Communication	Aspects of language
Stage	Communication	Contextual understanding	Linguistic structures and features	Strategies
SL	SL.1 Interact in routine social or classroom-based activities using basic, formulaic English and simple creative utterances.	SL.2 Interact appropriately at a basic level in routine social and learning contexts.	SL.3 Use and manipulate simple features of English to interact in familiar controlled contexts.	SL.4 Use a limited range of strategies to produce and respond to familiar English in social and controlled classroom contexts.
S1	S1.1 Interact in routine social, or classroom-based activities using basic, formulaic English and simple creative utterances.	S1.2 Interact appropriately at a basic level in routine social and learning contexts.	S1.3 Use and manipulate simple structures and features of English to interact in familiar controlled contexts.	S1.4 Use a limited range of strategies to produce and respond to familiar English in social and controlled classroom contexts.
S2	S2.1 Interact in routine socia, or classroom-based activities using mainly creative utterances and handling a degree of unpredictability.	S2.2 Use appropriate English in familiar classroom situations, demonstrating an awareness that English changes according to purpose and audience.	S2.3 Use and respond to the structures and features of spoken English, in most familiar and some unfamiliar classroom situations.	S2.4 Use a repertoire of communication strategies to negotiate communication in English and to support interaction.
S3	S3.1 Demonstrate some understanding of a range of familiar spoken texts and, in supportive classroom situations, express the gist of ideas and opinions.	S3.2 Adapt speech in common classroom interactions to take some account of the particular context and audience.	S3.3 Manipulate available spoken English repertoire to communicate in extended but predictable situations.	S3.4 Collaborate with the teacher to form strategies for improving listening comprehension and speech performance.
S4	S4.1 Demonstrate essential understanding of a wide range of mainstream spoken texts and present complex ideas and information in a sustained, organised way.	S4.2 Show understanding of how shades of meaning can be expressed in spoken English to take account of purpose and context.	S4.3 Show sufficient control of basic structures and features of spoken English to participate effectively in a supportive mainstream classroom.	S4.4 Develop speaking and listening strategies to participate effectively in a supportive mainstream class.

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	Communication	Aspects of language
Stage	Communication	Contextual understanding	Linguistic structures and features	Strategies
SL	SL.1 Share meaning from simple visual and written texts, based on shared experiences, in structured reading activities.	SL.2 Show understanding that print encodes meaning, and that written texts have a structure and a purpose.	SL.3 Read familiar texts using a small repertoire of familiar words, knowledge of basic letter-sound relationships and aspects of simple text organisation.	SL.4 Model own reading on shared classroom reading and use basic strategies to interpret text.
S1	S1.1 Comprehend short, simple texts from familiar contexts, comprising basic language features.	S1.2 Use basic contextual information to assist comprehension of simple texts.	S1.3 Read short, simple texts using a knowledge of basic letter-sound relationships in English and basic language features.	S1.4 Use a range of basic cues to read simple, familiar texts.
S2	S2.1 Read with understanding a range of basic texts from mainly familiar and some unfamiliar contexts, containing predictable structures and familiar vocabulary.	S2.2 Draw upon contextual information in familiar accessible texts to assist comprehension.	S2.3 Display a basic understanding of text organisation at the sentence and whole-text level in familiar contexts.	S2.4 Use a repertoire of strategies to read familiar and basic factual and fictional texts.
S3	S3.1 Interpret and respond to a range of accessible mainstream texts in use across the curriculum, in the context of guided activities.	S3.2 Interpret accessible texts from across the curriculum, drawing on related background information associated with the content and text type.	S3.3 Identify some of the qualities that improve the cohesion and accessibility of written texts.	S3.4 Use a range of strategies for understanding text at the word, sentence and whole-text level and, with guidance, employ research skills to find some relevant information.
S4	S4.1 Read independently, with essential understanding, a wide range of accessible mainstream texts and, with guidance, interpret the texts to provide a variety of responses.	S4.2 Interpret a range of texts from across the curriculum in terms of their purpose, audience and context.	S4.3 Show an awareness of the role of the structures and features in a range of accessible mainstream texts.	S4.4 Find and organise information from a range of reference sources and employ strategies for interpreting unfamiliar texts in common use across the curriculum.

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	Communication	Aspects of language
Stage	Communication	Contextual understanding	Linguistic structures and features	Strategies
SL	SL.1 Communicate simple messages, ideas and experiences through drawing, copied writing and own writing.	SL.2 Show an awareness of some of the conventions used for organising written text and the purposes and audiences for which texts are written.	SL.3 Write simple texts based on familiar linguistic structures and features, and use copied or formulaic language and some basic writing conventions.	SL.4 Use some simple strategies to write basic texts following a modelled guide.
S1	S1.1 Communicate simple messages in familiar topic areas based on limited repertoires of well rehearsed spoken English.	S1.2 Demonstrate an awareness of different ways of presenting information in basic texts about familiar content.	S1.3 Write simple texts using basic sentence structures that incorporate features of oral English practised in class.	S1.4 Use basic writing strategies to help produce short simple texts, in response to classroom tasks.
S2	S2.1 Write short, basic, imaginative and informative texts in familiar topic areas, drawing on knowledge of the writing process and on modelled texts.	S2.2 Write short basic texts, based on familiar content, and taking some account of purpose and audience.	S2.3 Demonstrate some control over basic text types in familiar content areas by adapting modelled text structures and features.	S2.4 Use a repertoire of basic writing strategies to write some key subject-based text types.
S3	S3.1 Communicate ideas, opinions and information through a range of text types after teacher modelling and support.	S3.2 Demonstrate understanding of how the purpose and audience of a text can influence the content and form of the writing.	S3.3 Have sufficient control of key linguistic structures and features to write cohesive texts for a range of purposes.	S3.4 Focus on planning and editing writing to improve range and clarity of expression.
S4	S4.1 Write an extensive range of imaginative and informative texts from across the mainstream curriculum after appropriate teacher modelling.	S4.2 Draw on an understanding of different text types to adapt writing, taking some account of purpose and audience.	S4.3 Use an expanding repertoire of English structures and features to convey a range of school-based language functions and shades of meaning.	S4.4 Plan, review and redraft writing to enhance fluency, accuracy, and appropriateness to purpose and audience.