1) grade 5:
| Unit | Strands | Learning objectives |
| Term 1 | ||
| 1 Home and away Homes Cities and countries Weather and climate | Content | 5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 5.1.6.1 - organise and present information clearly to others; 5.1.8.1 - develop intercultural awareness through reading and discussion; 5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings |
| Listening | 5.2.1.1 - understand a sequence of supported classroom instructions; 5.2.3.1 - understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1 - recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics | |
| Speaking | 5.3.1.1 - provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.2.1. - ask simple questions to get information about a limited range of general topics; 5.3.4.1 - respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1 - communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | |
| Reading | 5.4.1.1 - understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1 - understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.5.1 - deduce meaning from context in short texts on a limited range of familiar general and curricular topics | |
| Writing | 5.5.1.1 - plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.2.1 - write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1 - write with support factual descriptions at text level which describe people, places and objects; 5.5.6.1 - link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1 - use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics | |
| Use of English | 5.6.1.1 - use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1 - use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.4.1 - use determiners including any, no each, every on a limited range of familiar general and curricular topics; 5.6.6.1 - use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.8.1 - use future forms will for predictions and be going to talk about already decided plans on a limited range of familiar general and curricular topics; 5.6.11.1 - use be/look/sound/feel/taste/smell like and use be made of on a limited range of familiar general and curricular topics; 5.6.12.1 - use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics; 5.6.14.1 - use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics | |
| 2 Living things Plants Animals Human Beings | Content | 5.1.4.1 - evaluate and respond constructively to feedback from others; 5.1.5.1 - use feedback to set personal learning objectives; 5.1.6.1 - organize and present information clearly to others; 5.1.7.1 - develop and sustain a consistent argument when speaking or writing |
| Listening | 5.2.1.1 - understand a sequence of supported classroom instructions; 5.2.3.1 - understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.4.1 - understand the main points of supported extended talk on a range of general and curricular topics; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics | |
| Speaking | 5.3.1.1 - provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.4.1 - respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1 - communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | |
| Reading | 5.4.1.1 - understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1 - understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.4.1 - read with some support a limited range of short fiction and non-fiction texts; 5.4.6.1 - recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.8.1 - use with some support familiar paper and digital reference resources to check meaning and extend understanding; 5.4.9.1 - recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics | |
| Writing | 5.5.2.1 - write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1 - write with support factual descriptions at text level which describe people, places and objects; 5.5.7.1 - use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5.5.8.1 - spell most high-frequency words accurately for a limited range of general topics | |
| Use of English | 5.6.1.1 - use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1 - use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.9.1 - use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.13.1 - use might may could to express possibility on a limited range of familiar general and curricular topics 5.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics; | |
| Term 2 | ||
| 3 Values Family relationships Friendship What we value | Content | 5.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 5.1.5.1-use feedback to set personal learning objectives; 5.1.6.1- organize and present information clearly to others; 5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings |
| Listening | 5.2.1.1 - understand a sequence of supported classroom instructions; 5.2.2.1 - understand an increasing range of unsupported basic questions which ask for personal information; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.8.1 - understand supported narratives, including some extended talk, on an increasing range of general and curricular topics | |
| Speaking | 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | |
| Reading | 5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics | |
| Writing | 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.5.1- link without support sentences using basic coordinating connectors; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics | |
| Use of English | 5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.2.1- use quantifiers many, much, a lot of,a few on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.5.1- use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.7.1- use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics; 5.6.13.1- use might may could to express possibility on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1-use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |
| 4 The world of work Professions Outdoor, factory and service jobs Work past and future | Content | 5.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.7.1- develop and sustain a consistent argument when speaking or writing; 5.1.8.1 - develop intercultural awareness through reading and discussion |
| Listening | 5.2.1.1-understand a sequence of supported classroom instructions; 5.2.5.1- understand most specific information and detail of short, supported talk on a wide range of familiar topics; 5.2.6.1- deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics | |
| Speaking | 5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | |
| Reading | 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.5.1- deduce meaning from context in short texts on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.7.1- recognize typical features at word, sentence and text level in a limited range of written genres | |
| Writing | 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics; 5.5.9.1- punctuate written work at text level on a limited range of familiar general with some accuracy | |
| Use of English | 5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.2.1- use quantifiers many, much, a lot of,a few on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.9.1- use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics 5.6.14.1- use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1- use if-clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |
| Term 3 | ||
| 5 Creativity Art Music Stories and poems | Content | 5.1.3.1 - respect differing points of view; 5.1.4.1 - evaluate and respond constructively to feedback from others; 5.1.5.1 - use feedback to set personal learning objectives; 5.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 5.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
| Listening | 5.2.1.1 -understand a sequence of supported classroom instructions; 5.2.4.1 - understand the main points of supported extended talk on a range of general and curricular topics; 5.2.5.1 - understand most specific information and detail of short, supported talk on a wide range of familiar topics; 5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.8.1 - understand supported narratives, including some extended talk, on an increasing range of general and curricular topics | |
| Speaking | 5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics; 5.3.8.1- recount basic stories and events on a range of general and curricular topics | |
| Reading | 5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics | |
| Writing | 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics | |
| Use of English | 5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | |
| 6 Reading for pleasure | Content | 5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.5.1- use feedback to set personal learning objectives; 5.1.7.1- develop and sustain a consistent argument when speaking or writing; 5.1.8.1- develop intercultural awareness through reading and discussion; 5.1.9.1- use imagination to express thoughts, ideas, experiences and feelings |
| Listening | 5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.4.1- understand the main points of supported extended talk on a range of general and curricular topics; 5.2.6.1- deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics; 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics | |
| Speaking | 5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics; 5.3.8.1- recount basic stories and events on a range of general and curricular topics | |
| Reading | 5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.5.1- deduce meaning from context in short texts on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.8.1- use with some support familiar paper and digital reference resources to check meaning and extend understanding; 5.4.9.1- recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics | |
| Writing | 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.2.1- write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.5.1- link without support sentences using basic coordinating connectors; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics | |
| 7 Fantasy world Home and garden City World | Content | 5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.7.1- develop and sustain a consistent argument when speaking or writing; 5.1.8.1- develop intercultural awareness through reading and discussion; 5.10- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
| Listening | 5.2.1.1- understand a sequence of supported classroom instructions; 5.2.4.1- understand the main points of supported extended talk on a range of general and curricular topics; 5.2.6.1- deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics | |
| Speaking | 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | |
| Reading | 5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics | |
| