Languages, Literacy and Communication

Descriptions of learning

Descriptions of learning provide guidance on how learners should progress within each statement of what matters as they journey through the continuum of learning. Learn more about descriptions of learning.

The designing your curriculum section for this Area includes guidance for British Sign Language (BSL).

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Languages connect us

View the language, culture and identity strand in BSL.

I am beginning to be aware of a link between language(s) and culture and am developing a sense of belonging.

I can recognise that there is a relationship between languages, culture and my own sense of Welsh identity.

I can understand that there are connections between language, culture and identity and that these differ within Wales and around the world.

I can understand how languages can provide a sense of belonging to a local and global community.

I can explore and analyse how languages impact upon identity and culture and understand that learning them offers enhanced opportunities in Wales and in international contexts.

I can show an open attitude towards learning about different languages and the different cultures of Wales and the world.

Through learning about languages, I can articulate how the association between languages and culture is preparing me for Welsh and global citizenship.

View the multilingualism strand in BSL.

I am beginning to understand that there are different languages in my environment.

I am beginning to talk with my peers in the language of the setting/school.

I can understand that people use different languages.

I can communicate in a growing range of languages.

I can use my knowledge of how languages work to support further language learning.

I can communicate, interact and mediate in multiple languages and identify myself as multilingual.

View the language evolution and etymology strand in BSL.

I am beginning to understand that there are similarities and differences between our languages.

I can recognise and discuss connections, commonalities and differences between the languages I speak and those that I am learning.

I can understand how and why languages have evolved and are continually evolving.

I can use my knowledge of connections, commonalities and differences between languages to support my language learning skills.

Through exploring the process of language evolution and etymology, I can improve my knowledge of language construction.

I can apply my knowledge of connections, commonalities and differences between languages to improve my communication.

I can use my knowledge of language evolution and etymology to deepen my understanding of language construction.

View the language variation strand in BSL.

I can recognise and respect different accents and dialects.

I can adapt and be sensitive to variety within languages and understand that variety occurs within different social, regional and linguistic groups.

I have a positive disposition towards different accents and dialects and embrace language diversity.

View the translanguaging strand in BSL.

I am beginning to draw on information presented in one language and convey it in my own words in another.

I can receive information in one language and adapt it for various purposes in another language.

I can apply my translanguaging skills to support my learning in familiar and new languages.

I can independently identify translanguaging opportunities to enhance my learning and communication in my languages.

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Understanding languages is key to understanding the world around us

Welsh/English

I can discriminate sounds, play with sounds and manipulate sounds both in my environment and in words.

I am beginning to discriminate phonemes aurally in different positions.

I can recognise and follow pictorial and/or spoken information and multi-step instructions about familiar topics and routines.

I can listen to, understand and communicate the general meaning of what I hear.

I can listen to, understand and later recall what I have heard.

I can understand information about a variety of topics, identifying main points.

I can understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.

I can use a variety of cues to predict the general meaning in a variety of familiar and unfamiliar spoken contexts.

I can listen to, understand and later recall in greater detail the general meaning of what I have heard.

I can listen to and understand information about a variety of topics, summarising the main points.

I can listen to, identify and use cues to understand the general meaning and implied ideas.

I can understand and analyse general meaning and implied ideas.

I can understand and evaluate what I hear and read in different contexts across a wide range of language.

I can listen to others with growing attention.

I can listen to others and understand that they may have a different perspective from my own.

I can listen empathetically to different people’s viewpoints on various subjects.

I can listen empathetically to different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

I can listen empathetically, respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.

I can enjoy sharing books and reading materials and handle them like a reader.

I can use units of sound of varying sizes to learn to read.

I can segment and blend.

I can understand there is a one-to-one relationship between the printed and spoken word.

I am beginning to develop my knowledge of grapheme-phoneme correspondence, and to combine these.

I am beginning to recognise and read high-frequency words.

I can use context and pictures to help me understand the meaning of what I read.

I am beginning to read back my own writing.

I can use grapheme-phoneme correspondences when reading, including combining these to decode words.

I can use a range of strategies to read with increasing fluency.

I can read different texts using a range of strategies to make meaning.

