English

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• has an awareness of the connections between oral, written, and visual language
• uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts
• associates sounds with letter clusters as well as with individual letters
• uses processing and some comprehension strategies with some confidence
• is developing the ability to think critically about texts
• begins to monitor, self-evaluate, and describe progress.

Indicators:

• identifies the purposes of simple texts
• evaluates the usefulness of simple texts.

Indicators:

• understands that personal experience can influence the meaning gained from texts
• makes meaning of texts by identifying ideas in some texts.

Indicators:

• begins to recognise that oral, written, and visual language features can be used for effect
• recognises a large bank of high-frequency and some topic-specific words
• shows some knowledge of text conventions, such as: capital letters, full stops, and word order; volume and clarity; and simple symbols. 

Indicators:

• understands that the order and organisation of words, sentences, and images contribute to text meaning
• recognises some text forms and some differences between them.

Indicators:

• has an awareness of the connections between oral, written, and visual language when creating text
• creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence
• seeks feedback and makes changes to texts
• is becoming reflective about the production of own texts
• begins to monitor, self-evaluate, and describe progress.

Indicators:

• constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form
• expects the texts they create to be understood, responded to, and appreciated by others
• is developing and conveying personal voice where appropriate.

Indicators:

• forms and expresses simple ideas and information, usually drawing from personal experience and knowledge
• begins to support ideas with some detail.

Indicators:

• uses some oral, written, and visual language features to create meaning and effect
• uses a range of high-frequency, topic-specific, and personal-content words to create meaning
• spells some high-frequency words correctly and begins to use some common spelling patterns
• begins to use some strategies to self-correct and monitor spelling
• writes most letters and number forms legibly when creating texts
• begins to gain control of text conventions, such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.

Indicators:

• uses knowledge of word and sentence order to communicate meaning in simple texts
• begins to sequence ideas and information
• uses simple sentences with some variation in beginnings
• may attempt compound and complex sentences.

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• recognises connections between oral, written, and visual language
• selects and uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts
• uses an increasing knowledge of letter clusters, affixes, roots, and compound words to confirm predictions
• selects and uses processing strategies and an increasing range of comprehension strategies with some understanding and confidence
• thinks critically about texts with some confidence
• monitors, self-evaluates, and describes progress with some confidence.

Indicators:

• recognises how texts are constructed for different purposes, audiences, and situations
• understands that texts are created from a particular point of view
• evaluates the reliability and usefulness of texts with some confidence.

Indicators:

• uses their personal experience and world and literacy knowledge to make meaning from texts
• makes meaning of increasingly complex texts by identifying main ideas
• makes and supports inferences from texts with some independence.

Indicators:

• recognises that oral, written, and visual language features can be used for effect
• uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning
• shows an increasing knowledge of the conventions of text
• recognises that authors have different voices and styles.

Indicators:

• understands that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning
• recognises an increasing range of text forms and differences between them.

Indicators:

• shows some understanding of the connections between oral, written, and visual language when creating texts
• creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence
• seeks feedback and makes changes to texts to improve clarity and meaning
• is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.

Indicators:

• constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form
• expects the texts they create to be understood, responded to, and appreciated by others
• develops and conveys personal voice where appropriate.

Indicators:

• forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge
• begins to add or delete details and comments, showing some selectivity in the process.

Indicators:

• uses oral, written, and visual language features to create meaning and effect
• uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to create meaning
• spells most high-frequency words correctly and shows growing knowledge of common spelling patterns
• uses a range of strategies to self-monitor and self-correct spelling
• writes legibly and with increasing fluency when creating texts
• gains increasing control of text conventions, including some grammatical conventions.

Indicators:

• uses knowledge of word and sentence order to communicate meaning when creating texts
• organises and sequences ideas and information with some confidence
• begins to use a variety of sentence structures, beginnings, and lengths.

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• recognises and understands the connections between oral, written, and visual language
• integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts
• selects and uses a range of processing and comprehension strategies with growing understanding and confidence
• thinks critically about texts with developing confidence
• monitors, self-evaluates, and describes progress with growing confidence.

Indicators:

• recognises and understands how texts are constructed for a range of purposes, audiences, and situations
• identifies particular points of view and begins to recognise that texts can position a reader
• evaluates the reliability and usefulness of texts with increasing confidence.

Indicators:

• uses their personal experience and world and literacy knowledge confidently to make meaning from texts
• makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them
• starts to make connections by thinking about underlying ideas in and between texts
• recognises that there may be more than one reading available within a text
• makes and supports inferences from texts with increasing independence.

Indicators:

• identifies oral, written, and visual language features used in texts and recognises their effects
• uses an increasing vocabulary to make meaning
• shows an increasing knowledge of how a range of text conventions can be used appropriately
• knows that authors have different voices and styles and can identify some of these differences.

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.

Indicators:

• uses a developing understanding of the connections between oral, written, and visual language when creating texts
• creates a range of texts by integrating sources of information and processing strategies with developing confidence
• seeks feedback and makes changes to texts to improve clarity, meaning, and effect
• is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence.

Indicators:

• constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form
• conveys and sustains personal voice where appropriate.

Indicators:

• forms and expresses ideas and information with increased clarity, drawing on a range of sources
• adds or changes details and comments to support ideas, showing some selectivity in the process
• ideas suggest awareness of a range of dimensions or viewpoints.

Indicators:

• uses oral, written, and visual language features to create meaning and effect and engage interest
• uses a range of vocabulary to communicate meaning
• demonstrates good understanding of all basic spelling patterns and sounds in written English
• uses an increasing range of strategies to self-monitor and self-correct spelling
• writes legibly, fluently, and with ease when creating texts
• uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.

Indicators:

• organises written ideas into paragraphs with increasing confidence
• organises and sequences ideas and information with increasing confidence
• uses a variety of sentence structures, beginnings, and lengths.

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• recognises and understands the connections between oral, written, and visual language
• integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts
• selects and uses appropriate processing and comprehension strategies with increasing understanding and confidence
• thinks critically about texts with increasing understanding and confidence
• monitors, self-evaluates, describes progress, and articulates learning with confidence.

Indicators:

• recognises and understands how texts are constructed for a range of purposes, audiences, and situations
• identifies particular points of view and recognises that texts can position a reader
• evaluates the reliability and usefulness of texts with increasing confidence.

Indicators:

• makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them
• makes connections by thinking about underlying ideas within and between texts from a range of contexts
• recognises that there may be more than one reading available within a text
• makes and supports inferences from texts with increasing independence.

Indicators:

• identifies oral, written, and visual features used and recognises and describes their effects
• uses an increasing vocabulary to make meaning
• shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively
• knows that authors have different voices and styles and can identify and describe some of these differences.

Indicators:

• understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect meaning in a range of texts
• identifies an increasing range of text forms and recognises and describes their characteristics and conventions.

Indicators:

• uses an increasing understanding of the connections between oral, written, and visual language when creating texts
• creates a range of texts by integrating sources of information and processing strategies with increasing confidence
• seeks feedback and makes changes to texts to improve clarity, meaning, and effect
• is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

Indicators:

• constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form
• conveys and sustains personal voice where appropriate.

Indicators:

• forms and communicates ideas and information clearly, drawing on a range of sources
• adds or changes details and comments to support ideas, showing thoughtful selection in the process
• ideas show increasing awareness of a range of dimensions or viewpoints.

Indicators:

• uses a range of oral, written, and visual features to create meaning and effect and to sustain interest
• uses a range of vocabulary to communicate precise meaning
• demonstrates a good understanding of spelling patterns in written English, with few intrusive errors
• uses a wide range of strategies to self-monitor and self-correct spelling
• writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility
• uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy.

Indicators:

• achieves some coherence and wholeness when constructing texts
• organises and sequences ideas and information for a particular purpose or effect
• uses a variety of sentence structures, beginnings, and lengths for effect.

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• recognises, understands, and considers the connections between oral, written, and visual language
• integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts
• selects and uses appropriate processing and comprehension strategies with confidence
• thinks critically about texts with understanding and confidence
• monitors, self-evaluates, and describes progress, articulating learning with confidence.

Indicators:

• recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations
• identifies particular points of view within texts and recognises that texts can position a reader
• evaluates the reliability and usefulness of texts with confidence.

Indicators:

• makes meaning by understanding increasingly comprehensive ideas in texts and the links between them
• makes connections by exploring ideas within and between texts from a range of contexts
• recognises that there may be more than one reading available within a text
• makes and supports inferences from texts independently.

Indicators:

• identifies oral, written, and visual language features and understands their effects
• uses an increasing vocabulary to make meaning
• understands how a range of text conventions work together to create meaning and effect
• understands that authors have different voices and styles and can identify those differences.

Indicator:

• identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.

Indicators:

• uses an increasing understanding of the connections between oral, written, and visual language when creating texts
• creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies
• seeks feedback and makes changes to texts to improve clarity, meaning, and effect
• is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

Indicators:

• constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
• conveys and sustains personal voice where appropriate.

Indicators:

• develops and communicates increasingly comprehensive ideas, information, and understandings
• develops ideas by adding details or making links to other ideas and details
• ideas show an awareness of a range of dimensions or viewpoints.

Indicators:

• uses a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest
• uses an increasing range of vocabulary to communicate precise meaning
• uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with increasing accuracy.

Indicators:

• achieves a sense of coherence and wholeness when constructing texts
• organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms.

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• recognises, understands, and considers the connections between oral, written, and visual language
• integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts
• selects and uses appropriate processing and comprehension strategies with confidence
• thinks critically about texts with understanding and confidence
• monitors, self-evaluates, and describes progress, articulating learning with confidence.

Indicators:

• recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations
• identifies particular points of view within texts and recognises that texts can position a reader
• evaluates the reliability and usefulness of texts with confidence.

Indicators:

• makes meaning by understanding comprehensive ideas
• makes connections by interpreting ideas within and between texts from a range of contexts
• recognises that there may be more than one reading available within a text
• makes and supports inferences from texts independently.

Indicators:

• identifies a range of oral, written, and visual language features and understands their effects
• uses an increasing vocabulary to make meaning
• understands and interprets how text conventions work together to create meaning and effect
• understands that authors have different voices and styles and identifies and can explain these differences.

Indicator:

• identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.

Indicators:

• uses an increasing understanding of the connections between oral, written, and visual language when creating texts
• creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies
• seeks feedback and makes changes to texts to improve clarity, meaning, and effect
• is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

Indicators:

• constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
• conveys and sustains personal voice where appropriate.

Indicators:

• develops and communicates comprehensive ideas, information, and understandings
• works towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas and details
• ideas show an understanding and awareness of a range of dimensions or viewpoints.

Indicators:

• uses a wide range of oral, written, and visual language features with control to create meaning and effect and to sustain interest
• uses an increasing vocabulary to communicate precise meaning
• uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Indicators:

• achieves a sense of coherence and wholeness when constructing texts
• organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms.

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• recognises, understands, and appreciates the connections between oral, written, and visual language
• integrates sources of information and prior knowledge purposefully, confidently, and precisely to make sense of increasingly varied and complex texts
• selects and uses appropriate processing and comprehension strategies with confidence and discrimination
• thinks critically about texts with understanding and confidence
• monitors, self-evaluates, and describes progress, articulating learning with confidence.

Indicators:

• recognises, understands, and appreciates how texts are constructed for a range of intentions and situations
• identifies particular points of view within texts and understands that texts can position a reader
• evaluates the reliability and usefulness of texts.

Indicators:

• makes meaning by understanding increasingly sophisticated ideas
• makes connections by analysing ideas within and between texts from a range of contexts
• understands that there may be multiple readings available within a text
• makes and supports inferences from texts independently.

Indicators:

• identifies a range of increasingly sophisticated oral, written, and visual language features and understands their effects
• uses an increasing vocabulary to make meaning
• understands and analyses how text conventions work together to create meaning and effect
• understands that authors have different voices and styles and appreciates these differences.

Indicator:

identifies and understands the characteristics and conventions of a range of text forms and appreciates how they contribute to and affect text meaning.

Indicators:

• uses an increasing understanding of the connections between oral, written, and visual language when creating text
• creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies
• seeks feedback and makes changes to texts to improve clarity, meaning, and effect
• is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

Indicators:

• constructs a range of texts that demonstrate an understanding and appreciation of purpose and audience through deliberate choice of content, language, and text form
• conveys and sustains personal voice where appropriate.

Indicators:

• develops, communicates, and sustains increasingly sophisticated ideas, information, and understandings
• creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details
• ideas show depth of thought and awareness of a range of dimensions or viewpoints.

Indicators:

• uses a wide range of oral, written, and visual language features fluently and with control to create meaning and effect and to sustain interest
• uses an increasing vocabulary to communicate precise meaning
• uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Indicator:

• organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control.

Indicators:

• selects and reads texts for enjoyment and personal fulfilment
• recognises, understands, and appreciates the connections between oral, written, and visual language
• integrates sources of information and prior knowledge purposefully, confidently, and precisely to make sense of increasingly varied and complex texts
• selects and uses appropriate processing and comprehension strategies with confidence and discrimination
• thinks critically about texts with understanding and confidence
• monitors, self-evaluates, and describes progress, articulating learning with confidence.

Indicators:

• recognises, understands, and appreciates how texts are constructed for a range of intentions and situations
• identifies particular points of view within texts and understands that texts can position a reader
• evaluates the reliability and usefulness of texts.

Indicators:

• makes meaning by perceptively understanding sophisticated ideas
• makes connections by analysing, evaluating, and synthesising ideas within and between texts from a range of contexts
• understands that there may be multiple readings available within a text
• makes and supports inferences from texts independently.

Indicators:

• identifies a range of sophisticated oral, written, and visual language features and understands their effects
• uses an increasing vocabulary to make meaning
• understands, analyses, and evaluates how text conventions work together to create meaning and effect
• understands that authors have different voices and styles and appreciates these differences.

Indicator:

• identifies and understands the characteristics and conventions of a range of text forms and appreciates how they contribute to and affect text meaning.

Indicators:

• uses an increasing understanding of the connections between oral, written, and visual language when creating texts
• creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies
• seeks feedback and makes changes to texts to improve clarity, meaning, and effect
• is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

Indicators:

• constructs a range of texts that demonstrate an understanding and appreciation of purpose and audience through deliberate choice of content, language, and text form
• conveys and sustains personal voice where appropriate.

Indicators:

• develops, communicates, and sustains sophisticated ideas, information, and understandings
• creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details
• ideas show perception, depth of thought, and awareness of a range of dimensions or viewpoints.

Indicators:

• uses a wide range of oral, written, and visual language features coherently, fluently, and with control to create meaning and command attention
• uses an increasing vocabulary to communicate precise meaning
• uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Indicator:

• organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control.