Language Sequence and Scope

Sub Focus of Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Strand thread

Language Understand that English is Understand that Understand that Understand Understand that Understand that the Understand that Understand the Understand the Understand that Understand that variation and one of many languages people use spoken, visual and that Standard Australian pronunciation, spelling different social and way language influence and Standard Australian Standard Australian change spoken in Australia and that different systems written forms of languages English is one of and meanings of words geographical evolves to reflect a impact that the English is a living English in its different languages may be of communication language are have many social have histories and dialects or accents changing world, English language within spoken and written Langu How English varies spoken by family, to cater to different different modes of different dialects used in change over time are used in particularly in language has which the creation forms has a history age according to classmates and community needs and communication written and Australia, and that Australia in response to the had on other and loss of words of evolution and context and Variati purposes and that with different visual while it originated in addition to use of new languages or and the evolution of change and purpose including many people may features and their communicati England it has Standard technology for dialects and how usage is ongoing continues to evolve on and cultural and use sign systems use varies on systems, been influenced by Australian English presenting texts English has Chang historical contexts to communicate according to the different oral many other and been influenced e with others audience, traditions languages communicating in return purpose, context and different and cultural ways of background constructing meaning

Language for Explore how language is Understand that Understand that Understand Understand that Understand that Understand that Understand how Understand how Understand that Understand how social interactions used differently at home language is used language varies that social interactions patterns of language strategies for accents, styles of conventions of roles and language use can and school depending on in combination when people take successful influence the way interaction vary across interaction become speech and idioms speech adopted relationships are have inclusive and How language the relationships between with other means on different roles cooperation people engage with social contexts and more complex and express and by communities developed and exclusive social used for different people of communication, in social and with others ideas and respond types of texts and that demanding as create personal influence the challenged through effects, and can formal and informal e.g. facial classroom depends on to others for they help to signal levels of formality and social identities of language and empower or social interactions expressions and interactions and shared use example when social roles and and social identities people in those interpersonal skills disempower people is influenced by the gestures to how the use of key of social exploring and relationships distance increase communities purpose and interact with others interpersonal conventions, clarifying the ideas audience Understand that language including of others, there are different resources varies turn-taking summarising ways of asking for depending on patterns, and students’ own information, context forms of views and reporting making offers and address that them to a larger Langu giving commands vary group age for according to interac the degree of formality tion in social situations

Evaluative Understand that language Explore different Identify language Examine Understand Understand how to Understand the Understand how Understand how Investigate how Understand that language can be used to explore ways of that can be used how differences move beyond making uses of objective language is used rhetorical evaluation can be people’s ways of expressing needs, expressing for appreciating evaluative between the bare assertions and and subjective to evaluate texts devices are used expressed directly evaluations of texts How language is likes and dislikes emotions, texts and the language language of opinion take account of differing language and bias and how to persuade and and indirectly using are influenced by used to express including verbal, qualities of people can be and feeling and the perspectives and points evaluations about how different devices, for their value systems, opinions, and make visual, body and things varied to be language of factual of view a text can be layers of example allusion, the context and the evaluative language and more or less reporting or substantiated by meaning are evocative purpose and mode judgments about facial expressions forceful recording reference to the developed vocabulary and of communication people, places, text and other through the use metaphor things and texts sources of metaphor, irony and parody

Text Purpose audience Understand that texts can Understand that Understand that Understand Understand how Understand how texts Understand how Understand and Analyse how the Understand that Compare the struct and structures of take many forms, can be the purposes texts different types of how different texts vary in vary in purpose, authors often explain how the text structures authors innovate purposes, text ure different types of very short (for example an serve shape their texts have types of complexity and structure and topic as innovate on text text structures and and language with text structures structures and and texts exit sign) or quite long (for structure in identifiable text texts vary in technicality well as the degree of structures and play language features features of and language for language features example an information predictable ways structures and use of depending on the formality with language of texts become persuasive texts, specific purposes of traditional and organi How texts serve book or a film) and that language features language approach to the features to achieve more complex in including media and effects contemporary texts sation different purposes stories and informative texts that help the text choices, topic, the purpose particular informative and texts, vary Language Sequence and Scope

and how the have different purposes serve its purpose depending and the intended aesthetic, persuasive texts according to the in different media structures of types on their audience humorous and and identify medium and of texts vary function and persuasive underlying mode of according to the purpose, for purposes and structures such as communication text purpose example effects taxonomies, cause tense, mood, and effect, and and types of extended sentences metaphors

Text cohesion Understand that some Understand Understand how Understand Understand how Understand that the Understand that Understand that Understand how Compare and Understand how language in written texts is patterns of texts are made that texts are made starting point of a cohesive links can the coherence of cohesion in texts contrast the use of paragraphs and How texts work as unlike everyday spoken repetition and cohesive through paragraphs cohesive through sentence gives be made in texts more complex is improved by cohesive devices in images can be cohesive wholes language contrast in simple resources, for are a key the use of linking prominence to the by omitting or texts relies on strengthening texts, focusing on arranged for through language texts example word organisation devices including message in the text and replacing words devices that signal the internal how they serve to different purposes, features which link associations, al feature of pronoun reference allows for prediction of text structure and structure of signpost ideas, to audiences, the parts of the text synonyms, and written texts and text how the text will unfold guide readers, for paragraphs make connections perspectives and together, such as antonyms connectives example through the use and to build stylistic effects paragraphs, overviews, initial of examples, semantic connectives, nouns and concluding quotations and associations and associated paragraphs and substantiation of between ideas pronouns topic sentences, claims indexes or site Understand how maps or coherence is breadcrumb trails created in for online texts complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

Punctuation Understand that Recognise that Recognise that Know that Recognise how Understand how Understand the Understand the Understand the Understand how Understand punctuation is a feature of different types of capital letters word quotation marks possession is signalled uses of commas to use of punctuation use of punctuation is used conventions for How punctuation written text different from punctuation, signal proper contractions are used in texts to through apostrophes separate clauses to support punctuation along with layout citing others, and works to perform letters; recognise how including full stops, nouns and are a feature signal dialogue, and how to use meaning in conventions and font variations how to reference different functions capital letters are used for question marks commas are used of informal titles and reported apostrophes of complex including colons, in constructing these in different in a text. names, and that capital and exclamation to separate items language speech possession for common sentences with semicolons, texts for different ways letters and full stops signal marks, signal in lists and that and proper nouns phrases and dashes and audiences and the beginning and end of sentences that apostrophes embedded clauses brackets in purposes sentences make statements, of formal and ask questions, contraction informal texts express emotion are used to or give commands signal missing letters

Concepts of print Understand concepts about Understand Know some Identify the Identify features of Investigate how the This sequence and screen print and screen, including concepts about features of text features of online texts that organisation of texts ends at Year 5 how books, film and simple print and screen, organisation online texts enhance readability into chapters, headings, level The different digital texts work, and know including how including page and that enhance including text, subheadings, home conventions that some features of print, for different types of screen layouts, navigation navigation, links, pages and sub pages apply to how text is example directionality texts are alphabetical order, graphics and layout for online texts and presented on a organised using and different types according to chronology page or screen page numbering, of diagrams, for or topic can be used to tables of content, example timelines predict content and headings and assist navigation titles, navigation buttons, bars and Language Sequence and Scope

Sentences and Recognise that sentences Identify the parts Understand that Understand Understand that the Understand the Investigate how Recognise and Analyse and Explain how Analyse and clause level are key units for expressing of a simple simple that a clause meaning of difference between clauses can be understand that examine how authors experiment evaluate the grammar ideas sentence that connections can is a unit of sentences can be main and subordinate combined in a embedded clauses effective authors with the structures effectiveness of a represent ‘What’s be made between meaning enriched through clauses and how these variety of ways to are a common control and use of sentences and wide range of What a clause is happening?’, ‘Who ideas by using a usually the use of can be combined to elaborate, extend feature of a variety of clauses to create clause and and how simple, or what is doing or compound containing a expanded noun create complex or explain ideas sentence clause particular effects sentence structures compound and receiving the sentence with two subject and and verb groups sentences through structures and structures, as authors design complex sentences action?’ and the or more clauses a verb and and phrases subordinating contribute including and craft texts are constructed circumstances and coordinating that these Investigate how conjunctions to develop additional embedded through one clause surrounding the conjunctions need to be in quoted (direct) and and expand ideas information to a clauses (simple) or by action agreement reported (indirect) sentence combining clauses speech work in using different different types of types of text conjunctions (compound and complex)

Word level Recognise that texts are Explore Understand that Understand Understand how Understand how noun Understand how Understand how Understand the Understand how Understand how grammar made up of words and differences in nouns represent that verbs adverbials (adverbs and adjective groups ideas can be modality is effect of certain abstract higher order groups of words that make words that people, places, represent and prepositional can be expanded in a expanded and achieved through nominalisation in nouns can be used concepts are The different meaning represent people, things and ideas different phrases) work in variety of ways to sharpened through discriminating the writing of to summarise developed in Expres classes of words places and things and can be, for processes different ways to provide a fuller careful choice of choices in modal informative and preceding or complex texts sing used in English (nouns and example, common, (doing, provide description of the verbs and verbs, adverbs, persuasive texts subsequent through language (nouns, verbs etc) and pronouns), actions proper, concrete thinking, circumstantial person, thing or idea elaborated tenses adjectives and stretches of text features including and the functions (verbs), qualities and abstract, and saying, and details about an and a range of nouns nominalisation, develo they perform in (adjectives) and that noun groups relating) and activity adverbials apposition and ping sentences and details like when, can be expanded that these embedding of ideas when they are where and how using articles and processes clauses combined in (adverbs) adjectives are particular anchored in recognisable time through groups such as tense phrases and noun groups.

Visual language Explore the different Compare different Identify visual Identify the Explore the effect Explain sequences of Identify and Analyse how point Investigate how Analyse and Evaluate the impact contribution of words and kinds of images in representations of effect on of choices when images in print texts explain how of view is visual and explain the use of on audiences of How images work images to meaning in narrative and characters’ audiences of framing an image, and compare these to analytical images generated in visual multimodal texts symbols, icons and different choices in in texts to stories and informative texts informative texts actions, reactions, techniques, placement of the ways hyperlinked like figures, tables, texts by means of allude to or draw myth in still and the representation communicate and discuss how speech and for example elements in the digital texts are diagrams, maps choices, for on other texts or moving images and of still and moving meanings, they contribute to thought processes shot size, image, and organised, explaining and graphs example gaze, images to how these augment images especially in meaning in narratives, and vertical salience on their effect on viewers’ contribute to our angle and social enhance and meaning conjunction with consider how camera composition of still interpretations understanding of distance layer meaning other elements these images add angle and and moving images verbal information such as print and to or contradict or layout in in a range of types in factual and sound multiply the picture of texts persuasive texts meaning of books, accompanying advertiseme words nts and film segments

Vocabulary Understand the use of Understand the Understand the Learn Incorporate new Understand the use of Investigate how Investigate Recognise that Identify how Refine vocabulary vocabulary in familiar use of vocabulary use of vocabulary extended vocabulary from a vocabulary to express vocabulary vocabulary typical vocabulary vocabulary choices choices to The meanings of contexts related to in everyday about familiar and and range of sources greater precision of choices, including of extended and choices contribute to discriminate words including everyday experiences, contexts as well as new topics and technical into students’ own meaning, and know that evaluative more academic contribute to the specificity, between shades of everyday and personal interests and a growing number experiment with vocabulary texts including words can have language can texts and the role specificity, abstraction and meaning, with Language Sequence and Scope

specialist meanings topics being taught at of school contexts, and begin to make and ways of vocabulary different meanings in express shades of of abstract nouns, abstraction and stylistic deliberate attention and how words school including conscious choices expressing encountered in different contexts meaning, feeling classification, style of texts effectiveness to the effect on take their meanings appropriate use of of vocabulary to opinion research and opinion description and audiences from the context of formal and suit audience and including generalisation in the text informal terms of purpose modal verbs building address in and adverbs specialised different contexts knowledge through language

Spelling Know that spoken sounds Know that regular Understand how to Understand Understand how to Understand how to use Understand how to Understand how to Understand how Understand how Understand how to Knowledge and words can be written one-syllable words use digraphs, long how to use use strategies for banks of known words use banks of use spelling rules to apply learned spelling is used use knowledge of down using letters of the are made up of vowels, blends sound–letter spelling words, as well as word origins, known words, and word origins, knowledge creatively in texts the spelling system for spelling alphabet and how to write letters and and silent letters to relationships including spelling prefixes, suffixes and word origins, base for example Greek consistently in for particular to spell unusual and including some high-frequency sight common letter spell words, and and rules, knowledge of morphemes to learn words, suffixes and Latin roots, order to spell effects, for example technical words knowledge about words and known words clusters that use morphemes knowledge morphemic word and spell new words and prefixes, base words, accurately and to characterisation accurately, for how the sounds of Know how to use onset and correspond to the and syllabification of spelling families, spelling Recognise uncommon morphemes, suffixes, prefixes, learn new words and humour and to example those words are rime to spell words sounds heard, and to break up simple rules, generalisations, plurals, for example spelling patterns spelling patterns including represent accents based on represented by how to use visual words and use compound and letter ‘foci’ and and nominalisations and styles of uncommon Greek various letters and memory to write visual memory to words, combinations generalisations to generalisations to speech and Latin roots knowledge of high-frequency write irregular prefixes, including double learn and spell learn new words irregular spellings words Recognise words Recognise suffixes, letters Recognise new words, for and how to spell and spelling rules and know how to common prefixes morphemes homophones and example technical them use morphemes in and suffixes and and less know how to use words and words word families for how they change a common context to identify adopted from other example ‘play’ in word’s meaning letter correct spelling languages ‘played’ and combination ‘playing’ s, for example ‘tion’ Recognise high frequency sight words

Phonemic Recognise rhymes, Manipulate sounds Recognise most This awareness syllables and sounds in spoken words sound–letter sequence (sounds of (phonemes) in spoken including phoneme matches including ends at Year language) Basic words deletion and silent letters, 2 level knowledge of substitution vowel/consonant sounds of language digraphs and and how these are many less combined in common sound– Sound spoken words letter combinations and letter Alphabet Recognise the letters of the Recognise sound– This sequence knowl knowledge alphabet and know there letter matches ends at Year 1 edge are lower and upper case including common level The written code of letters vowel and English (the letters) consonant and how these are digraphs and combined in words consonant blends Understand the variability of sound–letter matches Language Sequence and Scope

Focus Sub Strand of Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 thread

How Recognise that Discuss how authors Discuss how Discuss texts in Make Identify aspects of Make connections Identify and Explore the ways Interpret and Compare and texts texts are created by create characters using depictions of which characters, connections literary texts that between students’ explore ideas and that ideas and compare how evaluate a range of reflect authors who tell language and images characters in print, events and between the convey details or own experiences viewpoints about viewpoints in representations of representations of the stories and share sound and images settings are ways different information about and those of events, issues and literary texts people and culture individuals and context experiences that reflect the contexts portrayed in authors may particular social, characters and characters drawn from in literary texts are groups in different of culture may be similar or in which they were different ways, and represent cultural and historical events represented in different drawn from historical, social and different to created speculate on the similar contexts represented in texts drawn from historical, social different historical, and cultural situation students’ own authors’ reasons storylines, texts drawn from different historical, and cultural social and cultural contexts in which experiences ideas and different historical, social and cultural contexts may contexts they are relationships social and cultural contexts reflect or created contexts challenge the values of Literature and individuals and context groups

Explore the interconnectedne ss of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors

Responding Personal Respond to texts, Discuss characters and Compare opinions Draw connections Discuss Present a point of view Analyse and Reflect on ideas Share, reflect on, Present an Reflect on, extend, to literature response identifying favourite events in a range of about characters, between personal literary about particular literary evaluate and opinions about clarify and argument about a endorse or refute s to the stories, authors and literary texts and share events and experiences and experiences texts using appropriate similarities and characters, evaluate literary text based others’ ideas, illustrators personal responses to settings in and the worlds of texts, with others, metalanguage, and differences in texts settings and opinions and on initial interpretations of character these texts, making between texts and share sharing reflecting on the on similar topics, events in literary arguments about impressions and and responses to s and connections with students’ responses with responses viewpoints of others themes or plots texts, identifying aspects of subsequent literature viewpoin own experiences others and areas of literary texts analysis of the ts in expressing a agreement and whole text texts point of view difference with others and An justifying a point of individual view response to the ideas, character s and viewpoint s in literary texts, including relating texts to their own experienc es Language Sequence and Scope

Expressi Share feelings and Express preferences for Identify aspects of Develop criteria for Use Use metalanguage to Identify and Compare the ways Understand and Reflect on, discuss Analyse and ng thoughts about the specific texts and authors different types of establishing metalanguage describe the effects of explain how that language and explain how and explore notions explain how text preferenc events and and listen to the opinions literary texts that personal to describe ideas, text structures choices in images are used combinations of of literary value and structures, es and characters in texts of others entertain, and give preferences for the effects of and language features language, for to create words and how and why such language features evaluatin reasons for literature ideas, text on particular audiences example modality, character, and to images in texts notions vary and visual features g texts personal structures and emphasis, influence emotions are used to according to of texts and the preferences language repetition and and opinions in represent context context in which Expressin features of metaphor different types of particular groups texts are g a literary texts influence personal texts in society, and experienced may personal response to how texts influence audience preferenc different texts position readers response e for in relation to different those groups texts and types of texts, and This sequence Discuss aspects of Recognise and Explore and reflect Evaluate the social, identifying starts at this year texts, for example explain differing on personal moral and ethical the level their aesthetic and viewpoints about understanding of positions features social value, using the world, the world and represented in texts of texts relevant and cultures, significant human that appropriate individual people experience gained influence metalanguage and concerns from interpreting personal represented in various preferenc texts representations of e life matters in texts

Features Identify some Discuss features of plot, Discuss the Discuss how Discuss how Recognise that ideas in Identify, describe, Recognise and Recognise, Analyse texts from Identify, explain of literary features of texts character and setting in characters and language is used authors and literary texts can be and discuss analyse the ways explain and familiar and and discuss how texts including events different types of literature settings of different to describe the illustrators conveyed from different similarities and that analyse the ways unfamiliar contexts, narrative viewpoint, and characters and and explore some features texts and explore settings in texts, make stories viewpoints, which can differences characterisation, and discuss and structure, The key retell events from a of characters in different how language is and explore how exciting, lead to different kinds of between texts, events and literary texts evaluate their characterisation features text Recognise texts used to present the settings shape moving and interpretations and including those by settings are draw on readers’ content and the and devices of literary some different these features in the events and absorbing and responses the same author or combined in knowledge of appeal of an including analogy texts and types of literary different ways influence the mood hold readers’ illustrator, and narratives, and other texts and individual author’s and satire shape how they texts and identify of the narrative interest by evaluate discuss the enable new literary style different work to some characteristic using various characteristics that purposes and understandings interpretations and construct features of literary techniques, define an author’s appeal of different and appreciation responses to a text a literary texts, for example for example individual style approaches of aesthetic work, beginnings and character qualities such as endings of development plot, traditional texts and and plot setting, rhyme in poetry tension characteri sation, mood and theme Language Sequence and Scope

Languag Replicate the Listen to, recite and Identify, reproduce Discuss the nature Understand, Understand, interpret Identify the Understand, Identify and Investigate and Compare and e devices rhythms and sound perform poems, chants, and experiment and effects of interpret and and experiment with relationship interpret and evaluate devices experiment with the evaluate how in literary patterns in stories, rhymes and songs, with rhythmic, some language experiment sound devices and between words, discuss how that create tone, use and effect of ‘voice’ as a literary texts rhymes, songs and imitating and inventing sound and word devices used to with a range imagery, including sounds, imagery language is for example extended device can be used including poems from a sound patterns including patterns in poems, enhance meaning of devices simile, metaphor and and language compressed to humour, metaphor, in a range of figurative range of cultures alliteration and rhyme chants, rhymes and shape the and deliberate personification, in patterns in produce a wordplay, metonymy, different types of language and songs reader’s reaction, word play in narratives, shape narratives and dramatic effect in innuendo and allegory, icons, texts such as including rhythm poetry and poetry, songs, anthems poetry such as film or drama, and parody in poetry, myths and poetry to evoke The and onomatopoeia other literary and odes ballads, limericks to create layers of humorous prose, symbolism in texts, particular emotional language in poetry and texts, for and free verse meaning in poetry, drama or visual for example poetry, responses Analyse devices prose example for example haiku, texts Interpret short films, graphic and evaluate text that Examining nonsense tankas, couplets, and analyse novels and plays on structures and authors words, free verse and language similar themes language features literature use and spoonerisms, verse novels choices, Analyse text of literary texts and how these neologisms including structures and make relevant create and puns sentence language features thematic and certain patterns, of literary texts, and intertextual meanings dialogue, make relevant connections with and imagery and comparisons with other texts effects in other language other texts literary features, in short texts, stories, literary especially essays and plays devices in poetry

Creating Creating Retell familiar Recreate texts Create events and Create imaginative Create literary Create literary texts Create literary Create literary Create literary Create literary Create literary texts literature literary literary texts imaginatively using characters using texts based on texts that using realistic and texts that adapt or texts that adapt texts that draw texts, including that reflect an texts through drawing, writing, different media characters, explore fantasy settings and combine aspects stylistic features upon text hybrid texts, that emerging sense of performance, use performance and digital that develop key settings and students’ own characters that draw on of texts students encountered in structures and innovate on personal style and Creating of illustrations and forms of communication events and events from a experiences the worlds represented have experienced other texts, for language aspects of other evaluate the their own images characters from students’ own and and imagining in texts students have in innovative ways example, narrative features of other texts, for example effectiveness of literary literary texts other cultures experienced viewpoint, texts for by using parody, these texts texts using visual structure of particular allusion and based on features, for stanzas, contrast purposes and appropriation the ideas, example and juxtaposition effects features perspective, and distance and angle structures of texts experienc ed Language Sequence and Scope

Experime This sequence Create texts that Create literary Create literary texts that Experiment with Experiment with Experiment with Experiment with the Create literary texts ntation starts at this year adapt language texts by experiment with text structures and text structures and particular ways that language with a sustained and level features and developing structures, ideas and language features language features language features, image and ‘voice’, selecting adaptatio patterns storylines, stylistic features of and their effects in and their effects in features drawn sound can be and adapting n encountered in characters selected authors creating literary creating literary from different adapted in literary appropriate text literary texts, for and settings texts, for example, texts, for example, types of texts, texts, for example structures, literary Creating example using imagery, using rhythm, including the effects of devices, language, a variety characterisation, sentence variation, sound effects, combinations of stereotypical auditory and visual of texts, rhyme, rhythm, metaphor and monologue, layout, language and characters and structures and including mood, music, word choice navigation and visual choices to settings, the features and for a multimod sound effects and colour create new texts playfulness of specific purpose al texts, dialogue humour and and intended adapting comedy, pun and audience Create ideas and hyperlink imaginative texts devices that make relevant from thematic and literary intertextual texts connections with other texts

