Semester 2 tyuiopasdfghjklzxcvbnmqwerty Expected English ...

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Semester 2 Expected English

Levels

Expected English Levels Kindergarten Semester 2

ENe-1A Speaking & Listening

Understand & apply knowledge of language forms

begin to identify some language features of familiar spoken texts in classroom interactions

recognise how 'and', 'but', 'then' link ideas in spoken texts

attempt to match noun to pronoun in spoken text

Respond to & compose texts

use interaction skills including listening while others speak, using appropriate voice levels, articulation & body language, gestures & eye contact deliver short oral presentations to peers

describe an object of interest to the class

express a point of view about texts read and/or viewed

use questions & statements appropriately in class discussions

use correct intonation when asking questions & making statements

retell familiar stories, including in home language

ENe-2A Writing & Representing

Develop & apply contextual knowledge

share writing with others for enjoyment

develop an awareness of issues relating to the responsible use of digital communication


create short texts to explore, record & report ideas and events using familiar words & beginning writing knowledge compose texts on familiar topics using pictures & graphics to support their choice of words

use opportunities to write in their home language & dialect and make basic connections with English, including Aboriginal languages & Aboriginal English participate in shared editing of students' own texts for meaning, spelling, capital letters & full stops

ENe-3A Handwriting & Using Digital Technologies


begin to understand the sequence of letters through structured and guided activities


produce some lower case & upper case letters using learned letter formations

experiment using digital technologies, eg produce own name, commonly used words & simple sentences construct texts using software including word processing programs

ENe-4A Reading & Viewing 1


identify unfamiliar words & attempt to use experience & context to work out word meanings identify and compare similar ideas, characters & settings in texts

Understand & apply knowledge of language forms Develop & apply phonemic knowledge

recognise the letters of the alphabet & know there are lower & upper case letters

recognise grammatical patterns when reading to assist in making meaning, eg locating words that tell who, what, when or where in texts recognise rhymes, syllables & sounds (phonemes) in spoken words

segment words into onset & rime

segment simple spoken words into separate sounds

identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word

Develop & apply graphological, phonological, syntactic & semantic knowledge

recognise high-frequency words, including own name

use knowledge of letters & sounds to decode words, including those in initial, final & medial positions manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset

Respond to, read & view texts

read predictable texts, practising phrasing & fluency, & monitor meaning using concepts about print & emerging contextual, semantic, grammatical & phonic knowledge use comprehension strategies to understand & discuss texts listened to, viewed or read independently identify literal meanings presented in texts, eg character, setting & events

interpret meaning by responding to an inferential question

use context to predict meaning in written texts to supplement decoding attempts

begin to use self-correction strategies, eg rereading, pausing, using picture cues & semantic & syntactic skills, to make meaning from print & non-print texts use with increasing awareness appropriate reading behaviours, eg pitch, intonation & fluency

ENe-5A Spelling

Understand & apply knowledge of language forms and features

know how to use onset and rime to spell words

identify patterns in words leading to the identification of word families


attempt to spell unknown words using simple strategies, eg segmenting

use plural form when spelling some words

ENe-6B Speaking & Listening 2


recognise different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language & body language understand that language can be used to explore ways of expressing needs, likes & dislikes


identify the difference between a question and a statement


compose texts to communicate feelings, needs, opinions & ideas

ENe-7B Writing & Representing 2


understand that some language in written texts is unlike everyday spoken language

identify some differences between imaginative & informative texts


compose texts for known audience, eg self, class, other classes, parents

reread own texts with peers & known adults & explain the purpose for the writing

ENe-8B Reading & Viewing 2


recognise that there are different kinds of imaginative & informative texts for enjoyment & finding information identify some familiar texts & the contexts in which they are used

recognise key differences between imaginative & informative texts

identify the intended audience for a particular text & give reasons


explore the different contribution of words & images to meaning in stories & informative texts

identify some features of texts including events & characters & retell events from a text

Respond to, read and view texts

discuss familiar written & visual texts


begin to understand that grammar, punctuation & vocabulary are needed to achieve the purpose of the text


identify statements, questions, commands & exclamations & their functions in texts experiment with adverbial phrases in structured & guided activities to indicate when, where & how actions occurred, eg last week, at home demonstrate an awareness of nouns, pronouns & conjunctions

recognise simple pronoun references to maintain meaning

identify features of sentence punctuation, eg question marks & exclamation marks, when reading & composing

