Primary Years Programme

Language scope and sequencePrimary Years Programme

Language scope and sequencePrimary Years Programme
Language scope and sequence

Published February 2009
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PYP107

IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help tocreate a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.

IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and thislove of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In sodoing, they acquire in-depth knowledge and develop understanding across a broad andbalanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in morethan one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect
for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They areaccustomed to seeking and evaluating a range of points of view, and are willing to growfrom the experience.

CaringThey show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to thelives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They arebrave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance toachieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able
to assess and understand their strengths and limitations in order to support their learningand personal development.

© International Baccalaureate Organization 2007

Contents

Introduction to the PYP language scope and sequence

1

What the PYP believes about learning language

1

Language in a transdisciplinary programme2

The structure of the PYP language scope and sequence3

How to use the PYP language scope and sequence5

Language planning: Sample processes

6

Learning continuums

8Oral language—listening and speaking

8

Visual language—viewing and presenting

11

Written language—reading

15

Written language—writing

19

References			

23

Samples				24

Language scope and sequence

Introduction to the PYP language scope and sequence

The information in this scope and sequence document should be read in conjunction with the language
subject annex in Making the PYP happen: A curriculum framework for international primary education (2007).

What the PYP believes about learning language
The need to communicate is instinctive. The development of language is fundamental to that need tocommunicate; it supports and enhances our thinking and understanding. Language permeates the world inwhich we live; it is socially constructed and dependent on the number and nature of our social interactions
and relationships.
The learning process simultaneously involves learning language—as learners listen to and use languagewith others in their everyday lives; learning about language—as learners grow in their understanding of
how language works; and learning through language—as learners use language as a tool to listen, think,
discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects oflanguage learning may help teachers better understand and enhance students’ learning. However, thesethree aspects are so inextricably linked they are best not thought of as discrete processes.
Language plays a vital role in the construction of meaning. It empowers the learner and provides anintellectual framework to support conceptual development and critical thinking. In the IB Primary Years
Programme (PYP), it is recognized that the teaching of language should be in response to the previous
experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptivemodel for delivering language. Fragmenting learning into the acquisition of isolated skill sets can create
difficulties for learners—for example, learners may be able to read, write and spell words correctly inisolation but may not be able to read, write or spell those same words in other contexts. Learners’ needs are
best served when they have opportunities to engage in learning within meaningful contexts, rather thanbeing presented with the learning of language as an incremental series of skills to be acquired.
The language profiles of students in PYP schools may be complex and diverse; however, the influence ofmother-tongue development is significant for all learners. It is acknowledged that development of mothertongue language is crucial for cognitive development, and in maintaining cultural identity. Success in
mother-tongue development is a strong predictor of long-term academic achievement, including acquisitionof other languages.
The complex processes involved in language learning represent a series of developmental continuums. A
teacher is able to identify where on those continuums a student is positioned to better design appropriate,
contextualized learning experiences—to move the student from one development phase to the next. In
this way, the learner is able to build on established skills and understanding, while being supported to meet
appropriate challenges to extend their learning within their “zone of proximal development” (Vygotsky 1999),
which may be represented by more than one phase.
In PYP schools all students have the opportunity to learn more than one language from at least the ageof 7. Every learner benefits from having access to different languages, and, through that access, to different
cultures and perspectives. Acquisition of more than one language enriches personal development andhelps facilitate international-mindedness. For these reasons it could be argued that bilingualism, if notmultilingualism, is the hallmark of a truly internationally minded person and that this requirement shouldbe central to all three IB programmes. However, to accept this premise one would have to argue in supportof the reciprocal position, that a monolingual person has a limited capacity to be internationally minded.

Language scope and sequence1

Introduction to the PYP language scope and sequenceThis is not the position the PYP has chosen to adopt. As well as the learning of an additional language, theother elements of the PYP framework that contribute to international-mindedness are described in Making
the PYP happen: A curriculum framework for international primary education (2007). Most IB World Schools
implementing the PYP, particularly state or national system primary schools, would struggle to create alearning community where bilingualism was a realistic goal—indeed, it would be an impossibility in mostcases. Consequently, the strategic goal of the IB to broaden access to its programmes would be in conflictwith the notion of IB World Schools having bilingualism as a goal for all of their students.
Effective language teaching and learning are social acts, dependent on relationships with others, with
context, with the environment, with the world, and with the self. Such learning is relevant, engaging,challenging and significant. Exposure to and experience with languages, with all their richness and diversity,
creates an inquisitiveness about life and learning, and a confidence about creating new social interactions.
Language provides a vehicle for learners to engage with the world and, in an IB World School, to relate to,and accept, responsibility for the mission of the IB to “help to create a better and more peaceful world”.

Language in a transdisciplinary programme
Language is involved in all learning that goes on in a school, in both the affective and effective domains.
Learners listen, talk, read and write their way to negotiating new meanings and understanding newconcepts. In the “knowledge” area of the PYP, language is the most significant connecting element acrossthe school’s curriculum, both within and outside its transdisciplinary programme of inquiry. It is the school’s
responsibility to provide authentic contexts for language teaching and learning in all areas of the curriculumthat are a reflection of, and relevant to, the community of learners, and to the educational theories
underpinning the programme. In PYP schools there should be opportunities for students to negotiate theirroles. Literacy, including oral and visual literacy as well as the ability to read and write, becomes increasingly
important as greater demands are placed on learners as participants in the learning process.
Language provides a vehicle for inquiry. In an inquiry-based classroom, teachers and students enjoy using
language, appreciating it both functionally and aesthetically. The love and enjoyment of language throughthe integration of literature into student inquiry is an indicator of good practice in a PYP classroom. For
example, this may include: a series of books read as an author study; regional fairy tales as part of a unitof inquiry with a particular social studies emphasis; discussing a scientist’s biography or a newspaper
article to front-load a science investigation; early years counting stories as reinforcement for mathematics
development; and the comparison and practice of illustration techniques to encourage the development ofart skills.
The programme of inquiry provides an authentic context for learners to develop and use language. Wherever
possible, language should be taught through the relevant, authentic context of the units of inquiry. The
teacher should provide language learning opportunities that support learners’ inquiries and the sharing of
their learning. Regardless of whether language is being taught within or outside the programme of inquiry,
it is believed that purposeful inquiry is the way in which learners learn best. The starting point should always
be learners’ prior experience and current understanding.
When teachers plan learning experiences that enable learners to develop language within meaningful
and enjoyable contexts, learners are able to make connections, apply their learning, and transfer theirconceptual understanding to new situations. This progressive conceptual development, together with an
enjoyment of the process, provides the foundation for lifelong learning.

2

Language scope and sequenceIntroduction to the PYP language scope and sequence

The structure of the PYP language scope andsequence
The complexity and diversity of language provision, and the range of individual language profiles that are
represented in PYP schools throughout the world, present a unique challenge. Some of the variables thatexist in PYP schools include students learning in:•a programme with one dominant language of instruction, which may be the students’ mother tongue
or an additional language for them•a bilingual programme where, most often, one of the languages of instruction is the student’s mothertongue•a programme that offers support for students who are new to the language(s) of instruction; andadditional mother-tongue support.

