Subject

Learning
continuums:
continuums:
Physics
Language
Science
guide
First examinations 2009
Subject continuums: Language
 Primary Years Programme
Subject continuums: Language

Published April 2025

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 IB learner profile I
profile IB learner p
arner profile IB lea
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IB learner profile I H E IB L E AR
N

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er profile IB learne

PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
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We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
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We learn with enthusiasm and sustain our love of learning a range of points of view, and we are willing to grow from the
throughout life. experience.

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and ideas that have local and global significance. in the lives of others and in the world around us.

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face of challenges and change.
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language and in many ways. We collaborate effectively, listening We understand the importance of balancing different aspects of
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like them, can help individuals and groups become responsible members of local, national and global communities.

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Contents

Language strands 1
Overall expectations 3
Strand: Oral language—listening and speaking 6
Strand: Visual language—viewing and presenting 10
Strand: Written language—reading 14
Strand: Written language—writing 17

Language glossary 21

Subject continuums: Language

Language strands

Oral language— Oral language encompasses all aspects of listening and speaking—skills that
listening and speaking 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 to create
an oral text. 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).

Visual language— The receptive process (viewing) and expressive processes (presenting) are
viewing and connected and allow for growth in understanding; neither process has
presenting meaning except in relation to the other. These processes involve navigating
and 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, digital or live, observable forms
of communication that are consciously constructed to convey meaning and
immediately engage viewers, allowing them instant access to data. Examples
include advertisements, artworks, computer games, websites, movies, signs,
logos, maps, graphs, cartoons and performances. It is important to provide a
balanced programme with opportunities for students to understand and use the
structures and features involved in viewing and presenting text.

Written language— Reading is a developmental process that involves constructing meaning from
reading 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 symbols, writing and print convey meaning
and becomes concerned with trying to make sense of the marks on the page.
Reading helps clarify ideas, feelings, thoughts and opinions. Literature offers 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. Children
learn to read by engaging with texts and through learning skills, integrating
and practising these skills in meaningful contexts to develop fluency and build
vocabulary. As learners engage with interesting and appealing texts, appropriate
to their experiences and developmental phase, they learn the skills, strategies
and conceptual understanding necessary to become competent, motivated,
independent readers.

Subject continuums: Language 1

Language strands

Written language— People use writing as a way of organizing and communicating thoughts, ideas
writing and information in order to express themselves in a visible and tangible way.
It is a personal act that grows and develops with the individual. In multimodal
texts, writing is often integrated with visual modes to reinforce meaning. 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. Over time, writing involves
developing a variety of skills, structures, strategies and literary techniques
(spelling, grammar, plot, character, punctuation, voice) and applying them
with increasing skill and effectiveness. The writer’s ability to communicate
their intention and share meaning takes precedence over accuracy and the
application of skills, as 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 in the process of sharing their
ideas in written form that skills are developed, applied and refined to produce
increasingly effective written communication.

2 Subject continuums: Language

 Overall expectations
Overall expectations

Strand: Oral language—listening and speaking

Phase 1 Phase 2 Phase 3 Phase 4

Learners show an understanding of Learners show an understanding that Learners show an understanding of Learners show an understanding of the
the value of speaking and listening to sounds are associated with objects, the wide range of purposes of spoken difference between literal and figurative

Subject continuums: Language

communicate. They recognize that sounds events and ideas, or with symbolic language: that it instructs, informs, language, and how to use language
are associated with objects, or with symbolic representations of them. They are aware entertains, reassures; that each listener’s differently for different purposes. They
representations of them. They use language that an object or symbol may have perception of what they hear is unique. are aware that they are building on their
to name their environment, to get to different sounds or words associated They show an understanding of the previous experiences and using language
know each other, to initiate and explore with it in different languages. They are conventions associated with speaking to construct new meaning.
relationships, and to question and inquire. compiling rules about the use of different and listening and the value of adhering
aspects of language. They are beginning to those conventions. They are aware
to be aware of the high degree of that language is a vehicle for becoming
variability of language and its uses. knowledgeable; for negotiating
understanding; and for negotiating the
social dimension.