Understand and apply knowledge of vocabulary

demonstrate an awareness that some words have multiple meanings

Respond to and compose texts

attempt to incorporate unfamiliar words in writing

ENe-10C Thinking Imaginatively, Creatively, Interpretively

Engage personally with texts

respond to texts, identifying favourite stories, authors & illustrators

Develop and apply contextual knowledge

understand that imaginative texts can be composed for a range of audiences & purposes, using a range of media engage with & appreciate the imaginative use of language through storytelling


discuss intended personal writing topics to form the basis for composing

ENe-11D Expressing Themselves


use visual, multimodal & digital processes to represent simple aspects of home & community life respond to Dreaming stories, eg stories from local Aboriginal & Torres Strait Islander communities respond to literature & a variety of other texts from a range of storytellers & cultures, using picture books & online sources begin to recognise points of view in text

ENe-12E Reflecting on Learning


demonstrate an emerging awareness of criteria to enable the successful completion of tasks


reflect on own reading and discuss the pleasure & challenges of learning to read

Expected English Levels Year 1 Semester 2

EN1-1A Speaking and Listening


communicate with increasing confidence in a range of contexts

describe in detail familiar places & things


understand that there are different ways of asking for information, making offers & giving commands

EN1-2A Writing & Representing


compose a range of written forms of communication, including emails, greeting cards & letters


experiment in all aspects of composing to enhance learning & enjoyment


reread and edit text for spelling, sentence-boundary punctuation & text structure

EN1-3A Handwriting & Using Digital Technologies


develop clear & consistent writing using NSW Foundation Style as appropriate

EN1-4A Reading and Viewing


• identify the cohesive links between pronouns & people and things

compare opinions about characters, events & settings in & between texts

read with fluency and expression, responding to punctuation & attending to volume, pace, intonation & pitch discuss the use of text connectives, eg sequencing ideas, indicating time

read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical & phonic knowledge using text processing strategies, eg monitoring meaning, predicting, rereading & self-correcting


discuss different texts on a similar topic, identifying similarities & differences between the texts

Develop & apply graphological, phonological, syntactic & semantic knowledge

recognise most sound–letter matches including silent letters, vowel/consonant digraphs & many less common sound–letter combinations


understand patterns of repetition & contrast in simple texts

understand that nouns represent people, places, things & ideas & can be, eg, common, proper, concrete or abstract, & that noun groups/ phrases can be expanded using articles & adjectives

EN1-5A Spelling Understand & apply knowledge of language forms and features

recognise common prefixes & suffixes & how they change a word's meaning understand how to use digraphs, long vowels, blends & silent letters to spell words, & use morphemes & syllabification to break up simple words & use visual memory to write irregular words

EN1-6 B Speaking and Listening


• make short presentations using some introduced text structures & language, eg opening statements rehearse & deliver short presentations on familiar /new topics

retell familiar stories & events in logical sequence, including in home language


understand the use of vocab in everyday contexts as well as a growing number of school contexts, including appropriate use of in/formal terms of address in diff contexts

EN1-7B Writing and Representing


compare different kinds of images in narrative and informative texts & discuss how they contribute to meaning describe some differences between imaginative informative & persuasive texts understand that different types of texts have identifiable text structures & language features that help the text serve its purpose


discuss the characters & settings of different texts & explore how language is used to present these features in different ways make inferences about character motives, actions, qualities & characteristics when responding to texts compose & review written & visual texts for different purposes & audiences

EN1-8B Reading and Viewing


discuss possible author intent & intended audience of a range of texts

identify how imaginative, informative & persuasive texts can vary in purpose, structure & topic recognise a range of purposes & audiences for imaginative, informative & persuasive print & visual texts


understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

EN1-9B Grammar, Punctuation & Vocabulary


explore differences in words that represent people, places & things (nouns, including pronouns), happenings & states (verbs), qualities (adjectives) & details such as when, where & how (adverbs) recognise that a preposition placed in front of a noun group can show where, when, eg 'on the box' (where), 'before my birthday' (when) recognise that different types of punctuation, including full stops, question marks & exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands recognise that time connectives sequence information in texts


use subject/verb & noun/pronoun agreement when composing texts & responding to texts orally & in writing

EN1-10C Thinking Imaginatively and Creatively


express a range of feelings in response to a text

jointly adapt a well-known text for a different audience & purpose

recognise the place of ancestral beings in Aboriginal & Torres Strait Islander Dreaming stories recreate texts imaginatively using drawing, writing, performance & digital forms of communication

