We follow the Assessment-as-Learning Didactic Approach (Earl, 2003, as cited in Nicol & Macfarlane-Dick, 2006; Nicol, 2022) and Collaborative Creativity (Glăveanu, 2015) as our basic Concept in Language and Literature Classes in The Netherlands (ENL, ESL and EFL curricula of English). These are learning aims for English Language and Culture Education at CEFR A2-B1 and CEFR B2-C1 levels, formulated as can-do statements:

CEFR A2-C1

Research and Inquiry Skills for Object Research

  • I can find basic information about an object using simple sources and explain its main features in short sentences (A2).
  • I can gather information from different sources and summarise key details of an object in simple terms, making a basic comparison to other similar objects (B1).
  • I can conduct detailed research about an object, evaluate the credibility of sources, and present findings with clarity (B2).
  • I can critically evaluate multiple perspectives on an object, synthesising information from various complex sources to present nuanced conclusions (C1).

Perspective-Taking

  • I can understand and express basic opinions about an object, recognising that people may have different perspectives (A2).
  • I can explain how different viewpoints about an object arise and compare them using straightforward language (B1).
  • I can explain and compare different cultural, historical, and personal perspectives on an object, offering reasoned viewpoints (B2).
  • I can analyse and challenge multiple perspectives, providing sophisticated insight into how context shapes opinions (C1).

Point-Example-Explain-Link (PEEL) in Arguments (Written and Spoken)

  • I can give simple examples to support my opinion about an object and explain how they relate to the topic (A2).
  • I can develop an argument by linking examples to points, providing explanations, and relating them to a broader context, using clear and simple language (B1).
  • I can structure arguments using the PEEL technique, linking points and examples to a broader context in both written and spoken forms (B2).
  • I can present complex arguments with seamless integration of examples and explanations, linking them effectively to cultural or historical contexts (C1).

Use of Persuasive Language and Techniques

  • I can use simple persuasive phrases to express my opinion about an object (e.g., ‘I think’, ‘because’) (A2).
  • I can use basic persuasive techniques, such as giving reasons and examples, to convince someone of my opinion (B1).
  • I can use advanced persuasive techniques, including rhetorical questions and emotive language, to convince an audience in both writing and speech (B2).
  • I can employ a wide range of persuasive strategies, such as logical reasoning and nuanced language, to influence a jury or audience with sophistication (C1).

Listening and Turn-Taking

  • I can follow simple discussions about an object and take turns by asking and answering short questions (A2).
  • I can follow discussions, respond appropriately, and take turns effectively by making relevant contributions (B1).
  • I can engage actively in debates, listening critically and responding with relevant points, ensuring smooth turn-taking (B2).
  • I can lead and participate in complex discussions, managing turn-taking while adapting to the flow and direction of the debate (C1).

Understanding Contextual Changes

  • I can understand simple changes in the context of a discussion about an object and respond to them (A2).
  • I can recognise changes in the discussion context (e.g., topic shifts) and adjust my responses accordingly (B1).
  • I can recognise and respond to changes in the debate or discussion context, adjusting my arguments or points to suit the new focus (B2).
  • I can anticipate shifts in context and strategically modify my contributions to maintain relevance and influence within complex discussions (C1).