• students read, view, analyse, critique, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance to their own lives
• They explain how texts are shaped by the time, place and cultural setting in which they are created

• write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterisation, consistent point of view and development of a resolution
• write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues
• compose a range of other texts, such as feature articles
• write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases
• maximise the effects of rhythm and tone, and write with developing fluency
• proofread and edit their own writing for accuracy, consistency and clarity

• plan and deliver presentations, sequencing and organising complex ideas
• analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations
• When engaged in discussion, they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue.
• In their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations
• They draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience. 

• students identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication.
• When listening, viewing and responding, they consider alternative views, recognise multiple possible interpretations and respond with insight.
• They use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms.
• Students use pertinent questions to explore, clarify and elaborate complex meaning.

• Students demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate.
• They use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.
• They provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.

Thinking:

• Students’ discriminate in the way they use a variety of sources. They generate questions that explore perspectives.
• They process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions.
• They employ appropriate methodologies for creating and verifying knowledge in different disciplines.
• They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information

• Students experiment with innovative possibilities within the parameters of a task.
• They take calculated risks when defining tasks and generating solutions.
• They apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas

• When reviewing information and refining ideas and beliefs, students explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions.
• They explain the different methodologies used by different disciplines to create and verify knowledge.

They use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness