Course Content
A. Short and Long Vowels
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A.01. Recognise and pronounce words with short and long vowel sounds
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A.02. Discriminate between short and long vowel sounds in spoken words
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A.03. Identify and apply common spelling patterns for long vowel sounds (silent e, ai, ay, ea, ey, eigh, ee, ie, oa, ow, old, ost, olt, ue, oo, ew, ui)
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A.04. Use knowledge of vowel sounds and spelling patterns to decode and spell rhyming words
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A.05. Apply knowledge of long vowel spellings to complete riddles
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A.06. Generate words using long and short vowel patterns
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A.07. Understand the relationship between vowel sounds and their written representation
B. Blends
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B.01. Recognise and pronounce words with consonant blends (two or three letters)
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B.02. Segment and blend sounds in words with consonant blends
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B.03. Complete words by adding the missing three-letter consonant blend
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B.04. Distinguish between different consonant blends in similar words
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B.05. Create new words using consonant blends
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B.06. Understand the role of consonant blends in word formation
C. Multisyllabic Words
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C.01. Divide multisyllabic words into syllables
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C.02. Recognise and apply the rules for open and closed syllables
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C.03. Spell words with open and closed syllables
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C.04. Recognise and spell consonant-l-e words
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C.05. Identify the different syllable types within a multisyllabic word
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C.06. Apply knowledge of syllable division to decode unfamiliar words
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C.07. Understand how syllable structure affects pronunciation
D. Diphthongs and R-Controlled Vowels
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D.01. Recognise and pronounce words with vowel diphthongs (e.g., oi, oy, ou, ow)
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D.02. Identify and spell words with vowel diphthong patterns
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D.03. Recognise and pronounce words with r-controlled vowels (ar, er, ir, or, ur)
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D.04. Spell words with r-controlled vowel patterns
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D.05. Distinguish between different diphthong and r-controlled vowel sounds
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D.06. Understand how r-control affects the vowel sound
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D.07. Apply knowledge of diphthongs and r-controlled vowels to decode and spell words
E. Irregular Words
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E.01. Recognise and spell common sight words (high-frequency words)
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E.02. Use sight words in sentences and short passages
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E.03. Identify irregular words that do not follow typical spelling patterns
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E.04. Memorise the spelling of irregular words
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E.05. Understand the importance of sight word recognition for fluency
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E.06. Expand their personal sight word vocabulary
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E.07. Apply sight word knowledge to improve reading speed and comprehension
F. Main Idea
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F.01. Identify key details in a text
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F.02. Use key details to determine the main idea of a paragraph
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F.03. Determine the main idea of a longer passage
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F.04. Summarise a passage, including the main idea and supporting details
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F.05. Distinguish between the main idea and supporting details
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F.06. Compare the main idea of different texts on the same topic
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F.07. Evaluate the effectiveness of the main idea in conveying the author’s message
G. Theme
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G.01. Define the concept of theme in literature
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G.02. Identify common themes in myths, fables, and folktales (e.g., good vs. evil, courage, honesty)
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G.03. Determine the themes of specific myths, fables, and folktales
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G.04. Explain how characters and events contribute to the theme
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G.05. Compare themes across different stories
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G.06. Relate themes to real-life situations and experiences
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G.07. Analyse the author’s purpose in conveying the theme
H. Author’s Purpose
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H.01. Identify the four main purposes of writing: to inform, persuade, entertain, or describe (PIE)
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H.02. Identify the author’s purpose in mixed media texts (e.g., advertisements, websites)
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H.03. Identify the author’s purpose in passages
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H.04. Explain how different text features (e.g., headings, images) support the author’s purpose
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H.05. Distinguish between different author’s purposes in related texts
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H.06. Analyse how the author’s purpose affects the tone and style of the writing
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H.07. Evaluate the effectiveness of the author in achieving their purpose
I. Text Structure
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I.01. Identify common text structures: sequence, compare/contrast, cause/effect, problem/solution, description
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I.02. Determine the order of events in informational texts (sequence)
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I.03. Compare and contrast information in informational texts
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I.04. Match causes with their effects
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I.05. Match causes and effects in informational texts
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I.06. Match problems with their solutions
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I.07. Identify different text structures within a single text
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I.08. Understand how text structure helps to organise information
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I.09. Use text structure to improve reading comprehension
J. Sensory Details
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J.01. Recognise the five senses: sight, sound, smell, taste, touch
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J.02. Identify sensory details (words that appeal to the senses) in a text
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J.03. Sort sensory details according to the sense they appeal to
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J.04. Explain how sensory details help to create vivid images in the reader’s mind
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J.05. Analyse the effect of sensory details on the overall mood and tone of a passage
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J.06. Use sensory details in their own writing to enhance descriptions
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J.07. Understand how sensory details contribute to the reader’s experience
K. Literary Devices
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K.01. Define literary devices: simile, metaphor, personification, alliteration, etc.
