Curriculum
| Listening, Reading, Viewing | |
| Processes and strategies | Ideas |
| Students will: | · Show a developing understanding of ideas within, across, and beyond texts. |
| · Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. | indicators: |
| indicators: | – uses their personal experience and world and literacy knowledge confidently to make meaning from texts; |
| – selects and reads texts for enjoyment and personal fulfilment; | – makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them; |
| – recognises and understands the connections between oral, written, and visual language; | – starts to make connections by thinking about underlying ideas in and between texts; |
| – integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts; | – recognises that there may be more than one reading available within a text; |
| – selects and uses a range of processing and comprehension strategies with growing understanding and confidence; | – makes and supports inferences from texts with increasing independence. |
| – thinks critically about texts with developing confidence; | Language features |
| – monitors, self-evaluates, and describes progress with growing confidence. | · Show a developing understanding of how language features are used for effect within and across texts. |
| By using these processes and strategies when listening, reading, or viewing, students will: | indicators: |
| Purposes and audiences | – identifies oral, written, and visual language features used in texts and recognises their effects; |
| · Show a developing understanding of how texts are shaped for different purposes and audiences. | – uses an increasing vocabulary to make meaning; |
| indicators: | – shows an increasing knowledge of how a range of text conventions can be used appropriately; |
| – recognises and understands how texts are constructed for a range of purposes, audiences, and situations; | – knows that authors have different voices and styles and can identify some of these differences. |
| – identifies particular points of view and begins to recognise that texts can position a reader; | Structure |
| – evaluates the reliability and usefulness of texts with increasing confidence. | · Organise texts, using a range of appropriate structures. |
| indicators: | |
| – understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning; | |
| – identifies a range of text forms and recognises some of their characteristics and conventions. |
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