• use behaviours that are not intentionally directed at another person to:
  • attend to, respond to or show interest in familiar people, texts, events and activities

• use behaviours that are not intentionally directed at another person to:
  • refuse or reject
  • reflect a preference  or desire
  • reflect state of wellbeing, for example contentment, joy, worry, pain
  • reflect a physical state, for example hot, cold, nausea

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

• use informal behaviours that show consistent anticipation of events in regular routines to:
  • attend consistently to familiar texts
  • respond consistently to social interactions with familiar people
  • demonstrate anticipation of predictable events
  • respond to questions
  • respond to requests

• use informal behaviours to intentionally communicate a single message consistently in familiar environments with familiar people, such as to:
  • refuse or reject
  • express a preference
  • request the continuation of an activity
  • request something new
  • request more
  • request attention

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

• use conventional behaviours and/or concrete symbols consistently in an increasing range of environments and with familiar and unfamiliar people to:
  • respond   to a sequence of gestures, objects, photographs and/or pictographs, for   example follow a visual schedule to complete a task
  • respond to texts with familiar structures, for example by responding to a question
  • respond to requests

• use conventional behaviours and/or concrete symbols to intentionally communicate more than one idea at a time consistently   across an increasing range of environments with familiar and unfamiliar   people, such as to:
  • refuse or reject
  • request items, people or events present at the time
  • create texts, for example to comment on a recent event, story or shared experience

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

• use conventional behaviours and/or abstract symbols consistently in different contexts and with different people to:
  • work   out the meaning of texts with familiar structures, such as illustrated   books, printed words, Braille texts and pictographs , using knowledge of   context and vocabulary
  • respond to questions, sequence events and identify information from texts with familiar structures
  • use information in texts to explore a topic

• use conventional behaviours and/or abstract symbols consistently in different contexts and with different people to   communicate intentionally and consistently in different contexts and   with different people to:
  • create texts with familiar structures such as speech, simple print texts, keyboard texts, illustrations, pictographs
  • comment on people, events and objects in the past, present and future and to ask questions
  • convey knowledge about learning area topics

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

Level 1e is the starting point for this sub-element

• navigate, read and view simple texts with familiar vocabulary and supportive illustrations

• listen and respond to brief questions and one and two step instructions, listen for information in simple spoken texts and respond to audio texts, including audio-visual texts, and texts read aloud

• interpret simple texts using comprehension strategies

• compose short learning area texts, with support, to record and report ideas and events

• use short pair, group and class conversations and   discussions as learning tools to explore learning area topics and to   prepare for creating texts

• plan and deliver short presentations related to learning area topics

• use knowledge of some basic differences between imaginative and informative texts to select and use texts and compose simple learning area texts with teacher support

• use beginning knowledge of how language is used to comprehend and compose written texts with support

• use simple sentences to record ideas and events with emerging knowledge of word order

• recognise that texts are made up of words and groups of words that make meaning

• use speaking, visual elements (including drawing) and beginning writing to express likes and dislikes

• use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts

• spell words using growing sound and letter knowledge and spell words with regular letter patterns

• recognise the different meanings of words and images in imaginative and informative texts

• navigate, read and view texts with illustrations and simple graphics

• listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts, including audio-visual texts, and respond to texts read aloud

• interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies

• compose and edit a small range of learning area texts

• use pair, group and class discussions as learning tools to   explore learning area topics, to represent ideas and relationships, and   to prepare for creating texts

• plan, rehearse and deliver short presentations on learning   area topics, incorporating some visual and multimodal elements

• use knowledge of the structure and features of learning area texts to comprehend and compose a growing range of texts with some teacher support

• use knowledge of how texts are made cohesive through word repetitions and associations, synonyms and antonyms to comprehend and compose texts

• use simple and compound sentences to record observations, and make connections between ideas

• recognise and use nouns that represent people, places, things and ideas in the learning area and expand nouns to achieve greater precision

• identify and use language that expresses feelings and opinions, and compares and evaluates people and things

• use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts

• spell topic words, new words with regular letter patterns   and some common irregular words, and recognise meaning relationships   between words such as ''play', 'playing', 'playground'

• describe how images add to, contradict or multiply the   meanings of words in a text, and compare images with the accompanying   print text

• navigate, read and view different types of texts with illustrations and more  detailed graphics

• listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and audio texts, including audio-visual texts, and respond to texts read aloud

• interpret literal information and make inferences to expand topic knowledge using comprehension strategies

• compose and edit a range of learning area texts

• use pair, group and class discussions about learning area   topics as learning tools to explore and represent ideas and   relationships, test possibilities and to prepare for creating texts

• plan, rehearse and deliver presentations on learning area   topics, incorporating some learned content and appropriate visual and   multimodal elements

• use growing knowledge of the structure and features of learning area texts to comprehend and compose an increasing number and range of texts

• use knowledge of how texts are made cohesive through linking words and phrases, for example 'so',   'therefore', 'then', 'in addition', and the correct use of pronouns to comprehend and compose texts

• use simple, compound and complex sentence structures to describe, explain, report and make connections between ideas and events

• recognise and use adverbs and prepositional phrases that provide detailed descriptions in the learning areas

• differentiate between the language of opinion and feeling and the language of factual reporting or recording

• use growing subject-specific vocabulary to read, discuss and write about learning area topics

• spell topic words, more complex irregular words, regular   words and word families containing known letters and letter clusters,   and use strategies for attempting unknown words

• identify the effects of choices in the construction of images, including framing and composition

• navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

• listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented

• interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies

• compose and edit learning area texts

• use pair, group and class discussions and informal debates   as learning tools to explore ideas and relationships, test   possibilities, compare solutions and to prepare for creating texts

• plan, research, rehearse and deliver presentations on   learning area topics, selecting appropriate content and visual and   multimodal elements to suit different audiences

• use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes

• use knowledge of how cohesive links can be made in texts through omitting and replacing words

• use simple, compound and complex sentence structures to record, explain, question, describe and elaborate ideas and events

• expand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses

• use subjective, objective and evaluative language, and identify bias

• use vocabulary, including subject-specific vocabulary from a   range of learning areas and vocabulary that expresses shades of meaning

• spell topic words and use word origins, base words, prefixes and suffixes when spelling new words

• explain how analytical images such as figures, diagrams,   tables, maps and graphs contribute to understanding of factual   information in texts

• navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations

• listen to extended spoken and audio texts, including audio-visual texts, respond to and interpret stated and implied meanings, and evaluate information and ideas

• interpret and evaluate information, identify main ideas and   supporting evidence, and analyse different perspectives using comprehension strategies

• compose and edit longer sustained learning area texts

• use pair, group and class discussions and formal and   informal debates as learning tools to explore ideas, test possibilities,   compare solutions, rehearse ideas and arguments in preparation for   creating texts

• plan, research, rehearse and deliver presentations on   learning area topics, sequencing selected content and multimodal   elements for accuracy and their impact on the audience

• use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others

• use knowledge of word functions to make connections in texts

• control a range of simple, compound and complex sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions

• recognise and use aspects of language to suggest possibility, probability, obligation and conditionality

• use language to evaluate an object, action or text, and language that is designed to persuade the reader/viewer

• use a wide range of new specialist and topic vocabulary to   contribute to the specificity, authority and abstraction of texts

• spell specialist topic words and use knowledge of word origins, base words, prefixes and suffixes and unusual letter combinations to spell correctly

• analyse the effects of different visual elements upon the reader/viewer, and how visual texts such as advertisements and informative texts draw on and allude to other texts to enhance meaning

• navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations

• listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions

• interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies

• compose and edit longer and more complex learning area texts

• use pair, group and class discussions and formal and   informal debates as learning tools to explore ideas, compare solutions,   evaluate information and ideas, refine opinions and arguments in   preparation for creating texts

• plan, research, rehearse and deliver presentations on more   complex issues and learning area topics,  combining visual and   multimodal elements creatively to present ideas and information and   support opinions and engage and persuade an audience

• use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others

• use knowledge of how the cohesion in texts is improved by strengthening the internal structure

• control a range of simple, compound and complex sentence structures to convey complex ideas, build and support arguments, and change emphasis

• develop higher order concepts in academic texts through language features that compact and generalise ideas

• use language that indirectly expresses opinions and   constructs representations of people and events, and consider expressed   and implied judgments

• use subject-specific vocabulary to express abstract   concepts, and refine vocabulary choices to discriminate between shades   of meaning

• use knowledge of a wide range of English spelling conventions to spell unusual and technical words correctly and to deduce the meanings of unfamiliar words and spell unknown words

• evaluate the impact of different visual choices in the   composition of images, including symbolic images and movement of camera   or light, to achieve different nuances