3
Language strands
4
Overall expectations

Strand: Visual language—viewing and presenting

Phase 1 Phase 2 Phase 3 Phase 4

Learners show an understanding that Learners identify, interpret and respond to Learners show an open-mindedness Through inquiry, learners engage with an
Language strands

the world around them is full of visual a range of visual text prompts and show about the use of a range of visual text increasing range of visual text resources.
language that conveys meaning. They an understanding that different types resources to access information. Learners As well as exploring the viewing and
are able to interpret and respond to of visual texts serve different purposes. use visual text in a reflective way to presenting strategies that are a part of
visual texts. Although much of their own Learners show an understanding that enrich their storytelling or presentations, the planned learning environment, they
visual language is spontaneous, they are visual text may represent reality or and to organize and represent select and use strategies that suit their
extending and using visual language in fantasy. They recognize that visual text information. They think critically and are learning styles. They are able to make
more purposeful ways. resources can provide factual information articulate about the use of visual text connections between visual imagery
and increase understanding. They use to influence the viewer. They are able and social commentary. They show more
this knowledge to create their own visual to use visual imagery to present factual discernment in selecting information they
texts for particular purposes. information, or to tell a story. consider reliable. They are able to use
visual imagery to support a position.

Overall expectations

Strand: Written language—reading

Phase 1 Phase 2 Phase 3 Phase 4

Learners show an understanding that Learners show an understanding that Learners show an understanding that text Learners show an understanding of
print represents the real or the imagined language can be represented visually is used to convey meaning in different the strategies authors use to engage
world. They know that reading gives them through codes and symbols. They ways and for different purposes—they them. They have their favourite authors
knowledge and pleasure; that it can be are extending their knowledge and are developing an awareness of context. and can articulate reasons for their
a social activity or an individual activity. understanding of printed codes and Learners show an understanding of the choices. Reading provides a sense of
They have a concept of a “book”, and symbols, and are able to recognize them relationship between reading, thinking accomplishment, not only in the process,
an awareness of some of its structural in new contexts. They understand that and reflection. They know that reading but in the access it provides to further
elements. They use visual clues to recall reading is a vehicle for learning, and that the is extending their world, both real and knowledge about, and understanding of,
sounds and the words they are “reading” combination of codes and symbols conveys imagined, and that there is a reciprocal the world.
to construct meaning. Depending on the meaning. They use strategies, based on relationship between the two. They have
orthography of the language, these clues what they know, to read for understanding. established reading routines and relish

Subject continuums: Language

might include letters, symbols, pinyin, They recognize that the structure and the process of reading.
kanji, strokes or characters. organization of text conveys meaning.
 Overall expectations

Strand: Written language–writing

Phase 1 Phase 2 Phase 3 Phase 4

Learners show an understanding that Learners show an understanding Learners show an understanding that Learners show an understanding of the
writing is a form of expression to be that writing is a means of recording, writing can be structured in different conventions pertaining to writing, in its
enjoyed. They know that how you write remembering and communicating. They ways to express different purposes. different forms, that are widely accepted.
and what you write convey meaning; know that writing involves the use of They show an understanding of the role In addition, they demonstrate a high level

Subject continuums: Language

that writing is a purposeful act, with both codes and symbols to convey meaning of the author and are able to take on of integration of the strands of language
individual and collaborative aspects. to others; that writing and reading uses the responsibilities of authorship. They in order to create meaning in a manner
the same codes and symbols. They know demonstrate an understanding of story that suits their learning styles. They can
that writing can describe the real or the structure and are able to make critical analyse the writing of others and identify
imagined world. They can tell a story and judgements about their writing, and common or recurring themes or issues.
create characters in their writing. the writing of others. They use imagery They accept feedback from others.
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 are able to rewrite to
improve the quality of their writing.

5
Language strands
6
Strand: Oral language—listening and speaking
Example concepts: audience, communication, ethical, figurative, grammar, influence, interpretation, literal, meaning, message, modality, pattern, perspective, purpose,
sounds, structure, symbols, techniques, translanguaging, voice.
Language strands

Example conceptual understandings

Strand: Oral language—listening and speaking

Phase 1 Phase 2 Phase 3 Phase 4

Different languages may be spoken at Language helps people to develop their Thinking about the perspective of Multiliteracies enable people to
home or in the community. understanding of each other as they interact. others helps people to communicate engage with text and to communicate
more effectively. responsibly and ethically in multiple
modes and languages.

Ideas, feelings and needs can be Everyone has the right to speak and The rules of spoken language vary Listeners identify key ideas in spoken
communicated with others in a variety of be listened to, and people interpret according to context, purpose and language and synthesize them to create
modes, including gestures, actions and messages according to their unique audience, but language variability is normal. and communicate their own understanding.
body language. experiences and ways of understanding.

