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Language scope and sequence

Primary Years Programme



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Published February 2009

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IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB learner profileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

© International Baccalaureate Organization 2007


Contents

Introduction to the PYP language scope and sequence 1

What the PYP believes about learning language 1

Language in a transdisciplinary programme 2

The structure of the PYP language scope and sequence 3

How to use the PYP language scope and sequence 5

Language planning: Sample processes 6

Learning continuums 8

Oral language—listening and speaking 8

Visual language—viewing and presenting 11

Written language—reading 15

Written language—writing 19

References 23

Samples 24

Language scope and sequence 1

Introduction to the PYP language scope and sequence

The information in this scope and sequence document should be read in conjunction with the language subject annex in Making the PYP happen: A curriculum framework for international primary education (2007).

What the PYP believes about learning languageThe need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships.

The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects of language learning may help teachers better understand and enhance students’ learning. However, these three aspects are so inextricably linked they are best not thought of as discrete processes.

Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. In the IB Primary Years Programme (PYP), it is recognized that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.

The language profiles of students in PYP schools may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother-tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages.

The complex processes involved in language learning represent a series of developmental continuums. A teacher is able to identify where on those continuums a student is positioned to better design appropriate, contextualized learning experiences—to move the student from one development phase to the next. In this way, the learner is able to build on established skills and understanding, while being supported to meet appropriate challenges to extend their learning within their “zone of proximal development” (Vygotsky 1999), which may be represented by more than one phase.

In PYP schools all students have the opportunity to learn more than one language from at least the age of 7. Every learner benefits from having access to different languages, and, through that access, to different cultures and perspectives. Acquisition of more than one language enriches personal development and helps facilitate international-mindedness. For these reasons it could be argued that bilingualism, if not multilingualism, is the hallmark of a truly internationally minded person and that this requirement should be central to all three IB programmes. However, to accept this premise one would have to argue in support of the reciprocal position, that a monolingual person has a limited capacity to be internationally minded.


Language scope and sequence2

This is not the position the PYP has chosen to adopt. As well as the learning of an additional language, the other elements of the PYP framework that contribute to international-mindedness are described in Making the PYP happen: A curriculum framework for international primary education (2007). Most IB World Schools implementing the PYP, particularly state or national system primary schools, would struggle to create a learning community where bilingualism was a realistic goal—indeed, it would be an impossibility in most cases. Consequently, the strategic goal of the IB to broaden access to its programmes would be in conflict with the notion of IB World Schools having bilingualism as a goal for all of their students.

Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant. Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. Language provides a vehicle for learners to engage with the world and, in an IB World School, to relate to, and accept, responsibility for the mission of the IB to “help to create a better and more peaceful world”.

Language in a transdisciplinary programmeLanguage is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry. It is the school’s responsibility to provide authentic contexts for language teaching and learning in all areas of the curriculum that are a reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme. In PYP schools there should be opportunities for students to negotiate their roles. Literacy, including oral and visual literacy as well as the ability to read and write, becomes increasingly important as greater demands are placed on learners as participants in the learning process.

Language provides a vehicle for inquiry. In an inquiry-based classroom, teachers and students enjoy using language, appreciating it both functionally and aesthetically. The love and enjoyment of language through the integration of literature into student inquiry is an indicator of good practice in a PYP classroom. For example, this may include: a series of books read as an author study; regional fairy tales as part of a unit of inquiry with a particular social studies emphasis; discussing a scientist’s biography or a newspaper article to front-load a science investigation; early years counting stories as reinforcement for mathematics development; and the comparison and practice of illustration techniques to encourage the development of art skills.

The programme of inquiry provides an authentic context for learners to develop and use language. Wherever possible, language should be taught through the relevant, authentic context of the units of inquiry. The teacher should provide language learning opportunities that support learners’ inquiries and the sharing of their learning. Regardless of whether language is being taught within or outside the programme of inquiry, it is believed that purposeful inquiry is the way in which learners learn best. The starting point should always be learners’ prior experience and current understanding.

When teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply their learning, and transfer their conceptual understanding to new situations. This progressive conceptual development, together with an enjoyment of the process, provides the foundation for lifelong learning.



The structure of the PYP language scope and sequenceThe complexity and diversity of language provision, and the range of individual language profiles that are represented in PYP schools throughout the world, present a unique challenge. Some of the variables that exist in PYP schools include students learning in:

a programme with one dominant language of instruction, which may be the students’ mother tongue •or an additional language for them

a bilingual programme where, most often, one of the languages of instruction is the student’s mother •tongue

a programme that offers support for students who are new to the language(s) of instruction; and •additional mother-tongue support.

You may note that in PYP curriculum documents there is a reluctance to refer to “second language learning” and “second language learners” even though “second language” is a recognized linguistic term. Because it has several overlapping meanings, a decision was made over ten years ago by the PYP committee of the IB that the term “second language” could be misinterpreted and therefore misrepresent and oversimplify the experiences of some students. It is in recognition of the complexity of language learning situations in IB World Schools that the preferred PYP term is a learner of “an additional language”.

Some of the factors that will influence language development include similarities among language groups, exposure to the language, aptitude for the language, maturity, motivation, and both teaching and learning styles. The rate of language development varies from one learner to another, and on the significance of the language being learned to the learner. In all language learning situations it is necessary to identify the learner’s current developmental phase in order to plan learning experiences that will build on existing capability and understanding so as to support the learner’s progression onto the next developmental phase.

Acknowledging that learning language is a developmental process, the scope and sequence document presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring students’ development throughout the primary years. Consideration of the range of language learning situations that exist in PYP schools is reflected in this document. It is intended to inform and support all teachers, as all teachers are teachers of language.

In previous PYP language documents, progressive stages were organized into age groups. This compartmentalization of learning does not recognize the real developmental aspects and fluid nature of language learning; nor does it recognize the compression and expansion of learning according to the previous experience of the learner. Recognizing that learners in PYP schools enter the programme at different ages and with varying levels of language experience, it was decided that a sequence of developmental phases would enable teachers to more accurately identify current levels of a student’s development and plan learning experiences leading onto subsequent phases.

The strands of written, oral and visual language have been described separately, and are represented by four continuums: listening and speaking; viewing and presenting; reading; writing. Each strand is summarized through a list of overall expectations—generic statements that encapsulate the expected learning in a broad sense.

The four language continuums in this document have been organized into five developmental phases with each phase building upon and complementing the previous one. These phases have not been named in order to avoid the value judgment implied in labelling a learner as “developing” or “proficient”, for example. The continuums make explicit the conceptual understandings that need to be developed at each phase.



Evidence of these understandings is described in the behaviours or learning outcomes associated with each phase. For example, a 9 year old with well-developed mother-tongue ability may quickly show evidence of some—but not all—of the learning outcomes identified in the early phases when moving into a new language of instruction; a child beginning school at age 3 may spend several years consolidating understanding to demonstrate consistently the learning outcomes identified in the initial phase.

Bearing in mind the range of individual differences and the diversity of language learning experiences, learners are likely to display understanding and skills from more than one of the developmental phases at a time. Consequently, it is recognized that teachers will interpret this scope and sequence according to the needs of their students and their particular teaching situations.

Some learners may enter the programme already demonstrating all of the outcomes in phase 1, while others may not demonstrate all of the outcomes in phase 5 by the end of their PYP years. However, the identification of possible learning outcomes across five phases allows teachers to plan learning experiences that are challenging, rigorous and relevant to each student’s knowledge, understanding and skills, according to their previous experience, individual starting points and diverse ways of learning. It is also understood that the process of learning and development does not progress from one phase to another solely in one direction, but that the learning is often more iterative.

All three of the language strands are learned across and throughout the curriculum, and each strand is an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning (figure 1). While the receptive and expressive aspects are clearly reciprocal, the processes involved in receiving and constructing meaning are different from those involved in creating and sharing meaning. The learner’s ability to understand language and use it effectively varies in different situations and from one individual to another. For this reason, it is important to distinguish between these two modes of learning and the demonstrated proficiencies associated with them. For example, a learner may listen attentively and reveal understanding through written or visual representations, but may require support to communicate ideas orally in the classroom.