Understand and apply knowledge of language forms and features

identify creative language features in imaginative texts that enhance enjoyment eg illustrations, repetition identify creative language features in imaginative texts that enhance enjoyment eg illustrations, repetition identify that different texts have different organisational patterns & features for a variety of audiences


respond to a wide range of texts through discussing, writing & representing

respond to a wide range of texts through discussing, writing & representing

EN1-11D Expression Themselves


compose simple print, visual & digital texts that depict aspects of their own experience


discuss how depictions of characters in print, sound & images reflect the contexts in which they were created


recognise simple ways meaning in texts is shaped by structure & perspective


identify aspects of different types of literary texts that entertain, & give reasons for personal preferences identify aspects of different types of literary texts that entertain, & give reasons for personal preferences


identify features of texts from a range of cultures, including language patterns & style of illustration

EN1-12E Reflecting on Learning


discuss some of the ways that story can be reflected in a variety of media, eg film, music & dance


recognise and begin to understand that there are different ways of learning in English




formulate open & closed questions appropriate to the context

use some persuasive language to express a point of view

use interaction skills including initiating topics, making positive statements & voicing disagreement in an appropriate manner, speaking clearly & varying tone, volume & pace appropriately

EN1-2A Writing & Representing


understand how planning, composing & reviewing contribute to effective imaginative, informative & persuasive texts


create short imaginative, informative and persuasive texts using growing knowledge of text structures & language features for familiar & some less familiar audiences, selecting print & multimodal elements appropriate to the audience & purpose


create events & characters using different media that develop key events & characters from literary texts use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of events or information



understand how the formation of letters can be used to begin transition to cursive writing


construct texts featuring print, visual & audio elements using software, including word processing programs


understand that handwriting & presentation of work needs to reflect audience & purpose in order to communicate effectively


Respond to, read & view texts Respond to, read & view texts Respond to, read & view texts

sequence a summary of events & identify key facts or key arguments in imaginative, informative & persuasive texts distinguish between fact & opinion in persuasive texts

predict author intent, series of events and possible endings in an imaginative, informative & persuasive text

EN1-5A Spelling


begin to understand how knowledge of word origins supports spelling & vocabulary

EN1-6 B Speaking and Listening


recognise a range of purposes & audiences for spoken language with increasing independence


develop an understanding of diff forms of communication technology avail for hearing & visually impaired people & people with other disability


make connections between different methods of communication, eg Standard Aust Eng, Aboriginal Eng, home language, sign language & body language


listen to, recite & perform poems, chants, rhymes & songs, imitating & inventing sound patterns including alliteration & rhyme



explain personal opinions orally using supporting reasons, simple inferences & reasonable prediction


understand that texts can draw on readers' or viewers' knowledge of texts to make meaning & enhance enjoyment, eg comparing fairy tales



understand that paragraphs are used to organise ideas

experiment with the use of quoted speech/direct speech (direct) & reported (indirect) speech


understand how texts are made cohesive through resources, eg word associations, synonyms, & antonyms recognise, discuss & use creative word play, eg alliteration & onomatopoeia

EN1-10C Thinking Imaginatively and Creatively


identify & compare the imaginative language used by composers

EN1-11D Expression Themselves


identify, explore & discuss symbols of Aboriginal & Torres Strait Islander culture & recognise recurring characters, settings & themes in Dreaming stories identify, explore & discuss the morals of stories from a variety of cultures, eg Asian stories, & identify their central messages



jointly develop criteria for assessing their own & others' presentations or compositions with teacher guidance identify helpful strategies during speaking, listening, reading, writing, and/or viewing & representing activities, eg writing conferences, class charts

Expected English Levels Year 3 Semester 2 EN2-1A Speaking and Listening


use interaction skills, including active listening behaviours & communicate in a clear, coherent manner using a variety of everyday & learned vocabulary & appropriate tone, pace, pitch & volume demonstrate understanding of ideas & issues in texts through dramatic representation, role-play & simulations

EN2-2 A Writing and Representing


identify key elements of planning, composing, reviewing & publishing in order to meet the demands of composing texts on a particular topic for a range of purposes & audiences