People explore sounds and patterns as The sounds of language are a symbolic The features and grammatical structures Communicators engage with language
part of learning languages. way of representing ideas and objects. of a language enable members of a learning in multiple contexts in a range
language community to communicate of modes.
with each other.

Play is a way of developing Multilingual learners use translanguaging Creating texts is a social endeavour and Language learning is developed
communication skills, building to make sense of and interact with the language is a tool for collaborating with through its use in different contexts and
relationships and having fun. world round them. others. through reflection and setting goals for
improvement.

Subject continuums: Language

 Example learning outcomes

Strand: Oral language—listening and speaking

Phase 1 Phase 2 Phase 3 Phase 4

Learners: Learners: Learners: Learners:

• realize that people speak different • listen and respond in small or large • respect contributions from others and • participate appropriately as listener and
languages (for example, home group discussions for increasing reflect on different perspectives offered speaker, in discussions, conversations,
languages, community languages) periods of time • listen appreciatively and responsively, debates and presentations

Subject continuums: Language

• recognize that the way people greet • remember and join in with poems, presenting their own point of view • argue persuasively and justify a
or speak to others differs according rhymes, songs, games and classroom and respecting the views of others point of view
to context (for example, formal, routines • argue persuasively and defend a point • show open-minded attitudes when
informal, cultural, generational) • use oral language to communicate of view listening to other points of view
• use home language(s) (with and build understanding during • organize thoughts and feelings • identify techniques and language in
translation, if necessary) to express classroom activities and routines, before speaking multimodal texts that aim to influence
needs and express ideas conversations and play or mislead the listener; evaluate and
• understand that different contexts
• use gestures, actions, body language • use spoken language to may have different language challenge sources
and/or words to communicate needs communicate information relating to expectations • appreciate that people speak and
and to express ideas their personal experiences respond according to personal and
• hear and appreciate differences
• listen and respond to a range of • ask questions or express wonderings between languages and language cultural perspectives
texts, showing enjoyment and to gain information and respond to variations, such as dialects • use more complex vocabulary and
understanding through gestures, their own or others’ inquiries sentence structures with a high level
• gather information from a range of
expression and words • recognize the value of being able of specificity to communicate
sources, including peers and texts
• recognize that words and sentences to communicate in more than one • understand and use figurative
• use note-taking strategies when
help people to express ideas language language such as simile,
gathering information from oral and
• reproduce the sounds of the target • recognize that taking turns to speak visual texts personification and metaphor
language and begin to recognize how and listen is part of respectful • use standard grammatical structures
• identify and expand on main ideas in
these sounds connect to the written interactions that build relationships and phonological features
oral text
representation of them • use language to address their needs, competently in appropriate situations
• understand and use specific
• realize that word order can change and express feelings and opinions • use register, voice-level intonation and
vocabulary to suit different purposes
from one language to another • identify and describe main events stress to emphasize or enhance meaning
(for example, to explain, narrate or
• understand simple questions and and relevant points in oral texts with instruct) and audiences
respond with actions or words increasing confidence and detail
• recognize when the language or
• follow classroom directions and • anticipate and predict when listening techniques used in texts are trying to
routines, using context cues to texts influence thinking

7
Language strands
8
Example learning outcomes

Strand: Oral language—listening and speaking

Phase 1 Phase 2 Phase 3 Phase 4

Language strands

• use their own grammar style as • distinguish and use sounds of the • evaluate the accuracy of sources in a • use oral language responsibly to
part of the process of developing target language with increasing range of modalities inform, entertain and influence others
grammatical awareness accuracy (for example, initial, medial • begin to paraphrase and summarize • engage with a range of multimodal texts
• interact with peers and adults in and final sounds of words; intonation; ideas and information drawn from texts in order to generate, discuss, develop,
familiar social settings, and share stress, tones) and modify ideas and opinions
• verbalize their thinking and explain
information about self, family and • use grammatical rules of the their reasoning • paraphrase and summarize when
interests with peers and adults language(s) of instruction or language communicating orally, making use of
• reflect on and discuss elements
through play situations variations, such as dialects (learners note-taking strategies as appropriate
of texts including the ideas, text
• tell their own stories using words, may overgeneralize at this stage)
structures and language features • use oral language to negotiate,
gestures and objects/artefacts • recognize patterns in language(s) and to formulate and communicate
• use a range of specific vocabulary
• build vocabulary through listening use increasingly accurate grammar and possibilities and theories
in different situations, indicating an
and speaking as part of play and pronunciation in the target language
awareness that language is influenced • reflect on communication to monitor
teacher-facilitated experiences. • listen attentively and speak by purpose, audience and context and assess their own learning and to
appropriately in small and large set goals for future learning
• recognize expectations (for
group interactions
example, variations of languages • justify their choices of modes of
• use new words and phrases to may use different vocabulary or communication by considering their
help express ideas and feelings language features) audience.
(for example, when describing
• realize that grammatical structures
experiences or talking about different
can be irregular and begin to use
types of texts)
them appropriately and consistently
• choose texts to listen to and view,
• appreciate that language is not always
showing enjoyment and understanding
used literally; understand and use the
by responding in oral, written or visual
figurative language of their own or
form, or through gestures
another culture
• obtain simple information from
• use language to describe, explain
accessible texts
and compare
• predict likely outcomes when
listening to or viewing texts.

Subject continuums: Language

 Example learning outcomes

Strand: Oral language—listening and speaking

Phase 1 Phase 2 Phase 3 Phase 4

• express thoughts, ideas, wonderings

and opinions as part of their inquiries
• participate in a variety of creative
activities, for example, role plays,

Subject continuums: Language

games, dramatization of familiar
stories and poems
• collaborate with others to create
multimodal presentations
• consider their audience when making
choices about modes of communication
• explain and discuss their own
writing with peers and adults;
respond to feedback.

9
Language strands
10
Strand: Visual language—viewing and presenting
Example concepts: communication, culture, data, equity, feature, gestures, imagery, influence, information, interpretation, meaning, media, multimodal, persuasion,
purpose, resources, symbols, text.
Language strands

Example conceptual understandings

Strand: Visual language—viewing and presenting

Phase 1 Phase 2 Phase 3 Phase 4

The images, objects and symbols in the People draw on their own experiences Visual texts have the power to influence Visual communications can reflect
environment have meaning. and make personal connections to thinking and behaviour. cultural perspectives.
information presented visually.

People learn about the world through Visual information and techniques Images and persuasive language are used Visual texts can stimulate creative and
what they see, hear and feel. assist interpretation and building to attract readers and promote a viewpoint. critical thinking.
understanding, and can engage the
audience in different ways.

People express themselves using visual Viewing and talking about images others Understanding the composition of Synthesizing information from visual texts
techniques, including using static and have created help people to understand visual texts facilitates communication is dependent upon personal interpretation
moving images to tell stories. and create their own presentations. and provides opportunities to discuss and leads to new understanding.
complex ideas.

Subject continuums: Language

 Example learning outcomes

Strand: Visual language—viewing and presenting

Phase 1 Phase 2 Phase 3 Phase 4

Learners: Learners: Learners: Learners:

• recognize and respond to familiar • talk about their own feelings in • are able to express that visual • identify factors that influence
signs, labels and logos, (for example, response to visual messages; listen texts have been created to reach a personal reactions to visual texts
road signs, classroom labels); identify to others and show empathy for the particular audience and influence • explain how cultural influences,
similarities and differences way others might feel, realizing that them in some way, and make for example, the use of colour and

Subject continuums: Language

• use appropriate digital iconography people react differently judgements about the effectiveness symbols, affect the interpretation of
and movements (for example, scroll or • connect visual information with their of visual messages visual effects
swipe) to engage with activities and own experiences • describe personal reactions to visual • analyse and interpret the ways in
tools on technology devices • realize that text and illustrations in texts; reflect on why others may which visual effects are used to help
• show understanding of visual reference materials work together to perceive the images differently people understand context
information through play, gestures, facial convey information • understand and explain how visual • reflect on ways in which understanding
expressions, and sharing with others • attend to visual information showing information and effects contribute the intention of a visual message can
• make personal connections to visual understanding through discussion, to the understanding of different influence personal responses
texts, for example, a picture book role play, illustrations contexts, and can be used to reflect a
• examine and analyse multimodal
about children making friends in a particular context or perspective
• understand that visual messages texts, including print and digital
new situation influence our behaviour • discuss multimodal texts and show texts, explaining how visual, oral and
• show appreciation of illustrations in how the written, oral and/or visual written information work together
• use body language to communicate
visual texts, for example, by selecting, language features work together to to reinforce each other and make
ideas and feelings visually
revisiting or sharing familiar picture convey a particular message meaning more explicit
• use a variety of implements to
books and digital texts • prepare, individually or in • analyse the selection and composition
practise and develop handwriting and
• select and incorporate colours, collaboration, visual presentations of visual presentations; select
presentation skills
shapes, symbols and images into using a range of media examples to explain how they achieve
• recognize digital iconography and
visual representations as part of play, • engage with visual texts that present a particular impact, for example,
follow prompts to access digital tools
for example, drawings and models ideas and perspectives that may differ dominant images, use of colour,
for viewing and presenting
• recognize the meaning of body from their current understanding texture, symbolism
• view visual information and show
language • realize that visual information reflects • design visual texts with the intention
understanding by asking relevant
• start to share information and ideas and contributes to the understanding of influencing the way people think
questions and discussing meaning
using different media of different contexts and feel
• show understanding of the images • show how body language can be
in stories through illustrations and used to achieve effects and influence
meaning in multimodal presentations

