EN2-VOCAB-01

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

EN2-CWT-01

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience

EN1-CWT-01

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure  

ACELA1484

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbsElaborationsexploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments abo...

AC9E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

AC9E3LA02

Understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

ACELA1484

VC2E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs) <ul> <li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li> <li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li> </ul>

VC2E3LA02

Understand how the language of evaluation and emotion can be varied to be more or less forceful <ul> <li>recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts</li> <li>exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events, for example ‘The wizard was cunning, expert, inventive’</li> </ul>

VC2E3LA09

Understand how modal verbs indicate obligation, probability and possibility <ul> <li>exploring how modal verbs (for example, ‘must’, ‘might’ and ‘could’) indicate degrees of probability or obligation</li> </ul>

VC2E3LA11

Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts <ul> <li>identifying and using technical words to describe length, for example metric units of length such as ‘millimetre’ and ‘centimetre’</li> <li>identifying and using words to describe features of narratives, for example ‘character’, ‘plot’ and ‘setting’</li> <li>identifying words that have different meanings in different contexts, for example ‘warm temperature’ and ‘warm character’</li> <li>extending vocabulary by adding prefixes and suffixes to base words, for example ‘different’, ‘differently’ and ‘difference’</li> </ul>