I can recognise the features of different types of texts and use appropriate language to talk about them.

I can find and use information from different materials that I read.

I can read texts, choosing strategies which best help me understand them; these strategies may include working across my languages.

I can compare different things I read.

I can read a range of texts, choosing strategies to understand them, and to improve my own expression and communication.

I can employ a range of strategies to summarise, synthesise and analyse information to gain in-depth understanding of texts.

I can employ a range of strategies to recognise and predict the meaning across a wide range of texts and from this enhance my own expression and communication.

I can infer meaning from text and images.

I can use inference and deduction to understand texts and can consider the reliability of what I read.

I can use inference and deduction to understand more complex texts and can consider the reliability and impact of what I read.

I can use inference and deduction to gain in-depth understanding of complex texts, and can evaluate the reliability, validity and impact of what I read.

I can understand and use basic concepts in language.

I have an awareness of how words are separated by spaces.

I am beginning to have an awareness of how capital letters and full stops demarcate sentences.

I can read aloud with expression, paying attention to punctuation.

I can listen and read to gain an understanding of how grammar and punctuation affect meaning.

I can listen and read to build on my understanding of how grammar and punctuation shape sentences and whole texts.

I can use my knowledge of word construction, grammar, including syntax, and text organisation to support my understanding of what I hear and read.

I am beginning to ask and answer questions to clarify my understanding.

I can respond to what I hear, read and see.

I can talk about what I hear, read or see and express simple opinions.

I can respond to what I hear, read and see, asking questions and showing my understanding.

I can read empathetically to identify different people’s viewpoints on various subjects.

I can read empathetically to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

I can experiment with newly-learned vocabulary.

I can develop my vocabulary through listening and reading and use these new words in a variety of contexts.

I can listen and read to build my vocabulary, develop my pronunciation and sentence structures and use these in my own communication.

I can listen and read to consolidate and develop my vocabulary and sentence structures and use what I learn accurately in my own communication.

I can listen and read to build an extensive range of general and specific vocabulary, and I can use them with precision in different contexts.

Welsh in English medium settings/schools/streams

I can recognise and follow information and simple instructions about familiar topics and routines.

I can listen to, understand and later recall what I have heard.

I can understand information about a variety of topics.

I can use a variety of cues to predict the general meaning in a variety of spoken contexts.

I can listen, understand and respond to a range of questions and multi-step instructions in a variety of familiar contexts.

I can understand the general meaning of what I hear and can communicate it in my language of choice.

I can listen to and understand information about a variety of topics, recall it and summarise the main points in my language of choice.

I can use a variety of cues to predict the general meaning in a variety of familiar and unfamiliar spoken contexts.

I can listen and use cues to understand the general meaning of what I have heard and can summarise in my language of choice.

I can understand and evaluate what I hear and read in different contexts across a wide range of language.

I can listen to others with growing attention.

I can listen to others and understand that they may have a different perspective from my own.

I can listen and read empathetically, recognising the differing perspectives of others.

I can listen and read empathetically and reflect on different people’s perspectives to help inform my own thinking.

I can listen and read empathetically respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.

I am beginning to recognise and read high-frequency words that I encounter.

I can use context and pictures to help me understand the meaning of words.

I can use grapheme-phoneme correspondences when reading, including combining these to decode words.

I can use a range of strategies to read with increasing fluency.

I can read different texts using a range of strategies to make meaning.

I can find and use information from different materials that I read.

I can read texts, choosing strategies which best help me understand them.

I can compare different things I read.

I can read a range of texts, choosing strategies to understand them, and to improve my own expression and communication.

I can employ a range of strategies to recognise and predict the general meaning across a wide range of texts.

I can employ a range of strategies to summarise, synthesise and analyse information to gain greater understanding of texts and to enhance my own expression and communication.

I can infer meaning from text and images.

I can use inference and deduction to understand a text.

I can use inference and deduction to understand more complex texts and can consider the reliability of what I read.

I can use inference and deduction to gain understanding of complex texts, and can evaluate the reliability and impact of what I read.

I can read aloud with expression, paying attention to punctuation.

I can listen and read, showing awareness of how grammar and punctuation affect meaning.