Sub Stran Focus of thread Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 d

Texts and the Identify some familiar texts Respond to texts Discuss different Identify the Identify and explain Show how ideas and Compare texts Analyse and explain Analyse and Analyse how the Analyse and evaluate contexts in which and the contexts in which they drawn from a range texts on a similar point of view language features of points of view in texts are including media the effect of explain how construction and how people, cultures, they are used are used of cultures and topic, identifying in a text and texts from earlier conveyed through the use texts that represent technological language has interpretation of places, events, Texts How texts relate to experiences similarities and suggest times and compare of vocabulary, including ideas and events in innovations on evolved over time texts, including objects and concepts in their contexts and differences between alternative with the vocabulary, idiomatic expressions, different ways, texts, particularly and how media texts, can be are represented in reflect the society the texts points of view images, layout and objective and subjective explaining the media texts technology and influenced by cultural texts, including media cont and culture in which content of language, and that these effects of the the media have perspectives and texts, through ext they were created contemporary texts can change according to different influenced other texts language, structural context approaches language use and and/or visual choices forms of communication Inter Listening and Listen to and respond orally to Engage in Listen for specific Listen to and Interpret ideas and Clarify understanding of Participate in and Identify and discuss Interpret the Listen to spoken Identify and explore actin speaking texts and to the conversations and purposes and contribute to information in content as it unfolds in contribute to main ideas, stated and implied texts constructed for the purposes and interactions communication of others in discussions, using information, conversations spoken texts and formal and informal discussions, concepts and points meanings in different purposes, effects of different g The purposes and informal and structured active listening including and listen for key points situations, connecting clarifying and of view in spoken spoken texts, and for example to text structures and with contexts through classroom situations behaviours, showing instructions, and discussions to in order to carry out ideas to students’ own interrogating ideas, texts to evaluate use evidence to entertain and to language features of other which students interest, and extend students’ share tasks and use experiences and present developing and qualities, for support or persuade, and spoken texts, and use s engage in listening contributing ideas, own and others’ information information to share and justify a point of view supporting example the challenge analyse how this knowledge to and speaking information and ideas in discussions and ideas and and extend ideas and arguments, sharing strength of an different language features of create purposeful interactions questions negotiate in information and evaluating argument or the perspectives these texts position texts that inform, collaborative information, lyrical power of a listeners to respond persuade and engage situations experiences and poetic rendition in particular ways opinions Language Sequence and Scope Listening and Use interaction skills including Use interaction skills Use interaction skills Use Use interaction skills Use interaction skills, for Use interaction Use interaction skills Use interaction Use interaction skills Use organisation speaking listening while others speak, including turn- including initiating interaction such as example paraphrasing, skills, varying when discussing and skills for identified to present and patterns, voice and interactions using appropriate voice levels, taking, recognising topics, making skills, acknowledging questioning and conventions of presenting ideas and purposes, using discuss an idea and language conventions The skills students articulation and body the contributions of positive statements including another’s point of interpreting non-verbal spoken interactions information, voice and to influence and to present a point of use when engaging in language, gestures and eye others, speaking and voicing active view and linking cues and choose such as voice selecting body language engage an audience view on a subject, listening and contact clearly and using disagreement in an listening students’ response to vocabulary and vocal volume, tone, pitch language, voice conventions to by selecting speaking clearly, speaking interactions appropriate volume appropriate manner, behaviours the topic, using effects appropriate for and pace, according qualities and other suit different persuasive language, coherently and with and pace speaking clearly and and familiar and new different audiences and to group size, elements, (for situations, varying voice tone, effect, using logic, varying tone, communicate vocabulary and a purposes formality of example music and selecting pitch, and pace, and imagery and volume and pace in a clear, range of vocal effects interaction and sound) to add vocabulary, using elements such rhetorical devices to appropriately coherent such as tone, pace, needs and expertise interest and modulating voice as music and sound engage audiences manner using pitch and volume to of the audience meaning and using effects a variety of speak clearly and elements such as everyday and coherently music, images and learned sound for specific vocabulary effects and appropriate tone, pace, pitch and volume Oral presentations Deliver short oral Make short Rehearse and Plan and Plan, rehearse and Plan, rehearse and deliver Plan, rehearse and Plan, rehearse and Plan, rehearse and Plan, rehearse and Plan, rehearse and The formal oral presentations to peers presentations using deliver short deliver short deliver presentations presentations for defined deliver deliver deliver deliver deliver presentations presentations that some introduced presentations on presentations, incorporating learned audiences and purposes presentations presentations, presentations, presentations, selecting and students engage in text structures and familiar and new providing content and taking incorporating accurate selecting and selecting and selecting and selecting and sequencing including presenting language, for topics some key into account the and sequenced content sequencing sequencing sequencing sequencing appropriate content recounts and example opening details in particular purposes and multimodal elements appropriate content appropriate content appropriate appropriate content and multimodal information, and statements logical and audiences and multimodal and multimodal content, including and multimodal elements to influence presenting and sequence elements for elements to multimodal elements for a course of action arguing a point of defined audiences promote a point of elements, to aesthetic and playful view and purposes, view or enable a reflect a diversity purposes making appropriate new way of seeing of viewpoints choices for modality and emphasis Purpose and Identify some differences Describe some Identify the Identify the Identify characteristic Identify and explain Analyse how text Analyse and explain Analyse and Interpret, analyse Identify and analyse Inter audience between imaginative and differences between audience of audience and features used in characteristic text structures and the ways text evaluate the ways and evaluate how implicit or explicit preti Recognising and informative texts imaginative imaginative, purpose of imaginative, structures and language language features structures and that text different values, beliefs and ng, analysing differences informative and informative and imaginative, informative and features used in work together to language features structures and perspectives of an assumptions in texts between different persuasive texts persuasive texts informative persuasive texts to imaginative, informative meet the purpose of shape meaning and language features issue, event, and how these are analy types of texts and meet the purpose of and persuasive texts to a text vary according to vary according to situation, individuals influenced by sing, persuasive the text meet the purpose of the audience and the purpose of the or groups are purposes and likely evalu texts text purpose text and the ways constructed to serve audiences ating that referenced specific purposes in sources add texts authority to a text Reading processes Read predictable texts, Read supportive Read less Read an Read different types Navigate and read texts Select, navigate and Use prior knowledge Apply increasing Apply an expanding Choose a reading Strategies for using practicing phrasing and texts using predictable texts increasing of texts by combining for specific purposes read texts for a and text processing knowledge of vocabulary to read technique and and combining fluency, and monitor meaning developing phrasing, with phrasing and range of contextual, semantic, applying appropriate text range of purposes strategies to vocabulary, text increasingly complex reading path contextual, semantic, using concepts about print fluency, contextual, fluency by different grammatical and processing strategies, for applying interpret a range of structures and texts with fluency appropriate for the grammatical and and emerging contextual, semantic, combining types of texts phonic knowledge example predicting and appropriate text types of texts. language features and comprehension type of text, to phonic knowledge to semantic, grammatical and grammatical and contextual, by combining using text processing confirming, monitoring processing to understand the retrieve and connect decode texts phonic knowledge phonic knowledge semantic, contextual, strategies, for meaning, skimming and strategies and content of texts ideas within and including predicting, and emerging text grammatical and semantic, example monitoring scanning interpreting between texts monitoring, cross- processing phonic knowledge grammatical meaning, cross structural features, checking, self- strategies, for using text and phonic checking and for example table of correcting, skimming example prediction, processing knowledge, reviewing contents, glossary, and scanning monitoring meaning strategies, for using text chapters, headings and rereading example monitoring processing and subheadings meaning, predicting, strategies, for Language Sequence and Scope rereading and self- example correcting monitoring, predicting, confirming, rereading, reading on and self correcting Comprehension Use comprehension strategies Use comprehension Use comprehension Use Use comprehension Use comprehension Use comprehension Use comprehension Use Use comprehension Use comprehension strategies to understand and discuss strategies to build strategies to build comprehensio strategies to build strategies to interpret and strategies to strategies to comprehension strategies to strategies to compare Strategies of texts listened to, viewed or literal and inferred literal and inferred n strategies to literal and inferred analyse information, interpret and interpret, analyse strategies to interpret and analyse and contrast constructing meaning read independently meaning about key meaning and begin build literal meaning to expand integrating and linking analyse information and synthesise ideas interpret and texts, comparing and information within from texts, including events, ideas and to analyse texts by and inferred content knowledge, ideas from a variety of and ideas comparing and information, evaluate texts by evaluating and between texts, literal and inferential information in texts drawing on growing meaning and integrating and print and digital sources content from a critiquing ideas and reflecting on the representations of an identifying and meaning that they listen to, knowledge of begin to linking ideas and variety of textual issues from a variety validity of content event, issue, analysing embedded view and read by context, language evaluate texts analysing and sources including of textual sources and the credibility situation or character perspectives, and drawing on growing and visual features by drawing on evaluating texts media and digital of sources, in different texts evaluating supporting knowledge of and print and growing texts including finding evidence context, text multimodal text knowledge of evidence in the structures and structures context, text text for the language features structures and author’s point of language view features Analysing and This sequence starts at Analyse strategies Compare the text Explore and Explore and explain evaluating texts this year level authors use to structures and explain the ways the combinations of Analysis and influence readers language features of authors combine language and