First person in That Eye, the Sky 2: Summarising the characters curriculum

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Understand that authors innovate with text structures and language for specific purposes and effects

Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience

Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways language features, text structures and conventions communicate ideas and points of view

Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways text structures, language features and stylistic choices are used in different types of texts

Examine similarities and differences between imaginative, persuasive and interpretive texts including analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts

Examine similarities and differences between imaginative, persuasive and interpretive texts including evaluating the impact of description and imagery, including figurative language, and still and moving images in digital and multimodal texts.

Create a range of texts using accurate spelling, punctuation, syntax and metalanguage.

Create a range of texts using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences

Create a range of texts experimenting with text structures, language features and multimodal devices

Create a range of texts developing and sustaining voice, tone and style

Create a range of texts using accurate spelling, punctuation, syntax and metalanguage

Compare and contrast distinctive features of genres by analysing the techniques and conventions used in different genres, mediums and modes

Compare and contrast distinctive features of genres by considering how the conventions of genres can be challenged, manipulated or parodied

Create a range of texts transforming and adapting texts for different purposes, contexts and audiences

Create a range of texts making innovative and imaginative use of language features

Create a range of texts using and experimenting with text structures and language features related to specific genres for particular effects

Reflect on their own and others’ texts by comparing and evaluating the impact of language conventions used in a variety of texts and genres

Evaluate different perspectives, attitudes and values represented in texts by analysing the use of voice and point of view such as in feature articles, reporting of current events or narration

Create a range of texts using appropriate language and stylistic features to sustain a personal voice and point of view

Create a range of texts using nuanced language

Create a range of texts using first-person and third-person narration

Create a range of texts using description, imagery and an awareness of characterisation

Create a range of texts using imaginative and descriptive language and growing control over direct and indirect speech

Create a range of texts using a range of common cohesive devices at sentence, paragraph and whole-text level such as referencing, lexical chains and conjunctions

Comprehension skills and strategies including describing linguistic and structural features of a range of more complex text types including literary and transactional texts

Create a range of texts using appropriate structure and content to communicate ideas and opinions for different purposes and audiences

Create a range of texts using common language features, for example, subject specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms

Create a range of texts using description, characterisation, and direct and indirect speech

Create a range of texts using different types of texts to present ideas and opinions for different purposes and audiences in a range of digital, multimodal and print-based technologies

Create a range of texts using subject-specific vocabulary, nominalisation, and nouns and verbs used to create modality, collocations, idioms and figurative language

Create a range of texts using a range of cohesive and structural devices

Create a range of texts using persuasive, descriptive and emotive language as appropriate

Create a range of texts using experimentation with different registers and tones

Create a range of texts using a range of genres and digital, multimodal and print-based technologies

Create a range of texts using language that influences the audience or that privileges certain ideas or perspectives over others

Create a range of texts using different sentence structures and forms suited to purpose, audience and subject

Create a range of texts using modality (including modality in a hypothetical past, nominalised language and discourse markers)

Create a range of texts using a range of types of texts and digital, multimodal and print-based technologies

Create a range of texts using language appropriate to the context, including imaginative, persuasive and rhetorical forms and features

Create a range of texts using stylistic and grammatical choices for effect, including complex lexical elements, modality in the past conditional and subject-specific language forms and features

Create a range of texts using appropriate language, content and mode for different purposes and audiences, for example, in everyday, social, community or workplace contexts

Create a range of texts using text structures and language features to communicate ideas and information in a range of mediums and digital technologies, for example, explaining workplace procedures, using navigation bars to create a web page, and developing a character’s back story

Create a range of texts using persuasive, visual and literary techniques to engage audiences in a range of modes, mediums and contexts

Create a range of texts selecting text structures, language features and visual techniques to communicate and represent ideas and information

Create a range of texts using personal voice and adopting different points of view to influence audiences in a range of mediums and digital technologies

Create a range of texts selecting text structures, language features, and visual techniques to communicate and represent ideas and information for different contexts and purposes; for example, writing diary entries of real or imagined people, creating interactive websites, participating in workplace role plays and scripting fictional dialogues

Create a range of texts expressing a logical point of view about an idea, issue or event in a range of mediums and digital technologies

Create analytical texts experimenting with different modes, mediums and forms

Create imaginative texts developing connections between real and imagined experiences

Create imaginative texts drawing on knowledge and understanding of storytelling, style and the structure of texts

Create imaginative texts experimenting with aspects of style and form to achieve deliberate effects

Create imaginative texts reflecting on familiar and emerging literary forms for particular audiences and purposes

Create imaginative texts integrating real and imagined experiences by selecting and adapting particular aspects of texts to create new texts

Create imaginative texts using analysis of literary texts to inform imaginative response

Create imaginative texts transforming texts studied in one medium or genre to another for different audiences and purposes

Create imaginative texts reflecting on the significance and effects of variations to texts

Create imaginative texts experimenting with content, form, style, language and medium

Create imaginative texts drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts

Create imaginative texts adapting literary conventions for specific audiences, challenging conventions and reinterpreting ideas and perspectives

Create imaginative texts reflecting on the different ways in which form, personal style, language and content engage and position the audience

Create imaginative texts adapting medium, form, style, point of view and language

Create imaginative texts experimenting with elements of style and voice to achieve specific effects

Create imaginative texts manipulating literary conventions for different audiences and contexts

Create imaginative texts reflecting on the ways in which expectations and values of audiences shape the created text

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Studying the effectiveness and impact of the grammatical features of texts. Drawing on new vocabulary and grammatical constructions from reading, and using these consciously in writing and speech to achieve particular effects.

Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension. Knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning. Recognising a range of poetic conventions and understanding how these have been used. Studying setting, plot, and characterisation, and the effects of these. Making critical comparisons across texts.

Writing for a wide range of purposes and audiences, including well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing, and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters Applying their growing knowledge of vocabulary, grammar and text structure to writing and selecting the appropriate form. Drawing on knowledge of literary and rhetorical devices from reading and listening to enhance the impact of their writing. Plan, draft, edit and proof-read through: considering how their writing reflects the audiences and purposes for which it was intended; amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness; paying attention to accurate grammar, punctuation and spelling.