I can listen and read to build on my understanding of how grammar and punctuation shape sentences and whole texts.

I can use my knowledge of word construction, grammar including syntax, and text organisation to support my understanding of what I hear and read.

I can experiment with newly-learned vocabulary.

I can develop my vocabulary and pronunciation through listening and reading, and can use these new words.

I can develop my vocabulary and pronunciation through listening and reading, and use new words and phrases in a variety of contexts.

I can listen and read to build my vocabulary, develop my pronunciation and sentence structures, and use these in my own communication across a range of contexts.

I can listen and read to consolidate and develop my vocabulary and sentence structures and use these accurately in my own communication across a wide range of contexts.

British Sign Language (BSL)

View the understanding phonology strand in BSL.

I am beginning to distinguish between phonologically similar signs.

I am beginning to recognise some BSL lip patterns and mouthings.

I can recognise similarities in meaning across signs that share features, for example handshape and location.

I can understand when phonology is being used creatively in BSL literature.

View the understanding variation strand in BSL.

I can understand a range of signs across different contexts.

I can recognise signs, including those for verbs associated with cognition (for example ‘think’, ‘know’, ‘understand’, ‘sense’) and signs that express time references and abstract concepts.

I understand how individual signs can be modified to change meaning.

I can understand some regional BSL variants, such as signs for colours and numbers.

I understand a wide range of regional BSL variants.

View the vocabulary development strand in BSL.

I can experiment with vocabulary.

I can develop my vocabulary through interaction with other BSL users and with BSL texts, and use these new signs in a variety of contexts.

I can understand signs, including signs that time relations, abstract concepts and verbs associated with cognition, and signs associated with feelings.

I can understand how both manual and non-manual features can be used to modify the meanings of individual signs.

I can engage with other BSL users and with BSL texts to build my vocabulary and to develop my understanding of BSL grammar.

I can understand an increasing range of general and subject-specific vocabulary.

I can understand increasingly complex morphological constructions, including non-manual features and modifications to speed and duration of signs that add to or alter meaning.

I can engage with BSL communication and BSL texts to consolidate and develop my BSL vocabulary and grammar.

I can understand a range of general and subject-specific vocabulary.

I can engage with BSL communication and BSL texts to build an extensive range of general and subject-specific vocabulary, which I can use with precision in different contexts.

I can understand complex subject-specific vocabulary and sophisticated use of vocabulary more generally.

View the understanding NMF strand in BSL.

I can recognise differences in signs and differences in non-manual features that show affirmation, negation and questions.

I can recognise non-manual features in emotion signs.

I can understand the use of manual and non-manual features, for example to show prominence.

I can understand the use of manual and non-manual modifiers.

View the understanding fingerspelling strand in BSL.

I am beginning to recognise ﬁngerspelled words, particularly for familiar names.

I can understand the difference between signs and ﬁngerspelling and that fingerspelled letters represent letters in written words.

I can recognise fingerspelled words for names and places.

I can recognise and understand common patterns in fingerspelling.

I can identify signs derived from fingerspelled forms.

I can understand fingerspelling at a natural speed.

View the understanding BSL texts strand in BSL.

I can recognise and follow multi-step instructions about familiar topics and routines.

I can understand the gist of what is being signed.

I can understand information about a variety of topics, identifying main points.

I can understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.

I can use context and cues to help me understand BSL in a range of familiar and unfamiliar contexts.

I can understand and later respond to questions about a BSL text.

I can understand information in BSL about a variety of topics, summarising the main points.

I can understand and analyse the general meaning and implied ideas in BSL texts.

I can understand and evaluate signed communication and BSL texts in different contexts across a wide range of language varieties and registers.

View the empathy strand in BSL.

I can engage with BSL users with growing attention, making good use of eye contact.

I can engage with others and recognise that they may have a different perspective from my own.

I can engage empathetically with different people’s viewpoints on various subjects.

I can engage empathetically with different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

I can engage empathetically with other BSL users, respecting and critically evaluating different people’s perspectives before arriving at my own considered conclusions.

View the inference and deduction strand in BSL.

I can infer meaning.

I can use inference and deduction to understand BSL texts and to consider their reliability.

I can use inference and deduction to understand more complex BSL texts and can consider their reliability and impact.

I can use inference and deduction to gain in-depth understanding of complex BSL texts, and can evaluate their reliability, validity and impact.

View the understanding narratives strand in BSL.

I can follow storytelling and descriptions of past events.

I can follow simple role shift in a narrative.

I can follow narratives and descriptions of past events, including some authentic narratives, for longer periods of time.

I can follow more complex and extended role shift in a narrative.

I can follow more complex narratives that incorporate role shift and different referents.

I can follow authentic narratives and descriptions of past events.

I can understand long and complex narratives across many different genres.

International languages

I have heard international languages being used.

I can recognise high-frequency words and phrases and understand the general meaning in what I hear, read and see.

I can employ a range of strategies to recognise and predict the general meaning across a wide range of texts.

I can employ a range of strategies to recognise and predict the general meaning across a wide range of texts and can understand implied ideas.

I can listen and read empathetically, recognising the differing opinions of others.

I can listen and read empathetically to gain different people’s perspectives on various subjects.

I can listen and read empathetically to gain different people’s perspectives on various subjects, using them to inform my own thinking.

I can listen and read to build a bank of words and sentences and use these to improve my own communication.

I can listen and read to increase my vocabulary and can vary my sentence structures to improve my own communication.

I can listen and read to enhance my range of language and to improve my own expression and communication.

I can listen and read to gain an understanding of how grammar and punctuation affect meaning.

I can listen and read to build on my understanding of how grammar and punctuation shape sentences and whole texts.

I can use my knowledge of word construction, grammar, including syntax, and text organisation to support my understanding of what I hear and read.

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Expressing ourselves through languages is key to communication

Welsh/English

I can produce many speech sounds accurately.

I can speak clearly, varying expression and gestures to communicate my ideas.

I can use single and multi-clause sentences, making choices to meet the intended audience and purpose.

I can recognise the appropriate language for different audiences and purposes, varying my expression, vocabulary and tone to engage the audience.

I can select and adapt the appropriate language for a range of audiences and purposes, conveying meaning effectively to the audience.

I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

I can communicate meaning using extended speech and/or gesture.

I am beginning to use appropriate language to talk about events in the past and future.

I can communicate using an increasingly varied and precise vocabulary.

I can use single and multi-clause sentences.

I can vary the types of sentences I use in my spoken language.

I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.

I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, clarity and accuracy.

I can make informed choices about vocabulary and grammar to enhance my communication skills.

I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.

I can explain where and why I have made any changes or corrections.

I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.

I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken, written and visual communication.

I can reflect critically on my use of language and can consider the effects of my spoken, written and visual communication objectively.

I am beginning to take turns in conversations, following the topic.

I am beginning to ask and answer questions to clarify my understanding.

I can adopt a range of roles and manage my contributions appropriately.

I can change how I communicate, depending on where I am and who I am with.

I can use spoken language for different purposes.

I can ask and answer questions and exchange ideas and information.

I can respond to others’ points of view, seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen.

I can respond to others’ points of view, summarising and evaluating what I have heard, read or seen, structuring arguments and challenging what others say with confidence and sensitivity.

I can evaluate and respond critically to what I have heard, read or seen.

I can communicate by making marks, drawing symbols or writing letters and words in a range of contexts.

I am beginning to form letters correctly using an appropriate grip.

I can write legibly.

I can write legibly and fluently.

I am beginning to write using familiar words and phrases.

I can write words and phrases by using knowledge of letters and the sounds they represent.

I can spell common irregular words correctly.

I can use my knowledge of letter sounds and patterns accurately in my spelling.

I can attempt to spell more difficult words plausibly using a range of strategies.

I have an awareness of how words are separated by spaces.

I am beginning to have an awareness of how capital letters and full stops demarcate sentences.

I can use familiar punctuation.

I can share ideas and feelings and express what I like and dislike.

I can describe objects and events, building and extending my vocabulary.

I can explain information and share ideas, opinions and feelings using relevant vocabulary.

I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.

I can share my thoughts, feelings and opinions with others using a range of techniques for different effect and showing empathy and respect.

