Bound for Success Scope and Sequence Statements

ENGLISHWriting Imaginative TextsIn Years 1, 2 and 3 students write simple stories in print and electronic mediums, using those they have read and heard asmodels.In Years 4, 5 & 6 students write imaginative texts in, print and electronic mediums, that largely draw on the students’ owndirect experience of the world. These texts may include stories, simple poems and scripts.In Years 7 & 8 students write imaginative texts that contain ideas and information dealing with their personal views of theworld. These texts may include simple adventure fantasy, horror and ghost stories, myths, legends, ballads and play scripts.In Years 9 & 10 students write in print and electronic mediums, that contain personal, social and cultural ideas and issuesrelated to their own lives and communities, and their views of their expanding world. These texts may include short stories,anecdotes, plays, poetry, and personal letters.In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:understands that:o texts can entertain andinformo stories have charactersand eventso simple stories have astructureunderstands that:o texts can entertain andinformo stories have charactersand key eventso stories have a structureunderstands that:o texts have purposes toentertain or inform anaudienceo stories have characters,setting, ploto imaginative texts have astructureunderstands that writers:o consider their purpose forwritingo consider thecharacteristics of theaudience when selectingsubject matter (e.g. for apicture book for prepstudents and for a bookfor Year 7 students)o develop narrativesthrough the plot anddescriptions of settings,characters, event andthingsunderstands that writers:o consider their purpose forwriting, including topersuade, entertain, orinformo consider the interests ofthe audience whenselecting subject matterwithin a chosen topico can explore their ownideas and feelings throughthe characters andsituations they createo can represent charactersand events in particularways by including oromitting information andmaking particularlanguage choicesunderstands that writers:o select subject matteraccording to the purposeof their writing andaudienceo can draw on their ownideas and on the subjectmatter and forms of textsthey have read andviewed when developingcharacters, settings andplotunderstands that writers:o select subject matterwithin a chosen topicaccording to purpose andaudienceo can draw on their ownknowledge, experiences,thoughts and feelingso can draw on the subjectmatter and forms of textsthey have heard, read andviewedunderstands that:o selection of subject matteris dependent on contexts,purpose and audienceo ideas and issues canextend beyond theimmediate ploto writers can be influencedby the knowledge, valuesand practices of differentcultures (e.g. youthculture, traditionalcultures)understands that:o imaginative texts canmove and persuadeo ideas and issues canextend beyond theimmediate plot with mainideas developed throughthe interconnections ofplot, settings andcharacterso writers can express viewsand values other than theirownunderstands that:o writers use theconventional plots,settings, characters andresolutions associatedwith different text types(e.g. horror, adventure,romance) to positionaudienceso writers choose how toposition their readers bydrawing on theknowledge, values andpractices of groups toshow differentperspectives or to servecertain interests (e.g.Parvana by DeborahEllis)writes stories that:o include events insequenceo include people, places,objects and events relatedto their personalexperienceswrites stories that:o include brief descriptionsof setting and characterso include a series of looselyconnected events oractionso conclude with a simpleendingwrites stories that:o introduce characters andprovide a brief descriptionof settingo formulate a storyline of afew sequenced events andcreate a complicationo include brief descriptionsof familiar characters,places and thingso attempt an ending, oftenas a resolutionwrites stories that:o provide a brief descriptionof setting, includingplaces and objectso develop characters usingdescriptionso use dialogueo formulate a storyline ofsequenced events andcreate a complicationo create an ending, often asa resolutionwrites stories that:o provide a description of asetting and characterso use dialogue to enhancecharacter developmentand meaningo develop a storyline ofsequenced eventsinvolving complicationsand resolutions withrelevant detailso create an ending whichdraws together elementsof the storyline,sometimes in a resolutionwrites stories that:o develop characters andsetting using descriptionsand dialogueo create characters withpersonalities, throughdialogue and descriptionsof feelings and behaviouro develop a storyline ofsequenced eventssupported by relevantdetails involvingcomplications, resolutionsand conclusiono use evaluative words (e.g.nervously, lucky,challenging)o use some humour toentertain their audienceo use subject matter chosento appeal to certaingroupso reflect consideration ofsome social justiceimplications of the waysthat people, places, eventsand things are representedwrites stories that:o use ideas, details andevents that are relevant tothe storylineo develop characterisationthrough descriptions,actions and dialogueo create characters withfeelings and personalitiesbeyond traditionalcharacterso include some evaluativecomments on thesignificance of an event(e.g. it was like a baddream)o can use humour toentertain their audienceo choose aspects of subjectmatter to representpeople, places, events andthings in ways that appealto certain groupso reflect consideration ofthe social justiceimplications of the waysthat people, places, eventsand things are representedwrites stories that:o draw on conventions ofnarrative including timeorder; characterisation,description and imagery,creating atmosphere,reflections/evaluations ofactionso develop a series ofcomplications with aclimax and resolutiono use dialogue to constructrelationships betweencharacterso explore challenging ideasand ethical dilemmasthrough the constructionof actions, speech,thoughts and feelings ofthe characterso experiment with usingparody to create humouro reflect selective choices toposition readers/viewers incertain ways whenconstructingrepresentations ofcharacters, settings andplotwrites stories that:o develop sustained textswith attention to timeorder, characterisation,consistent narrative pointof view and developmentof a resolutiono use dialogue to constructrelationships betweencharacters and to furtherthe narrativeo create characters andsituations which exploreethical dilemmas, andwhich move beyondstereotypes orexpectationso use references to othertexts and parody to extendmeaning and createhumourwrites stories that:o develop sustained textswith attention to timeorder, characterisation,consistent narrative pointof view and developmentof a resolutiono use dialogue to constructrelationships betweencharacters and to furtherthe narrativeo create characters andsituations which exploreethical dilemmas, andwhich move beyondstereotypes orexpectationso use references to othertexts and parody to extendmeaning and createhumourknows and uses:• basic punctuationincluding capitals, fullstops and question marksto signal the beginningand end of sentences.• the aspects of spellingknows and uses:• basic punctuationincluding capitals, fullstops and question marksto signal the beginningand end of sentences• the aspects of spellingknows and uses:• basic punctuationincluding capitals to signalnames and the beginningof a sentence; full stops,question marks andexclamation marks tosignal the end of aknows and uses:• punctuation including- commas to mark clauses(as in Eats, Shoots andLeaves by Lynne Truss),- apostrophes incontractions and toknows and uses:• punctuation including- commas to mark clauses- apostrophes incontractions and toshow ownership- speech marks for directspeechknows and uses:• punctuation for directspeech (quotation marks,comma, full stop/questionmark/exclamation mark)• the aspects of spellingspecified in the Spellingknows and uses:• punctuation includingquotation marks to signaldirect speech and directquotes• the aspects of spellingspecified in the Spellingknows and uses:• punctuation indicatingdifferentiation of directand reported speech, anddirect quotes• the aspects of spellingspecified in the Spellingknows and uses:• punctuation includingconventions of quotingand referencing• the aspects of spellingspecified in the Spellingknows and uses:• punctuation including- conventions of quotingand referencing- colon and semicolons inextended lists.• the aspects of spellingBound for Success Scope and Sequence Statements Page8 Working Document Semester One V2 - 2007