Ministry of Education
Republic of Seychelles
English in the National Curriculum
SECONDARY (CYCLE 4 -5)
GENERAL OBJECTIVES
At the end of the Cycle, a learner should be able to
Knowledge
Cycle 4 Cycle 5
K401 understand the way in which language items
(grammar, verb, tenses, vocabulary, spelling, syntax)
are used and use these correctly
K501 have a wider understanding of the way in which
language items (grammar, verb, tenses, vocabulary, spelling,
syntax) are used and use these correctly
K402 demonstrate understanding of the linguistic
characteristics of narrative, informative, prescriptive,
expressive, descriptive and argumentative texts
K502 demonstrate through understanding of the linguistic
characteristics of narrative, informative, prescriptive,
expressive, descriptive and argumentative texts
K403 show understanding of appropriate extracts using
a range comprehension skills
K503 demonstrate through understanding of appropriate
extracts using a range of complex comprehension skills
K404 explore the similarities and differences between
English, French and Kreol grammar and Vocabulary
K504 demonstrate ability to compare English, French and
Kreol grammar and Vocabulary
K405 appreciate and respond to different texts on a
personal level
K505 appreciate and respond to a wider variety of texts on a
personal level
K406 use context to work out meanings of complex
words and explore the use of figurative language
K506 use context to work out meanings of complex words
and demonstrate the ability to explore the use of figurative
language
GENERAL OBJECTIVES
At the end of the Cycle, a learner should be able to
Skills
Listening and Speaking
Cycle 4 Cycle 5
S401 select appropriate language for a related context and
demonstrate fluency in the use of that language
S501 demonstrate ability to use appropriate language fluently
for a given context
S402 contribute to and respond constructively in discussion
including the development of ideas
S502 contribute to and respond constructively in discussion
including a point of view clearly and cogently and interprets
points of view with accuracy and discrimination
S403 show in discussion an awareness of the contributions
that facial expressions, gestures and tone of voice to a
speaker’s meaning
S503 demonstrate the ability to use facial expressions,
gestures and tone of voice effectively
S404 understand and produce correctly, a wider variety of
texts requiring prescriptive, informative, express narrative
and argumentative information paying particular attention to
rules of organization and syntax
S504 understand and produce correctly, a wider variety of
texts requiring prescriptive, informative, express narrative
and argumentative information paying particular attention to
the finer rules of organization and use more complex syntax
S405 use and understand language which conveys
information and ideas effectively
S505 convey information and ideas in a variety of complex
situations involving a range of audiences and in language
which is matched to context and purpose
GENRAL OBJETIIVES
At the end of the Cycle, a learner should be able to
Reading
Cycle 4 Cycle 5
S406 read silently different types of texts with sustained
concentration and demonstrate the ability to use inference,
deduction and previous reading experience
S506 read silently a wide variety of texts with sustained
concentration and use inference, deduction and previous
reading experience
S407 extract explicit and implicit information from a text
read including summarizing
S507 extract explicit and implicit information from a text
read including summarizing
S408 demonstrate understanding of different types of texts S508 appreciate the different genres
S409 read with correct pronunciation, stress, intonation,
rhythm etc., a range of literary and non-literary texts
S509 read with correct pronunciation, stress, intonation,
rhythm etc., a range of literary and non-literary texts
S410 select, retrieve and combine information
independently from a wide range of reference material
S510 select, retrieve, evaluate and combine information
independently and with discrimination from a comprehensive
range of reference materials, making effective use of the
information
S411 make effective use of intermediate dictionaries,
thesauruses and encyclopedias
S511 make effective use of advanced dictionaries, thesauruses
and encyclopedias
S412 demonstrate the ability to understand and manipulate
the written and oral from of the language
S512 demonstrate the competence in manipulating the written
and oral from of the language
S413 express own views on what has been read and support
them
S513 present (orally or in writing) and express personal
opinions, feelings etc.., clearly and convincingly, on a text
read
S414 use what has been read to stimulate imagination and
creative thinking, hypothesise and develop further problem
solving and prediction skills
S514 use contextual clues to stimulate imagination and
creative thinking, hypothesise and demonstrate problem
solving and prediction ability when reading a text
GENRAL OBJETIIVES
At the end of the Cycle, a learner should be able to
Writing
Cycle 4 Cycle 5
S415 write in a variety of forms for a range of purposes,