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K.02. Determine the meanings of similes
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K.03. Identify examples of similes in a text
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K.04. Explain the meaning of a metaphor
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K.05. Identify examples of personification in a text
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K.06. Explain how literary devices enhance writing
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K.07. Use literary devices in their own writing
L. Point of View
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L.01. Define point of view: first-person, second-person, third-person
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L.02. Distinguish between first-person and third-person points of view
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L.03. Identify the narrator in a text
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L.04. Explain how point of view affects the reader’s understanding of the story
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L.05. Analyse the author’s choice of point of view and its impact on the narrative
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L.06. Compare and contrast different points of view in related texts
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L.07. Understand how point of view shapes the reader’s perspective
M. Inference
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M.01. Define inference as “reading between the lines”
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M.02. Use actions and dialogue to understand characters’ personalities and motivations
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M.03. Draw inferences from a text based on textual evidence
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M.04. Make predictions about a story based on inferences
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M.05. Support inferences with evidence from the text
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M.06. Explain how inferences help to deepen understanding of the text
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M.07. Evaluate the validity of different inferences based on available evidence
N. Story Elements
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N.01. Identify the basic story elements: characters, setting, plot, conflict, resolution
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N.02. Identify the characters in a story
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N.03. Identify the setting of a story
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N.04. Outline the plot of a story (beginning, rising action, climax, falling action, resolution)
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N.05. Identify the conflict in a story
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N.06. Explain how the story elements work together to create a cohesive narrative
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N.07. Analyse the importance of each story element in shaping the story
O. Visual Elements
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O.01. Recognise visual elements in illustrations: colour, line, shape, composition
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O.02. Compare mythological illustrations based on their visual elements
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O.03. Explain how visual elements contribute to the meaning and mood of a text
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O.04. Analyse the relationship between the text and the illustrations
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O.05. Interpret the symbolism in visual elements
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O.06. Evaluate the effectiveness of visual elements in enhancing understanding
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O.07. Create their own illustrations to accompany a text
P. Literary Texts: Level 1
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P.05. Identify the key characteristics of each genre
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P.06. Distinguish between different genres of literary texts
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P.07. Discuss the themes and messages conveyed in different literary texts
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P.01. Read and comprehend fantasy stories with illustrations
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P.02. Read and comprehend historical fiction stories with illustrations
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P.03. Read and comprehend science fiction stories with illustrations
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P.04. Read and comprehend realistic fiction stories with illustrations
Q. Literary Texts: Level 2
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Q.01. Read and comprehend realistic fiction texts (set 1)
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Q.02. Read and comprehend realistic fiction texts (set 2)
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Q.03. Read and comprehend poetry
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Q.04. Identify different forms of poetry (e.g., haiku, limerick, free verse)
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Q.05. Analyse the use of figurative language in poetry
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Q.06. Compare and contrast different literary texts in terms of style and content
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Q.07. Express their personal response to different literary texts
R. Informational Texts: Level 1
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R.01. Read and comprehend informational texts about animals
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R.02. Read and comprehend informational texts about food
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R.03. Read and comprehend informational texts about art, music, and traditions
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R.04. Read and comprehend informational texts about sports and hobbies
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R.05. Identify the main topic and supporting details in informational texts
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R.06. Use text features (e.g., headings, captions) to locate information
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R.07. Summarise the key information from informational texts
S. Informational Texts: Level 2