You may note that in PYP curriculum documents there is a reluctance to refer to “second language learning”
and “second language learners” even though “second language” is a recognized linguistic term. Because
it has several overlapping meanings, a decision was made over ten years ago by the PYP committee of the
IB that the term “second language” could be misinterpreted and therefore misrepresent and oversimplify
the experiences of some students. It is in recognition of the complexity of language learning situations in
IB World Schools that the preferred PYP term is a learner of “an additional language”.
Some of the factors that will influence language development include similarities among language groups,
exposure to the language, aptitude for the language, maturity, motivation, and both teaching and learning
styles. The rate of language development varies from one learner to another, and on the significance ofthe language being learned to the learner. In all language learning situations it is necessary to identify thelearner’s current developmental phase in order to plan learning experiences that will build on existing
capability and understanding so as to support the learner’s progression onto the next developmental
phase.
Acknowledging that learning language is a developmental process, the scope and sequence document
presents a set of developmental continuums that are designed as diagnostic tools to assist teachers inplanning language learning experiences for students, and in monitoring students’ development throughout
the primary years. Consideration of the range of language learning situations that exist in PYP schools isreflected in this document. It is intended to inform and support all teachers, as all teachers are teachers oflanguage.
In previous PYP language documents, progressive stages were organized into age groups. This
compartmentalization of learning does not recognize the real developmental aspects and fluid natureof language learning; nor does it recognize the compression and expansion of learning according to theprevious experience of the learner. Recognizing that learners in PYP schools enter the programme at different
ages and with varying levels of language experience, it was decided that a sequence of developmental
phases would enable teachers to more accurately identify current levels of a student’s development andplan learning experiences leading onto subsequent phases.
The strands of written, oral and visual language have been described separately, and are represented
by four continuums: listening and speaking; viewing and presenting; reading; writing. Each strand issummarized through a list of overall expectations—generic statements that encapsulate the expected
learning in a broad sense.
The four language continuums in this document have been organized into five developmental phases witheach phase building upon and complementing the previous one. These phases have not been named inorder to avoid the value judgment implied in labelling a learner as “developing” or “proficient”, for example.
The continuums make explicit the conceptual understandings that need to be developed at each phase.

Language scope and sequence3

Introduction to the PYP language scope and sequence

Evidence of these understandings is described in the behaviours or learning outcomes associated witheach phase. For example, a 9 year old with well-developed mother-tongue ability may quickly show
evidence of some—but not all—of the learning outcomes identified in the early phases when moving into
a new language of instruction; a child beginning school at age 3 may spend several years consolidating
understanding to demonstrate consistently the learning outcomes identified in the initial phase.
Bearing in mind the range of individual differences and the diversity of language learning experiences,learners are likely to display understanding and skills from more than one of the developmental phases at
a time. Consequently, it is recognized that teachers will interpret this scope and sequence according to theneeds of their students and their particular teaching situations.
Some learners may enter the programme already demonstrating all of the outcomes in phase 1, whileothers may not demonstrate all of the outcomes in phase 5 by the end of their PYP years. However, theidentification of possible learning outcomes across five phases allows teachers to plan learning experiencesthat are challenging, rigorous and relevant to each student’s knowledge, understanding and skills, according
to their previous experience, individual starting points and diverse ways of learning. It is also understoodthat the process of learning and development does not progress from one phase to another solely in one
direction, but that the learning is often more iterative.
All three of the language strands are learned across and throughout the curriculum, and each strand isan integral component of language learning. Each strand has been considered from both the receptive
aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning(figure 1). While the receptive and expressive aspects are clearly reciprocal, the processes involved inreceiving and constructing meaning are different from those involved in creating and sharing meaning.
The learner’s ability to understand language and use it effectively varies in different situations and from one
individual to another. For this reason, it is important to distinguish between these two modes of learningand the demonstrated proficiencies associated with them. For example, a learner may listen attentively andreveal understanding through written or visual representations, but may require support to communicate
ideas orally in the classroom.
The acknowledgment of both the receptive and expressive aspects of the language strands serves toensure that teachers will be aware of the need to provide a balanced programme. Opportunities to listen
to, and receive, ideas and information in oral form should be balanced with opportunities to express ideas
orally. In visual language, learners will view and interpret other people’s work and create and share theirown presentations. The interwoven receptive and expressive aspects of the oral and visual strands are
represented in one continuum for each strand. In written language, learners will experience reciprocal gains
as they develop skills and understanding in reading and writing. Separate continuums have been developed
for reading and writing aspects of the written language strand.
StrandReceptive—receiving andconstructing meaning

Expressive—creating andsharing meaning

Oral language

Listening

Speaking

Visual language

Viewing

Presenting

Written language

Reading

Writing

Figure 1
Receptive and expressive aspects of language strands

4

Language scope and sequenceIntroduction to the PYP language scope and sequence

How to use the PYP language scope and sequenceThis language scope and sequence should be used in the context of a transdisciplinary, inquiry-based
programme. It does not stand alone, but complements:•

the annex entitled “Language in the Primary Years Programme” in Making the PYP happen: A curriculum
framework for international primary education (2007)•

Guidelines for developing a school language policy (2008)•

Learning in a language other than mother tongue in IB programmes (2008).

The language scope and sequence is structured around broad, transferable ideas—conceptual
understandings—that all learners need to understand to become confident, creative and effective
communicators. The document has been generalized to apply to as many language groups and language
learning situations as possible. It does not, therefore, include specific elements of a particular language orsituation.
In the process of producing their written curriculum, schools may decide to use and adapt the PYP scopeand sequences according to their needs. For example, schools may decide to:•incorporate the developmental continuums of the PYP scope and sequence into their existing school
documents•

frame their language scope and sequence document around the conceptual understandings outlinedin the PYP document, but develop another aspect, such as the learning outcomes, differently•

integrate additional external requirements, for example, indicators, benchmarks and standards, into
the PYP scope and sequence document.

Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states“If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, thelevel of overall expectation regarding student achievement expressed in these documents at least matches
that expressed in the PYP scope and sequence documents.” To arrive at such a judgment, and given thatthe overall expectations in the PYP language scope and sequence are presented as broad generalities, it isrecommended that the entire document be read and considered.
The continuums make explicit the conceptual understandings that need to be developed at each phase.
The development of these understandings is supported by the learning outcomes associated with eachphase of each strand. The learning outcomes are written as observable behaviours or actions that will
indicate to teachers how learners are constructing, creating and sharing meaning through language. The
learning outcomes provide teachers with a way of looking at what learners can actually do and where they
may progress to next. They are, therefore, both diagnostic tools and a means of informing planning for
further development. The overall expectations provide teachers with a narrative summary of the learning
outcomes at each phase. In summary, each group of linked overall expectations, conceptual understandings
and learning outcomes is called a “phase”; five phases represent the developmental continuum(s) of eachstrand.
The continuums do not, however, provide evaluative criteria through which every learner is expected
to progress in sequential order. They reflect a developmental view of learning and are clearly related tothe contexts in which learning is taking place. Language development is not seen as a series of defined
incremental steps through which all learners will progress in the same way.