presenting subject matter differently to suit the needs of
specified audiences and demonstrating the ability to sustain
the interest of the reader
S515 write in a variety of forms, with commitment and a
clear sense of purpose and awareness of audiences,
demonstrating an ability to anticipate the reader’s response
S416 produce well-structured pieces of writing, some of
which handle demanding subject matter, punctuate their
writing so that meaning and structure are clear to the reader
S516 organise and present complex subject linked sentences
within paragraphs, punctuate writing so that meaning and
structure are clear to the reader
S417 recognise when redrafting and revising are appropriate
and act accordingly
S517 demonstrate an increased awareness that a first draft
may be changed, amended and reordered in a variety of ways
S418 demonstrate a developing ability to write summaries
S518 demonstrate an improving ability to write summaries
S519 demonstrate knowledge of organisational differences
between spoken and written English
S520 demonstrate in discussion and in writing knowledge of
ways in which language varies between types of text
GENERAL OBJECTIVES
Attitudes
Towards self and others
Secondary (Cycle 4-5)
Students should
Attitudes to be developed
throughout the cycles to achieve the
objectives
Attitudes towards self and others Trust, kindness, wisdom, honesty,
open-mindedness, courage,
truthfulness, sense of humour, self-
reliance, self-esteem, self-discipline,
sincerity, self-respect, responsibility,
consideration, courtesy, compassion,
sympathy, gratitude, sharing,
reconciliation, solidarity, empathy,
simplicity, righteousness, cordiality,
creativity, mutual respect for the
religious observances of others.
Appreciation of the culture of other,
observance of small family norms, love
for family, love for the elderly,
appreciation of the world’s cultural
heritage, sensitivity to respond to social
and cultural change
Equality, justice, loving and caring,
protection off the rights of labour
participation, freedom of speech,
belief and worship
Protection od sustainability of the
environment, awareness and
commitment to maintain the
environment for the survival of human
kind, love and care for nature.
Harmony between people and the
environment, unity of people and
nature, peaceful co-existence, love of
peace and harmony, non-violence,
interdependence, conflict resolution
through nonviolent means,
understating, cooperation, among
nations, globalism
ATS 1 want to find out more about themselves and their independent
relationship with other people
ATS 2 appreciate the essential work of others and the commonality of
needs, rights, beliefs, aspirations, behavior and talents which bind
humankind
ATS 3 be willing to explore new patterns of interaction and be prepared
to utilize and value their capacities for creative and critical thinking
ATS 4 have a commitment to defending their rights, respect the rights of
others and be committed to carry their responsibilities
Attitudes towards the environment
ATS 5 appreciate, respect and value the different physical and human
environments and reflect positively upon their own place in them
ATS 6 appreciate that in an interdependent world system, consideration
for the overall good of humankind and the planet should influence their
decisions and actions
Attitudes towards the subject
The following attitudes underpin all terminal objectives specific to the leaning of a language.
At the end of each cycle, a leaner should be able to:
Demonstrate the desire and the confidence to communicate in English
Use language as a stool to enhance his or her knowledge and appreciation of other cultures
Enhance his or her knowledge of the world especially where English is used as a second language
Demonstrate pleasure in listening to an communicate in English
Recognize that English is a national language and that it has a fundamental role in our society
Demonstrate the willingness to use English to work on his or her own as well as participate in set and/or
group tasks and discussions
Demonstrate competence using English and alternating between the three national languages
Appreciate the importance of a second language as an integral part of everyday life
Appreciate the numerous socio-cultural aspects of speech and literature
Appreciate the contributions of the English language as a major link between us and the outside
world way of life, family structure, religion, likes and dislikes
TERMIAL OBJECTIVES – CYCLE 4
At the end of cycle, a learner should be able to:
Knowledge
General Objectives Terminal Objectives
K401 understand the way in which language items
(grammar, verb, tenses, vocabulary, spelling, syntax) are
used and use these correctly
a) Vocabulary
b) Grammar
c) spelling
define unfamiliar words from context
use a dictionary to determine the meanings of words
write familiar words correctly
Demonstrate mastery of subjects, verb – agreement, verb
tenses, etc.
use correctly, the different punctuation markers
know verb tenses
know different types of sentences/ know different forms of the
verbs
Know the different parts of speech: (subject, verb, adjectives,
etc.)