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S.01. Read and comprehend informational texts about famous people
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S.02. Read and comprehend informational texts about famous places
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S.03. Read and comprehend informational texts about business and technology
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S.04. Read and comprehend informational texts about science and nature
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S.05. Evaluate the credibility of sources in informational texts
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S.06. Synthesise information from multiple sources
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S.07. Apply knowledge gained from informational texts to real-world situations
T. Organising Writing
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T.01. Recognise the importance of organisation in writing
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T.02. Put sentences in a logical order to create a coherent paragraph
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T.03. Order items from most general to most specific
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T.04. Organise information by topic to create an outline
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T.05. Develop a clear introduction, body, and conclusion
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T.06. Use transition words to connect ideas
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T.07. Apply organizational strategies to improve the clarity and flow of their writing
U. Topic Sentences
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U.01. Identify the purpose of a topic sentence: to state the main idea of a paragraph
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U.02. Choose appropriate topic sentences for narrative paragraphs
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U.03. Choose appropriate topic sentences for expository paragraphs
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U.04. Write their own topic sentences for different types of paragraphs
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U.05. Evaluate the effectiveness of topic sentences in conveying the main idea
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U.06. Understand the relationship between the topic sentence and the supporting details
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U.07. Revise paragraphs to improve the clarity and focus of the topic sentence
V. Writer’s Purpose
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V.01. Identify the four main purposes of writing: to inform, persuade, entertain, or describe (PIE)
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V.02. Choose the text that matches a specific writer’s purpose
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V.03. Explain how the writer’s purpose influences the content and style of the writing
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V.04. Analyse the author’s tone and its relationship to the writer’s purpose
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V.05. Adapt their own writing to suit different purposes
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V.06. Understand the importance of considering audience when writing
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V.07. Evaluate the effectiveness of different writing strategies in achieving the writer’s purpose
W. Linking Words
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W.01. Recognise the function of linking words (transition words, conjunctions)
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W.02. Identify time-order words
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W.03. Use time-order words to indicate sequence
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W.04. Identify coordinating conjunctions (and, but, or, so, for, nor, yet)
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W.05. Use coordinating conjunctions to connect independent clauses
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W.06. Identify subordinating conjunctions (because, if, when, although, etc.)
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W.07. Use subordinating conjunctions to create complex sentences
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W.08. Choose the best transition word to connect ideas
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W.09. Vary their use of linking words to improve the flow of their writing
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W.10. Understand the different types of relationships that linking words can express
X. Opinion Writing
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X.01. Distinguish facts from opinions
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X.02. Identify an author’s statement of opinion
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X.03. Choose reasons to support an opinion
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X.04. Complete an opinion passage with an example
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X.05. Complete an opinion passage with a reason
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X.06. Complete an opinion-reason-example table
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X.07. Write their own opinion pieces with clear arguments and supporting evidence
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X.08. Understand the importance of addressing counterarguments in persuasive writing
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X.09. Develop strong and well-supported arguments
Y. Descriptive Details
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Y.01. Add descriptive details to sentences to make them more vivid
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Y.02. Show character emotions and traits through descriptive writing
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Y.03. Revise sentences using stronger verbs to create a more powerful effect
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Y.04. Use figurative language to enhance descriptions
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Y.05. Engage the reader’s senses through sensory details
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Y.06. Analyse the impact of descriptive details on the reader’s experience
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Y.07. Understand the importance of showing, not telling, in descriptive writing
Z. Prefixes and Suffixes
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Z.01. Identify base words, prefixes, and suffixes