EN2-3A Handwriting and using Digital Technologies


write using NSW Foundation Style cursive, as appropriate, & explore joins that facilitate fluency & legibility recognise that legibility requires consistent size, slope & spacing



understand how texts are made cohesive through the use of linking devices including pronoun reference & text connectives


read different types of texts by combining contextual, semantic, grammatical & phonic knowledge using text processing strategies eg monitoring meaning, cross checking & reviewing read texts, including poems & scripted drama, using appropriate expression, eg pitch, pause, emphasis & attending to punctuation interpret text by discussing the differences between literal & inferred meanings

EN2-5A Spelling


understand how accurate spelling supports the reader to read fluently & interpret written text


use morphemic, visual, syntactic, semantic & phonological knowledge when attempting to spell unknown words

EN2-6B Speaking and Listening


identify organisational patterns & language features of spoken texts appropriate to a range of purposes


plan, rehearse & deliver presentations incorporating learned content & taking into account the particular purposes & audiences enhance presentations by using some basic oral presentation strategies, eg using notes as prompts, volume and change in emphasis

EN 2-7B Writing and Representing


understand how characters, actions & events in imaginative texts can engage the reader or viewer


use images in imaginative, informative & persuasive texts to enhance meaning


express a point of view for a particular purpose in writing, with supporting arguments

make constructive statements that agree/disagree with an issue



understand how texts vary in complexity & technicality depending on the approach to the topic, the purpose & the intended audience


identify organisational patterns & language features of print & visual texts appropriate to a range of purposes identify the features of online texts that enhance navigation

Respond to, read and view texts

discuss the nature & effects of some language devices used to enhance meaning & shape the reader's reaction, including rhythm & onomatopoeia in poetry & prose



understand that a clause is a unit of grammar usually containing a subject & a verb & that these need to be in agreement understand how to elaborate on ideas in texts through the use of prepositional phrases

investigate how quoted (direct) & reported (indirect) speech work in different types of text


experiment with vocabulary choices to engage the listener or reader


compose a range of effective

imaginative, informative & persuasive texts using language appropriate to purpose & audience

EN2-10 C Thinking Imaginatively, Creatively & Interpretively


discuss how authors & illustrators make stories exciting, moving & absorbing & hold readers' interest by using various techniques, eg character development & plot tension


use visual representations, including those digitally produced, to represent ideas, experience & information for different purposes & audiences respond to a range of texts, eg through role-play or drama, for pleasure & enjoyment, & express thoughtful conclusions about those texts justify interpretations of a text, including responses to characters, information & ideas, eg 'The main character is selfish because …'

EN2-11D Expressing Themselves


draw connections between personal experiences & the worlds of texts, & share responses with others discuss how people from different times & cultures may respond diff to characters, actions & events in texts


experiment with visual, multimodal & digital technologies to represent aspects of experience & relationships respond to & appreciate how Dreaming stories form part of an oral tradition for Aboriginal & Torres Strait Islander peoples respond to short films, doco’s & multimedia texts that express familiar & new aspects of the broader world discuss literary experiences with others, sharing responses & expressing a point of view

draw on the literature & ideas from other countries & times to compose imaginative & informative texts



recognise how own texts can be influenced by a rich text environment


discuss different ways we learn to read and write

Expected English Levels Year 4 Semester 2 EN2-1A Speaking and Listening


use interaction skills, including active listening behaviours & communicate in a clear, coherent manner using a variety of everyday & learned vocabulary & appropriate tone, pace, pitch & volume demonstrate understanding of ideas & issues in texts through dramatic representation, role-play & simulations

EN2-2A Writing &

Representing


plan, draft and publish imaginative, informative & persuasive texts containing key information & supporting details for a widening range of audiences, demonstrating increasing control over text structures & language features


create texts that adapt language features & patterns encountered in literary texts, eg characterisation, rhyme, rhythm, mood, music, sound effects & dialogue



write using clearly-formed joined letters, & develop increased fluency & automaticity use a range of software including word processing programs to construct, edit & publish written text, & select, edit & place visual, print & audio elements



identify & explain language features of texts from earlier times & compare with the vocabulary, images, layout & content of contemporary texts


summarise a paragraph & indicate the main idea, key points or key arguments in imaginative, informative & persuasive texts

EN2-6B Speaking and Listening


discuss ways in which spoken language differs from written language & how spoken language varies according to different audiences, purposes & contexts make connections between Standard Australian English & different methods of communication, including home language, sign language & body language understand that Standard Australian English is one of many social dialects used in Australia, & that while it originated in England it has been influenced by many other languages


discuss how writers & composers of texts engage the interest of the reader or viewer

