students read, view, discuss and analyse imaginative, informative and persuasive texts in a range of
media text types. These include contemporary, classical and popular texts, features and editorials.
They use literal, inferential and evaluative comprehension of multiple texts to identify the different
perspectives and the information used to support a point of view. They critically compare the
linguistic structures and features used in texts to position readers towards a particular social,
political or cultural perspective. They identify the differences between some different media text
types. They evaluate the effectiveness of the logic of a position presented. They use comprehension
strategies including comparing and evaluating the main and subordinate ideas and specialised
vocabulary knowledge, evaluative questioning and creative visualisation.
Students read, view, discuss, analyse and respond critically to imaginative, informative and
persuasive texts in a range of media text types. These include contemporary, classical and popular
texts, documentaries, reviews and texts in the workplace. They use literal, inferential and evaluative
comprehension to identify multiple perspectives. They explain the ways that texts could change if
set in different sociocultural contexts. They identify the differences between media text types and
infer by whom and for whom texts were written. They identify the significance of symbols that
have specific cultural or chronological meaning within texts. They compare and contrast the typical
features or conventions of different media text types, including the use of imagery, stereotyping and
symbolism.
At Level 6, students read, view, analyse, critique, reflect on and discuss contemporary and
classical imaginative texts that explore personal, social, cultural and political issues of
significance to their own lives. They also read, view, analyse and discuss a wide range of
informative and persuasive texts and identify the multiple purposes for which texts are
created. They explain how texts are shaped by the time, place and cultural setting in which
they are created. They compare and contrast the typical features of particular texts and
synthesise information from different texts to draw conclusions.
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