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Z.02. Determine the meaning of a word with the prefixes pre-, re-, or mis-
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Z.03. Use the prefixes pre-, re-, and mis- correctly in sentences
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Z.04. Determine the meaning of a word with the suffixes -ful or -less
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Z.05. Determine the meaning of a word with the suffixes -ly or -ness
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Z.06. Determine the meaning of a word with the suffixes -able or -ment
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Z.07. Determine the meaning of a word with a suffix: review
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Z.08. Determine the meanings of words with prefixes and suffixes: review
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Z.09. Apply knowledge of prefixes and suffixes to decode unfamiliar words
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Z.10. Understand how prefixes and suffixes change the meaning of a word
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Z.11. Build their vocabulary by learning common prefixes and suffixes
AA. Greek and Latin Roots
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AA.01. Recognise that many English words are derived from Greek and Latin roots
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AA.02. Use Greek and Latin roots as clues to the meanings of words
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AA.03. Determine the meanings of common Greek and Latin roots
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AA.04. Determine the meanings of words with Greek and Latin roots
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AA.05. Apply knowledge of Greek and Latin roots to decode unfamiliar words
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AA.06. Understand how Greek and Latin roots have influenced the English language
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AA.07. Expand their vocabulary by learning common Greek and Latin roots
BB. Compound Words
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BB.01. Define compound words as two or more words joined together
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BB.02. Form compound words by combining two or more words
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BB.03. Form and use compound words in sentences
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BB.04. Identify compound words in a text
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BB.05. Understand how the meaning of a compound word is related to the meanings of its parts
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BB.06. Recognise different types of compound words (open, closed, hyphenated)
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BB.07. Expand their vocabulary by learning common compound words
CC. Categories
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CC.01. Define a category as a group of things that share common characteristics
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CC.02. Select the members of a given category
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CC.03. Select the words that do not belong to a given category
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CC.04. Create their own categories based on shared characteristics
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CC.05. Explain the relationships between different categories
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CC.06. Use categories to organise information
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CC.07. Develop critical thinking skills by analysing and evaluating categories
DD. Synonyms and Antonyms
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DD.01. Define synonyms as words with similar meanings
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DD.02. Choose the synonym for a given word
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DD.03. Identify sentences that have the same meaning using synonyms
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DD.04. Find synonyms in context within a passage
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DD.05. Define antonyms as words with opposite meanings
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DD.06. Choose the antonym for a given word
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DD.07. Identify sentences that use an antonym correctly
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DD.08. Find antonyms in context within a passage
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DD.09. Use synonyms and antonyms to improve their writing
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DD.10. Understand the nuances of meaning between related words
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DD.11. Expand their vocabulary by learning synonyms and antonyms
EE. Homophones
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EE.07. Improve their writing by using homophones accurately
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EE.01. Define homophones as words that sound alike but have different meanings and spellings
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EE.02. Recognise homophones with the aid of pictures
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EE.03. Identify homophones in a list of words
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EE.04. Use the correct homophone in a sentence
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EE.05. Distinguish between commonly confused homophones (e.g., there/their/they’re, to/too/two)
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EE.06. Understand the importance of correct spelling when using homophones
FF. Multiple-Meaning Words
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FF.01. Recognise that some words have multiple meanings
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FF.02. Choose the definition that matches the word’s usage in a given sentence
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FF.03. Choose the sentence that correctly uses a given definition of a multiple-meaning word
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FF.04. Determine the correct meaning of a word based on context clues
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FF.05. Understand how multiple-meaning words can create humour or ambiguity
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FF.06. Expand their vocabulary by learning the different meanings of common words