Language scope and sequence5

Introduction to the PYP language scope and sequence

The following points should be considered when using the continuums to inform planning, teaching andassessing.
•

The phases attempt to describe the language learning processes through which learners progress.

•

It is acknowledged that there are earlier and later phases that have not been described in thesecontinuums.

•

Learners within the same age group will have different proficiency levels and needs—therefore
teachers should consider a range of phases when planning language learning experiences for a classof learners.

•

Each learner is a unique individual with different experiences and perceptions, so no two learners
progress at the same rate, or along the same developmental pathways.

•

A learner may exhibit a range of learning outcomes from various phases at any one time.

•

Learners seldom progress in a neat and predictable manner; instead they may remain in one phase forsome length of time and move rapidly through other phases.

•

The PYP language continuums are not prescriptive tools that assume a learner must attain all theoutcomes of a particular phase before moving on to the next phase, nor that the learner should be in
the same phase for each strand, or in the same phase for each language he or she is learning at any
one time.

When using the continuums regularly, patterns will emerge for learners, indicating strengths and needs. The
teacher should be looking for evidence of what learning outcomes the student consistently demonstrates.
An analysis of the demonstrated learning outcomes of each student will help the teacher decide when to
consolidate, reinforce or extend the learning. For example, if a student is in phase 3 for “oral language” butonly in phase 1 for “writing”, he or she may need additional support with the written language aspect oflanguage learning.
The use of the PYP language continuums will be an encouragement for teachers to plan for differentiatedinstruction in the classroom. Providing appropriate learning experiences, as indicated by the assessment of
which phase a learner is in, will support each learner to make progress through the phases of development.

6

Language scope and sequenceIntroduction to the PYP language scope and sequence

Language planning: Sample processes
When planning for language learning experiences, be mindful of the following practices.
•

Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP.

•

Wherever possible, language should be taught through the relevant and authentic context of thetransdisciplinary programme of inquiry.

Within a unit of inquiry

Outside the units of inquiry

It is important that the integrity of a central
idea and ensuing unit is not jeopardized
by a subject-specific focus too early in theplanning process. Once an inquiry has beenplanned through to the identification oflearning experiences, it would be appropriate
to consider the following process.

When specific aspects of language learning
need to be addressed outside the units ofinquiry, purposeful inquiry is still considered
the principal way in which students learn best.

Identify which conceptual
understanding(s) (from the language
continuums) students have already shown
evidence of.
Considering the central idea, thesummative assessment task(s), andthe learning experiences of the unitof inquiry, identify which conceptual
understanding(s) (from the language
continuums) will support and inform learningin the unit of inquiry.

Identify learning outcomes (listed in thelanguage scope and sequence continuums)
that will provide evidence of each student’s
language development while contributing toengagement with the unit of inquiry.

Decide what differentiation will be requiredin order to appropriately use and develop
language for each student during the unit.

Decide whether all the language learning
experiences will occur within the unit ofinquiry or whether some subject-specificfront-loading experience is required, prior toapplication within the unit of the inquiry.

To build on what students already understandand can do, identify the conceptual
understanding(s) that will provide either
reinforcement or an appropriate level ofchallenge for the next stage of learning.

Identify the demonstrated learning
outcomes (listed in the language scopeand sequence continuums) that should
provide observable evidence of whether theconceptual understanding(s) have beenachieved, and whether the students havebeen able to apply their understanding indiverse ways.

Plan a range of learning experiencesthat accommodate the appropriate
developmental phases of all learners, andwill enable individual learners to consolidate
and develop understanding, demonstrateskills and knowledge and move on to newchallenges.

Ensure that assessment will inform each
student’s language profile and further
learning needs.

Figure 2
Sample processes when planning for language learning experiences
Language scope and sequence7

Learning continuums

Oral language—listening and speaking
Listening and speaking are natural, developmental processes that infants and young children are immersed
in from their earliest experiences. Almost all children arrive at school with an impressive command of theirmother-tongue language. However, the expectations and approach to language development in school isoften very different from the successful learning environment the child has previously experienced. In thetransition from home to school, or from one school to another, it is important to acknowledge the language
profile of the individual and build on previous learning in ways that are positive and productive.
Oral language encompasses all aspects of listening and speaking—skills that 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. 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, thelanguage of different generations, of different times and places).
In an inquiry-based learning environment, oral language exposes the thinking of the learner. It is a meansby which “inner speech” (Vygotsky 1999) can be communicated and shared to negotiate and constructmeaning and develop deeper levels of understanding.

Overall expectations
Phase 1
Learners show an understanding of the value of speaking and listening to communicate. They recognize thatsounds are associated with objects, or with symbolic representations of them. They are using language to nametheir environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2
Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic
representations of them. They are aware that an object or symbol may have different sounds or words
associated with it in different languages. They are beginning to be cognizant about the high degree ofvariability of language and its uses.

Phase 3
Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs,
entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules
about the use of different aspects of language.

Phase 4
Learners show an understanding of the conventions associated with speaking and listening and the value ofadhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; fornegotiating understanding; and for negotiating the social dimension.

Phase 5
Learners are able to understand the difference between literal and figurative language; how to use language
differently for different purposes. They are aware that they are building on their previous experiences andusing language to construct new meaning.
8

Language scope and sequenceLanguage scope and sequence

infer meanings, draw
conclusions and makejudgments about oralpresentations•

pick out main events andrelevant points in oral texts
follow multi-step directions
retell familiar stories insequence•••name classmates, teachersand familiar classroom andplayground objects•

follow classroom
instructions, showing
understanding

listen and respond
appropriately to instructions,questions and explanations•

identify and expand on mainideas in familiar oral texts•

memorize and join in withpoems, rhymes and songs••

generate, develop andmodify ideas and opinions
through discussion•
listen for a specific purpose
in a variety of situations•

listen to a variety of oralpresentations including
stories, poems, rhymes andreports and respond withincreasing confidence anddetail•listen to and enjoy
stories read aloud;show understanding by
responding in oral, written or
visual form•

listen and respond to picture
books, showing pleasure,and demonstrating theirunderstanding throughgestures, expression and/or
words

•

listen reflectively to stories
read aloud in order to
identify story structures andideas

participate appropriately
as listener and speaker, in
discussions, conversations,debates and grouppresentations•

listen appreciatively andresponsively, presenting
their own point of view andrespecting the views ofothers•listen attentively and speak
appropriately in small andlarge group interactions•

listen and respond in small orlarge groups for increasing
periods of time•

use gestures, actions, bodylanguage and/or words tocommunicate needs and to
express ideas••

Learning outcomes
Learners:

Learning outcomes
Learners:

People draw on what they alreadyknow in order to infer new
meaning from what they hear.