11
Language strands

role play.
12
Example learning outcomes

Strand: Visual language—viewing and presenting

Phase 1 Phase 2 Phase 3 Phase 4

Language strands

• observe and discuss information • experience a range of visual text • apply knowledge of presentation
presented visually in a range of texts, formats; appreciate and describe why techniques in original and innovative
including print and digital selected formats meet a particular ways; explain their own ideas for
• through teacher modelling, become purpose or achieve a desired effect achieving desired effects
aware of terminology used to • discuss and explain visual images • use a range of tools to prepare their
describe visual effects, for example, and effects using appropriate own presentations
line, colour, shape, direction, size, terminology, for example, image, • use appropriate terminology to
layout, border, frame symbol, graphics, space, balance, identify a range of visual effects/
• view different versions of the same techniques, composition formats and critically analyse their
story and discuss the effectiveness • select and use suitable shapes, effectiveness, for example, mood,
of the different ways of telling the colours, symbols, layout, actions and media, juxtaposition, proportion
same story body language for presentations • communicate information and ideas
• view a range of visual language • practise and develop handwritten effectively to multiple audiences
formats and discuss their presentation techniques using a variety of media, modalities
effectiveness, for example, picture • explore and discuss the effectiveness and digital environments.
books, film/video, still images, of tools used to create visual texts
posters, drama, webpages and games
• use appropriate terminology to discuss
• show understanding of visual visual texts, for example, logos, font,
information through discussion, role foreground, background, impact
play and illustrations
• recognize and name familiar visual
• explore the way that shapes, symbols texts and explain why they are
and colours can have meaning in or are not effective, for example,
visual texts advertising, logos, labels, signs,
• realize that effects have been selected billboards, websites, games, books
and arranged to achieve a certain • design and create visual texts using
impact, for example, the way in which shapes, colours, symbols, layout and
colour, lighting, music and movement fonts to achieve particular effects;
work together in a performance explain how the desired effect is
achieved

Subject continuums: Language

 Example learning outcomes

Strand: Visual language—viewing and presenting

Phase 1 Phase 2 Phase 3 Phase 4

• observe visual images and begin to • communicate information and

appreciate, and be able to express, ideas to multiple audiences using
that these have been created to a variety of media, modalities and
achieve particular purposes digital environments.

Subject continuums: Language

• communicate information and ideas
to familiar audiences using a variety of
media and modalities.

13
Language strands
14
Strand: Written language—reading
Example concepts: bias, characters, codes, communication, creativity, elements, feature, genre, grammar, illustrations, imagination, influence, information, meaning,
organization, perspective, phonics, print, purpose, structure, style, symbols.
Language strands

Example conceptual understandings

Strand: Written language—reading

Phase 1 Phase 2 Phase 3 Phase 4

Texts enable readers to learn about the People read to learn about and Reading helps people to think in different Reading about issues of importance in the
real world. understand the lives of others and the ways and develop new understandings. world helps to make learning meaningful.
world around them.

Written language works differently from Reading stimulates the enjoyment of Different types of texts serve different Reading supports multiple perspectives
spoken language. imagined worlds. purposes. and helps to develop an understanding of
how people think, feel and act.

Texts can contain pictures, symbols and Words have the power to engage the Applying a range of strategies such Synthesizing ideas and information
words that convey meaning. imagination and develop creativity. as making predictions, rereading and from multiple texts leads to new ideas
checking for comprehension helps people and understanding.
to read and comprehend new and more
complex texts.

There are established ways of setting out Consistent ways of recording words or The structure and organization of texts Effective writing has a structure and
and organizing texts. ideas enable members of a language influences and conveys meaning, and purpose, and stories have a sequence
community to communicate. identifying the main ideas in a text helps of events (plot) that help to make the
to determine what is important. author’s intention clear.

