The distinctive patterns that can be recognised in oral and written texts relate to particular purposes for speaking or writing and are referred to as text types or genres. Each text type has a struct [..]

Achievement objectives are broad statements of anticipated learning outcomes. At each curriculum level, new achievement objectives are introduced. As a group, these achievement objectives represent th [..]

Communicative language teaching is teaching that enables students to engage in meaningful communication in the target language. Any approach to language learning that enables students to communicate r [..]

Language learning input is the language we hear or read. If we are able to understand what we hear or read, the input is comprehensible.

Curriculum guidelines inform teachers’ programme planning by setting achievement objectives for students to work towards and by suggesting a range of possible tasks and activities through which studen [..]

ā taumata) In The New Zealand Curriculum, achievement objectives for each learning area are provided at eight levels that define a progression of difficulty. The curriculum levels do not necessarily c [..]

Discourse competence is the ability to understand and produce the range of spoken, written and visual texts that are characteristic of a language so that the texts are well formed and clear. It includ [..]

Fluency is the ability to listen to, speak, read or write a language, so that it 'flows' readily, by recognising and producing spoken words and rapidly decoding or encoding and making meanin [..]

Formative assessment is the monitoring that occurs throughout the process of learning, providing students with feedback on how they are doing and what their next learning steps are. Its purpose is to [..]

Language learning cannot take place without contexts that provide meaning and purpose. These include relevant socio-cultural themes (for example, manaakitanga/hospitality) topics (for example, sport a [..]