EN 2-7B Writing and Representing


identify & analyse the purpose & audience of imaginative, informative & persuasive texts


discuss how texts, including their own, are adjusted to appeal to different audiences, how texts develop the subject matter & how they serve a wide variety of purposes



explore the effect of choices when framing an image, placement of elements in the image, & salience on composition of still and moving images in a range of types of texts



experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms & personification incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research



understand differences between the language of opinion & feeling & the language of factual reporting or recording identify & compare the differences between texts from a range of cultures, languages & times


justify personal opinions by citing evidence, negotiating with others & recognising opinions presented



develop criteria for the successful completion of tasks


jointly develop and use criteria for assessing their own and others' presentations




understand that patterns of language interaction vary across social context & types of texts & that they help to signal social roles & relationships understand that strategies for interaction become more complex & demanding as levels of formality & social distance increase


use metalanguage to describe the effects of ideas, text structures & language features on particular audiences


plan, rehearse & deliver presentation selecting & sequencing appropriate content & multimodal elements for defined audiences & purposes, making appropriate choices for modality & emphasis discuss & experiment with ways to strengthen & refine spoken texts in order to entertain, inform, persuade or inspire the audience

EN3-2A Writing and Representing


plan, draft & publish imaginative, informative & persuasive texts, choosing & experimenting with text structures, language features, images & digital resources appropriate to purpose & audience understand that cohesive links can be made in texts by omitting or replacing words


compose imaginative & informative texts that show evidence of developed ideas

assess the reliability of resources, including digital resources, when researching topics

use a range of software, including word processing programs, learning new functions as required to create texts



explain & justify the responsible use of digital technologies


identify the impact of first-person & third-person narration on the reader/viewer

recognise evaluative language, including emotive language & modality

identify & explain how analytical images like figures, tables, diagrams, maps & graphs contribute to our understanding of verbal information in factual & persuasive texts


navigate & read texts for specific purposes applying appropriate text processing strategies, eg predicting & confirming, monitoring meaning, skimming & scanning interpret picture books, comic strips & sequences of digital images which do not contain written text summarise a text & evaluate the intended message or theme

discuss aspects of literature that influence personal choice in reading

EN3-4A Spelling


understand how to use banks of known words, word origins, base words, suffixes & prefixes, morphemes, spelling patterns & generalisations to learn & spell new words, eg technical words & words adopted from other languages


recognise most misspelt words in their own writing & use a variety of resources for correction

use morphemic, visual, syntactic, semantic & phonological strategies, eg recognition of letter patterns of words, when composing texts

EN3-5B Responding and Composing


discuss how the intended audience, structure & context of an extended range of texts influence responses to texts


identify & explain characteristic text structures & language features used in imaginative, informative & persuasive texts to meet the purpose of the text


compose more complex texts using a variety of forms appropriate to purpose & audience


analyse strategies authors use to influence readers


recognise the techniques used by writers to position a reader & influence their point of view



understand the difference between main & subordinate clauses & that a complex sentence involves at least one subordinate clause understand how noun groups/ phrases & adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea understand how the grammatical category of possessives is signalled through apostrophes & how to use apostrophes with common & proper nouns identify a variety of connectives in texts to indicate time, add information, clarify understanding, show cause & effect & indicate condition/concession understand the uses of commas to separate clauses


select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive & colloquial, when composing texts use grammatical features, eg pronouns, conjunctions & connectives, to accurately link ideas & information to ensure meaning when composing texts


use grammatical features, eg pronouns, conjunctions & connectives, to accurately link ideas & information to ensure meaning when composing texts

use topic sentences & appropriately organise main (independent) & subordinate (dependent) ideas to enhance coherence in written texts understand that choices in grammar, punctuation & vocabulary contribute to the effectiveness of texts

EN3-7C Thinking Imaginatively, Creatively, Interpretively & Critically


recognise & explain creative language features in imaginative, informative & persuasive texts that contribute to engagement & meaning interpret events, situations & characters in texts

think imaginatively when engaging with texts, using prediction


compare how composers & illustrators make stories exciting, moving & absorbing to hold readers' interest


identify the relationship between words, sounds, imagery & language patterns in narratives & poetry such as ballads, limericks & free verse


create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

EN3- 8D Expressing Themselves


analyse & evaluate similarities & differences in texts on similar topics, themes or plots


consider how texts about local events & issues in the media are presented to engage the reader or viewer


make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social & cultural contexts discuss aspects of literature from a range of cultures to explore common experiences & ideas as well as recognising difference



