Bound for Success Scope and Sequence Statements

ENGLISHSpeaking and ListeningIn 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:suit audience, purposeand topico conjunctions to joinsimple sentences, and toadd or compareinformation (e.g. and,then)o volume to suit the socialsituation and audiencesizeo descriptive words, facialexpressions and gesturesto communicate aresponseadditional informationo commands wheninstructing, (e.g. Throwthe ball.)o relevant vocabulary tosuit audience, purposeand topico conjunctions to joinsimple sentences, and addor compare information,(e.g. as, well and but)o volume, pace, tone ofvoice to add meaningo descriptive words, facialexpressions and gesturesto communicaterespectfully with othersadditional informationo commands wheninstructing, (e.g. Runaround the oval)o relevant vocabulary tosuit audience, purposeand topico adjectives to representpeople, places, events andthings in particular wayso conjunctions to joinsimple sentences and addor compare information(e.g. also, because)o body language includingfacing the speaker,gestures (e.g. shrugging)and facial expressions toemphasise and clarifymeaningo variation in voice tone,volume, and pace to addinterestclarificationo commands to givedirections in discussionsand conversationso specialist vocabularyrelated to the topic −following immersion inthe topico adjectives and verbs torepresent people, places,events and things inparticular wayso conjunctions to formcompound sentences (e.g.then, but, so)o body language (e.g. openor closed, posture),gestures (e.g. pointing)and facial expressions toemphasise and clarifymeaningo variation in voice tone,volume, and pace to addmeaning and interestrelated to the topic fromresearcho thinking and feeling verbsto give opinions (e.g. Jackremembered his dream.Everyone loved the icecream.o adjectives and verbs torepresent people, places,events and things in achosen way (e.g. inpositive or negative ways)o facial expressions,movements, gestures andmodulation of volume toenhance their expressionof ideasrepresent people, places,events and things in waysthat appeal to the targetaudience (e.g. fear,frighten, afraid)o non-verbal resources (e.g.facial expressions,movements, gestures) andspoken resources (e.g.volume, pace) to enhancemeaning and audienceappealto certain groupso words to indicate degreesof certainty (e.g. must,should, may)o non-verbal resources,(including facialexpressions, gestures andmovement, and spokenresources including pace,volume andpronunciation) toemphasise meaning and toappeal to differentaudiencesconcepts by selectivelymaking choices toposition listenerso language appropriate tothe audience and theirrelationship with thelistenero evaluative words toinfluence listeners’viewpointso text connectives tosequence (e.g. firstly, tosum up), contrast (e.g. onthe other hand, however)and clarify (e.g. in otherwords, for example)o varying resources,including pace, phrasing,intonation, pronunciation,facial expression, gesture,sound and silence to makemeaning and influencelistenersoooooconclusionsformal and informallanguage adjusted to thesize and nature of thegroup and theirrelationship with thelistenerevaluative words andphrases to influencelisteners viewpointstext connectives tosequence, contrast,clarify, show cause (e.g.therefore, as a result),and add information(e.g. in addition,moreover)words and phrases toconvey probability andauthority (e.g. It’sobvious that, It’sprobable that) and toposition listenersvarying pace, pitch,phrasing, intonation,pronunciation, facialexpression, gesture,sound and silence toinfluence an audienceoooooconclusionsformal and informallanguage adjusted to thesize and nature of thegroup and theirrelationship with thelistenera range of differentintonation patterns inboth prepared andspontaneous textsadverbials to signalviewpoint, attitudetowards a topic orcommitment to certainstatementsa range of evaluativevocabulary to appraisetexts and to builddescription and suspensein literary textsa range of textconnectives within textsto clarify, compare,contrast, sequence,indicate time or causeand effect (includingvisual, gestural andaudio resources)Bound for Success Scope and Sequence Statements V2 Page 13 Working Document Semester One 2007