Art and design

- Evaluate and analyse creative works
- Actively engage in the creative process of art
- Know about great artists and understand the historical and cultural development of their art forms

English

Reading

Reading Pupils should be taught to:

read and appreciate the depth and power of the English literary heritage through:

- reading a wide range of high-quality, challenging, classic literature. The range should include works from the 19th, 20th and 21st centuries; poetry since 1789.

understand and critically evaluate texts through:

- reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluating their usefulness for particular purposes
- drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation 
- identifying and interpreting themes, ideas and information
- seeking evidence in the text to support a point of view, including justifying inferences with evidence
- distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse of evidence
- analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact
- make an informed personal response, recognising that other responses to a text are possible and evaluating these.

Writing

Pupils should be taught to:

write accurately, fluently, effectively and at length for pleasure and information through:

- adapting their writing for a wide range of purposes and audiences
- selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate
- make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided; drawing on and using information from a presentation]

Grammar and vocabulary

Pupils should be taught to:

consolidate and build on their knowledge of grammar and vocabulary through:

- studying their effectiveness and impact in the texts they read
- drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
- analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
- using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language.

Art and design

KS 4
- Develop ideas through investigations, demonstrating a critical understanding of sources
- Record ideas, observations and insights relevant to intentions as work progresses
- Present a personal and meaningful response that realises intentions and demonstrates an understanding of visual language

English literature

KS 4

Students should be able to:

- read and understand poetry
- respond to poems critically and imaginatively
- select and evaluate relevant textual material
- use details from poems to illustrate interpretations
- explain and evaluate the ways in which the poets express meaning and achieve effects
- relate the poems to their social, cultural and historical contexts

English Language

Writing for purpose and audience

Students should be able to:
- write accurately and effectively
- use an appropriate writing form
- express ideas and/or information precisely and accurately
- select vocabulary to persuade and/or inform the reader
- use accurate grammar, spelling and punctuation

Speaking and listening

Students should be able to:
- communicate clearly and effectively
- present information and ideas
- use standard English as appropriate
- structure and sustain talk
- choose and adapt language appropriate to an audience
- respond appropriately to questions and views of others

- interact with others
- make a range of effective contributions
- express ideas clearly, accurately and appropriately
- listen and respond to others' ideas and perspectives
- challenge what they hear where appropriate and shape meaning through asking questions and making comments and suggestions

Studying spoken and written language

Students should be able to:
- understand the characteristics of spoken language
- understand influences on spoken language choices
- explore the impact of spoken language choices
- understand how language varies in different contexts;
- read and understand texts
- understand how meaning is constructed
- recognise the effect of language choices and patterns
- evaluate how texts may be interpreted differently depending on the reader's perspective
- explain and evaluate how writers use linguistic and presentational features to sustain the reader's interest

Personal creative writing

Students should be able to:
- write clearly and fluently (as well as imaginatively, if appropriate)
- organise ideas to support coherence
- use an appropriate writing form
- select vocabulary appropriate to the task to engage the reader
- use a range of sentence structures for effect
- use accurate grammar, spelling and punctuation

Reading Literary and Non-fiction Texts

Students should be able to:
- read and understand texts
- understand how meaning is constructed
- recognise the effect of language choices and patterns
- select material appropriate to purpose
- evaluate how texts may be interpreted differently depending on the reader's perspective
- explain and evaluate how writers use linguistic and presentational features to sustain the reader's interest.