The grammatical structures ofa language enable membersof a language community tocommunicate with each other.

Learning outcomes
Learners:

Spoken communication
is different from written
communication—it has its own
set of rules.

Listeners identify key ideas inspoken language and synthesize
them to create their own
understanding.

Learning outcomes
Learners:

Everyone has the right to speak
and be listened to.

Learning outcomes
Learners:

People ask questions to learn
from others.

Thinking about the perspectiveof our audience helps us tocommunicate more effectively
and appropriately.

People interpret messages
according to their uniqueexperiences and ways ofunderstanding.

People communicate using
different languages.

Metaphorical language createsstrong visual images in our
imagination.

Conceptual understandings
Spoken language can be used topersuade and influence people.

Conceptual understandings
Taking time to reflect on what
we hear and say helps us tomake informed judgments andform new opinions.

Conceptual understandings
Spoken language varies
according to the purpose andaudience.

Conceptual understandings
The sounds of language are asymbolic way of representing
ideas and objects.

Conceptual understandings
Spoken words connect us withothers.

People listen and speak to sharethoughts and feelings.

Phase 5Phase 4Phase 3Phase 2Phase 1

Learning continuum for oral language—listening and speaking

Learning continuums

9interact effectively withpeers and adults in familiarsocial settingstell their own stories using
words, gestures, and objects/
artifacts

repeat/echo single words

use single words and twoword phrases in context

join in with poems, rhymes,
songs and repeated phrases
in shared books

understand simple questions
and respond with actions or
words

follow classroom directions
and routines, using context
cues

realize that people speak
different languages

use the mother tongue (withtranslation, if necessary) toexpress needs and explain
ideas

realize that word order canchange from one language
to anotheruse own grammar styleas part of the process ofdeveloping grammaticalawareness.

•

•

•

•

•

•

•

•

•

•

•

describe personal
experiences

obtain simple informationfrom accessible spoken texts

distinguish beginning,
medial and ending sounds
of words with increasing
accuracy

follow two-step directions

predict likely outcomes when
listening to texts read alouduse language to address theirneeds, express feelings andopinions

ask questions to gain
information and respondto inquiries directed tothemselves or to the classuse oral language tocommunicate duringclassroom activities,
conversations andimaginative playtalk about the stories,
writing, pictures and models
they have createdbegin to communicate inmore than one language

use grammatical rules of thelanguage(s) of instruction(learners may overgeneralize
at this stage).

•

•

•

•

•

•

•

•

•

•

•

anticipate and predict when
listening to text read alouduse language for a varietyof personal purposes, forexample, invitations
express thoughts, ideas andopinions and discuss them,
respecting contributions
from others
participate in a varietyof dramatic activities, forexample, role play, puppet
theatre, dramatization offamiliar stories and poems
use language to explain,inquire and compare
recognize patterns inlanguage(s) of instruction
and use increasingly accurate
grammarbegin to understand that
language use is influenced
by its purpose and theaudience
understand and use specificvocabulary to suit different
purposeshear and appreciatedifferences between
languages.

•
•

•

•

•

10

•

•

•

•

explain and discuss their own
writing with peers and adults
begin to paraphrase andsummarizeorganize thoughts andfeelings before speaking•••

verbalize their thinking andexplain their reasoning
recognize that different
forms of grammar are used indifferent contexts
appreciate that language
is not always used literally;
understand and use thefigurative language of theirown culture.

••use oral language
appropriately, confidently
and with increasing accuracy

realize that grammaticalstructures can be irregularand begin to use themappropriately and consistently

•

•

•

use a range of specificvocabulary in different
situations, indicating anawareness that language
is influenced by purpose,audience and context

argue persuasively anddefend a point of view••

understand that ideas andopinions can be generated,developed and presented
through talk; they work inpairs and groups to develop
oral presentations•

reflect on communication tomonitor and assess their own
learning.

•

use register, tone, voice level
and intonation to enhancemeaning•

use speech responsibly
to inform, entertain andinfluence others

use standard grammaticalstructures competently inappropriate situations••

use oral language toformulate and communicate
possibilities and theories•

appreciate that people speak
and respond according
to personal and cultural
perspectives

understand and use
figurative language such as
simile, personification andmetaphor••paraphrase and summarize
when communicating orally•

show open-minded attitudes
when listening to otherpoints of viewargue persuasively andjustify a point of view••use an increasing vocabulary
and more complex sentence
structures with a high levelof specificity•

Learning continuums

Language scope and sequenceLearning continuums

Visual language—viewing and presenting
Viewing and presenting are fundamental processes that are historically and universally powerful andsignificant. The receptive processes (viewing) and expressive processes (presenting) are connected andallow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It
is important to provide a balanced programme with opportunities for students to experience both viewing
and presenting. These processes involve interpreting, using and constructing visuals and multimedia ina variety of situations and for a range of purposes and audiences. They allow students to understand theways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper,electronic or live, observable forms of communication that are consciously constructed to convey meaning
and immediately engage viewers, allowing them instant access to data. Examples of visual texts are:advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags,
maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret
this data, and to understand and use different media, are invaluable life skills.
Acquiring skills related to information and communication technology (ICT) and visual texts is significant
because of their persuasive influence in society. It is important to learn how visual images influence meaningand produce powerful associations that shape the way we think and feel. Opportunities that invite students
to explore the function and construction of images facilitate the process of critically analysing a range ofvisual texts. Learning to understand and use different visual texts expands the sources of information andexpressive abilities of students.

Overall expectations
Phase 1
Learners show an understanding that the world around them is full of visual language that conveys meaning.
They are able to interpret and respond to visual texts. Although much of their own visual language isspontaneous, they are extending and using visual language in more purposeful ways.

Phase 2
Learners identify, interpret and respond to a range of visual text prompts and show an understanding thatdifferent types of visual texts serve different purposes. They use this knowledge to create their own visualtexts for particular purposes.

Phase 3
Learners show an understanding that visual text may represent reality or fantasy. They recognize thatvisual text resources can provide factual information and increase understanding. They use visual text in areflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4
Learners show an open-mindedness about the use of a range of visual text resources to access information.
They think critically, and are articulate about the use of visual text to influence the viewer. They are able touse visual imagery to present factual information, or to tell a story.

Phase 5
Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring theviewing and presenting strategies that are a part of the planned learning environment, they select and use
strategies that suit their learning styles. They are able to make connections between visual imagery andsocial commentary. They show more discernment in selecting information they consider reliable. They areable to use visual imagery to support a position.

Language scope and sequence

11

12

•

Learners:
view visual information andshow understanding by
asking relevant questions
and discussing possible
meaning
discuss their own feelings in
response to visual messages;
listen to other responses,
realizing that people react
differently
realize that visual
information reflects
and contributes to theunderstanding of context

•

•

•

attend to visual information
showing understanding
through discussion, role play,illustrations

talk about their own feelingsin response to visualmessages; show empathy for
the way others might feel

relate to different contexts
presented in visual texts
according to their own
experiences, for example,“That looks like my uncle’s
farm.”•••

attend to visual information
showing understanding
through play, gestures, facial
expression

reveal their own feelingsin response to visualpresentations, for example,
by showing amusement,
curiosity, surprise••describe personal reactions
to visual messages; reflect on
why others may perceive theimages differently
understand and explain how
visual effects can be used toreflect a particular context••

view, respond to anddescribe visual information,communicating
understanding in oral,
written and visual form

Learning outcomes
Learners:

Learning outcomes

Learning outcomes
Learners:

Learning outcomes
Learners:

Different visual techniques
produce different effects and areused to present different typesof information.

identify factors that
influence personal reactions
to visual texts; design visualtexts with the intention of
influencing the way people
think and feel
analyse and interpret theways in which visual effects
are used to establish context•

view and criticallyanalyse a range of visualtexts, communicating
understanding through oral,
written and visual media••

Learning outcomes
Learners:

Synthesizing information fromvisual texts is dependent upon
personal interpretation andleads to new understanding.

Knowing about the techniques
used in visual texts helps us
to interpret presentations andcreate our own visual effects.

To enhance learning we need
to be efficient and constructive
users of the internet.

Selecting the most suitable
forms of visual presentation
enhances our ability to express
ideas and images.

Individuals respond differently
to visual texts, according totheir previous experiences,preferences and perspectives.

Interpreting visual texts involves
making an informed judgment
about the intention of themessage.

Visual texts provide alternativemeans to develop new levels of
understanding.

Visual texts can immediately
gain our attention.

We can enjoy and learn fromvisual language.

Viewing and talking about theimages others have createdhelps us to understand andcreate our own presentations.

Conceptual understandings
The aim of commercial media
is to influence and persuade
viewers.

Conceptual understandings
Visual texts have the power
to influence thinking andbehaviour.

Conceptual understandings
Visual texts can expand
our database of sources of
information.

Conceptual understandings
People use static and moving
images to communicate ideas
and information.

Conceptual understandings
Visual language is all around us.

The pictures, images, andsymbols in our environment
have meaning.

Phase 5Phase 4Phase 3Phase 2Phase 1

Learning continuum for visual language—viewing and presenting

Learning continuums

Language scope and sequenceobserve visual cues thatindicate context; show
understanding by matching
pictures with context

recognize familiar signs,
labels and logos, forexample, pedestrian walking
sign, emergency exit sign,
no dogs allowed; identify
similarities and differences

make personal connections
to visual texts, for example, apicture book about children
making friends in a newsituationuse body language tocommunicate and to convey
understanding, for example,
pointing, gesturing, facial
expressions

select and incorporate
colours, shapes, symbols
and images into visualpresentations

show appreciation ofillustrations in picture books
by selecting and rereading
familiar books, focusing on
favourite pages

locate and use appropriate
ICT iconography to activate
different devices, forexample, computer games,
CD player, television

•

•

•

•

•

•

•

locate familiar visual texts
in magazines, advertisingcatalogues, and connect
them with associatedproducts

show their understandingthat visual messages
influence our behaviour

connect visual information
with their own experiences
to construct their own
meaning, for example, when
taking a trip

use body language inmime and role play tocommunicate ideas andfeelings visuallyrealize that shapes, symbols
and colours have meaning
and include them inpresentations

use a variety of implements
to practise and develop
handwriting andpresentation skills

observe and discuss
illustrations in picture
books and simple reference
books, commenting on theinformation being conveyed

recognize ICT iconography
and follow prompts to accessprograms or activate devices

•

•

•

•

Language scope and sequence

•

•

•

•

discuss personal experiencesthat connect with visual
imagesuse actions and bodylanguage to reinforce
and add meaning to oralpresentations••

realize that text andillustrations in referencematerials work together toconvey information, and can
explain how this enhances
understanding
with guidance, use theinternet to access relevant
information; process andpresent information in
ways that are personally
meaningful
use appropriate terminology
to discuss visual texts,
for example, logos, font,foreground, background,impact•••select and use suitable
shapes, colours, symbols
and layout for presentations;practise and develop writing/calligraphy styles

observe and discuss familiar
and unfamiliar visualmessages; make judgments
about effectiveness••recognize and name familiar
visual texts, for example,
advertising, logos, labels,
signs, ICT iconography•

identify aspects of bodylanguage in a dramaticpresentation and explain
how they are used to convey
the mood and personal traitsof charactersdesign posters and charts,
using shapes, colours,
symbols, layout and fonts,
to achieve particular effects;
explain how the desired
effect is achieved
discuss a newspaper report
and tell how the words andpictures work together toconvey a particular message
prepare, individually orin collaboration, visualpresentations using a
range of media, including
computer and web-based
applications

•

•

•

•

explain how relevant
personal experiences can add
to the meaning of a selected
film/movie; write andillustrate a personal responseinterpret visual cues inorder to analyse and makeinferences about theintention of the message••

recognize and name familiar
visual texts and explain why
they are or are not effective,
for example, advertising,logos, labels, signs,
billboards•

realize that cultural influences
affect the way we respond tovisual effects and explain how
this affects our interpretation,for example, the use ofparticular colours or symbols
realize that individuals
interpret visual informationaccording to their personal
experiences and different
perspectives
show how body language, forexample, facial expression,
gesture and movement,
posture and orientation, eyecontact and touch, can beused to achieve effects andinfluence meaning
apply knowledge ofpresentation techniques inoriginal and innovative ways;
explain their own ideas forachieving desired effects
examine and analyse text
and illustrations in referencematerial, including online
text, explaining how visual
and written information
work together to reinforce
each other and makemeaning more explicit

•

•

•

•

identify elements andtechniques that makeadvertisements, logos andsymbols effective and draw
on this knowledge to create
their own visual effects••

Learning continuums

13•

listen to terminology
associated with visual texts
and understand terms suchas colour, shape, size.

through teacher modelling,
become aware ofterminology used to tell
about visual effects, forexample, features, layout,
border, frame

view different versions of
the same story and discuss
the effectiveness of thedifferent ways of telling thesame story, for example, thepicture book version and thefilm/movie version of a story

become aware of the use
and organization of visual
effects to create a particularimpact, for example,
dominant images show what
is important in a story

observe visual images andbegin to appreciate, and beable to express, that they
have been created to achieve
particular purposes.

•

•

•

•

view a range of visuallanguage formats anddiscuss their effectiveness,for example, film/video,
posters, drama
realize that effects have been
selected and arranged toachieve a certain impact, forexample, the way in which
colour, lighting, music andmovement work together ina performanceobserve and discuss visualpresentations; makesuggestions about why they
have been created and what
the creator has been aiming
to achieve.