Reading and thinking work together

to enable meaning-making within and
across different areas of learning.

Subject continuums: Language

 Example learning outcomes

Strand: Written language—reading

Phase 1 Phase 2 Phase 3 Phase 4

Learners: Learners: Learners: Learners:

• locate and respond to aspects • select and reread favourite texts for • distinguish between fiction and non- • read a wide range of texts confidently,
of interest in self-selected texts enjoyment fiction, and select books appropriate independently and with understanding
(pointing, examining pictures • participate in shared reading, posing to specific purposes • work in collaborative groups to locate
closely, commenting) and responding to questions and • discuss personality and behaviour and select texts appropriate to the

Subject continuums: Language

• show curiosity and ask questions joining in refrains of characters or real people they purpose and audience; share and
about pictures or text • participate in guided reading encounter in texts, commenting on reflect on perspectives
• listen attentively and respond to situations, observing and applying reasons why characters or people • participate in class, group or
stories read aloud reading behaviours and interacting might react in particular ways individual literature studies, gaining
• make connections to their own effectively with the group • understand and respond to the an in-depth understanding of the text
experience when listening to or • listen attentively and respond ideas, feelings and attitudes • compare and contrast two different
“reading” texts actively to read-aloud situations; expressed in various texts, showing but similar texts (for example, two
make predictions, anticipate empathy for characters novels with a similar theme, a book
• recognize familiar signs and symbols,
words and numbers experienced in possible outcomes • read a variety of books for pleasure, and the movie, a digital information
the real world • read and understand the meaning instruction and information; reflect text and one in print), commenting on
of self-selected and teacher-selected regularly on reading and set future goals their effectiveness and impact
• explore digital texts and interactive
features such as games, video and texts at an appropriate level • understand that stories have a plot; • recognize and reflect on unstated
audio links within these • make connections between personal identify the main idea; discuss and assumptions and biases
experience and fictional characters or outline the sequence of events • make inferences and be able to
• enjoy listening to stories
real people they meet in texts leading to the final outcome justify them
• choose and “read” picture books for
• select and use non-fiction texts (for • appreciate that writers plan and • identify and describe elements of
pleasure
example websites, books) for the structure their stories to achieve a story—plot, setting, characters,
• participate in shared reading, joining particular effects; identify features
purpose of inquiry, with teacher theme—and explain how they
in with rhymes, chants, refrains and that can be replicated when planning
guidance contribute to its effectiveness
repeated text as they gain familiarity their own stories
with the sounds and vocabulary of the • understand that print is permanent, • gain an understanding of the work
for example, when listening to familiar • respond to questions that require and style of a particular author, and
target language
stories, notices when the reader leaves inference and draw conclusions appreciate what it means to be an
• express opinions about the meaning
out or changes parts • as part of the inquiry process, work author
of a story
• read and understand familiar collaboratively with others to access,
• show empathy for characters in a story read, interpret and evaluate a range of
written texts from the immediate
• recognize their own first name environment, for example, signs, source materials

15
Language strands

advertisements, logos, iconography

 Example learning outcomes

16
Strand: Written language—reading

Phase 1 Phase 2 Phase 3 Phase 4

• distinguish between pictures and • develop personal preferences, selecting • identify relevant, reliable and • identify genre (including fantasy,
Language strands

written text, for example, can point to text for pleasure and information useful information, and decide on biography, science fiction, mystery,
a picture when asked • identify the difference between appropriate ways to use it historical) and explain elements and
• begin to discriminate between visual fiction and non-fiction texts • recognize unstated assumptions and literary forms that are associated with
representations of a language (for biases different genres
• understand and apply reliable
example, recognize that symbols, strategies when decoding print (for • skim and scan texts to decide whether • appreciate structural and stylistic
numbers, letters and words or example, phonemic awareness, they will be useful, before attempting differences between fiction and
characters all have meaning but differ sound-symbol, word-characters) to read in detail non-fiction; show understanding of
from each other) this distinction when structuring their
• read texts at an appropriate level, • use a range of strategies to self-
• begin to identify and recognize some own writing or speaking
independently, confidently and with monitor and self-correct, for example,
patterns found in the written form good understanding morphology, meaning, context, • appreciate authors’ use of language and
and the sounds of that language rereading, reading on, cross-checking interpret meaning beyond the literal
• recognize examples of written texts
• indicate where the teacher should in other languages in the immediate one of these sources against another • recognize and understand figurative
start reading environment • name a range of different text types, language, for example, similes,
• handle books, showing an for example, instructions, poetry, metaphors, idioms.
• understand how written language
understanding of how a book works, is represented symbolically by the plays, stories, novels, reports, articles
for example, cover, beginning, relevant language community (for • recognize the author’s purpose,
directional movement, end example sound-symbol, word- for example, to inform, entertain,
• realize that the organization of digital characters) persuade, instruct
texts is different from print texts • instantly recognize an increasing bank • identify and use the different parts of a
of high-frequency and high-interest text, for example, title page, contents,
words, characters or symbols index, homepage, menu, hyperlinks
• have a secure knowledge of the basic • use a range of print and digital
conventions of the target language(s) tools and resources, for example,
in printed text, for example, information texts, dictionaries,
orientation, directional movement, bibliography tools, with increasing
layout, spacing, punctuation independence and responsibility.
• identify and explain the basic
structure and organization of texts