I can communicate my thoughts, feelings and opinions in challenging and contentious contexts showing empathy and respect.

I am beginning to understand that writing can be for different purposes and audiences.

I can contribute to shared writing for different audiences and purposes.

I am beginning to communicate using text, image, sound, animation and video.

I can use familiar words and phrases and experiment with newly-learned vocabulary.

I can talk to plan writing and write for different purposes and audiences.

I can organise my writing into a logical sequence.

I can write using an increasingly imaginative, varied and precise vocabulary.

I can use familiar idiomatic language and appropriate register in my communication.

I can choose idiomatic language and appropriate register in my communication to enrich my expression.

I can use sophisticated idiomatic language and appropriate register in a range of contexts.

Welsh in English medium settings/schools/streams

I can produce many speech sounds accurately.

I can choose to talk with my peers in Welsh.

I can speak with expression and gestures to communicate my ideas.

I can use and adapt familiar language, varying vocabulary and tone to suit the audience.

I can select and adapt the appropriate language for a range of audiences and purposes, conveying meaning effectively to the audience.

I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

I can communicate meaning through speech and gesture.

I can communicate using an increasingly varied vocabulary.

I am beginning to use appropriate language to talk about events in the past and future.

I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself.

I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself.

I can make informed choices about vocabulary and grammar to enhance my communication skills.

I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.

I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.

I can explain in my language of choice where and why I have made any changes or corrections.

I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken, written and visual communication.

I can reflect critically on my use of language and can consider the effects of my spoken, written and visual communication objectively.

I am beginning to ask and answer questions.

I can adopt a range of roles and manage my contributions appropriately.

I can change how I communicate, depending on where I am and with whom.

I can use spoken language for different purposes.

I can ask and answer questions and exchange ideas and information.

I can respond to others’ points of view.

I can respond to others’ points of view by seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen.

I can respond to others’ points of view, summarising and evaluating what I have heard, read or seen, structuring arguments and challenging what others say with confidence and sensitivity.

I can spell high-frequency words correctly.

I can use my knowledge of letter sounds and patterns to support my spelling.

I can attempt to spell more difficult words plausibly using a range of strategies.

I can contribute to shared writing for different audiences and purposes.

I am beginning to communicate using text, image, sound, animation and video.

I can talk in my language of choice to plan writing for different purposes and audiences.

I can plan and write for different purposes and audiences.

I can organise my writing into a logical sequence.

I am beginning to express my feelings.

I can share ideas, and express opinions and feelings using relevant vocabulary.

I can describe events, building and extending my vocabulary.

I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.

I can share my thoughts, feelings and opinions with others using a range of techniques for different effect and showing empathy and respect.

I can communicate my thoughts, feelings and opinions in challenging and contentious contexts showing empathy and respect.

I can use familiar words and phrases and experiment with newly-learned vocabulary.

I can use an increasingly imaginative and varied vocabulary.

I can use familiar idiomatic language and appropriate register in my communication.

I can choose idiomatic language and appropriate register in my communication to enrich my expression.

I can use idiomatic language and appropriate register to enhance my expression in a range of contexts.

British Sign Language (BSL)

View the articulation strand in BSL.

I am beginning to form signs correctly.

I can articulate BSL signs and individual fingerspelled letters correctly.

I can accurately articulate numerals.

View the using vocabulary strand in BSL.

I can describe objects and events, building and extending my vocabulary.

I am beginning to use the non-manual features of individual signs consistently.

I am beginning to use signs to indicate time.

I can use increasingly varied and imaginative vocabulary.

I can vary meaning by including non-manual features.

I can use signs that have directly associated lip patterns or mouthings.

I can adapt and manipulate language and make appropriate choices about vocabulary in order to express myself with fluency and clarity.

I can use BSL variants from other regions, as appropriate for the audience.

I can make informed choices about vocabulary in order to express myself with fluency, clarity and accuracy.

I can make informed choices and use vocabulary to enhance my communication skills.

View the fingerspelling strand in BSL.

I am beginning to use ﬁngerspelled signs, for example for familiar names.

I can fingerspell accurately at my own pace.

I can fingerspell accurately and at a natural pace.