The acknowledgment of both the receptive and expressive aspects of the language strands serves to ensure that teachers will be aware of the need to provide a balanced programme. Opportunities to listen to, and receive, ideas and information in oral form should be balanced with opportunities to express ideas orally. In visual language, learners will view and interpret other people’s work and create and share their own presentations. The interwoven receptive and expressive aspects of the oral and visual strands are represented in one continuum for each strand. In written language, learners will experience reciprocal gains as they develop skills and understanding in reading and writing. Separate continuums have been developed for reading and writing aspects of the written language strand.

Strand Receptive—receiving and constructing meaning

Expressive—creating and sharing meaning

Oral language Listening Speaking

Visual language Viewing Presenting

Written language Reading Writing

Figure 1Receptive and expressive aspects of language strands



How to use the PYP language scope and sequenceThis language scope and sequence should be used in the context of a transdisciplinary, inquiry-based programme. It does not stand alone, but complements:

the annex entitled “Language in the Primary Years Programme” in • Making the PYP happen: A curriculum framework for international primary education (2007)

Guidelines for developing a school language policy • (2008)

Learning in a language other than mother tongue in IB programmes• (2008).

The language scope and sequence is structured around broad, transferable ideas—conceptual understandings—that all learners need to understand to become confident, creative and effective communicators. The document has been generalized to apply to as many language groups and language learning situations as possible. It does not, therefore, include specific elements of a particular language or situation.

In the process of producing their written curriculum, schools may decide to use and adapt the PYP scope and sequences according to their needs. For example, schools may decide to:

incorporate the developmental continuums of the PYP scope and sequence into their existing school •documents

frame their language scope and sequence document around the conceptual understandings outlined •in the PYP document, but develop another aspect, such as the learning outcomes, differently

integrate additional external requirements, for example, indicators, benchmarks and standards, into •the PYP scope and sequence document.

Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states “If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.” To arrive at such a judgment, and given that the overall expectations in the PYP language scope and sequence are presented as broad generalities, it is recommended that the entire document be read and considered.

The continuums make explicit the conceptual understandings that need to be developed at each phase. The development of these understandings is supported by the learning outcomes associated with each phase of each strand. The learning outcomes are written as observable behaviours or actions that will indicate to teachers how learners are constructing, creating and sharing meaning through language. The learning outcomes provide teachers with a way of looking at what learners can actually do and where they may progress to next. They are, therefore, both diagnostic tools and a means of informing planning for further development. The overall expectations provide teachers with a narrative summary of the learning outcomes at each phase. In summary, each group of linked overall expectations, conceptual understandings and learning outcomes is called a “phase”; five phases represent the developmental continuum(s) of each strand.

The continuums do not, however, provide evaluative criteria through which every learner is expected to progress in sequential order. They reflect a developmental view of learning and are clearly related to the contexts in which learning is taking place. Language development is not seen as a series of defined incremental steps through which all learners will progress in the same way.



The following points should be considered when using the continuums to inform planning, teaching and assessing.

The phases attempt to describe the language learning processes through which learners progress.•

It is acknowledged that there are earlier and later phases that have not been described in these •continuums.

Learners within the same age group will have different proficiency levels and needs—therefore •teachers should consider a range of phases when planning language learning experiences for a class of learners.

Each learner is a unique individual with different experiences and perceptions, so no two learners •progress at the same rate, or along the same developmental pathways.

A learner may exhibit a range of learning outcomes from various phases at any one time. •

Learners seldom progress in a neat and predictable manner; in• stead they may remain in one phase for some length of time and move rapidly through other phases.

The PYP language continuums are not prescriptive tools that assume a learner must attain all the •outcomes of a particular phase before moving on to the next phase, nor that the learner should be in the same phase for each strand, or in the same phase for each language he or she is learning at any one time.

When using the continuums regularly, patterns will emerge for learners, indicating strengths and needs. The teacher should be looking for evidence of what learning outcomes the student consistently demonstrates. An analysis of the demonstrated learning outcomes of each student will help the teacher decide when to consolidate, reinforce or extend the learning. For example, if a student is in phase 3 for “oral language” but only in phase 1 for “writing”, he or she may need additional support with the written language aspect of language learning.

The use of the PYP language continuums will be an encouragement for teachers to plan for differentiated instruction in the classroom. Providing appropriate learning experiences, as indicated by the assessment of which phase a learner is in, will support each learner to make progress through the phases of development.



Figure 2Sample processes when planning for language learning experiences

Within a unit of inquiryIt is important that the integrity of a central idea and ensuing unit is not jeopardized by a subject-specific focus too early in the planning process. Once an inquiry has been planned through to the identification of learning experiences, it would be appropriate to consider the following process.

Outside the units of inquiryWhen specific aspects of language learning need to be addressed outside the units of inquiry, purposeful inquiry is still considered the principal way in which students learn best.

Considering the central idea, the summative assessment task(s), and the learning experiences of the unit of inquiry, identify which conceptual understanding(s) (from the language continuums) will support and inform learning in the unit of inquiry.

Identify learning outcomes (listed in the language scope and sequence continuums) that will provide evidence of each student’s language development while contributing to engagement with the unit of inquiry.

Decide whether all the language learning experiences will occur within the unit of inquiry or whether some subject-specific front-loading experience is required, prior to application within the unit of the inquiry.

Identify which conceptual understanding(s) (from the language continuums) students have already shown evidence of.

To build on what students already understand and can do, identify the conceptual understanding(s) that will provide either reinforcement or an appropriate level of challenge for the next stage of learning.

Identify the demonstrated learning outcomes (listed in the language scope and sequence continuums) that should provide observable evidence of whether the conceptual understanding(s) have been achieved, and whether the students have been able to apply their understanding in diverse ways.

Plan a range of learning experiences that accommodate the appropriate developmental phases of all learners, and will enable individual learners to consolidate and develop understanding, demonstrate skills and knowledge and move on to new challenges.

Ensure that assessment will inform each student’s language profile and further learning needs.

Language planning: Sample processesWhen planning for language learning experiences, be mindful of the following practices.

Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP.•

Wherever possible, language should be taught through the relevant and authentic context of the •transdisciplinary programme of inquiry.

Decide what differentiation will be required in order to appropriately use and develop language for each student during the unit.


Learning continuums

Oral language—listening and speakingListening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences. Almost all children arrive at school with an impressive command of their mother-tongue language. However, the expectations and approach to language development in school is often very different from the successful learning environment the child has previously experienced. In the transition from home to school, or from one school to another, it is important to acknowledge the language profile of the individual and build on previous learning in ways that are positive and productive.

Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced programme will provide meaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).

In an inquiry-based learning environment, oral language exposes the thinking of the learner. It is a means by which “inner speech” (Vygotsky 1999) can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.

Overall expectationsPhase 1Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Phase 3Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Phase 4Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension.

Phase 5Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

Learning continuums


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d sp

eak

•ap

pro

pri

atel

y in

sm

all a

nd

larg

e gr

oup

inte

ract

ions

liste

n to

a v

arie

ty o

f ora

l •

pre

sent

atio

ns in

clud

ing

stor

ies,

poe

ms,

rhym

es a

nd

rep

orts

and

resp

ond

wit

h in

crea

sing

con

fiden

ce a

nd

det

ail

pic

k ou

t mai

n ev

ents

and

•

rele

vant

poi

nts

in o

ral t

exts

follo

w m

ulti

-ste

p d

irect

ions

•

rete

ll fa

mili

ar s

tori

es in

•

sequ

ence

Lear

nin

g o

utc

om

esLe

arne

rs:

liste

n ap

pre

ciat

ivel

y an

d •

resp

onsi

vely

, pre

sent

ing

thei

r ow

n p

oint

of v

iew

and

re

spec

ting

the

view

s of

ot

hers

liste

n fo

r a s

pec

ific

pur

pos

e •

in a

var

iety

of s

itua

tion

s

iden

tify

and

exp

and

on m

ain

•id

eas

in fa

mili

ar o

ral t

exts

liste

n re

flec

tive

ly to

sto

ries

•

read

alo

ud in

ord

er to

id

enti

fy s

tory

str

uctu

res

and

idea

s

Lear

nin

g o

utc

om

esLe

arne

rs:

par

tici

pat

e ap

pro

pri

atel

y •

as li

sten

er a

nd s

pea

ker,

in

dis

cuss

ions

, con

vers

atio

ns,

deb

ates

and

gro

up

pre

sent

atio

ns

gen

erat

e, d

evel

op a

nd

•m

odif

y id

eas

and

opin

ions

th

roug

h d

iscu

ssio

n

liste

n an

d re

spon

d •

app

rop

riat

ely

to in

stru

ctio

ns,

ques

tion

s an

d ex

pla

nati

ons

infe

r mea

ning

s, d

raw

•

conc

lusi

ons

and

mak

e ju

dgm

ents

ab

out o

ral

pre

sent

atio

ns

Learning continuums


inte

ract

eff

ecti

vely

wit

h •

pee

rs a

nd a

dult

s in

fam

iliar

so

cial

set

ting

s

tell

thei

r ow

n st

orie

s us

ing

•w

ords

, ges

ture

s, a

nd o

bje

cts/

arti

fact

s

rep

eat/

echo

sin

gle

wor

ds•

use

sing

le w

ords

and

tw

o-

•w

ord

phr

ases

in c

onte

xt

join

in w

ith

poe

ms,

rhym

es,

•so

ngs

and

rep

eate

d p

hras

es

in s

hare

d b

ooks

und

erst

and

sim

ple

que

stio

ns

•an

d re

spon

d w

ith

acti

ons

or

wor

ds

follo

w c

lass

room

dire

ctio

ns

•an

d ro

utin

es, u

sing

con

text

cu

es

real

ize

that

peo

ple

sp

eak

•d

iffe

rent

lang

uag

es

use

the

mot

her t

ongu

e (w

ith

•tr

ansl

atio

n, if

nec

essa

ry) t

o ex

pre

ss n

eeds

and

exp

lain

id

eas

real

ize

that

wor

d or

der

can

•

chan

ge

from

one

lang

uag

e to

ano

ther

use

own

gram

mar

sty

le

•as

par

t of t

he p

roce

ss o

f d

evel

opin

g gr

amm

atic

al

awar

enes

s.

des

crib

e p

erso

nal

•ex

per

ienc

es

obta

in s

imp

le in

form

atio

n •

from

acc

essi

ble

sp

oken

text

s

dis

ting

uish

beg

inni

ng,

•m

edia

l and

end

ing

soun

ds

of w

ords

wit

h in

crea

sing

ac

cura

cy

follo

w t

wo

-ste

p d

irect

ions

•

pre

dic

t lik

ely

outc

omes

whe

n •

liste

ning

to te

xts

read

alo

ud

use

lang

uag

e to

ad

dre

ss th

eir

•ne

eds,

exp

ress

feel

ings

and

op

inio

ns

ask

ques

tion

s to

gai

n •

info

rmat

ion

and

resp

ond

to in

quir

ies

dire

cted

to

them

selv

es o

r to

the

clas

s

use

oral

lang

uag

e to

•

com

mun

icat

e du

ring

cl

assr

oom

act

ivit

ies,

co

nver

sati

ons

and

imag

inat

ive

pla

y

talk

ab

out t

he s

tori

es,

•w

riti

ng, p

ictu

res

and

mod

els

they

hav

e cr

eate

d

beg

in to

com

mun

icat

e in

•

mor

e th

an o

ne la

ngua

ge

use

gram

mat

ical

rule

s of

the

•la

ngua

ge(

s) o

f ins

truc

tion

(le

arne

rs m

ay o

verg

ener

aliz

e at

this

sta

ge)

.

anti

cip

ate

and

pre

dic

t whe

n •

liste

ning

to te

xt re

ad a

loud

use

lang

uag

e fo

r a v

arie

ty

•of

per

sona

l pur

pos

es, f

or

exam

ple

, inv

itat

ions

exp

ress

thou

ghts

, id

eas

and

•op

inio

ns a

nd d

iscu

ss th

em,

resp

ecti

ng c

ontr

ibut

ions

fr

om o

ther

s

par

tici

pat

e in

a v

arie

ty

•of

dra

mat

ic a

ctiv

itie

s, fo

r ex

amp

le, r

ole

pla

y, p

upp

et

thea

tre,

dra

mat

izat

ion

of

fam

iliar

sto

ries

and

poe

ms

use

lang

uag

e to

exp

lain

, •

inqu

ire a

nd c

omp

are

reco

gniz

e p

atte

rns

in

•la

ngua

ge(

s) o

f ins

truc

tion

an

d us

e in

crea

sing

ly a

ccur

ate

gram

mar

beg

in to

und

erst

and

that

•

lang

uag

e us

e is

influ

ence

d b

y it

s p

urp

ose

and

the

aud

ienc

e

und

erst

and

and

use

spec

ific

•vo

cab

ular

y to

sui

t dif

fere

nt

pur

pos

es

hear

and

ap

pre

ciat

e •

dif

fere

nces

bet

wee

n la

ngua

ges

.

und

erst

and

that

idea

s an

d •

opin

ions

can

be

gen

erat

ed,

dev

elop

ed a

nd p

rese

nted

th

roug

h ta

lk; t

hey

wor

k in

p

airs

and

gro

ups

to d

evel

op

oral

pre

sent

atio

ns

argu

e p

ersu

asiv

ely

and

•d

efen

d a

poi

nt o

f vie

w

exp

lain

and

dis

cuss

thei

r ow

n •

wri

ting

wit

h p

eers

and

adu

lts

beg

in to

par

aphr

ase

and

•su

mm

ariz

e

orga

nize

thou

ghts

and

•

feel

ings

bef

ore

spea

king

use

a ra

nge

of s

pec

ific

•vo

cab

ular

y in

dif

fere

nt

situ

atio

ns, i

ndic

atin

g an

aw

aren

ess

that

lang

uag

e is

influ

ence

d b

y p

urp

ose,

au

die

nce

and

cont

ext

real

ize

that

gra

mm

atic

al

•st

ruct

ures

can

be

irreg

ular

an

d b

egin

to u

se th

em

appr

opria

tely

and

con

sist

ently

use

oral

lang

uag

e •

app

rop

riat

ely,

con

fiden

tly

and

wit

h in

crea

sing

acc

urac

y

verb

aliz

e th

eir t

hink

ing

and

•ex

pla

in th

eir r

easo

ning

reco

gniz

e th

at d

iffe

rent

•

form

s of

gra

mm

ar a

re u

sed

in

dif

fere

nt c

onte

xts

app

reci

ate

that

lang

uag

e •

is n

ot a

lway

s us

ed li

tera

lly;

und

erst

and

and

use

the

figur

ativ

e la

ngua

ge

of th

eir

own

cult

ure.

use

an in

crea

sing

voc

abul

ary

•an

d m

ore

com

ple

x se

nten

ce

stru

ctur

es w

ith

a hi

gh le

vel

of s

pec

ifici

ty

argu

e p

ersu

asiv

ely

and

•ju

stif

y a

poi

nt o

f vie

w

show

op

en-m

ind

ed a

ttit

udes

•

whe

n lis

teni

ng to

oth

er

poi

nts

of v

iew

par

aphr

ase

and

sum

mar

ize

•w

hen

com

mun

icat

ing

oral

ly

und

erst

and

and

use

•fig

urat

ive

lang

uag

e su

ch a

s si

mile

, per

soni

ficat

ion

and

met

apho

r

use

oral

lang

uag

e to

•

form

ulat

e an

d co

mm

unic

ate

pos

sib

iliti

es a

nd th

eori

es

use

stan

dar

d gr

amm

atic

al

•st

ruct

ures

com

pet

entl

y in

ap

pro

pri

ate

situ

atio

ns

use

regi

ster

, ton

e, v

oice

leve

l •

and

into

nati

on to

enh

ance

m

eani

ng

app

reci

ate

that

peo

ple

sp

eak

•an

d re

spon

d ac

cord

ing

to p

erso

nal a

nd c

ultu

ral

per

spec

tive

s

use

spee

ch re

spon

sib

ly

•to

info

rm, e

nter

tain

and

in

fluen

ce o

ther

s

refl

ect o

n co

mm

unic

atio

n to

•

mon

itor a

nd a

sses

s th

eir o

wn

lear

ning

.

Learning continuums


Visual language—viewing and presentingViewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.

Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analysing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.