identify and understand the common verb tenses
continue to spell correctly, in the course of their writing, by
applying their knowledge of spelling pattern and other
strategies
K402 demonstrate understanding of the linguistic
characteristics of texts:
a) narrative
b) prescriptive
c) informative
d) expressive
e) descriptive
f) argumentative
identify the structure of a narrative text
identify the stages of a narrative text
use verb tenses correctly
identify the sequence of a prescriptive text
use adverbs of manner correctly
understand the structure of an informative text
identify/ understand the purpose of the various sections of a
poem/story e.g. opening, ending, etc.
understand the purpose and choice of language used in , say, a
poem
choose language that is relevant/ pertinent to particular theme
identify the structure of descriptive texts, and how this
develops
use verbs and language that convey objectivity/ subjectivity
identify the structure of an argumentative text
identify the main points of an argumentative text
identify the arguments and counter arguments of such texts
identify supporting evidence in the text
choose language and verb tenses that are pertinent to such texts
vary presentation styles according to the purpose of the text
understand he forms used to discriminate the genders
K403 show understanding of appropriate extracts using a
range comprehension skills read different extracts and demonstrate understanding by
answering factual, recall, interpretive, inferential, etc.
questions
show in discussion that they can differentiate between facts
and opinions
recognize puns, word play, unconventional spellings and the
placing together of pictures and texts
K404 explore the similarities and differences between
English, French and Kreol grammar and Vocabulary show in discussion or in writing an understanding of the
various ways in which the English, French and Kreol
vocabulary are similar and how they differ
K405 appreciate and respond to different texts on a personal
level make simple comparisons between stories or poems, and offer
justification for personal preference
show involvement and independence choice over a range of
genres
K406 use context to work out meanings of complex words
and explore the use of figurative language in group discussions on poems, advertisement, or other
materials, refer to rhyme, alliteration and figures of speech
such as similes, idioms, metaphors and personification
Skills
Cycle 4 Listening and Speaking
General Objectives Terminal Objectives
S401 select appropriate language for a related context and
demonstrate fluency in the use of that language use the correct register and style in a given context
express him/herself with ease and confidence
S402 contribute to and respond constructively in discussion
including the development of ideas give and seek information
advocate and justify a point of view
present and summarise narrative e.g. explain actions of a
character in a novel
manipulate language for creative and recreational purposes
work in a group to develop a detailed plan of action
S403 show in discussion an awareness of the contributions
that facial expressions, gestures and tone of voice to a
speaker’s meaning
comment on the varied use of these features in, for example a
stage presentation, television, drama or film
comment on what may be conveyed, internationally or
inadvertently, in advertisements, speeches, interview or in
observed behaviour around the school
S404 understand and produce correctly, a wider variety of
texts requiring prescriptive, informative, express narrative
and argumentative information paying particular attention to
rules of organization and syntax
indicate lack of understanding
participate in all classroom interactions – understanding and
responding to questions, information and points of view
provide clear explanations for personal behavior, courses of
action, events in the outside world
describe similarities and differences
present reasons
explain cause and effect
seek clarification
give and follow instructions/ directions
express and defend opinions, arguments intelligibly
justify opinions or a course of action, or behavior
tell story – imagined, from personal experiences, from hearsay
or read
predict and respond to a story heard
summarise a story heard
extract explicit and implicit information from a story heard
produce an appreciation of characters from texts heard/ read
Share jokes, anecdotes, anagrams, riddles
S405 use and understand language which conveys
information and ideas effectively show in discussions an awareness of the ways in which
language varies between different types of communication
Cycle 4 Reading
General Objectives Terminal Objectives
S406 read silently different types of texts with sustained
concentration and demonstrate the ability to use inference,
deduction and previous reading experience
skim read to discover the structure and gist if a text quickly
read silently with sustained concentration
rad silently for specific purposes
recognize and use clues in a text to predict events
S407 extract explicit and implicit information from a text
read including summarizing establish the purpose of a given text
distinguish between facts and pinions
cross refer and compare texts
quote accurately from a text to support their opinions
select and organise materials from the text or different sources)
to produce a summary
discuss the use/choice of words in a text and how these affect
and shape meaning
extract implicit and explicit information from a text
S408 demonstrate understanding of different types of texts read an increasingly wide range of texts so as to become more
experience readers