Art and design

Art and design
- Students use their knowledge about the work of other artists to enrich and inform their work through analysis and evaluation
- Students evaluate their work through discussion

English

Oracy

Learners should be given opportunities to:

- respond orally to continuous and non-continuous texts
- respond orally to a variety of stimuli and ideas, including written and dynamic texts, e.g. paintings, music, film, still and moving images 
- communicate for a range of purposes, e.g. recount and present information, instruct, argue and explain a point of view, discuss an issue, persuade, question and explore interpretations, convey feelings
- speak and listen individually, in pairs, in groups and as members of a class
- present, talk and perform in formal and informal contexts and for a variety of audiences including teachers and peers
- engage in activities that focus on words, their derivation, meanings, choice and impact
- listen and view attentively, responding to a wide range of communication, e.g. written and dynamic texts, theatre and poetry performance, visiting speakers, explanations, instructions
- speak clearly, using intonation and emphasis appropriately, e.g. recitation, oral storytelling
- use appropriate vocabulary suitable for the situation or purpose
- use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers

Reading

Learners should be given opportunities to:

read a wide range of continuous and non-continuous texts, in printed and dynamic format, as a basis for oral and written responses. These should include:

– extracts and complete texts
– traditional and contemporary poetry and prose
– texts written by Welsh authors, texts with a Welsh dimension and texts from other cultures
– texts that have challenging subject matter, which broaden perspectives and extend thinking – texts with a variety of structures, forms, purposes, intended audiences and presentational devices
– texts that demonstrate quality and variety in language use
– texts with a variety of social, historical and cultural contexts
– texts that extend learners’ intellectual, moral and emotional understanding
– texts with a variety of tone, e.g. irony, parody, word play, innuendo and satire

read individually and collaboratively, e.g. paired reading, guided group reading, shared reading

read for different purposes, e.g. for personal pleasure; to retrieve, summarise and synthesise key information; to interpret and integrate information; to verify information; to deepen understanding through re-reading; to identify language devices used by the writer to analyse purpose; to identify alternative readings of a text

develop appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, poets, peers, in written and dynamic texts.

Writing

Learners should be given opportunities to:

write for a variety of purposes, including to:
– recount
– inform
– explain
– argue/persuade
– discuss/analyse
– evaluate
– narrate
– describe
– empathise

write in a range of continuous and non-continuous texts in a variety of forms

produce poetic writing, using imagery and poetic devices, e.g. rhyme and form

use a wide range of written and dynamic stimuli, e.g. stories, picture books, images, poems, experiences, film, paintings, music

use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers.

Expressive Arts

Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.

Progression step 5:

- I can investigate and analyse how creative work is used to represent and celebrate personal, social and cultural identities.

- I can independently research the purpose and meaning of a wide range of creative work and consider how they can impact on different audiences.

Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts. 

Progression step 5:

- I can critically and thoughtfully respond to and analyse the opinion and creative influences of others in order to independently shape and develop my own creative work.

- I can purposefully apply knowledge and understanding of context when evaluating my own creative work and creative work by other people and from other places and times.

- I can critically evaluate the way artists use discipline-specific skills and techniques to create and communicate ideas. 

Languages, literacy and communication

Understanding languages is key to understanding the world around us

Progression step 5:

- I can listen empathetically, respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.

- I can employ a range of strategies to recognise and predict the meaning across a wide range of texts and from this enhance my own expression and communication.

- I can use inference and deduction to gain in-depth understanding of complex texts, and can evaluate the reliability, validity and impact of what I read.

- I can use my knowledge of word construction, grammar, including syntax, and text organisation to support my understanding of what I hear and read.

- I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

- I can listen and read to build an extensive range of general and specific vocabulary, and I can use them with precision in different contexts.

Expressing ourselves through languages is key to communication

Progression step 5:

- I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

- I can make informed choices about vocabulary and grammar to enhance my communication skills

- I can reflect critically on my use of language and can consider the effects of my spoken, written and visual communication objectively.

- I can evaluate and respond critically to what I have heard, read or seen.

Literature fires imagination and inspires creativity

Progression step 5:

- I can engage with a wide range of literary genres in depth in order to explore and craft my own work.

- I can experiment with and craft my own literature.

- I can critically evaluate key concepts and the impact of language choices and techniques on the reader/viewer using an assured selection of relevant textual detail.

- I can appreciate literature, showing empathy when evaluating different interpretations of literature, including my own.