Overall expectationsPhase 1Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Phase 5Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

Learning continuums


Lear

nin

g c

on

tin

uu

m fo

r vi

sual

lan

gu

age—

view

ing

an

d p

rese

nti

ng

Ph

ase

1P

has

e 2

Ph

ase

3P

has

e 4

Ph

ase

5

Co

nce

ptu

al u

nd

erst

and

ing

sV

isua

l lan

guag

e is

all

arou

nd u

s.

The

pic

ture

s, im

ages

, and

sy

mb

ols

in o

ur e

nviro

nmen

t ha

ve m

eani

ng.

We

can

enjo

y an

d le

arn

from

vi

sual

lang

uag

e.

Co

nce

ptu

al u

nd

erst

and

ing

sPe

ople

use

sta

tic

and

mov

ing

imag

es to

com

mun

icat

e id

eas

and

info

rmat

ion.

Vis

ual t

exts

can

imm

edia

tely

ga

in o

ur a

tten

tion

.

Vie

win

g an

d ta

lkin

g ab

out t

he

imag

es o

ther

s ha

ve c

reat

ed

help

s us

to u

nder

stan

d an

d cr

eate

our

ow

n p

rese

ntat

ions

.

Co

nce

ptu

al u

nd

erst

and

ing

sV

isua

l tex

ts c

an e

xpan

d ou

r dat

abas

e of

sou

rces

of

info

rmat

ion.

Vis

ual t

exts

pro

vid

e al

tern

ativ

e m

eans

to d

evel

op n

ew le

vels

of

und

erst

and

ing.

Sele

ctin

g th

e m

ost s

uita

ble

fo

rms

of v

isua

l pre

sent

atio

n en

hanc

es o

ur a

bili

ty to

exp

ress

id

eas

and

imag

es.

Dif

fere

nt v

isua

l tec

hniq

ues

pro

duce

dif

fere

nt e

ffec

ts a

nd a

re

used

to p

rese

nt d

iffe

rent

typ

es

of in

form

atio

n.

Co

nce

ptu

al u

nd

erst

and

ing

sV

isua

l tex

ts h

ave

the

pow

er

to in

fluen

ce th

inki

ng a

nd

beh

avio

ur.

Inte

rpre

ting

vis

ual t

exts

invo

lves

m

akin

g an

info

rmed

jud

gmen

t ab

out t

he in

tent

ion

of th

e m

essa

ge.

To e

nhan

ce le

arni

ng w

e ne

ed

to b

e ef

ficie

nt a

nd c

onst

ruct

ive

user

s of

the

inte

rnet

.

Co

nce

ptu

al u

nd

erst

and

ing

sTh

e ai

m o

f com

mer

cial

med

ia

is to

influ

ence

and

per

suad

e vi

ewer

s.

Ind

ivid

uals

resp

ond

dif

fere

ntly

to

vis

ual t

exts

, acc

ord

ing

to

thei

r pre

viou

s ex

per

ienc

es,

pre

fere

nces

and

per

spec

tive

s.

Know

ing

abou

t the

tech

niqu

es

used

in v

isua

l tex

ts h

elp

s us

to

inte

rpre

t pre

sent

atio

ns a

nd

crea

te o

ur o

wn

visu

al e

ffec

ts.

Synt

hesi

zing

info

rmat

ion

from

vi

sual

text

s is

dep

end

ent u

pon

p

erso

nal i

nter

pre

tati

on a

nd

lead

s to

new

und

erst

and

ing.

Lear

nin

g o

utc

om

esLe

arne

rs:

atte

nd to

vis

ual i

nfor

mat

ion

•sh

owin

g un

der

stan

din

g th

roug

h p

lay,

ges

ture

s, fa

cial

ex

pre

ssio

n

reve

al th

eir o

wn

feel

ings

•

in re

spon

se to

vis

ual

pre

sent

atio

ns, f

or e

xam

ple

, b

y sh

owin

g am

usem

ent,

curi

osit

y, s

urp

rise

Lear

nin

g o

utc

om

esLe

arne

rs:

atte

nd to

vis

ual i

nfor

mat

ion

•sh

owin

g un

der

stan

din

g th

roug

h d

iscu

ssio

n, ro

le p

lay,

ill

ustr

atio

ns

talk

ab

out t

heir

own

feel

ings

•

in re

spon

se to

vis

ual

mes

sage

s; s

how

em

pat

hy fo

r th

e w

ay o

ther

s m

ight

feel

rela

te to

dif

fere

nt c

onte

xts

•p

rese

nted

in v

isua

l tex

ts

acco

rdin

g to

thei

r ow

n ex

per

ienc

es, f

or e

xam

ple

, “T

hat l

ooks

like

my

uncl

e’s

farm

.”

Lear

nin

g o

utc

om

esLe

arne

rs:

view

vis

ual i

nfor

mat

ion

and

•sh

ow u

nder

stan

din

g b

y as

king

rele

vant

que

stio

ns

and

dis

cuss

ing

pos

sib

le

mea

ning

dis

cuss

thei

r ow

n fe

elin

gs in

•

resp

onse

to v

isua

l mes

sag

es;

liste

n to

oth

er re

spon

ses,

re

aliz

ing

that

peo

ple

reac

t d

iffe

rent

ly

real

ize

that

vis

ual

•in

form

atio

n re

flec

ts

and

cont

rib

utes

to th

e un

der

stan

din

g of

con

text

Lear

nin

g o

utc

om

esLe

arne

rs:

view

, res

pon

d to

and

•

des

crib

e vi

sual

info

rmat

ion,

co

mm

unic

atin

g un

der

stan

din

g in

ora

l, w

ritt

en a

nd v

isua

l for

m

des

crib

e p

erso

nal r

eact

ions

•

to v

isua

l mes

sag

es; r

efle

ct o

n w

hy o

ther

s m

ay p

erce

ive

the

imag

es d

iffe

rent

ly

und

erst

and

and

exp

lain

how

•

visu

al e

ffec

ts c

an b

e us

ed to

re

flec

t a p

arti

cula

r con

text

Lear

nin

g o

utc

om

esLe

arne

rs:

view

and

cri

tica

lly

•an

alys

e a

rang

e of

vis

ual

text

s, c

omm

unic

atin

g un

der

stan

din

g th

roug

h or

al,

wri

tten

and

vis

ual m

edia

iden

tify

fact

ors

that

•

influ

ence

per

sona

l rea

ctio

ns

to v

isua

l tex

ts; d

esig

n vi

sual

te

xts

wit

h th

e in

tent

ion

of

influ

enci

ng th

e w

ay p

eop

le

thin

k an

d fe

el

anal

yse

and

inte

rpre

t the

•

way

s in

whi

ch v

isua

l eff

ects

ar

e us

ed to

est

ablis

h co

ntex

t

Learning continuums


obse

rve

visu

al c

ues

that

•

ind

icat

e co

ntex

t; sh

ow

und

erst

and

ing

by

mat

chin

g p

ictu

res

wit

h co

ntex

t

reco

gniz

e fa

mili

ar s

igns

, •

lab

els

and

log

os, f

or

exam

ple

, ped

estr

ian

wal

king

si

gn, e

mer

gen

cy e

xit s

ign,

no

dog

s al

low

ed; i

den

tify

si

mila

riti

es a

nd d

iffe

renc

es

mak

e p

erso

nal c

onne

ctio

ns

•to

vis

ual t

exts

, for

exa

mp

le, a

p

ictu

re b

ook

abou

t chi

ldre

n m

akin

g fr

iend

s in

a n

ew

situ

atio

n

use

bod

y la

ngua

ge

to

•co

mm

unic

ate

and

to c

onve

y un

der

stan

din

g, fo

r exa

mp

le,

poi

ntin

g, g

estu

ring

, fac

ial

exp

ress

ions

sele

ct a

nd in

corp

orat

e •

colo

urs,

sha

pes

, sym

bol

s an

d im

ages

into

vis

ual

pre

sent

atio

ns

show

ap

pre

ciat

ion

of

•ill

ustr

atio

ns in

pic

ture

boo

ks

by

sele

ctin

g an

d re

read

ing

fam

iliar

boo

ks, f

ocus

ing

on

favo

urite

pag

es

loca

te a

nd u

se a

pp

rop

riat

e •

ICT

icon

ogra

phy

to a

ctiv

ate

dif

fere

nt d

evic

es, f

or

exam

ple

, com

put

er g

ames

, C

D p

laye

r, te

levi

sion

loca

te fa

mili

ar v

isua

l tex

ts

•in

mag

azin

es, a

dve

rtis

ing

cata

logu

es, a

nd c

onne

ct

them

wit

h as

soci

ated

p

rodu

cts

show

thei

r und

erst

and

ing

•th

at v

isua

l mes

sag

es

influ

ence

our

beh

avio

ur

conn

ect v

isua

l inf

orm

atio

n •

wit

h th

eir o

wn

exp

erie

nces

to

con

stru

ct th

eir o

wn

mea

ning

, for

exa

mp

le, w

hen

taki

ng a

trip

use

bod

y la

ngua

ge

in

•m

ime

and

role

pla

y to

co

mm

unic

ate

idea

s an

d fe

elin

gs v

isua

lly

real

ize

that

sha

pes

, sym

bol

s •

and

colo

urs

have

mea

ning

an

d in

clud

e th

em in

p

rese

ntat

ions

use

a va

riet

y of

imp

lem

ents

•

to p

ract

ise

and

dev

elop

ha

ndw

riti

ng a

nd

pre

sent

atio

n sk

ills

obse

rve

and

dis

cuss

•

illus

trat

ions

in p

ictu

re

boo

ks a

nd s

imp

le re

fere

nce

boo

ks, c

omm

enti

ng o

n th

e in

form

atio

n b

eing

con

veye

d

reco

gniz

e IC

T ic

onog

rap

hy

•an

d fo

llow

pro

mp

ts to

acc

ess

pro

gram

s or

act

ivat

e d

evic

es

reco

gniz

e an

d na

me

fam

iliar

•

visu

al te

xts,

for e

xam

ple

, ad

vert

isin

g, lo

gos

, lab

els,

si

gns,

ICT

icon

ogra

phy

obse

rve

and

dis

cuss

fam

iliar

•

and

unfa

mili

ar v

isua

l m

essa

ges

; mak

e ju

dgm

ents

ab

out e

ffec

tive

ness

dis

cuss

per

sona

l exp

erie

nces

•

that

con

nect

wit

h vi

sual

im

ages

use

acti

ons

and

bod

y •

lang

uag

e to

rein

forc

e an

d ad

d m

eani

ng to

ora

l p

rese

ntat

ions

sele

ct a

nd u

se s

uita

ble

•

shap

es, c

olou

rs, s

ymb

ols

and

layo

ut fo

r pre

sent

atio

ns;

pra

ctis

e an

d d

evel

op w

riti

ng/

calli

grap

hy s

tyle

s

real

ize

that

text

and

•

illus

trat

ions

in re

fere

nce

mat

eria

ls w

ork

tog

ethe

r to

conv

ey in

form

atio

n, a

nd c

an

exp

lain

how

this

enh

ance

s un

der

stan

din

g

wit

h gu

idan

ce, u

se th

e •

inte

rnet

to a

cces

s re

leva

nt

info

rmat

ion;

pro

cess

and

p

rese

nt in

form

atio

n in

w

ays

that

are

per

sona

lly

mea

ning

ful

use

app

rop

riat

e te

rmin

olog

y •

to d

iscu

ss v

isua

l tex

ts,

for e

xam

ple

, log

os, f

ont,

fore

grou

nd, b

ackg

roun

d,

imp

act

reco

gniz

e an

d na

me

fam

iliar

•

visu

al te

xts

and

exp

lain

why

th

ey a

re o

r are

not

eff

ecti

ve,

for e

xam

ple

, ad

vert

isin

g,

log

os, l

abel

s, s

igns

, b

illb

oard

s

inte

rpre

t vis

ual c

ues

in

•or

der

to a

naly

se a

nd m

ake

infe

renc

es a

bou

t the

in

tent

ion

of th

e m

essa

ge

exp

lain

how

• re

leva

nt

per

sona

l exp

erie

nces

can

add

to

the

mea

ning

of a

sel

ecte

d fil

m/m

ovie

; writ

e an

d ill

ustr

ate

a p

erso

nal r

esp

onse

iden

tify

asp

ects

of b

ody

•la

ngua

ge

in a

dra

mat

ic

pre

sent

atio

n an

d ex

pla

in

how

they

are

use

d to

con

vey

the

moo

d an

d p

erso

nal t

rait

s of

cha

ract

ers

des

ign

pos

ters

and

cha

rts,

•

usin

g sh

apes

, col

ours

, sy

mb

ols,

layo

ut a

nd fo

nts,

to

ach

ieve

par

ticu

lar e

ffec

ts;

exp

lain

how

the

des

ired

effe

ct is

ach

ieve

d

dis

cuss

a n

ewsp

aper

rep

ort

•an

d te

ll ho

w th

e w

ords

and

p

ictu

res

wor

k to

get

her t

o co

nvey

a p

arti

cula

r mes

sag

e

pre

par

e, in

div

idua

lly o

r •

in c

olla

bor

atio

n, v

isua

l p

rese

ntat

ions

usi

ng a

ra

nge

of m

edia

, inc

lud

ing

com

put

er a

nd w

eb-b

ased

ap

plic

atio

ns

iden

tify

ele

men

ts a

nd

•te

chni

ques

that

mak

e ad

vert

isem

ents

, log

os a

nd

sym

bol

s ef

fect

ive

and

dra

w

on th

is k

now

led

ge

to c

reat

e th

eir o

wn

visu

al e

ffec

ts

real

ize

that

cul

tura

l inf

luen

ces

•af

fect

the

way

we

resp

ond

to

visu

al e

ffec

ts a

nd e

xpla

in h

ow

this

aff

ects

our

inte

rpre

tatio

n,

for e

xam

ple,

the

use

of

part

icul

ar c

olou

rs o

r sym

bol

s

real

ize

that

ind

ivid

uals

•

inte

rpre

t vis

ual i

nfor

mat

ion

acco

rdin

g to

thei

r per

sona

l ex

per

ienc

es a

nd d

iffe

rent

p

ersp

ecti

ves

show

how

bod

y la

ngua

ge, f

or

•ex

amp

le, f

acia

l exp

ress

ion,

ge

stur

e an

d m

ovem

ent,

pos

ture

and

ori

enta

tion,

eye

co

ntac

t and

touc

h, c

an b

e us

ed to

ach

ieve

eff

ects

and

in

fluen

ce m

eani

ng

app

ly k

now

led

ge

of

•p

rese

ntat

ion

tech

niqu

es in

or

igin

al a

nd in

nova

tive

way

s;

exp

lain

thei

r ow

n id

eas

for

achi

evin

g d

esire

d ef

fect

s

exam

ine

and

anal

yse

text

•

and

illus

trat

ions

in re

fere

nce

mat

eria

l, in

clud

ing

onlin

e te

xt, e

xpla

inin

g ho

w v

isua

l an

d w

ritt

en in

form

atio

n w

ork

tog

ethe

r to

rein

forc

e ea

ch o

ther

and

mak

e m

eani

ng m

ore

exp

licit

Learning continuums


liste

n to

term

inol

ogy

•as

soci

ated

wit

h vi

sual

text

s an

d un

der

stan

d te

rms

such

as

col

our,

shap

e, s

ize.

thro

ugh

teac

her m

odel

ling,

•

bec

ome

awar

e of

te

rmin

olog

y us

ed to

tell

abou

t vis

ual e

ffec

ts, f

or

exam

ple

, fea

ture

s, la

yout

, b

ord

er, f

ram

e

view

dif

fere

nt v

ersi

ons

of

•th

e sa

me

stor

y an

d d

iscu

ss

the

effe

ctiv

enes

s of

the

dif

fere

nt w

ays

of te

lling

the

sam

e st

ory,

for e

xam

ple

, the

p

ictu

re b

ook

vers

ion

and

the

film

/mov

ie v

ersi

on o

f a s

tory

bec

ome

awar

e of

the

use

•an

d or

gani

zati

on o

f vis

ual

effe

cts

to c

reat

e a

par

ticu

lar

imp

act,

for e

xam

ple

, d

omin

ant i

mag

es s

how

wha

t is

imp

orta

nt in

a s

tory

obse

rve

visu

al im

ages

and

•

beg

in to

ap

pre

ciat

e, a

nd b

e ab

le to

exp

ress

, tha

t the

y ha

ve b

een

crea

ted

to a

chie

ve

par

ticu

lar p

urp

oses

.

view

a ra

nge

of v

isua

l •

lang

uag

e fo

rmat

s an

d d

iscu

ss th

eir e

ffec

tive

ness

, fo

r exa

mp

le, f

ilm/v

ideo

, p

oste

rs, d

ram

a

real

ize

that

eff

ects

hav

e b

een

•se

lect

ed a

nd a

rran

ged

to

achi

eve

a ce

rtai

n im

pac

t, fo

r ex

amp

le, t

he w

ay in

whi

ch

colo

ur, l

ight

ing,

mus

ic a

nd

mov

emen

t wor

k to

get

her i

n a

per

form

ance

obse

rve

and

dis

cuss

vis

ual

•p

rese

ntat

ions

; mak

e su

gg

esti

ons

abou

t why

they

ha

ve b

een

crea

ted

and

wha

t th

e cr

eato

r has

bee

n ai

min

g to

ach

ieve

.

dis

cuss

and

exp

lain

vis

ual

•im

ages

and

eff

ects

usi

ng

app

rop

riat

e te

rmin

olog

y,

for e

xam

ple

, im

age,

sy

mb

ol, g

rap

hics

, bal

ance

, te

chni

ques

, com

pos

itio

n

exp

erie

nce

a ra

nge

of

•d

iffe

rent

vis

ual l

angu

age

form

ats;

ap

pre

ciat

e an

d d

escr

ibe

why

par

ticu

lar

form

ats

are

sele

cted

to

achi

eve

par

ticu

lar e

ffec

ts

obse

rve

and

dis

cuss

the

•ch

oice

and

com

pos

itio

n of

vi

sual

pre

sent

atio

ns a

nd

exp

lain

how

they

con

trib

ute

to m

eani

ng a

nd im

pac

t, fo

r ex

amp

le, f

acia

l exp

ress

ions

, sp

eech

bub

ble

s, w

ord

imag

es to

con

vey

soun

d ef

fect

s

real

ize

that

vis

ual

•p

rese

ntat

ions

hav

e b

een

crea

ted

to re

ach

out t

o a

par

ticu

lar a

udie

nce

and

influ

ence

the

aud

ienc

e in

so

me

way

; dis

cuss

the

effe

cts

used

and

how

they

mig

ht

influ

ence

the

aud

ienc

e.

navi

gate

the

inte

rnet

•

in re

spon

se to

ver

bal

an

d vi

sual

pro

mp

ts w

ith

conf

iden

ce a

nd fa

mili

arit

y;

use

ICT

to p

rep

are

thei

r ow

n p

rese

ntat

ions

use

app

rop

riat

e te

rmin

olog

y •

to id

enti

fy a

rang

e of

vis

ual

effe

cts/

form

ats

and

crit

ical

ly

anal

yse

thei

r eff

ecti

vene

ss,

for e

xam

ple

, moo

d, m

edia

, ju

xtap

osit

ion,

pro

por

tion

anal

yse

the

sele

ctio

n an

d •

com

pos

itio

n of

vis

ual

pre

sent

atio

ns; s

elec

t ex

amp

les

to e

xpla

in h

ow

they

ach

ieve

a p

arti

cula

r im

pac

t, fo

r exa

mp

le,

dom

inan

t im

ages

, use

of

colo

ur, t

extu

re, s

ymb

olis

m

iden

tify

the

inte

nded

•

aud

ienc

e an

d p

urp

ose

of a

vis

ual p

rese

ntat

ion;

id

enti

fy o

vert

and

sub

limin

al

mes

sag

es

refl

ect o

n w

ays

in w

hich

•

und

erst

and

ing

the

inte

ntio

n of

a v

isua

l mes

sag

e ca

n in

fluen

ce p

erso

nal

resp

onse

s.

Learning continuums


Written language—readingReading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realizes that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials.

Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Teachers should provide a balance between fiction and non-fiction, to meet the range of learning needs and interests of their students.

Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.

Overall expectationsPhase 1Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.

Phase 2Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.

Phase 3Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.

Phase 4Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

Phase 5Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.

Learning continuums


Lear

nin

g c

on

tin

uu

m fo

r w

ritt

en la

ng

uag

e—re

adin

g

Ph

ase

1 P

has

e 2

Ph

ase

3 P

has

e 4

Ph

ase

5

Co

nce

ptu

al u

nd

erst

and

ing

sIll

ustr

atio

ns c

onve

y m

eani

ng.

Prin

t con

veys

mea

ning

.

Peop

le re

ad fo

r ple

asur

e.

Stor

ies

can

tell

abou

t im

agin

ed

wor

lds.

Prin

ted

info

rmat

ion

can

tell

abou

t the

real

wor

ld.

Ther

e ar

e es

tab

lishe

d w

ays

of

sett

ing

out p

rint

and

org

aniz

ing

boo

ks.

Co

nce

ptu

al u

nd

erst

and

ing

sTh

e so

unds

of s

pok

en la

ngua

ge

can

be

rep

rese

nted

vis

ually

.

Wri

tten

lang

uag

e w

orks

d

iffe

rent

ly fr

om s

pok

en

lang

uag

e.

Con

sist

ent w

ays

of re

cord

ing

wor

ds o

r id

eas

enab

le m

emb

ers

of a

lang

uag

e co

mm

unit

y to

co

mm

unic

ate.

Peop

le re

ad to

lear

n.

The

wor

ds w

e se

e an

d he

ar

enab

le u

s to

cre

ate

pic

ture

s in

ou

r min

ds.

Co

nce

ptu

al u

nd

erst

and

ing

sD

iffe

rent

typ

es o

f tex

ts s

erve

d

iffe

rent

pur

pos

es.

Wha

t we

alre

ady

know

ena

ble

s us

to u

nder

stan

d w

hat w

e re

ad.

Ap

ply

ing

a ra

nge

of s

trat

egie

s he

lps

us to

read

and

und

erst

and

new

text

s.

Won

der

ing

abou

t tex

ts a

nd

aski

ng q

uest

ions

hel

ps

us to

un

der

stan

d th

e m

eani

ng.

The

stru

ctur

e an

d or

gani

zati

on

of w

ritt

en la

ngua

ge

influ

ence

s an

d co

nvey

s m

eani

ng.

Co

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y.

Learning continuums


Written language—writingWriting is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.

Overall expectationsPhase 1Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.

Phase 2Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.

Phase 3Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Phase 4Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.

Phase 5Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.

Learning continuums


Lear

nin

g c

on

tin

uu

m fo

r w

ritt

en la

ng

uag

e—w

riti

ng

Ph

ase

1P

has

e 2

Ph

ase

3P

has

e 4

Ph

ase

5

Co

nce

ptu

al u

nd

erst

and

ing

sW

riti

ng c

onve

ys m

eani

ng.

Peop

le w

rite

to te

ll ab

out t

heir

exp

erie

nces

, id

eas

and

feel

ings

.

Ever

yone

can

exp

ress

th

emse

lves

in w

riti

ng.

Talk

ing

abou

t our

sto

ries

and

p

ictu

res

help

s ot

her p

eop

le to

un

der

stan

d an

d en

joy

them

.

Co

nce

ptu

al u

nd

erst

and

ing

sPe

ople

wri

te to

com

mun

icat

e.

The

soun

ds o

f sp

oken

lang

uag

e ca

n b

e re

pre

sent

ed v

isua

lly

(lett

ers,

sym

bol

s, c

hara

cter

s).

Con

sist

ent w

ays

of re

cord

ing

wor

ds o

r id

eas

enab

le m

emb

ers

of a

lang

uag

e co

mm

unit

y to

un

der

stan

d ea

ch o

ther

’s w

riti

ng.

Wri

tten

lang

uag

e w

orks

d

iffe

rent

ly fr

om s

pok

en

lang

uag

e.

Co

nce

ptu

al u

nd

erst

and

ing

sW

e w

rite

in d

iffe

rent

way

s fo

r d

iffe

rent

pur

pos

es.

The

stru

ctur

e of

dif

fere

nt t

ypes

of

text

s in

clud

es id

enti

fiab

le

feat

ures

.

Ap

ply

ing

a ra

nge

of s

trat

egie

s he

lps

us to

exp

ress

our

selv

es s

o th

at o

ther

s ca

n en

joy

our w

riti

ng.

Thin

king

ab

out s

tory

boo

k ch

arac

ters

and

peo

ple

in re

al li

fe

help

s us

to d

evel

op c

hara

cter

s in

ou

r ow

n st

orie

s.

Whe

n w

riti

ng, t

he w

ords

we

choo

se a

nd h

ow w

e ch

oose

to

use

them

ena

ble

us

to s

hare

our

im

agin

ings

and

idea

s.

Co

nce

ptu

al u

nd

erst

and

ing

sW

riti

ng a

nd th

inki

ng w

ork

tog

ethe

r to

enab

le u

s to

exp

ress

id

eas

and

conv

ey m

eani

ng.

Ask

ing

ques

tion

s of

our

selv

es

and

othe

rs h

elp

s to

mak

e ou

r w

riti

ng m

ore

focu

sed

and

pur

pos

eful

.

The

way

we

stru

ctur

e an

d or

gani

ze o

ur w

riti

ng h

elp

s ot

hers

to

und

erst

and

and

app

reci

ate

it.

Rere

adin

g an

d ed

itin

g ou

r ow

n w

riti

ng e

nab

les

us to

exp

ress

w

hat w

e w

ant t

o sa

y m

ore

clea

rly.

Co

nce

ptu

al u

nd

erst

and

ing

s St

orie

s th

at p

eop

le w

ant t

o re

ad a

re b

uilt

aro

und

them

es

to w

hich

they

can

mak

e co

nnec

tion

s.

Effe

ctiv

e st

orie

s ha

ve a

pur

pos

e an

d st

ruct

ure

that

hel

p to

mak

e th

e au

thor

’s in

tent

ion

clea

r.

Synt

hesi

zing

idea

s en

able

s us

to

bui

ld o

n w

hat w

e kn

ow, r

efle

ct

on d

iffe

rent

per

spec

tive

s, a

nd

exp

ress

new

idea

s.

Know

ing

wha

t we

aim

to a

chie

ve

help

s us

to p

lan

and

dev

elop

d

iffe

rent

form

s of

wri

ting

.

Thro

ugh

the

pro

cess

of

pla

nnin

g, d

raft

ing,

ed

itin

g an

d re

visi

ng, o

ur w

riti

ng im

pro

ves

over

tim

e.

Lear

nin

g o

utc

om

esLe

arne

rs:

exp

erim

ent w

ith

wri

ting

•

usin

g d

iffe

rent

wri

ting

im

ple

men

ts a

nd m

edia

choo

se to

wri

te a

s p

lay,

or

•in

info

rmal

sit

uati

ons,

for

exam

ple

, fill

ing

in fo

rms

in a

p

rete

nd p

ost o

ffic

e, w

riti

ng a

m

enu

or w

ish

list f

or a

par

ty

dif

fere

ntia

te b

etw

een

•ill

ustr

atio

ns a

nd w

ritt

en te

xt

Lear

nin

g o

utc

om

esLe

arne

rs:

enjo

y w

riti

ng a

nd v

alue

thei

r •

own

effo

rts

wri

te in

form

ally

ab

out t

heir

•ow

n id

eas,

exp

erie

nces

and

fe

elin

gs in

a p

erso

nal j

ourn

al

or d

iary

, ini

tial

ly u

sing

sim

ple

se

nten

ce s

truc

ture

s, fo

r ex

amp

le, “

I lik

e …

”, “I

can

…”

, “I w

ent t

o …

”, “I

am

goi

ng

to …

”

Lear

nin

g o

utc

om

esLe

arne

rs:

enga

ge

conf

iden

tly

wit

h th

e •

pro

cess

of w

riti

ng

wri

te a

bou

t a ra

nge

of to

pic

s •

for a

var

iety

of p

urp

oses

, us

ing

liter

ary

form

s an

d st

ruct

ures

mod

elle

d b

y th

e te

ache

r and

/or e

ncou

nter

ed

in re

adin

g

use

grap

hic

orga

nize

rs to

•

pla

n w

riti

ng, f

or e

xam

ple

, M

ind

Map

s®, s

tory

boa

rds

Lear

nin

g o

utc

om

esLe

arne

rs:

wri

te in

dep

end

entl

y •

and

wit

h co

nfid

ence

, d

emon

stra

ting

a p

erso

nal

voic

e as

a w

rite

r

wri

te fo

r a ra

nge

of

•p

urp

oses

, bot

h cr

eati

ve a

nd

info

rmat

ive,

usi

ng d

iffe

rent

ty

pes

of s

truc

ture

s an

d st

yles

ac

cord

ing

to th

e p

urp

ose

of

the

wri

ting

Lear

nin

g o

utc

om

esLe

arne

rs:

wri

te in

dep

end

entl

y an

d •

wit

h co

nfid

ence

, sho

win

g th

e d

evel

opm

ent o

f the

ir ow

n vo

ice

and

styl

e

wri

te u

sing

a ra

nge

of

•te

xt t

ypes

in o

rder

to

com

mun

icat

e ef

fect

ivel

y,

for e

xam

ple

, nar

rati

ve,

inst

ruct

iona

l, p

ersu

asiv

e

Learning continuums


use

thei

r ow

n ex

per

ienc

e as

•

a st

imul

us w

hen

dra

win

g an

d “w

riti

ng”

show

cur

iosi

ty a

nd a

sk

•qu

esti

ons

abou

t wri

tten

la

ngua

ge

par

tici

pat

e in

sha

red

•w

riti

ng, o

bse

rvin

g th

e te

ache

r’s w

riti

ng a

nd m

akin

g su

gg

esti

ons

liste

n an

d re

spon

d to

sha

red

•b

ooks

(enl

arg

ed te

xts)

, ob

serv

ing

conv

enti

ons

of p

rint

, acc

ord

ing

to th

e la

ngua

ge(

s) o

f ins

truc

tion

beg

in to

dis

crim

inat

e •

bet

wee

n le

tter

s/ch

arac

ters

, nu

mb

ers

and

sym

bol

s

show

an

awar

enes

s of

•

soun

d–s

ymb

ol re

lati

onsh

ips

and

beg

in to

reco

gniz

e th

e w

ay th

at s

ome

fam

iliar

so

unds

can

be

reco

rded

wri

te th

eir o

wn

nam

e •

ind

epen

den

tly.

read

thei

r ow

n w

riti

ng to

the

•te

ache

r and

to c

lass

mat

es,

real

izin

g th

at w

hat t

hey

have

w

ritt

en re

mai

ns u

ncha

nged

par

tici

pat

e in

sha

red

and

•gu

ided

wri

ting

, ob

serv

ing

the

teac

her’s

mod

el, a

skin

g qu

esti

ons

and

offe

ring

su

gg

esti

ons

wri

te to

com

mun

icat

e a

•m

essa

ge

to a

par

ticu

lar

aud

ienc

e, fo

r exa

mp

le, a

ne

ws

stor

y, in

stru

ctio

ns, a

fa

ntas

y st

ory

crea

te il

lust

rati

ons

to m

atch

•

thei

r ow

n w

ritt

en te

xt

dem

onst

rate

an

awar

enes

s •

of th

e co

nven

tion

s of

wri

tten

te

xt, f

or e

xam

ple

, seq

uenc

e,

spac

ing,

dire

ctio

nalit

y

conn

ect w

ritt

en c

odes

•

wit

h th

e so

unds

of s

pok

en

lang

uag

e an

d re

flec

t thi

s un

der

stan

din

g w

hen

reco

rdin

g id

eas

form

lett

ers/

char

acte

rs

•co

nven

tion

ally

and

legi

bly

, w

ith

an u

nder

stan

din

g as

to

why

this

is im

por

tant

wit

hin

a la

ngua

ge

com

mun

ity

dis

crim

inat

e b

etw

een

typ

es

•of

cod

e, fo

r exa

mp

le, l

ette

rs,

num

ber

s, s

ymb

ols,

wor

ds/

char

acte

rs

orga

nize

idea

s in

a lo

gica

l •

sequ

ence

, for

exa

mp

le, w

rite

si

mp

le n

arra

tive

s w

ith

a b

egin

ning

, mid

dle

and

end

use

app

rop

riat

e w

riti

ng

•co

nven

tion

s, fo

r exa

mp

le,

wor

d or

der

, as

requ

ired

by

the

lang

uag

e(s)

of i

nstr

ucti

on

use

fam

iliar

asp

ects

of

•w

ritt

en la

ngua

ge

wit

h in

crea

sing

con

fiden

ce a

nd

accu

racy

, for

exa

mp

le,

spel

ling

pat

tern

s, h

igh

-fr

eque

ncy

wor

ds, h

igh

-in

tere

st w

ords

use

incr

easi

ngly

acc

urat

e •

gram

mat

ical

con

stru

cts

wri

te le

gib

ly, a

nd in

a

•co

nsis

tent

sty

le

pro

ofre

ad th

eir o

wn

wri

ting

•

and

mak

e so

me

corr

ecti

ons

and

imp

rove

men

ts

use

feed

bac

k fr

om te

ache

rs

•an

d ot

her s

tud

ents

to

imp

rove

thei

r wri

ting

use

a d

icti

onar

y, a

thes

auru

s •

and

wor

d b

anks

to e

xten

d th

eir u

se o

f lan

guag

e

keep

a lo

g of

idea

s to

wri

te

•ab

out

over

tim

e, c

reat

e ex

amp

les

•of

dif

fere

nt t

ypes

of w

riti

ng

and

stor

e th

em in

thei

r ow

n w

riti

ng fo

lder

show

aw

aren

ess

of d

iffe

rent

•

aud

ienc

es a

nd a

dap

t wri

ting

ap

pro

pri

atel

y

sele

ct v

ocab

ular

y an

d •

sup

por

ting

det

ails

to a

chie

ve

des

ired

effe

cts

orga

nize

idea

s in

a lo

gica

l •

sequ

ence

rere

ad, e

dit

and

revi

se to

•

imp

rove

thei

r ow

n w

riti

ng,

for e

xam

ple

, con

tent

, la

ngua

ge,

org

aniz

atio

n

resp

ond

to th

e w

riti

ng o

f •

othe

rs s

ensi

tive

ly

use

app

rop

riat

e p

unct

uati

on

•to

sup

por

t mea

ning

use

know

led

ge

of w

ritt

en

•co

de

pat

tern

s to

acc

urat

ely

spel

l hig

h-f

requ

ency

and

fa

mili

ar w

ords

use

a ra

nge

of s

trat

egie

s •

to re

cord

wor

ds/i

dea

s of

in

crea

sing

com

ple

xity

real

ize

that

wri

ters

ask

•

ques

tion

s of

them

selv

es a

nd

iden

tify

way

s to

imp

rove

th

eir w

riti

ng, f

or e

xam

ple

, “Is

th

is w

hat I

mea

nt to

say

?”, “

Is

it in

tere

stin

g/r

elev

ant?

”

chec

k p

unct

uati

on, v

arie

ty

•of

sen

tenc

e st

arte

rs, s

pel

ling,

p

rese

ntat

ion

use

a d

icti

onar

y an

d •

thes

auru

s to

che

ck a

ccur

acy,

b

road

en v

ocab

ular

y an

d en

rich

thei

r wri

ting

adap

t wri

ting

acc

ord

ing

•to

the

aud

ienc

e an

d d

emon

stra

te th

e ab

ility

to

eng

age

and

sust

ain

the

inte

rest

of t

he re

ader

use

app

rop

riat

e •

par

agra

phi

ng to

org

aniz

e id

eas

use

a ra

nge

of v

ocab

ular

y •

and

rele

vant

sup

por

ting

d

etai

ls to

con

vey

mea

ning

an

d cr

eate

atm

osp

here

and

m

ood

use

pla

nnin

g, d

raft

ing,

•

edit

ing

and

revi

ewin

g p

roce

sses

ind

epen

den

tly

and

wit

h in

crea

sing

co

mp

eten

ce

crit

ique

the

wri

ting

of p

eers

•

sens

itiv

ely;

off

er c

onst

ruct

ive

sug

ges

tion

s

vary

sen

tenc

e st

ruct

ure

and

•le

ngth

dem

onst

rate

an

incr

easi

ng

•un

der

stan

din

g of

how

gr

amm

ar w

orks

use

stan

dar

d sp

ellin

g •

for m

ost w

ords

and

use

ap

pro

pri

ate

reso

urce

s to

ch

eck

spel

ling

use

a d

icti

onar

y, th

esau

rus,

•

spel

lche

cker

con

fiden

tly

and

effe

ctiv

ely

to c

heck

acc

urac

y,

bro

aden

voc

abul

ary

and

enri

ch th

eir w

riti

ng

Learning continuums


wri

te a

n in

crea

sing

num

ber

•

of fr

eque

ntly

use

d w

ords

or

idea

s in

dep

end

entl

y

illus

trat

e th

eir o

wn

wri

ting

•

and

cont

rib

ute

to a

cla

ss

boo

k or

col

lect

ion

of

pub

lishe

d w

riti

ng.

par

tici

pat

e in

teac

her

•co

nfer

ence

s w

ith

teac

hers

re

cord

ing

pro

gres

s an

d no

ting

new

lear

ning

g

oals

; sel

f-m

onito

r and

ta

ke re

spon

sib

ility

for

imp

rove

men

t

wit

h te

ache

r gui

dan

ce,

•p

ublis

h w

ritt

en w

ork,

in

hand

wri

tten

form

or i

n d

igit

al fo

rmat

.

wor

k co

oper

ativ

ely

wit

h •

a p

artn

er to

dis

cuss

and

im

pro

ve e

ach

othe

r’s w

ork,

ta

king

the

role

s of

aut

hors

an

d ed

itors

wor

k in

dep

end

entl

y, to

•

pro

duce

wri

tten

wor

k th

at is

le

gib

le a

nd w

ell-

pre

sent

ed,

wri

tten

eit

her b

y ha

nd o

r in

dig

ital

form

at.

choo

se to

pub

lish

wri

tten

•

wor

k in

han

dw

ritt

en

form

or i

n d

igit

al fo

rmat

in

dep

end

entl

y

use

wri

tten

lang

uag

e as

a

•m

eans

of r

efle

ctin

g on

thei

r ow

n le

arni

ng

reco

gniz

e an

d us

e fig

urat

ive

•la

ngua

ge

to e

nhan

ce

wri

ting

, for

exa

mp

le,

sim

iles,

met

apho

rs, i

dio

ms,

al

liter

atio

n

iden

tify

and

des

crib

e •

elem

ents

of a

sto

ry—

sett

ing,

p

lot,

char

acte

r, th

eme

loca

te, o

rgan

ize,

syn

thes

ize

•an

d p

rese

nt w

ritt

en

info

rmat

ion

obta

ined

from

a

vari

ety

of v

alid

sou

rces

use

a ra

nge

of to

ols

and

•te

chni

ques

to p

rodu

ce

wri

tten

wor

k th

at is

at

trac

tive

ly a

nd e

ffec

tive

ly

pre

sent

ed.


References

Halliday, M. 1980. “Three aspects of children’s language development: Learning language, learning through language, learning about language”. In Goodman, Y, Haussler, MH and Strickland, D (eds). Oral and Written Language Development Research. Urbana, Illinois, USA. National Council of Teachers of English. Pp 7–19.

Vygotsky, L. 1999. Thought and Language. Cambridge, Massachusetts, USA. The MIT Press.


Samples

The IB is considering the possibility of providing examples of how schools are using the PYP planner to plan for language learning within the transdisciplinary programme of inquiry as well as in other areas of the curriculum. Such examples of planners, if they become available, will be included in the HTML version of the language scope and sequence on the online curriculum centre. If a school is interested in submitting planners that have been developed and trialled in the school, the PYP coordinator is requested to send the planners to [email protected].

Documents

Language scope and sequence - Weeblyrwipyp.weebly.com/.../5/1/2/3/51237625/_language_scope_and_sequ… · Language scope and sequence Contents Introduction to the PYP language scope