Subject continuums: Language

• engage with digital texts and
understand how to navigate and use
some of the features, for example
hyperlinks, audio, video options.
 Strand: Written language—writing
Example conceptual understandings

Strand: Written language—writing

Phase 1 Phase 2 Phase 3 Phase 4

Writing conveys meaning. Written language works differently from Writing and thinking work together Through writing, people can make
spoken language. to enable people to express ideas and connections to, and develop an

Subject continuums: Language

convey meaning. understanding of others.

People write to tell others about their Written language is the visual The structure of different types of texts Synthesizing ideas enables writers to build
experiences, ideas and feelings. representation/symbolization of spoken includes identifiable features that relate on what they know, reflect on different
language. to the text purpose. perspectives and express new ideas.

Everyone can express themselves in writing. Consistent ways of recording words or ideas Rereading and asking questions of Writing improves over time through the
enable members of a language community ourselves when writing can enable more process of planning, drafting, editing
to understand each other’s writing. clarity of expression. and revising.

Writing represents spoken words visually. Every language has particular features Applying a range of strategies helps people Knowing the intention helps writers to plan
that are used by the language community. to express themselves so that others can and develop different forms of writing.
enjoy and/or learn from their writing.

When writing, people can draw The way writing is structured and
inspiration from the texts they read, listen organized helps others to understand and
to and view. appreciate it.

17
Language strands
18
Example learning outcomes

Strand: Written language—writing

Phase 1 Phase 2 Phase 3 Phase 4

Language strands

Learners: Learners: Learners: Learners:

• differentiate between illustrations and • enjoy writing and value their own • write independently and with • write using a range of text types in
written text efforts to communicate confidence, demonstrating a personal order to communicate effectively,
• show curiosity and ask questions • write about their own ideas, voice as a writer for example, narrative, instructional,
about written language experiences and feelings • explain the purpose of their writing persuasive
• write their own name independently • use simple sentence structures in • write for a range of purposes, both • adapt writing according to the audience
their writing creative and informative, using and demonstrate the ability to engage
• choose to write as part of play, for
different types of structures and styles and sustain the interest of the reader
example, a shopping list, doctor’s • incorporate vocabulary used in their
notes, birthday cards speaking in their writing • develop content related to their • write independently and with
inquiries confidence, showing the development
• use their own experience as a stimulus • participate in shared and guided
of their own voice and style
when drawing and mark-making writing, observing the teacher’s • use peer and teacher feedback to
model, asking questions and improve their writing • use appropriate paragraphing to
• plan for writing by talking about
offering suggestions organize ideas
their ideas or sharing their drawings • explore publishing tools and
with others • write to communicate to a particular resources to present work effectively • recognize and use figurative language
audience, for example, instructions, to enhance writing, for example,
• experiment with mark-making • use appropriate writing conventions, for
a fantasy story, a caption to similes, metaphors, idioms, alliteration
and writing using different writing example, word order or punctuation as
implements and media accompany images required by the target language(s) • locate, organize, synthesize and
• write an increasing number of key present written information obtained
• state an idea for an adult to record • show awareness of audience and
personal words and high-frequency from a variety of valid sources and
in writing adapt writing to suit the needs of
words independently different perspectives
• participate in shared writing, different audiences
• begin to reread their writing with the • use planning, drafting, editing and
observing the teacher’s writing and • ask questions of themselves and
aim of ensuring that the meaning is reviewing processes independently
making suggestions identify ways to improve their writing,
clear and with increasing competence
• listen and respond to shared texts, for example, “Is this what I meant to
• recognize that self-assessment and say?”, “Is it interesting/relevant?” • constructively provide feedback on
observing conventions of print,
feedback from others can improve the writing of peers
according to the target language(s) • write about a range of topics for a
their writing variety of purposes, using literary forms • vary sentence structure and length
• write letters, characters, numbers and
symbols appropriate to the context in • read their own writing to the teacher and structures modelled by the teacher • demonstrate an increasing
which they are used and to classmates, realizing that what and/or encountered in other texts understanding of how grammar

Subject continuums: Language

they have written remains unchanged and text conventions of the target
language(s) work
 Example learning outcomes

Strand: Written language—writing

Phase 1 Phase 2 Phase 3 Phase 4

• point out similarities or differences • recognize how visuals can support a • reread, edit and revise to improve • use standard spelling or characters for
to the writing system of their home written text their own writing, for example, most words
language(s) if appropriate • connect written codes with content, language, organization • use print and digital tools and
• show an awareness of the spoken language and reflect this • sensitively give feedback to the resources confidently and effectively

Subject continuums: Language

relationships between words they understanding when recording ideas writing of others to check word accuracy, broaden
say and how they are represented in • form written code (for example, • use a range of strategies to record vocabulary and enrich their writing
written texts. letters or characters) conventionally words/ideas of increasing complexity • paraphrase and summarize accurately
and legibly, with an understanding • use a variety of print and digital tools and concisely when communicating
as to why this is important within a and resources effectively to check in writing, making use of note-taking
language community word accuracy, broaden vocabulary strategies as appropriate
• discriminate between types of and enrich their writing • use a range of vocabulary and relevant
code, for example, letters, numbers, • work cooperatively with a partner to supporting details to convey meaning
symbols, words/characters discuss and improve each other’s work, and create atmosphere and mood
• organize ideas in a logical sequence, taking the roles of authors and editors • use written language as a means of
for example, write simple narratives • plan their writing using graphic reflecting on their own learning
with a beginning, middle and end organizers such as mind maps, • identify and describe elements of a
• comment on similarities and storyboards, lists and headings story—setting, plot, character, theme
differences between the writing • use note-taking strategies when • use a range of tools and techniques
system of the target language(s) and gathering information from oral and to produce written work that is
that of their home language(s) (if visual texts effectively presented.
appropriate)
• use print and digital resources and
• use some of the conventions of tools, such as dictionaries, a thesaurus,
written text, for example, sequence, games and word banks to explore and
spacing, directionality extend their use of language
• explore writing as a means of sharing • begin to paraphrase and summarize
opinions and ideas, and developing ideas and information drawn from texts
their personal voice
• select vocabulary and supporting
• write to convey meaning to others details to achieve desired effects

19
Language strands
20
Example learning outcomes

Strand: Written language—writing

Phase 1 Phase 2 Phase 3 Phase 4

Language strands

• use familiar aspects of written • use appropriate punctuation to

language with increasing confidence support meaning and for impact, use
and accuracy, for example, spelling increasingly accurate grammatical
patterns, high-frequency words, key constructs and text conventions
personal interest words • explore more complex sentence
• participate in conferences with teachers structures
to monitor and document progress, and • use knowledge of written code
to agree on new learning goals. patterns to accurately proofread
their own writing and make some
corrections and improvements
• self-monitor and set goals for
improvement.

Subject continuums: Language

Language glossary

Digital iconography Visual images and symbols displayed on a screen.

Multiliteracies Multiliteracies include the ability to identify, interpret, create and communicate
meaning across a variety of digital, visual, oral, aural and print forms of communication
in multilingual contexts.

Multimodal Multimodal texts enable meaning and can be constructed and presented/
represented using multiple modes. Different modes such as print, visual and
auditory modes often work together in texts. For example, as in picture books,
cartoons, websites, TV programmes, graphic novels, advertisements, posters,
video, performances and magazines.

Social dimension Aspects of interaction with other people.

Symbolic Symbolic representation is a process in which a mark, picture, object or gesture

representation “stands for” something else conveying meaning, for example, letters, numbers, signs.

Text Artefacts through which we access or present information. These might be oral,
written, musical, artistic or multimodal, for example, a story, song, performance, film.

Transactional process Each communicator is simultaneously a sender and receiver of messages. Meaning
is co-created in the interaction by both communicators.

Translanguaging Translanguaging is the term used to describe practices through which learners
use the languages they have at their disposal to communicate and make
meaning. In translanguaging, students select from and deploy their full linguistic
repertoire, instead of keeping a narrow focus on a single language.

Subject continuums: Language 21