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Skills available for Wales key stage 2 English curriculum

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2 Reading

  • Range of experiences

    • 2.a read a wide range of continuous and non-continuous texts, in printed and dynamic format, as a basis for oral and written responses. These should include:

      • 2.a.1 extracts and complete texts

      • 2.a.2 information and reference texts

      • 2.a.3 traditional and contemporary poetry and prose

      • 2.a.4 classic children's fiction and poetry

      • 2.a.5 graphic novels and picture books

      • 2.a.6 drama, including drama in performance

      • 2.a.7 texts written by Welsh authors, texts with a Welsh dimension and texts from other cultures

      • 2.a.8 texts that have challenging subject matter, which broadens perspectives and extends thinking

      • 2.a.9 texts with a variety of structures, forms, purposes, intended audiences and presentational device

      • 2.a.10 texts that demonstrate quality and variety in language use

      • 2.a.11 texts that reflect individual choice of reading matter

      • 2.a.12 texts with a variety of social, historical and cultural contexts

      • 2.a.13 texts that extend learners' intellectual, moral and emotional understanding

      • 2.a.14 texts with a variety of tone, e.g. humour, parody, word play

      • 2.a.15 texts that demonstrate the impact of technology on language use

      • 2.a.16 texts that present challenge

    • 2.b read individually and collaboratively, e.g. paired reading, guided group reading, shared reading

    • 2.c read for different purposes, e.g. for personal pleasure; to retrieve, summarise and synthesise key information; to interpret and integrate information; to verify information; to deepen understanding through re-reading; to identify language devices used by the writer in order to analyse purpose; to identify alternative readings of a text

    • 2.d develop appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, poets, peers, in written and dynamic texts.

  • 2.1 Locating, selecting and using information

  • 2.2 Responding to what has been read

    • 2.2.A Comprehension

      • 2.2.A.1 show understanding of main ideas and significant details in different texts on the same topic

      • 2.2.A.2 infer ideas which are not explicitly stated, e.g. writers' viewpoints or attitudes

      • 2.2.A.3 identify ideas and information that interest them to develop further understanding

      • 2.2.A.4 identify and begin to comment on similarities and differences between continuous and/or non-continuous texts in terms of language, techniques, structure, character and form

    • 2.2.B Response and analysis

      • 2.2.B.1 collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources

      • 2.2.B.2 distinguish between facts, theories and opinions

      • 2.2.B.3 compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace

      • 2.2.B.4 confidently read a range of continuous and non-continuous texts with fluency, accuracy, understanding and enjoyment; respond to them orally and in writing

      • 2.2.B.5 consider what they read/view, responding orally and in writing to the ideas, language, tone, style and presentation/organisation; select evidence to support their views

      • 2.2.B.6 comment on how texts change when they are adapted for different media and audiences

      • 2.2.B.7 consider whether a text is effective in conveying information and ideas.