interacting with peers and familiar adults using, with support, the conventions associated with formal and informal group settings including attentive listening. Becoming aware Exploring Making connections Applying Links to Level 1 English: Speaking & With explicit support, the child With support, the child tries With prompts, the child The child uses vocabulary uses simple language out new language patterns chooses appropriate language needed for classroom learning Listening patterns and limited and vocabulary and shares patterns and vocabulary for experiences and adjusts the Students interpret and vocabulary and listens to some ideas about language identified purposes and use of language patterns, and construct simply structured discussions about using conventions used in social contributes to discussions conventions for familiar social brief texts that make language conventions in and learning situations. about the appropriate use of and learning situations. connections with own social and learning situations. language conventions. experiences in familiar situations. They use textual resources including awareness of stages of the generic structure of texts, patterns of simple sentence, words, letters, images, sounds and voice. They identify similarities between textual representations and own experiences. Learning the language of social and cultural interactions (in SAE, home language or signed or augmentative Cultural strand: Making communication) meanings in contexts Cu 1.1 Needs adult help to join play With support and modelling Uses some language Independently uses a range and social situations. from adults, is learning to use strategies to join play and of spoken, signed or When speaking, students: language to join play and social situations, e.g. augmentative strategies to “Are construct brief texts for a social situations. you making a boat? join play and social situations. I’ll help”. small range of purposes Uses language to interact and maintain a topic in a brief collaborate with one or more Participates in discussions Can use a range of spoken, text by drawing on personal Needs frequent prompting children on projects and about the language used to signed or augmentative experience or knowledge of and modelling from adults to activities. express needs and feelings at strategies to express needs familiar texts use spoken, signed or school. and feelings, sometimes with augmentative strategies to ask questions to clarify prompting from an adult or Often needs prompting to Can use language to express express needs and feelings. information and to gain another child. remember to use language needs and feelings additional information rather than physical independently. communicate with and strategies to express needs Uses language to help other interact in small groups in and feelings. children settle conflict and familiar social situations join play. experiment with different
interacting with peers and familiar adults using, with support, the conventions associated with formal and informal group settings including attentive listening. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations. With support, the child tries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations. With prompts, the child chooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions. The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations. English: Speaking & Listening Students interpret and construct simply structured brief texts that make connections with own experiences in familiar situations. They use textual resources including awareness of stages of the generic structure of texts, patterns of simple sentence, words, letters, images, sounds and voice. They identify similarities between textual representations and own experiences. Learning the language of social and cultural interactions (in SAE, home language or signed or augmentative communication) Cultural strand: Making meanings in contexts Needs adult help to join play and social situations. Needs frequent prompting and modelling from adults to use spoken, signed or augmentative strategies to express needs and feelings. With support and modelling from adults, is learning to use language to join play and social situations. Participates in discussions about the language used to express needs and feelings at school. Often needs prompting to remember to use language rather than physical strategies to express needs and feelings. Uses some language strategies to join play and social situations, e.g. “Are you making a boat? I’ll help”. Can use a range of spoken, signed or augmentative strategies to express needs and feelings, sometimes with prompting from an adult or another child. Independently uses a range of spoken, signed or augmentative strategies to join play and social situations. Uses language to interact and collaborate with one or more children on projects and activities. Can use language to express needs and feelings independently. Uses language to help other children settle conflict and join play. Cu 1.1 When speaking, students: construct brief texts for a small range of purposes maintain a topic in a brief text by drawing on personal experience or knowledge of familiar texts ask questions to clarify information and to gain additional information communicate with and interact in small groups in familiar social situations experiment with different
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