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2 Expected English Levels Kindergarten Semester 2 ENe-1A Speaking & Listening begin to identify some language of familiar spoken in classroom interactions recognise how 'and', 'but', 'then' link ideas in spoken attempt to match noun to pronoun in spoken text compose 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 ENe-2A Writing & Representing Develop & compose express a point of view about 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 share writing with others for enjoyment develop an awareness of issues relating to the responsible use of digital communication create short to explore, record & report ideas and events using familiar words & beginning writing 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 for meaning, spelling, capital letters & full stops

3 ENe-3A Handwriting & Using Digital Technologies ENe-4A Reading & Viewing 1 Develop & compose Develop & language forms Develop & phonemic 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 using software including word processing programs identify unfamiliar words & attempt to use experience & context to work out word meanings identify and compare similar ideas, characters & settings in 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 recognise rhymes, syllables & sounds (phonemes) in spoken words segment words into onset & rime Develop & graphological, phonological, syntactic & semantic Respond to, read & view 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 recognise high-frequency words, including own name use 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 read predictable, practising phrasing & fluency, & monitor meaning using concepts about print & emerging, semantic, grammatical & phonic use comprehension strategies to understand & discuss listened to, viewed or read independently identify literal meanings presented in, eg character, setting & events interpret meaning by responding to an inferential question use context to predict meaning in written to supplement decoding attempts

4 ENe-5A Spelling and compose begin to use self-correction strategies, eg rereading, pausing, using picture cues & semantic & syntactic skills, to make meaning from print & non-print use with increasing awareness appropriate reading behaviours, eg pitch, intonation & fluency 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 ENe-7B Writing & Representing 2 ENe-8B Reading & Viewing 2 Develop & language forms compose and compose Develop & 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 to communicate feelings, needs, opinions & ideas understand that some language in written is unlike everyday spoken language identify some differences between imaginative & informative for known audience, eg self, class, other classes, parents reread own with peers & known adults & explain the purpose for the writing recognise that there are different kinds of imaginative & informative for enjoyment & finding information identify some familiar & the con in which they are used recognise key differences between imaginative & informative identify the intended audience for a particular text & give reasons

5 ENe-10C Thinking Imaginatively, Creatively, Interpretively ENe-11D Expressing Themselves and Respond to, read and view Develop & and Understand and vocabulary Engage personally with Develop and explore the different contribution of words & images to meaning in stories & informative identify some of including events & characters & retell events from a text discuss familiar written & visual begin to understand that grammar, punctuation & vocabulary are needed to achieve the purpose of the text identify statements, questions, commands & exclamations & their functions in 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 of sentence punctuation, eg question marks & exclamation marks, when reading & composing demonstrate an awareness that some words have multiple meanings attempt to incorporate unfamiliar words in writing respond to, identifying favourite stories, authors & illustrators understand that imaginative 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 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 from a range of storytellers & cultures, using picture books & online sources begin to recognise points of view in text

6 ENe-12E Reflecting on Learning Develop and 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

7 Expected English Levels Year 1 Semester 2 EN1-1A Speaking and Listening EN1-2A Writing & Representing EN1-3A Handwriting & Using Digital Technologies EN1-4A Reading and Viewing and Develop & and Respond to, read & view Develop & Develop & graphological, phonological, syntactic & semantic communicate with increasing confidence in a range of con describe in detail familiar places & things understand that there are different ways of asking for information, making offers & giving commands compose a range of written forms of communication, including s, greeting cards & letters experiment in all aspects of composing to enhance learning & enjoyment reread and edit text for spelling, sentence-boundary punctuation & text structure develop clear & consistent writing using NSW Foundation Style as appropriate identify the cohesive links between pronouns & people and things compare opinions about characters, events & settings in & between 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 with phrasing and fluency by combining, semantic, grammatical & phonic using text processing strategies, eg monitoring meaning, predicting, rereading & self-correcting discuss different on a similar topic, identifying similarities & differences between the recognise most sound letter matches including silent letters, vowel/consonant digraphs & many less common sound letter combinations

8 EN1-5A Spelling EN1-6 B Speaking and Listening EN1-7B Writing and Representing and and and and understand patterns of repetition & contrast in simple 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 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 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 con as well as a growing number of school con, including appropriate use of in/formal terms of address in diff con compare different kinds of images in narrative and informative & discuss how they contribute to meaning describe some differences between imaginative informative & persuasive understand that different types of have identifiable text structures & language that help the text serve its purpose discuss the characters & settings of different & explore how language is used to present these in different ways make inferences about character motives, actions, qualities & characteristics when responding to compose & review written & visual for different purposes & audiences

9 EN1-8B Reading and Viewing EN1-9B Grammar, Punctuation & Vocabulary EN1-10C Thinking Imaginatively and Creatively Develop & and and Understand and and discuss possible author intent & intended audience of a range of identify how imaginative, informative & persuasive can vary in purpose, structure & topic recognise a range of purposes & audiences for imaginative, informative & persuasive print & visual understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles 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 use subject/verb & noun/pronoun agreement when composing & responding to orally & in writing 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 imaginatively using drawing, writing, performance & digital forms of communication identify creative language in imaginative that enhance enjoyment eg illustrations, repetition identify creative language in imaginative that enhance enjoyment eg illustrations, repetition identify that different have different organisational patterns & for a variety of audiences

10 EN1-11D Expression Themselves EN1-12E Reflecting on Learning Engage personally with Develop and Develop and Engage personally with Understand and and Understand and and Develop and respond to a wide range of through discussing, writing & representing respond to a wide range of through discussing, writing & representing compose simple print, visual & digital that depict aspects of their own experience discuss how depictions of characters in print, sound & images reflect the con in which they were created recognise simple ways meaning in is shaped by structure & perspective identify aspects of different types of literary that entertain, & give reasons for personal preferences identify aspects of different types of literary that entertain, & give reasons for personal preferences identify of from a range of cultures, including language patterns & style of illustration 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

11 Expected English Levels Year 2 Semester 2 EN1-1A Speaking and Listening EN1-2A Writing & Representing EN1-3A Handwriting & Using Digital Technologies EN1-4A Reading and Viewing Develop & Develop & Respond to, read & view Respond to, read & view Respond to, read & view 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 understand how planning, composing & reviewing contribute to effective imaginative, informative & persuasive create short imaginative, informative and persuasive using growing of text structures & language 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 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 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 sequence a summary of events & identify key facts or key arguments in imaginative, informative & persuasive distinguish between fact & opinion in persuasive predict author intent, series of events and possible endings in an imaginative, informative & persuasive text

12 EN1-5A Spelling EN1-6 B Speaking and Listening EN1-8B Reading and Viewing EN1-9B Grammar, Punctuation & Vocabulary EN1-10C Thinking Imaginatively and Creatively EN1-11D Expression Themselves EN1-12E Reflecting on Learning Develop & Develop & Develop & Develop & Understand and vocabulary Develop and begin to understand how of word origins supports spelling & vocabulary 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 can draw on readers' or viewers' 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 are made cohesive through resources, eg word associations, synonyms, & antonyms recognise, discuss & use creative word play, eg alliteration & onomatopoeia identify & compare the imaginative language used by composers 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

13 Expected English Levels Year 3 Semester 2 EN2-1A Speaking and Listening EN2-2 A Writing and Representing EN2-3A Handwriting and using Digital Technologies EN2-4A Reading and Viewing EN2-5A Spelling Develop & Respond to, read & view Develop & 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 through dramatic representation, roleplay & simulations identify key elements of planning, composing, reviewing & publishing in order to meet the demands of composing on a particular topic for a range of purposes & audiences write using NSW Foundation Style cursive, as appropriate, & explore joins that facilitate fluency & legibility recognise that legibility requires consistent size, slope & spacing understand how are made cohesive through the use of linking devices including pronoun reference & text connectives read different types of by combining, semantic, grammatical & phonic using text processing strategies eg monitoring meaning, cross checking & reviewing read, including poems & scripted drama, using appropriate expression, eg pitch, pause, emphasis & attending to punctuation interpret text by discussing the differences between literal & inferred meanings understand how accurate spelling supports the reader to read fluently & interpret written text use morphemic, visual, syntactic, semantic & phonological when attempting to spell unknown words

14 EN2-6B Speaking and Listening EN 2-7B Writing and Representing EN2-8B Reading and Viewing EN2-9B Grammar, Punctuation & Vocabulary Develop & Develop & Respond to, read and view Understand and vocabulary identify organisational patterns & language of spoken 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 understand how characters, actions & events in imaginative can engage the reader or viewer use images in imaginative, informative & persuasive 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 vary in complexity & technicality depending on the approach to the topic, the purpose & the intended audience identify organisational patterns & language of print & visual appropriate to a range of purposes identify the of online that enhance navigation 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 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 using language appropriate to purpose & audience

15 EN2-10 C Thinking Imaginatively, Creatively & Interpretively EN2-11D Expressing Themselves EN2-12E Reflecting on Learning Develop and Develop and Develop and Understand and 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, eg through roleplay or drama, for pleasure & enjoyment, & express thoughtful conclusions about those justify interpretations of a text, including responses to characters, information & ideas, eg 'The main character is selfish because ' draw connections between personal experiences & the worlds of, & share responses with others discuss how people from different times & cultures may respond diff to characters, actions & events in 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 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 recognise how own can be influenced by a rich text environment discuss different ways we learn to read and write

16 Expected English Levels Year 4 Semester 2 EN2-1A Speaking and Listening EN2-2A Writing & Representing EN2-3A Handwriting & Using Digital Technologies EN2-4A Reading and Viewing EN2-6B Speaking and Listening Respond to, read & view Develop & 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 through dramatic representation, role-play & simulations plan, draft and publish imaginative, informative & persuasive containing key information & supporting details for a widening range of audiences, demonstrating increasing control over text structures & language create that adapt language & patterns encountered in literary, 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 of from earlier times & compare with the vocabulary, images, layout & content of contemporary summarise a paragraph & indicate the main idea, key points or key arguments in imaginative, informative & persuasive discuss ways in which spoken language differs from written language & how spoken language varies according to different audiences, purposes & con 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 engage the interest of the reader or viewer

17 EN 2-7B Writing and Representing EN2-8B Reading and Viewing EN2-9B Grammar, Punctuation & Vocabulary EN2-11D Expressing Themselves EN2-12E Reflecting on Learning Develop & Understand and Develop and identify & analyse the purpose & audience of imaginative, informative & persuasive discuss how, including their own, are adjusted to appeal to different audiences, how 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 experiment with figurative language when composing to engage an audience, eg similes, metaphors, idioms & personification incorporate new vocabulary from a range of sources into students' own 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 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

18 Expected English Levels Year 5 Semester 2 EN3-1A Speaking and Listening EN3-2A Writing and Representing Develop & understand that patterns of language interaction vary across social context & types of & 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 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 in order to entertain, inform, persuade or inspire the audience plan, draft & publish imaginative, informative & persuasive, choosing & experimenting with text structures, language, images & digital resources appropriate to purpose & audience understand that cohesive links can be made in by omitting or replacing words compose imaginative & informative 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

19 EN3-3A Reading and Viewing EN3-4A Spelling EN3-5B Responding and Composing Develop & Respond to, read & view Develop & 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 navigate & read for specific purposes ing 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 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 discuss how the intended audience, structure & context of an extended range of influence responses to identify & explain characteristic text structures & language used in imaginative, informative & persuasive to meet the purpose of the text compose more complex 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

20 EN3-6B Grammar, Punctuation & Vocabulary EN3-7C Thinking Imaginatively, Creatively, Interpretively & Critically Engage personally with Develop and Understand and 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 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 use grammatical, eg pronouns, conjunctions & connectives, to accurately link ideas & information to ensure meaning when composing use grammatical, eg pronouns, conjunctions & connectives, to accurately link ideas & information to ensure meaning when composing use topic sentences & appropriately organise main (independent) & subordinate (dependent) ideas to enhance coherence in written understand that choices in grammar, punctuation & vocabulary contribute to the effectiveness of recognise & explain creative language in imaginative, informative & persuasive that contribute to engagement & meaning interpret events, situations & characters in think imaginatively when engaging with, 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 that adapt or combine aspects of students have experienced in innovative ways

21 analyse & evaluate similarities & differences in on similar topics, themes or plots EN3-8D Expressing Themselves EN3-9E Reflecting on Learning Engage personally with Develop and Develop and Understand and consider how 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 drawn from different historical, social & cultural con 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 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

22 Expected English Levels Year 6 Semester 2 EN3-1A Speaking and Listening EN3-2A Writing and Representing Develop & language forms and compose Develop & language forms and compose 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 use interaction skills eg paraphrasing, questioning & interpreting nonverbal 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 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, poetry & songs, eg similes, metaphors, personification & sound devices such as alliteration that include sustained & effective use of persuasive devices, eg dealing with environmental issues create literary that experiment with structures, ideas & stylistic of selected authors compose increasingly complex print, visual, multimodal & digital, experimenting with language, design, layout & graphics use increasingly complex research data from print & digital sources to compose short & sustained

23 EN3-3A Reading and Viewing EN3-5B Responding and Composing EN3-6B Grammar, Punctuation & Vocabulary Develop & language forms and Respond to, read & view Develop & language forms and compose language forms and language forms and language forms and compose appreciate how demanding, eg extended novels & informative, contain increasing levels of complexity & abstraction to enhance enjoyment recognise & compare how composers use a range of language, 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 identify & discuss how own have been structured to achieve their purpose & discuss ways of using conventions of language to shape readers' & viewers' understanding of discuss the conventions of a range of complex, eg act & stage directions in plays, literary devices in poems & stories, layout conventions in print & digital identify & use a variety of strategies to present information & opinions across a range of identify & explain how choices in language, for example modality, emphasis, repetition & metaphor, influence personal response to different 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 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, literary devices (eg irony, humour) & grammatical (eg modality) to engage & influence an audience

24 EN3-7C Thinking Imaginatively, Creatively, Interpretively & Critically EN3-8D Expressing Themselves EN3-9E Reflecting on Learning Engage personally with Develop and Respond to and compose Respond to and compose Respond to and compose Understand and language forms and Respond to and compose Respond to and compose Respond to and compose Respond to and compose think critically about aspects of such as ideas and events identify, describe, & discuss similarities & differences between, including those by the same author or illustrator, & evaluate characteristics that define an author's individual style adapt aspects of print or media to create new by thinking creatively & imaginatively about character, setting, narrative voice, dialogue & events experiment with others' imaginative by changing aspects such as place, characters, rhythm, mood, sound effects & dialogue interpret a range of, eg through role-play or drama, for pleasure & enjoyment, & express an analytical conclusion about those identify language 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 that express familiar & new aspects of the broader world compose a variety of, eg poetry that reflect their understanding of the world around them 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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