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FF.07. Improve their reading comprehension by understanding how context affects word meaning
GG. Shades of Meaning
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GG.01. Recognise that words can have subtle differences in meaning (shades of meaning)
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GG.02. Describe the difference between related words (e.g., happy vs. ecstatic)
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GG.03. Understand the concept of positive and negative connotation
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GG.04. Identify words with positive connotations
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GG.05. Identify words with negative connotations
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GG.06. Choose words with appropriate connotations for different writing purposes
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GG.07. Develop a more nuanced understanding of word choice
HH. Idioms
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HH.01. Define idioms as expressions whose meanings cannot be understood from the literal meanings of the individual words
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HH.02. Choose the picture that matches the meaning of a given idiomatic expression
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HH.03. Explain the meaning of common idioms
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HH.04. Use idioms correctly in sentences
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HH.05. Understand the cultural context of idioms
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HH.06. Recognise that idioms are often figurative language
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HH.07. Expand their understanding of figurative language
II. Context Clues
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II.01. Determine the meaning of words using synonyms in context
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II.02. Use context clues to identify the meaning of an unfamiliar word
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II.03. Identify different types of context clues: definition, example, synonym, antonym
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II.04. Apply context clues to improve their reading comprehension
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II.05. Understand the importance of using context clues to decode unfamiliar words
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II.06. Develop strategies for using context clues effectively
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II.07. Improve their vocabulary by learning new words through context
JJ. Reference Skills
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JJ.01. Order words alphabetically based on the first letter
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JJ.02. Order words alphabetically based on the first two letters
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JJ.03. Order words alphabetically based on the first three letters
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JJ.04. Order words alphabetically: challenge
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JJ.05. Use guide words to locate words in a dictionary or other reference source
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JJ.06. Use dictionary entries to find the definition, pronunciation, and part of speech of a word
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JJ.07. Use dictionary definitions to understand the meaning of a word in a particular context
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JJ.08. Navigate and utilise various reference materials effectively
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JJ.09. Enhance information literacy skills through practical application
KK. Sentences, Fragments, and Run-ons
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KK.01. Identify the four types of sentences: statement, question, command, exclamation
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KK.02. Is the sentence a statement, question, command or exclamation?
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KK.03. Identify the complete subject of a sentence
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KK.04. Identify the complete predicate of a sentence
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KK.05. Identify the simple subject or predicate of a sentence
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KK.06. Distinguish between a complete sentence, a fragment, and a run-on sentence
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KK.07. Is it a complete sentence or a fragment?
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KK.08. Is it a complete sentence or a run-on?
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KK.09. Is it a complete sentence, a fragment or a run-on?
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KK.10. Identify whether a sentence is simple or compound
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KK.11. Order the words to create a complete and grammatically correct sentence
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KK.12. Correct sentence fragments by adding missing subjects or predicates
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KK.13. Correct run-on sentences by separating them into two or more sentences or by using coordinating conjunctions
LL. Nouns
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LL.01. Identify nouns as words that name people, places, things, or ideas
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LL.02. Which word is a noun?
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LL.03. Identify nouns
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LL.04. Identify nouns – with abstract nouns
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LL.05. Distinguish between common and proper nouns
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LL.06. Identify common and proper nouns
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LL.07. Form regular plurals by adding -s, -es, or -ies
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LL.08. Form regular plurals with -s, -es and -ies
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LL.09. Use regular plurals with -s, -es and -ies
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LL.10. Determine whether a noun is singular or plural
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LL.11. Is the noun singular or plural?
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LL.12. Form irregular plurals
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LL.13. Form and use irregular plurals
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LL.14. Identify plurals, singular possessives, and plural possessives
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LL.15. Form the singular or plural possessive of a noun
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LL.16. Identify and correct errors in the use of plural and possessive nouns
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LL.17. Demonstrate proper noun usage in varied contexts
MM. Pronouns
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MM.01. Identify personal pronouns (I, me, you, he, him, she, her, it, we, us, they, them)
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MM.02. Identify personal pronouns
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MM.03. Choose between subject and object personal pronouns
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MM.04. Replace nouns with appropriate personal pronouns
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MM.05. Replace the noun with a personal pronoun
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MM.06. Use ‘I’ and ‘me’ correctly in compound subjects and objects
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MM.07. Compound subjects and objects with ‘I’ and ‘me’
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MM.08. Identify possessive pronouns (mine, yours, his, hers, its, ours, theirs)
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MM.09. Identify possessive pronouns
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MM.10. Use possessive pronouns correctly
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MM.11. Use possessive pronouns
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MM.12. Choose between personal and reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves)
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MM.13. Choose between personal and reflexive pronouns
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MM.14. Use reflexive pronouns correctly
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MM.15. Use reflexive pronouns
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MM.16. Demonstrate mastery of pronoun case, number, and person
NN. Verb Types
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NN.01. Define action verbs as words that describe actions
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NN.02. Use action verbs in sentences
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NN.03. Use action verbs
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NN.04. Identify action verbs in sentences
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NN.05. Identify action verbs
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NN.06. Distinguish between main verbs and helping verbs in a sentence
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NN.07. Identify main verbs and helping verbs
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NN.08. Apply varied verb forms to enrich descriptive writing
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NN.09. Construct sentences with precise and impactful verb choices
OO. Subject-Verb Agreement
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OO.01. Recognise that verbs must agree with their subjects in number (singular or plural)
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OO.02. Determine whether a subject is singular or plural
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OO.03. Is the subject singular or plural?
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OO.04. Choose the correct form of the verb to agree with the subject
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OO.05. Use the correct subject or verb
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OO.06. Use the correct verb form to agree with personal pronouns
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OO.07. Pronoun-verb agreement
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OO.08. Apply rules of subject-verb agreement to varied sentence structures
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OO.09. Correct errors in subject-verb agreement in written work
PP. Verb Tense
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PP.22. Change the sentence to future tense
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PP.23. Demonstrate accurate and consistent verb tense usage in writing
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PP.24. Manipulate verbs to convey specific time references
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PP.01. Recognise verbs in the regular past tense
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PP.02. Which sentence is in the regular past tense?
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PP.03. Identify verbs in the regular past tense
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PP.04. Form and use the regular past tense of verbs by adding -ed
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PP.05. Form and use the regular past tense
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PP.06. Identify verbs in the irregular past tense
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PP.07. Identify the irregular past tense I
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PP.08. Identify the irregular past tense II
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PP.09. Form and use the irregular past tense of common irregular verbs
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PP.10. Form and use the irregular past tense: set 1
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PP.11. Form and use the irregular past tense: set 2
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PP.12. Form and use the irregular past tense: set 3
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PP.13. Form and use the irregular past tense: set 4
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PP.14. Form and use the irregular past tense: set 5
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PP.15. Use the correct form of the verb “to be” (am, is, are, was, were)
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PP.16. To be: use the correct form
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PP.17. Use the correct form of the verb “to have” (has, have, had)
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PP.18. To have: use the correct form
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PP.19. Determine whether a sentence is in the past, present, or future tense
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PP.20. Is the sentence in the past, present or future tense?
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PP.21. Change a sentence to the future tense using “will” or “going to”
QQ. Articles
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QQ.01. Use the indefinite articles “a” and “an” correctly
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QQ.02. Use the correct article: a or an
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QQ.03. Use the definite article “the” correctly
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QQ.04. Use the correct article: a, an or the
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QQ.05. Identify articles (a, an, the) in sentences
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QQ.06. Identify articles
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QQ.07. Apply article usage rules in varied writing tasks
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QQ.08. Understand subtle nuances in meaning conveyed by article choices
RR. Adjectives and Adverbs
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RR.01. Recognise that adjectives describe nouns and adverbs describe verbs, adjectives, or other adverbs
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RR.02. Identify adjectives that tell what kind or how many
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RR.03. Does the adjective tell you what kind or how many?
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RR.04. Identify the adjective that describes the noun in a sentence
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RR.05. Identify the adjective that describes the noun
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RR.06. Identify adjectives in sentences
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RR.07. Identify adjectives
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RR.08. Identify adverbs that tell how, when, or where
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RR.09. Does the adverb tell you how, when or where?