discuss the themes, settings and characters of the texts they
read in order to make personal response to them
develop this personal taste in reading (with guidance from the
teacher)
become more independent and reflective in his or her reading
S409 read with correct pronunciation, stress, intonation,
rhythm etc., a range of literary and non-literary texts read aloud to the classroom or teacher and talk about the books
they have been reading
read aloud poems, stories of their choices
talk or write about poems/stories rad and explain preferences
show understanding of techniques used in poems/ stories
prepare and read a selection of poems, reciting some from
memory
take part in s tory telling sessions or dramatic activities
S410 select, retrieve and combine information independently
from a wide range of reference material select information/evidence in poems and stories to form
judgments about characters’ motives
write a short study, drawing upon ideas from different parts of
a text or different texts
prepare a well-argued report drawing on information from a
variety of sources
identify clues about characters or actions and use these to make
conclusions, evaluate or predict what may happen
use organizational devices e.g. chapter heading, titles etc… to
locate information in a text
identify (and use) features of presentation to inform, reassure
or persuade in non-literary texts
select and organise materials from different sources to produce
a synthesis
S411 make effective use of intermediate dictionaries,
thesauruses and encyclopedias find relevant information from a range of sources
S412 demonstrate the ability to understand and manipulate
the written and oral from of the language discuss character, actions, facts and opinion on what has been
read relating them to personal experiences and use supportive
evidence
S413 express own views on what has been read and support
them use the evidence in a text to interpret and form judgments
about characters’ motives and quote evidence in support of
their views
S414 use what has been read to stimulate imagination and
creative thinking, hypothesise and develop further problem
solving and prediction skills
evaluate existing material and make informed guesses and
correct themselves in the light of additional information
use available clues such as pictures, titles, story beginnings to
predict the development of stories
Cycle 4 Writing
General Objectives Terminal Objectives
S415 write in a variety of forms for a range of purposes,
presenting subject matter differently to suit the needs of
specified audiences and demonstrating the ability to sustain
the interest of the reader
write a short story according to given/ suggested stimuli (The
story should shop a sound narrative outline, though it may lack
storytelling characteristics such as dialogue, effective
characteristic, etc.)
describe a character from various points of view
write an autobiography
write a poems
write the biography of a friend
describe a particular place at any one particular time
describe a given object paying particular attention to
usefulness, durability, purpose, etc.
describe an even real or imagined
describe a process
write instructions for e.g. a game
give directions (e.g. Street) from one location to another
draw proposals
make recommendations
design a notice
informing about a forthcoming event
cancelling a planned event
write reports, diary entries, timetables
write to influence someone/ some people to
review/ reconsider/ change a particular habit
attend an event they do not like with you
design an original advert for a particular product, place or
event
design a poster showing the dangers and/ or benefits of certain
substances/ animals/ people/plants
provide views FOR and AGAINST given issues
compare and contrast texts, viewed, opinions, etc.
write interesting formal and informal letters to, among other
reasons, apologies and express sympathy
write short plays, television programmes and newspaper
articles
S416 produce well-structured pieces of writing, some of
which handle demanding subject matter, punctuate their
writing so that meaning and structure are clear to the reader
write in any of the forms inn S414
go beyond first-hand experience
separate distinct ideas and events and unify related ones
make use of a wide range of grammatical constructions which
are appropriate for topic, purpose/genre and audience
make use of varied and appropriate vocabulary such as
colloquial, formal, technical, poetic or figurative
use appropriate non-linguistic strategies (e.g. layout, diagrams,
etc.) to support written work when necessary
S417 recognise when redrafting and revising are appropriate
and act accordingly through discussion, recognize the need to revise writing
redraft as necessary
S418 demonstrate a developing ability to write summaries write summaries of different forms of writing
TERMIAL OBJECTIVES – CYCLE 5
At the end of cycle, a learner should be able to:
Knowledge
General Objectives Terminal Objectives
K501 have a wider understanding of the way in which
language items (grammar, verb, tenses, vocabulary, spelling,
syntax) are used and use these correctly
a) vocabulary
b) grammar
c) spelling
understand the relationship between the words and the context
in which these words have been used
understand the various definitions of a single word used in
various contexts
write familiar words correctly
Demonstrate mastery of subjects, verb – agreement, verb tenses,
etc.
use correctly, the different punctuation markers
know verb tenses
know different types of sentences/ know different forms of the
verbs
Know the different parts of speech: (subject, verb, adjectives,
etc.)
