1. NSW BOARD OF STUDIES
   1. EXPLICIT EVIDENCE
      1. thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
      2. thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
      3. recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning
      4. understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
   2. ABSTRACT EVIDENCE
      1. USING CHALLENGING IDEAS
      2. INTEGRATED RANGE OF SKILLS, VALUES AND KNOWLEDGE
      3. create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
      4. interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts
2. AUSTRALIAN CURRICULUM FINLAND
   1. EXPLICIT EVIDENCE
      1. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
      2. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
      3. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
      4. Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices
   2. ABSTRACT EVIDENCE
      1. Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
      2. Analyse and evaluate similarities and differences in texts on similar topics, themes or plot
      3. Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
3. FINLAND
   1. EXPLICT EVIDENCE
      1. Local Education authorities and the school draw up the curriculum
      2. Competence based qualifications of adults determined in collaboration with businesses
      3. feel encouraged to speak
      4. Recognise their own personal strengths and weaknesses
      5. Become accustomed to evaluate their own work
   2. ABSTRACT EVIDENCE
      1. Emphasis on teacher profession in the field of language
      2. Pupils realised the importance of persistent communication
      3. pupils develop a picture of their linguistic abilities
4. SINGAPORE
   1. EXPLICIT EVIDENCE
      1. opportunities for students to be exposed to and engage in sustained, authentic and creative writing and representation of texts
         1. Fascilitate discovery by prompting, posing questioons and supporting the process by which students can learn a skill, strategy, process or rule without prior instruction
   2. ABSTRACT EVIDENCE
      1. Teachers can differentiate instruction in many ways
         1. Teachers will vary the learning experiences and the complexities of the materials
            1. Expand children's appreciation of how visuals convey meaning and provide additional information