visual evaluation of how multimodal texts, different modes choices that authors text structures and explaining how they and media in make to present language features combine to creating texts, and information, opinions construct meaning influence audiences the impact of and perspectives in and influence these choices on different texts readers/viewers the viewer/listener Creating texts Create short texts to explore, Create short Create short Plan, draft Plan, draft and Plan, draft and publish Plan, draft and Plan, draft and Create Create imaginative, Create sustained Creat Creating different record and report ideas and imaginative and imaginative, and publish publish imaginative, imaginative, informative publish imaginative, publish imaginative, imaginative, informative and texts, including texts ing types of spoken, events using familiar words information texts informative and imaginative, informative and and persuasive print and informative and informative and informative and persuasive texts that that combine specific texts written and and phrases and beginning that show emerging persuasive texts informative persuasive texts multimodal texts, persuasive texts persuasive texts persuasive texts present a point of digital or media multimodal texts writing knowledge use of appropriate using growing and containing key choosing text structures, choosing and selecting aspects of that raise issues, view and advance or content, for using knowledge of text structure, knowledge of text persuasive information and language features, images experimenting with subject matter and report events, and illustrate arguments, imaginative, text structures and sentence-level structures and texts supporting details for and sound appropriate to text structures, particular language, advance opinions, including texts that informative, or language features grammar, word language features demonstratin a widening range of purpose and audience language features, visual, and audio using deliberate integrate visual, print persuasive purposes, choice, spelling, for familiar and g increasing audiences, images and digital features to convey language and and/or audio and that reflect upon punctuation and some less familiar control over demonstrating resources information and textual choices, features challenging and appropriate audiences, selecting text increasing control appropriate to ideas and including complex issues multimodal print and structures and over text structures purpose and digital elements as elements, for multimodal language and language audience appropriate example illustrations elements features and features and diagrams appropriate to the selecting audience and print, and purpose multimodal elements appropriate to the audience and purpose Editing Participate in shared editing of Reread student’s Reread and edit text Reread and Reread and edit for Reread and edit student’s Reread and edit Edit for meaning by Experiment with Review and edit Review, edit and Editing texts for students’ own texts for own texts and for spelling, edit texts for meaning by adding, own and others’ work their students’ own removing repetition, text structures students’ own and refine students’ own meaning, structure meaning, spelling, capital discuss possible sentence-boundary meaning, deleting or moving using agreed criteria for and others’ work refining ideas, and language others’ texts to and others’ texts for and grammatical letters and full stops changes to improve punctuation and appropriate words or word text structures and using agreed criteria reordering features to refine improve clarity and control of content, Language Sequence and Scope features meaning, spelling text structure structure, groups to improve language features and explaining sentences and and clarify ideas control over content, organisation, and punctuation grammatical content and editing choices adding or to improve the organisation, sentence structure, choices and structure substituting words effectiveness of paragraphing, vocabulary, and/or punctuation for impact students’ own sentence structure, visual features, to texts imaginately vocabulary and achieve particular audio/ visual purposes and effects features. Handwriting Produce some lower case and Write using Write legibly and Write using Write using clearly- Develop a handwriting Develop a Consolidate a This sequence Developing a fluent, upper case letters using unjoined lower case with growing joined letters formed joined style that is becoming handwriting style personal ends at this year legible handwriting learned letter formations and upper case fluency using that are letters, and develop legible, fluent and that is legible, fluent handwriting style level style, beginning with letters unjoined upper case clearly increased fluency automatic and automatic and that is legible, fluent unjoined letters and and lower case formed and and automaticity varies according to and automatic and moving to joined letters consistent in audience and supports writing for handwriting size purpose extended periods Use of software Construct texts using software Construct texts that Construct texts Use software Use a range of Use a range of software Use a range of Use a range of Use a range of Use a range of Use a range of Using a range of including word processing incorporate featuring print, including software including including word processing software, including software, including software, software, including software, including software applications programs supporting images visual and audio word word processing programs with fluency to word processing word processing including word word processing word processing to construct and edit using software elements using processing programs to construct, edit and programs, learning programs, to processing programs, flexibly programs, print and multimodal including word software, including programs construct, edit and publish written text, and new functions as confidently create, programs to and imaginatively to confidently, flexibly texts processing programs word processing with growing publish written text, select, edit and place required to create edit and publish create, edit and publish texts and imaginatively to programs speed and and select, edit and visual, print and audio texts written and publish texts publish texts, efficiency to place visual, print elements multimodal texts. considering the construct and and audio elements identified purpose edit texts and the featuring characteristics of the visual, print user and audio elements