identify and understand the common verb tenses
Spell, in the course of their writing, word which are familiar as
well as new ones by applying various spelling patterns and
other strategies
K502 demonstrate through understanding of the linguistic
characteristics of texts
a) Narrative
b) prescriptive
c) informative
d) expressive,
e) descriptive
f) argumentative
Identify the different types of narrative text (romance, myths,
legends, etc…)
• identify the sequence of a prescriptive text
• use adverbs of manner correctly
• understand the structure of an informative text
• understand the function of e.g. rhyming patterns, rhythm,
alliteration, similes, metaphors in a poem
• understand the characteristics of various descriptive texts: a
programme, tourist guides
• identify the structure of an argumentative text
• identify the main points of an argumentative text
• identify the arguments and counter arguments of such texts
• identify supporting evidence in the text
• choose language and verb tenses that are pertinent to such texts
• vary presentation styles according to the purpose of the text
K503 demonstrate through understanding of appropriate
extracts using a range of complex comprehension skills Show in discussion or in writing that they can recognise what is
presented as fact or opinion. Identifying some of the ways in
which the distinction can be made, such as the use of statistics,
unsupported assertions and attacks on character which distract
reasoning or evidence
Understand that technological developments, euphemism,
contact with other languages or fashion all contribute to
language change
K504 demonstrate ability to compare English, French and
Kreol grammar and Vocabulary show in discussion or in writing an understanding of the various
ways in which the English, French and Kreol vocabulary are
similar and how they differ
K505 appreciate and respond to a wider variety of texts on a
personal level read texts whose content, length, organization and language
make demands on the reader
K506 use context to work out meanings of complex words
and demonstrate the ability to explore the use of figurative
language
in group discussions on poems, advertisement, or other
materials, refer to rhyme, alliteration and figures of speech such
as similes, idioms, metaphors and personification
Skills
Cycle 5 Listening and Speaking
General Objectives Terminal Objectives
S501 demonstrate ability to use appropriate language
fluently for a given context convey information an ideas in a variety of complex situations
involving range of audiences and in language which is
matched to context and purpose
explain cause sand effects
speculate upon outcomes of a policy or a given course of
action
take part in interviews
S502 contribute to and respond constructively in discussion
including a point of view clearly and cogently and interprets
points of view with accuracy and discrimination
Take part in real or simulated (committee) discussions which
requires an agreement
Express views and cite evidence In group discussions of , for
example, books or poems
Recognise and help to develop the views of others, accepting
and offering alternatives in positive ways in discussions, e.g. of
a film or television programme
S503 demonstrate the ability to use facial expressions,
gestures and tone of voice effectively Use these features in different contexts (advertisements,
speeches, interview, drama, etc. ) to convey meaning
S504 understand and produce correctly, a wider variety of
texts requiring prescriptive, informative, express narrative
and argumentative information paying particular attention to
the finer rules of organization and use more complex syntax
indicate lack of understanding
participate in all classroom interactions – understanding and
responding to questions, information and points of view
provide clear explanations for personal behavior, courses of
action, events in the outside world
describe similarities and differences clearly and fluently
present reasons
explain cause and effect
show an understanding (by giving oral responses to or
completing notes on , or summarizing the main points) of texts
listened to
seek clarification
give and follow instructions/ directions
express and defend a point of view clearly to arrange of
audiences
show an awareness of the appropriate use of spoken language
according to purpose, topic or audience
take a variety of leading roles in discussions. E.g. taking a
chair, listening with concentration, taking notes, reporting
justify an opinion, a course of action, or behavior
tell story – imagined, or from personal experiences, or from
hearsay or read, illustrating story-telling characteristics of
setting, theme, characterization (and including dialogue)
predict and respond to a story heard
summarise a story heard
extract explicit and implicit information from a story heard
produce an appreciation of characters from texts heard/ read
produce an appreciation of texts heard/ read
Share jokes, anecdotes, anagrams, riddles
Speak about a given/ prepared topic before an audience or
group using the correct register, style, etc…
S505 convey information and ideas in a variety of complex
situations involving a range of audiences and in language
which is matched to context and purpose
show in discussions an awareness of some of the factors that
influence people’s attitude to the way other people speak, e.g.