I can use appropriate fingerspelling patterns and fingerspelled signs.

View the using NMF strand in BSL.

I can combine signs to form sentences.

I can use manual and non-manual features when asking questions.

I am beginning to show negation and affirmation using manual and non-manual features.

I am beginning to modify spatial verbs to show movement or manner.

I can use directional verb agreement.

I can use single and multi-clause sentences.

I can use manual and non-manual features to modify spatial verbs in order to show manner and/or movement.

I can show consistency in referent location.

I can link sentences to develop meaning and to build a whole BSL text.

I can indicate when things happen in the past, the present and the future through use of signing space and timelines.

I can use both hands to represent verbs happening simultaneously.

I can topicalise through use of manual and non-manual features.

I can express aspect through a variety of grammatical devices.

I can use a wide variety of manual and non-manual features, including temporal features, to emphasise meaning.

View the using role shift strand in BSL.

I am beginning to use role shift to show short character interactions in my narratives.

I can use role shift to show short character interactions in my narratives.

I can use role shift to show extended character interactions in more complex narratives.

I can use role shift to show consistent extended character interactions in more complex narratives.

View the using classifiers strand in BSL.

I can use a range of handling classifiers.

I am beginning to use size and shape specifiers.

I can use classifier repetition or numbers to show plurals.

I can use size and shape specifiers, and whole entity classifiers.

I can use body part classifiers.

I can use classifiers as spatial verbs.

I can use complex spatial verbs and classifiers appropriately.

View the audience and purpose strand in BSL.

I can sign clearly, using appropriate expression and non-manual features to communicate my ideas.

I can use single and multi-clause sentences, making choices to meet the intended audience and purpose.

I can select appropriate language for different audiences and purposes.

I can use appropriate language for a range of contexts, registers, audiences and purposes, conveying meaning effectively.

View the personal effectiveness strand in BSL.

I can review my signing and modify it to improve my BSL narratives.

I can reflect on my signing and use a range of strategies to improve my BSL across different registers and contexts.

I can explain where and why I have made changes or corrections in a BSL text.

I can reflect on my use of strategies to improve my BSL across different genres.

I can reflect critically on my use of language and objectively consider the impact of my BSL across different genres.

View the interacting strand in BSL.

I am beginning to take turns in conversation, following the topic and following appropriate Deaf cultural norms (for example for gaining attention and giving feedback).

I am beginning to ask and answer questions.

I can vary how I communicate depending on context and audience.

I can ask and answer questions, and exchange ideas and information.

I can use familiar strategies to engage in conversations effectively.

I can respond to others’ points of view, seeking clarity, structuring arguments, summarising and explaining what I have understood.

I can use a variety of strategies to engage in conversation effectively.

I can respond to others’ points of view, summarising and evaluating what I have understood, structuring arguments and challenging what others say, with confidence and sensitivity.

I can evaluate and respond critically to BSL conversations and texts.

View the self-expression strand in BSL.

I can share ideas and feelings, and express what I like and dislike.

I can explain information and share ideas, opinions and feelings.

I can interact with others, communicating my thoughts, feelings and opinions, showing empathy and respect.

I can share my thoughts, feelings and opinions with others, using a range of techniques to create different effects and showing empathy and respect.

I can communicate my thoughts, feelings and opinions in challenging and contentious contexts, showing empathy and respect.

View the effective communication strand in BSL.

I am beginning to use digital technology to communicate.

I can plan and organise my BSL narratives in a logical sequence for different purposes and audiences.

I can use familiar idiomatic language and appropriate register in my communication.

I can choose idiomatic language and appropriate register in my communication in order to enrich my expression.

I can use sophisticated idiomatic language and appropriate register in a range of contexts.

International languages

I have experienced opportunities to use international languages.

I can communicate using familiar phrases and sentences.

I can convey meaning by using vocabulary and language patterns that I have learned, and can apply them to new situations.

I can select the appropriate range and register for different audiences and purposes, varying my language to engage the audience.

I am beginning to reflect on my language use in order to improve the quality of my communication.

I can reflect on my language use and can apply familiar strategies to improve the quality of my spoken, written and visual communication.

I can reflect critically on my language use and can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with clarity.

I am beginning to interact with others, sharing information, feelings and opinions.

I can express and justify my thoughts and ideas. I can interact with others, sharing my points of view with empathy and respect.

I can respond to and challenge others’ points of view, seeking clarity and structuring arguments.

I can communicate my thoughts, feelings and opinions in contentious contexts showing empathy and respect.

I can construct my own sentences using the vocabulary and patterns I have learnt.

I can adapt and manipulate language to build sentences, using increasingly varied vocabulary.

I can use my knowledge of grammar, including syntax, and a wide range of vocabulary, to enhance my independent communication.

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Literature fires imagination and inspires creativity

Welsh/English

I can join in with familiar songs, rhymes, stories and poems.

I can retell stories.

I can respond creatively to the range of literature I hear, read or view.

I can listen to and remember poetry, drama and prose.

I can retell stories creatively.

I can use my imagination to respond to and adapt literature to create my own work.

I can comment on literature and make connections between what I hear, read and view.

I can use my knowledge of writing styles and the features of different literary genres to create my own work.

I can explore a wide range of genres, experimenting with language choices and techniques for my own creative purposes.

I can engage with a wide range of literary genres in depth in order to explore and craft my own work.

I can use familiar words and phrases and experiment with newly-learned vocabulary.

I can use my imagination to create my own literature.

I can use my imagination and experiment with language to create my own literature.

I can use my imagination and experiment with different creative forms and techniques to create my own literature.

I can experiment with and craft my own literature.

I can respond to what I hear, read and view and can express simple opinions on it.

I am beginning to ask and answer questions to clarify my understanding.

I can respond to what I hear, read, and view, asking questions and showing my understanding.

I can recognise the features of different types of literature and use appropriate language to talk about them.

I can consider the plot, character, theme and context of literature I experience supporting my ideas and opinions with evidence from the literature.

I can make connections between what I hear, read and view.

I can explore, analyse and compare key ideas using relevant terminology, supporting my views with relevant textual detail.

I can critically evaluate key concepts and the impact of language choices and techniques on the reader/viewer using an assured selection of relevant textual detail.

I am beginning to show empathy with characters in literature.

I can show empathy when responding to literature and understand that others may have different views from mine.

I can appreciate literature, showing empathy and understanding that literature can be interpreted differently.

I can appreciate literature, showing empathy when evaluating different interpretations of literature, including my own.

Welsh in English medium settings/schools/streams

I have experienced literature.

I can join in with familiar songs, rhymes, stories and poems.

I am beginning to respond to literature I hear and view.

I have experienced a range of literature.

I can listen to and remember poetry, drama and prose.

I can retell stories.

I can use my imagination to respond to and adapt literature.

I can listen to and remember poetry, drama and prose and can adapt them creatively.

I can retell stories creatively.

I can use my imagination to respond to literature.

I can respond to what I hear, read and view expressing opinions and showing my understanding in my language of choice.

I can use my knowledge of writing styles and the features of different literature to create my own work.

I can explore a wide range of literature experimenting with language choices and techniques for my own creative purposes.

I can use familiar words and phrases and experiment with newly-learned vocabulary.

I can use my imagination to create my own literature.

I can use my imagination and can experiment with language to create my own literature.

I can use my imagination and can experiment with different creative forms and techniques to create my own literature.

I can experiment with and craft my own literature.

I am beginning to respond to what I hear and view.

I can respond to what I hear, read and view and express opinions in my language of choice.

I am beginning to ask and answer questions to clarify my understanding.

I can respond to what I hear, read and view, asking questions to show my understanding.

I can recognise the features of different types of literature and use appropriate language to talk about them.

I can consider the plot, character, theme and context of the literature I experience, supporting my ideas and opinions with evidence from the text.

I can make connections between what I hear, read and view.

I can explore, analyse and compare key ideas using relevant terminology, supporting my views with relevant textual detail.

I am beginning to show empathy with characters in literature.

I can show empathy when responding to literature and understand that others may have different views from my own.

I can appreciate literature showing empathy and understanding that literature can be interpreted differently.

British Sign Language (BSL)

View the engaging with BSL literature strand in BSL.