•

•

•

discuss and explain visual
images and effects using
appropriate terminology,
for example, image,symbol, graphics, balance,techniques, composition
experience a range ofdifferent visual language
formats; appreciate anddescribe why particularformats are selected toachieve particular effects
observe and discuss the
choice and composition ofvisual presentations andexplain how they contributeto meaning and impact, forexample, facial expressions,speech bubbles, word
images to convey soundeffects
realize that visualpresentations have beencreated to reach out to aparticular audience andinfluence the audience insome way; discuss the effects
used and how they might
influence the audience.

•

•

•

•

navigate the internet
in response to verbal
and visual prompts withconfidence and familiarity;
use ICT to prepare their own
presentations
use appropriate terminology
to identify a range of visual
effects/formats and criticallyanalyse their effectiveness,for example, mood, media,
juxtaposition, proportion
analyse the selection andcomposition of visualpresentations; selectexamples to explain how
they achieve a particularimpact, for example,
dominant images, use ofcolour, texture, symbolism
identify the intended
audience and purposeof a visual presentation;
identify overt and subliminal
messagesreflect on ways in which
understanding the intentionof a visual message
can influence personal
responses.

•

•

•

•

•

Learning continuums

14

Language scope and sequenceLearning continuums

Written language—reading
Reading is a developmental process that involves constructing meaning from 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 print conveys meaning and becomes
concerned with trying to make sense of the marks on the page. The most significant contribution parents
and teachers can make to success in reading is to provide a captivating range of picture books and otherillustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients inpromoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting,informative, intriguing and creative reading materials.
Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means ofunderstanding 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 andrelevant information from text. Teachers should provide a balance between fiction and non-fiction, to meetthe range of learning needs and interests of their students.
Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended
periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality
fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to theirexperiences and developmental phase, they acquire the skills, strategies and conceptual understanding
necessary to become competent, motivated, independent readers.

Overall expectations
Phase 1
Learners show an understanding that print represents the real or the imagined world. They know thatreading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They
have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues torecall sounds and the words they are “reading” to construct meaning.

Phase 2
Learners show an understanding that language can be represented visually through codes and symbols.
They are extending their data bank of printed codes and symbols and are able to recognize them in newcontexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys
meaning.

Phase 3
Learners show an understanding that text is used to convey meaning in different ways and for different
purposes—they are developing an awareness of context. They use strategies, based on what they know, toread for understanding. They recognize that the structure and organization of text conveys meaning.

Phase 4
Learners show an understanding of the relationship between reading, thinking and reflection. They know thatreading is extending their world, both real and imagined, and that there is a reciprocal relationship between
the two. Most importantly, they have established reading routines and relish the process of reading.

Phase 5
Learners show an understanding of the strategies authors use to engage them. They have their favourite
authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only inthe process, but in the access it provides them to further knowledge about, and understanding of, the world.

Language scope and sequence

15

16

What we already know enables
us to understand what we read.

Written language works
differently from spoken
language.

People read for pleasure.

Learning outcomes
Learners:
read a wide range of texts
confidently, independently
and with understanding
work in cooperative groups
to locate and select texts
appropriate to purpose andaudience••

Knowing what we aim toachieve helps us to select usefulreference material to conduct
research.
Learning outcomes
Learners:
read a variety of books forpleasure, instruction andinformation; reflect regularly
on reading and set futuregoals
distinguish between fiction
and non-fiction and selectbooks appropriate to specificpurposes
understand and respondto the ideas, feelings andattitudes expressed invarious texts, showing
empathy for characters

•

•

•

The structure and organizationof written language influences
and conveys meaning.
Learning outcomes
Learners:
develop personal
preferences, selecting books
for pleasure and information
read texts at an appropriate
level, independently,
confidently and with goodunderstanding
recognize a range ofdifferent text types, forexample, letters, poetry,plays, stories, novels, reports,
articles•••The words we see and hearenable us to create pictures inour minds.

Learning outcomes
Learners:

select and reread favourite
texts for enjoyment

understand that print ispermanent, for example,
when listening to familiar
stories, notices when thereader leaves out or changes
parts

participate in shared reading,posing and responding toquestions and joining in therefrains•••

Learning outcomes
Learners:

enjoy listening to stories

choose and “read” picture
books for pleasurelocate and respond toaspects of interest in selfselected texts (pointing,examining pictures closely,commenting)show curiosity and ask
questions about pictures or
text

•

•

•

•

There are established ways ofsetting out print and organizing
books.

People read to learn.

•participate in class, groupor individual author studies,gaining an in-depth
understanding of the workand style of a particularauthor and appreciating what
it means to be an author

Reading opens our minds tomultiple perspectives and helps
us to understand how people
think, feel and act.

Synthesizing ideas andinformation from texts leads to
new ideas and understanding.

Identifying the main ideas in the
text helps us to understand what
is important.

Wondering about texts andasking questions helps us tounderstand the meaning.

Printed information can tell
about the real world.

Consistent ways of recording
words or ideas enable membersof a language community tocommunicate.

Applying a range of strategies
helps us to read and understandnew texts.

Stories can tell about imagined
worlds.

Checking, rereading andcorrecting our own reading as
we go enable us to read new andmore complex texts.

Effective stories have a structure,
purpose and sequence of events(plot) that help to make theauthor’s intention clear.

Conceptual understandings
Authors structure stories aroundsignificant themes.

Conceptual understandings
Reading and thinking work
together to enable us to makemeaning.

Conceptual understandings
Different types of texts serve
different purposes.

Conceptual understandings
The sounds of spoken language
can be represented visually.

Conceptual understandings
Illustrations convey meaning.

Print conveys meaning.

Phase 5Phase 4Phase 3Phase 2Phase 1

Learning continuum for written language—reading

Learning continuums

Language scope and sequencelisten attentively andrespond to stories read aloudparticipate in shared reading,joining in with rhymes,
refrains and repeated text as
they gain familiarity

make connections to theirown experience when
listening to or “reading” texts

begin to discriminate
between visual
representations such as
symbols, numbers, ICT
iconography, letters andwords

recognize their own firstnameexpress opinions about themeaning of a story

show empathy for charactersin a story

distinguish between
pictures and written text,
for example, can point to a
picture when asked

indicate printed text where
the teacher should startreading

handle books, showing an
understanding of how abook works, for example,
cover, beginning, directional
movement, end