critically reflect on the effectiveness of their own & others' writing, seeking & responding to feedback identify selections of own writing that they believe reflect their growth & competence as writers discuss & reflect on the roles & responsibilities when working as a member of a group & evaluate the benefits of working collaboratively with peers to achieve a goal describe how skills in speaking, listening, reading/viewing & writing/ representing contribute to language development develop criteria for assessing their own & others' presentations

formulate questions for specific purposes, eg to clarify & reflect


begin to understand the difference between their way of learning & the way others learn reflect on own learning achievements against specific criteria


recognise that there is a language for discussing learning experiences

discuss how the reader or viewer can enjoy & discover a wide range of literary experiences through texts


clarify understanding of content as it unfolds in formal & informal situations, connecting ideas to students' own experiences & present & justify a point of view discuss & explore moral, ethical & social dilemmas encountered in texts


EN3-1A Speaking and

Listening


compare and justify the ways in which spoken language differs from written language according to purpose, audience and context


use appropriate metalanguage to identify & describe relationships between & among texts

Respond to & compose

texts

use interaction skills eg paraphrasing, questioning & interpreting non- verbal cues & choose vocabulary & vocal effects appropriate for different audiences & purposes use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch & pace, according to group size, formality of interaction & needs & expertise of the audience

EN3-2A Writing and

Representing


understand & use the key elements of planning, composing, reviewing & publishing in order to meet the increasing demands of topic, audience & language


understand, interpret & experiment with the use of imagery in imaginative texts, poetry & songs, eg similes, metaphors, personification & sound devices such as alliteration

Respond to & compose

texts

compose texts that include sustained & effective use of persuasive devices, eg texts dealing with environmental issues create literary texts that experiment with structures, ideas & stylistic features of selected authors compose increasingly complex print, visual, multimodal & digital texts, experimenting with language, design, layout & graphics use increasingly complex research data from print & digital sources to compose short & sustained texts

EN3-3A Reading and

Viewing


appreciate how demanding texts, eg extended novels & informative texts, contain increasing levels of complexity & abstraction to enhance enjoyment

Understand & apply

knowledge of language forms and features

recognise & compare how composers use a range of language features, including connectives, topic sentences & active and passive voice, to achieve their purposes recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups


analyse & evaluate the way that inference is used in a text to build understanding in imaginative, informative & persuasive texts

EN3-5B Responding

and Composing


identify & discuss how own texts have been structured to achieve their purpose & discuss ways of using conventions of language to shape readers' & viewers' understanding of texts


discuss the conventions of a range of complex texts, eg act & stage directions in plays, literary devices in poems & stories, layout conventions in print & digital texts


identify & use a variety of strategies to present information & opinions across a range of texts

EN3-6B Grammar,

Punctuation & Vocabulary


identify & explain how choices in language, for example modality, emphasis, repetition & metaphor, influence personal response to different texts


understand how ideas can be expanded & sharpened through careful choice of verbs, elaborated tenses & a range of adverb groups/ phrases


show how ideas & points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective & subjective language, & that these can change according to context


select some more challenging language features, literary devices (eg irony, humour) & grammatical features (eg modality) to engage & influence an audience

EN3-7C Thinking

Imaginatively, Creatively,

Interpretively & Critically


think critically about aspects of texts such as ideas and events


identify, describe, & discuss similarities & differences between texts, including those by the same author or illustrator, & evaluate characteristics that define an author's individual style


adapt aspects of print or media texts to create new texts by thinking creatively & imaginatively about character, setting, narrative voice, dialogue & events


experiment with others' imaginative texts by changing aspects such as place, characters, rhythm, mood, sound effects & dialogue


interpret a range of texts, eg through role-play or drama, for pleasure & enjoyment, & express an analytical conclusion about those texts



identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes & recitations


identify & describe the representation of people, places & events in film and the media


respond to short films, documentaries & multimedia texts that express familiar & new aspects of the broader world


compose a variety of texts, eg poetry that reflect their understanding of the world around them

EN3-9E Reflecting on

Learning

Respond to and compose

texts

critically reflect on the effectiveness of their own & others' writing, seeking & responding to feedback identify selections of own writing that they believe reflect their growth & competence as writers discuss & reflect on the roles & responsibilities when working as a member of a group & evaluate the benefits of working collaboratively with peers to achieve a goal describe how skills in speaking, listening, reading/viewing & writing/ representing contribute to language development

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