I can tell short, simple stories in BSL.

I can respond creatively to a range of BSL literature.

I can join in with familiar stories and poems and can respond to BSL humour and Deaf humour.

I can watch and comment on BSL poetry, drama, prose, as well as on visual vernacular.

I can tell my own BSL stories and creatively retell familiar stories.

I can use my imagination to respond to and adapt BSL literature to create my own work.

I can comment on BSL literature and make connections between different BSL texts.

I can use my knowledge of BSL styles and genres, including comedy, poetry, prose and visual vernacular, to create my own work.

I can retell extended BSL stories, maintaining referents and character.

I can explore a wide range of BSL genres, experimenting with language choices and devices (including classifiers and constructed action) for my own creative purposes.

I can engage with a wide range of BSL literary genres in depth in order to explore and craft my own work.

View the creating BSL literature strand in BSL.

I can use familiar signs and phrases and experiment with newly learned vocabulary.

I am beginning to represent different characters in my narratives.

I am beginning to modify my signing to enhance my narratives.

I can use my imagination to create my own BSL literature.

I can understand and use BSL for creative purposes such as dramatic effect.

I can use my imagination and experiment with language to create BSL literature.

I can produce fully developed narratives.

I can understand and use a wide range of BSL for creative purposes.

I can use my imagination and experiment with different creative forms and techniques to create my own BSL literature.

I can use separate story and narrator space.

I can express fine nuances of mood, character and viewpoint in the BSL literature I create.

View the constructed action strand in BSL.

I can understand and recognise roles and characters in narratives that use constructed action.

I can consistently represent different characters through use of constructed action.

I can use constructed action creatively and for extended narratives.

I can use constructed action creatively, incorporating increasingly complex placements and referents.

View the responding to BSL literature strand in BSL.

I can respond to BSL literature and can express simple opinions on it.

I am beginning to ask and answer questions to clarify my understanding of BSL literature.

I can respond to BSL literature, asking questions and showing my understanding.

I can recognise the features of different types of BSL literature and use appropriate language to talk about them.

I am beginning to show empathy with characters in BSL literature.

I can consider the plot, character, theme and context of BSL literature, supporting my ideas and opinions with evidence from the literature.

I can show empathy when responding to BSL literature and understand that others may have different views from mine.

I can explore, analyse and compare key ideas, using relevant terminology and supporting my views with relevant textual detail.

I can appreciate BSL literature, showing empathy and recognising that literature can be interpreted differently by different people.

I can critically evaluate key concepts, as well as the impact of language choices and techniques on the viewer, using an assured selection of relevant textual detail.

I can appreciate BSL literature, showing empathy when evaluating different interpretations.

International languages

I have experienced literature from other cultures and in international languages.

I can join in with familiar songs, rhymes, stories and poems.

I can respond creatively in my language of choice to literature in the international language.

I can listen to and remember short excerpts from literature in the international language, and can retell in my language of choice what I have heard, read or seen using my imagination

I can respond creatively and critically in my language of choice to the main features of what I have heard, read or seen in the international language.

I can use familiar words and phrases and experiment with newly-learned vocabulary to create work in the international language.

I can use my imagination and experiment with language to create my own literature in the international language.

I can use my imagination and experiment with different creative forms and techniques to create my own literature in the international language.

I can express my opinions in my language of choice supporting my views with examples from the literature I have heard, read or viewed in the international language.

I can recognise the features of different genres responding in my language of choice to what I have heard, read, or viewed in the international language, asking and answering questions to gain an understanding.

I can explore and analyse what I have heard, read or viewed in the international language and compare it with my own culture and experiences, communicating this in my language of choice.

I can show empathy when responding to literature and understand that others may have different views from my own.

I can express my opinions in my language of choice on what I have heard, read or viewed in the international language, showing empathy and consideration of others’ views.

I can express and justify my opinions in my language of choice on what I have heard, read or viewed in the international language, showing empathy and explaining others’ views.

Languages, Literacy and Communication

Descriptions of learning

Languages connect us

Understanding languages is key to understanding the world around us.

Expressing ourselves through languages is key to communication

Literature fires imagination and inspires creativity