•

•

•

•

•

•

•

•

Language scope and sequence••

make connections between
personal experience andstorybook charactersunderstand sound–symbol
relationships and recognize
familiar sounds/symbols/
words of the language
community•

use meaning, visual,contextual and memorycues, and cross-check cues
against each other, whennecessary (teacher monitors
miscues to identify strategies
used and strategies to be
developed)••

read and understand themeaning of self-selected andteacher-selected texts at an
appropriate level•

read and understand familiar
print from the immediate
environment, for example,
signs, advertisements, logos,
ICT iconography

listen attentively andrespond actively to readaloud situations; makepredictions, anticipate
possible outcomes••

participate in guided reading
situations, observing andapplying reading behaviours
and interacting effectively
with the group•

identify and explain thebasic structure of a story—
beginning, middle and end;
may use storyboards orcomic strips to communicate
elements
make predictions about astory, based on their own
knowledge and experience;
revise or confirm predictions
as the story progresses
realize that there is adifference between fiction
and non-fiction anduse books for particularpurposes, with teacher
guidance
recognize and use thedifferent parts of a book, forexample, title page, contents,
index
understand sound–symbol
relationships and apply
reliable phonetic strategies
when decoding print
use a range of strategies toself-monitor and self-correct,
for example, meaning,
context, rereading, readingon, cross-checking one cue
source against anotherdiscuss personality andbehaviour of storybook
characters, commenting on
reasons why they might reactin particular ways

•

•

•

•

•

•

•

recognize the author’s
purpose, for example, toinform, entertain, persuade,
instructunderstand that stories havea plot; identify the mainidea; discuss and outline thesequence of events leading
to the final outcome
appreciate that writers planand structure their stories
to achieve particular effects;
identify features that can be
replicated when planningtheir own stories
use reference books,
dictionaries, andcomputer and web-based
applications with increasing
independence andresponsibility
know how to skim and scan
texts to decide whether
they will be useful, before
attempting to read in detailas part of the inquiry
process, work cooperatively
with others to access, read,interpret, and evaluate a
range of source materials
identify relevant, reliable
and useful information anddecide on appropriate ways
to use it

•

•

•

•

•

•

•

appreciate authors’ useof language and interpret
meaning beyond the literal
understand that authors use
words and literary devices to
evoke mental images
recognize and understandfigurative language, forexample, similes, metaphors,
idiomsmake inferences and be able
to justify them

•

•

•

•

•

compare and contrast theplots of two different but
similar novels, commenting
on effectiveness and impact

identify and describe
elements of a story—plot,
setting, characters,
theme—and explain how
they contribute to its
effectivenessappreciate structural andstylistic differences between
fiction and non-fiction;
show understanding of this
distinction when structuring
their own writing••

identify genre (including
fantasy, biography, science
fiction, mystery, historicalnovel) and explain elements
and literary forms that areassociated with different
genres•Learning continuums

17realize that the organizationof on-screen text is different
from how text is organized
in a bookjoin in with chants, poems,
songs, word games andclapping games, gaining
familiarity with the sounds
and patterns of the languageof instruction.

••

instantly recognize an
increasing bank of highfrequency and high-interest
words, characters or symbols

have a secure knowledge ofthe basic conventions of thelanguage(s) of instructionin printed text, for example,
orientation, directional
movement, layout, spacing,
punctuation

participate in learning
engagements involving
reading aloud—taking
roles and reading dialogue,
repeating refrains fromfamiliar stories, reciting
poems.

•••

discuss their own
experiences and relate themto fiction and non-fiction
texts
participate in collaborative
learning experiences,acknowledging that people
see things differently andare entitled to express theirpoint of view
wonder about texts andask questions to try tounderstand what the author
is saying to the reader.

•

•

•

access information from avariety of texts both in print
and online, for example,
newspapers, magazines,
journals, comics, graphic
books, e-books, blogs, wikis
know when and how to use
the internet and multimedia
resources for researchunderstand that the internet
must be used with theapproval and supervisionof a parent or teacher; read,understand and sign theschool’s cyber-safety policy.

•

•

•

distinguish between fact
and opinion, and reach theirown conclusions about what
represents valid information
use a range of strategies
to solve comprehension
problems and deepen theirunderstanding of a text
consistently and confidently
use a range of resources tofind information and support
their inquiries
participate in collaborative
learning, considering
multiple perspectives
and working with peers
to co-construct newunderstanding
use the internet responsibly
and knowledgeably,
appreciating its uses andlimitations
locate, organize andsynthesize information froma variety of sources including
the library/media centre,
the internet, people in theschool, family, the immediate
community or the global
community.

•

•

•

•

•

•

Learning continuums

18

Language scope and sequenceLearning continuums

Written language—writing
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual.
From the earliest lines and marks of young learners to the expression of mature writers, it allows us toorganize and communicate thoughts, ideas and information in a visible and tangible way. 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. The quality of
expression lies in the authenticity of the message and the desire to communicate. If the writer has shared
his or her message in such a way that others can appreciate it, the writer’s intention has been achieved.
Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling,grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness.
However, the writer’s ability to communicate his or her intention and share meaning takes precedence overaccuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningfulcommunication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into
writers. It is only in the process of sharing their ideas in written form that skills are developed, applied andrefined to produce increasingly effective written communication.

Overall expectations
Phase 1
Learners show an understanding that writing is a form of expression to be enjoyed. They know that how
you write and what you write conveys meaning; that writing is a purposeful act, with both individual andcollaborative aspects.

Phase 2
Learners show an understanding that writing is a means of recording, remembering and communicating.
They know that writing involves the use of codes and symbols to convey meaning to others; that writing andreading uses the same codes and symbols. They know that writing can describe the factual or the imagined
world.

Phase 3
Learners show an understanding that writing can be structured in different ways to express different
purposes. They use imagery 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 can tell astory and create characters in their writing.

Phase 4
Learners show an understanding of the role of the author and are able to take on the responsibilities ofauthorship. They demonstrate an understanding of story structure and are able to make critical judgments
about their writing, and the writing of others. They are able to rewrite to improve the quality of theirwriting.

Phase 5
Learners show an understanding of the conventions pertaining to writing, in its different forms, that are
widely accepted. In addition, they demonstrate a high level of integration of the strands of language inorder to create meaning in a manner that suits their learning styles. They can analyse the writing of others
and identify common or recurring themes or issues. They accept feedback from others.

Language scope and sequence

19

20

The sounds of spoken language
can be represented visually(letters, symbols, characters).

People write to tell about theirexperiences, ideas and feelings.

experiment with writing
using different writing
implements and media

choose to write as play, orin informal situations, forexample, filling in forms in apretend post office, writing amenu or wish list for a party

differentiate between
illustrations and written text

•

•

•

Learning outcomes
Learners:

Talking about our stories andpictures helps other people tounderstand and enjoy them.

enjoy writing and value theirown efforts

write informally about theirown ideas, experiences andfeelings in a personal journal
or diary, initially using simple
sentence structures, forexample, “I like …”, “I can …”, “I went to …”, “I am going
to …”

•

•

Learning outcomes
Learners:

Thinking about storybook
characters and people in real life
helps us to develop characters inour own stories.

Written language works
differently from spoken
language.

engage confidently with theprocess of writing
write about a range of topics
for a variety of purposes,
using literary forms andstructures modelled by theteacher and/or encounteredin reading
use graphic organizers toplan writing, for example,
Mind Maps®, storyboards•••

Learning outcomes
Learners:

When writing, the words wechoose and how we choose to
use them enable us to share ourimaginings and ideas.

Applying a range of strategies
helps us to express ourselves sothat others can enjoy our writing.

Consistent ways of recording
words or ideas enable membersof a language community tounderstand each other’s writing.

The structure of different typesof texts includes identifiablefeatures.

Conceptual understandings
We write in different ways fordifferent purposes.

Conceptual understandings
People write to communicate.

Conceptual understandings
Writing conveys meaning.

Everyone can express
themselves in writing.

Phase 3Phase 2Phase 1

Learning continuum for written language—writing

write independently
and with confidence,
demonstrating a personal
voice as a writerwrite for a range of
purposes, both creative andinformative, using different
types of structures and styles
according to the purpose of
the writing••

Learning outcomes
Learners:

write independently andwith confidence, showing
the development of theirown voice and style
write using a range oftext types in order tocommunicate effectively,
for example, narrative,
instructional, persuasive••

Learning outcomes
Learners:

Through the process ofplanning, drafting, editing andrevising, our writing improves
over time.

Knowing what we aim to achieve
helps us to plan and develop
different forms of writing.

Synthesizing ideas enables us tobuild on what we know, reflect
on different perspectives, andexpress new ideas.

The way we structure andorganize our writing helps others
to understand and appreciate it.
Rereading and editing our own
writing enables us to express
what we want to say moreclearly.

Effective stories have a purpose
and structure that help to makethe author’s intention clear.

Conceptual understandings
Stories that people want toread are built around themes
to which they can makeconnections.

Conceptual understandings
Writing and thinking work
together to enable us to express
ideas and convey meaning.
Asking questions of ourselves
and others helps to make ourwriting more focused andpurposeful.

Phase 5Phase 4

Learning continuums

Language scope and sequenceuse their own experience asa stimulus when drawing and“writing”

show curiosity and ask
questions about written
languageparticipate in sharedwriting, observing theteacher’s writing and making
suggestions

listen and respond to sharedbooks (enlarged texts),
observing conventionsof print, according to thelanguage(s) of instruction

begin to discriminate
between letters/characters,
numbers and symbols

show an awareness ofsound–symbol relationships
and begin to recognize
the way that some familiarsounds can be recorded

write their own nameindependently.

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•

•

•

•

•

read their own writing to theteacher and to classmates,
realizing that what they havewritten remains unchanged

participate in shared andguided writing, observing
the teacher’s model, asking
questions and offeringsuggestions

write to communicate amessage to a particularaudience, for example, anews story, instructions, afantasy story

create illustrations to match
their own written text

demonstrate an awarenessof the conventions of written
text, for example, sequence,
spacing, directionality

connect written codeswith the sounds of spoken
language and reflect thisunderstanding whenrecording ideas

form letters/charactersconventionally and legibly,with an understanding as towhy this is important withina language community

discriminate between typesof code, for example, letters,
numbers, symbols, words/
characters

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•

Language scope and sequence•

use feedback from teachersand other students toimprove their writing•

over time, create examples
of different types of writing
and store them in their own
writing folder

proofread their own writing
and make some corrections
and improvements••

write legibly, and in aconsistent style•

keep a log of ideas to write
about

use increasingly accurate
grammatical constructs••

use familiar aspects ofwritten language withincreasing confidence andaccuracy, for example,
spelling patterns, highfrequency words, highinterest words•

use a dictionary, a thesaurus
and word banks to extend
their use of language

use appropriate writing
conventions, for example,
word order, as required by
the language(s) of instruction••

organize ideas in a logicalsequence, for example, write
simple narratives with abeginning, middle and end•

respond to the writing ofothers sensitively
use appropriate punctuation
to support meaning
use knowledge of written
code patterns to accurately
spell high-frequency andfamiliar words
use a range of strategies
to record words/ideas ofincreasing complexity
realize that writers ask
questions of themselves andidentify ways to improvetheir writing, for example, “Is
this what I meant to say?”, “Is
it interesting/relevant?”
check punctuation, variety
of sentence starters, spelling,presentation
use a dictionary andthesaurus to check accuracy,
broaden vocabulary andenrich their writing

•
•
•

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•

•

•

organize ideas in a logicalsequence•
reread, edit and revise toimprove their own writing,for example, content,
language, organization

select vocabulary andsupporting details to achieve
desired effects••

show awareness of different
audiences and adapt writing
appropriately•

use a range of vocabulary
and relevant supporting
details to convey meaning
and create atmosphere andmood
use planning, drafting,editing and reviewing
processes independently
and with increasing
competence
critique the writing of peers
sensitively; offer constructive
suggestions
vary sentence structure andlengthdemonstrate an increasing
understanding of how
grammar works
use standard spellingfor most words and use
appropriate resources tocheck spelling

•

•

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•
•

•

use a dictionary, thesaurus,
spellchecker confidently andeffectively to check accuracy,
broaden vocabulary andenrich their writing

use appropriate
paragraphing to organize
ideas

•

•

adapt writing according
to the audience anddemonstrate the ability
to engage and sustain theinterest of the reader•

Learning continuums

21write an increasing numberof frequently used words orideas independently

illustrate their own writing
and contribute to a classbook or collection of
published writing.

••participate in teacher
conferences with teachers
recording progress andnoting new learning
goals; self-monitor andtake responsibility for
improvementwith teacher guidance,
publish written work, in
handwritten form or indigital format.

••

work cooperatively witha partner to discuss andimprove each other’s work,
taking the roles of authorsand editors
work independently, toproduce written work that islegible and well-presented,
written either by hand or indigital format.

•

•

22

recognize and use figurative
language to enhance
writing, for example,
similes, metaphors, idioms,
alliteration
identify and describe
elements of a story—setting,plot, character, theme
locate, organize, synthesize
and present written
information obtained from avariety of valid sources
use a range of tools andtechniques to produce
written work that is
attractively and effectively
presented.

•

•

•

use written language as ameans of reflecting on theirown learning••choose to publish written
work in handwritten
form or in digital format
independently•

Learning continuums

Language scope and sequenceReferences

Halliday, M. 1980. “Three aspects of children’s language development: Learning language, learning throughlanguage, learning about language”. In Goodman, Y, Haussler, MH and Strickland, D (eds). Oral and Written
Language Development Research. Urbana, Illinois, USA. National Council of Teachers of English. Pp 7–19.
Vygotsky, L. 1999. Thought and Language. Cambridge, Massachusetts, USA. The MIT Press.

Language scope and sequence23

SamplesThe IB is considering the possibility of providing examples of how schools are using the PYP planner toplan for language learning within the transdisciplinary programme of inquiry as well as in other areas of
the curriculum. Such examples of planners, if they become available, will be included in the HTML versionof the language scope and sequence on the online curriculum centre. If a school is interested in submitting
planners that have been developed and trialled in the school, the PYP coordinator is requested to send theplanners to pyp@ibo.org.

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Language scope and sequence