using the results of a survey, make a report on the attitudes to
spoken language held by the class and the community
Cycle 5 Reading
General Objectives Terminal Objectives
S506 read silently a wide variety of texts with sustained
concentration and use inference, deduction and previous
reading experience
continue to read with sustained concentration
show understanding though inference and deduction techniques
build on previous reading experience
S507 extract explicit and implicit information from a text
read including summarizing establish the purpose of a given text
distinguish clearly between facts and pinions
cross refer and compare texts
quote accurately from a text to support their opinions
select and organise materials from the text (or different
sources) to produce a summary
discuss the use/choice of words in a text and how these affect
and shape meaning
extract implicit and explicit information from a text
identify the tone and mood of a text
S508 appreciate the different genres read and respond to a variety of genres, e.g. letters, diaries,
poetry, autobiographies, travel books, etc…
S509 read with correct pronunciation, stress, intonation,
rhythm etc., a range of literary and non-literary texts continue to read aloud highlighting meaning in a sensitive way
read aloud poems, stories of their choice
talk or write about poems/stories read and explain preferences
show understanding of techniques used in poems/ stories
S510 select, retrieve, evaluate and combine information
independently and with discrimination from a
comprehensive range of reference materials, making
effective use of the information
select information/evidence in poems and stories to form
judgments about characters’ motives
interpret and assess characterisation, ideas, setting and themes
in a text/across a range of texts
identify clues about characters or actions and use these to make
conclusions, evaluate or predict what may happen
establish the purpose, effect and intended audience of a
particular text
use contextual clues to deduce author’s/poet’s views
use organizational devices e.g. chapter heading, titles etc… to
locate information in a text
identify (and use) features of presentation to inform, reassure
or persuade in non-literary texts
select and organise materials from different sources to produce
a synthesis
S511 make effective use of advanced dictionaries,
thesauruses and encyclopedias
find relevant information from a range of sources, e.g. subject
specific books, databases, adult encyclopedia
pursue an independent line of enquiry
S512 demonstrate the competence in manipulating the
written and oral from of the language Discuss a variety of works so as to bring out the range and
effects of different types of sound patterns, e.g. assonance,
rhymes, onomatopoeia and ideas in stories to predict future
happening and solve relevant problems and also figures of
speech such as similes, metaphors, etc…
S513 present (orally or in writing) and express personal
opinions, feelings etc.., clearly and convincingly, on a text
read
quote accurately from a text to support opinions
use evidence when explaining conclusions
S514 use contextual clues to stimulate imagination and
creative thinking, hypothesise and demonstrate problem
solving and prediction ability when reading a text
respond to available information on plot, char
Cycle 5 Writing
General Objectives Terminal Objectives
S515 write in a variety of forms, with commitment and a
clear sense of purpose and awareness of audiences,
demonstrating an ability to anticipate the reader’s response
write a short story according to given/ suggested stimuli (The
story should shop a sound narrative outline, though it may lack
storytelling characteristics such as dialogue, effective
characteristic, etc.)
describe a character from various points of view
write an autobiography
write a poems
write the biography of a friend
describe a particular place at any one particular time
describe a given object paying particular attention to
usefulness, durability, purpose, etc.
describe an even real or imagined
describe a process
write instructions for e.g. a game
give directions (e.g. Street) from one location to another
draw proposals
make recommendations
design or produce a leaflet providing factual information about
e.g. a place, a product e.g. Coca Cola
design a notice
informing about a forthcoming event
cancelling a planned event
write reports, diary entries, timetables
write to influence someone/ some people to
review/ reconsider/ change a particular habit
attend an event they do not like with you
design an original advert for a particular product, place or
event
design a poster showing the dangers and/ or benefits of certain
substances/ animals/ people/plants
provide views FOR and AGAINST given issues
compare and contrast texts, viewed, opinions, etc.
write interesting formal and informal letters to, among other
reasons, apologies and express sympathy
write short plays, television programmes and newspaper
articles
S516 organise and present complex subject linked sentences
within paragraphs, punctuate writing so that meaning and
structure are clear to the reader
Write in any forms in S414
Go beyond first-hand experience
Separate distinct ideas and events and unify related ones
Make use of a wide range of grammatical constructions which
are appropriate for topic, purpose/genre and audience
Make use of varied and appropriate vocabulary such as
colloquial, formal, technical, poetic or figurative
Use appropriate non-linguistic strategies (e.g. layout, diagrams,
etc.) to support written when necessary
S517 demonstrate an increased awareness that a first draft
may be changed, amended and reordered in a variety of ways Through discussion, recognise the need to revise writing
Redraft as necessary
S518 demonstrate an improving ability to write summaries Write summaries of different forms of writing