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RR.10. Identify adverbs in sentences
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RR.11. Identify adverbs
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RR.12. Choose between using an adjective or an adverb in a sentence
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RR.13. Choose between adjectives and adverbs
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RR.14. Determine whether a word is being used as an adjective or an adverb
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RR.15. Is the word an adjective or adverb?
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RR.16. Use adjectives to compare nouns (e.g., taller, tallest)
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RR.17. Use adjectives to compare
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RR.18. Spell adjectives correctly when comparing (adding -er or -est)
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RR.19. Spell adjectives that compare
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RR.20. Use adverbs to compare actions (e.g., more quickly, most carefully)
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RR.21. Use adverbs to compare
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RR.22. Demonstrate correct usage of comparative and superlative forms
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RR.23. Construct sentences that showcase the effective use of adjectives and adverbs
SS. Prepositions
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SS.01. Identify prepositions as words that show the relationship between a noun or pronoun and other words in the sentence
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SS.02. Identify prepositions in sentences
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SS.03. Identify prepositions
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SS.04. Identify prepositions and their objects
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SS.05. Identify prepositional phrases in sentences
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SS.06. Identify prepositional phrases
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SS.07. Prepositions: review
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SS.08. Utilise prepositional phrases to add detail and context to sentences
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SS.09. Demonstrate consistent and accurate preposition usage
TT. Conjunctions
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TT.01. Identify coordinating conjunctions (and, but, or, so, for, nor, yet)
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TT.02. Identify coordinating conjunctions
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TT.03. Identify subordinating conjunctions (because, if, when, although, etc.)
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TT.04. Identify subordinating conjunctions
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TT.05. Apply coordinating and subordinating conjunctions effectively
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TT.06. Construct complex sentences with subordinating conjunctions
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TT.07. Demonstrate understanding of conjunctive adverbs (e.g., however, therefore)
UU. Contractions
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UU.01. Combine pronouns and verbs to form contractions (e.g., I’m, you’re, he’s, she’s, it’s, we’re, they’re)
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UU.02. Pronoun-verb contractions
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UU.03. Form contractions with the word “not” (e.g., can’t, don’t, isn’t, aren’t, wasn’t, weren’t)
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UU.04. Contractions with ‘not’
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UU.05. Use contractions appropriately in informal writing
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UU.06. Understand when to avoid contractions in formal writing
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UU.07. Distinguish contractions from possessive pronouns and other similar words (e.g., its vs. it’s, there vs. they’re vs. their)
VV. Commas
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VV.01. Use commas correctly to separate items in a list
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VV.02. Use commas with direct addresses and after introductory words
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VV.03. Use commas after introductory words and phrases
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VV.04. Apply varied comma rules to enhance clarity and readability
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VV.05. Correct comma splices and other common comma errors
WW. Capitalisation
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WW.01. Capitalise the names of people, pets, and titles of respect
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WW.02. Capitalising the names of people and pets and titles of respect
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WW.03. Capitalise days of the week, months of the year, and holidays
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WW.04. Capitalising days, months and holidays
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WW.05. Capitalise the names of places and geographic features
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WW.06. Capitalising the names of places and geographic features
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WW.07. Apply capitalisation rules to diverse written forms
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WW.08. Demonstrate consistent and accurate capitalisation
XX. Formatting
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XX.01. Use correct greetings and closings in letters
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XX.02. Greetings and closings of letters
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XX.03. Capitalise titles of books, movies, and other works
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XX.04. Capitalising titles
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XX.05. Format titles of books, movies, and other works correctly (e.g., using italics or quotation marks)
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XX.06. Formatting titles
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XX.07. Apply appropriate capitalisation and formatting conventions to titles
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XX.08. Formatting and capitalising titles
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XX.09. Adhere to established formatting guidelines for various writing tasks
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XX.10. Exhibit proficiency in formatting to meet diverse writing demands
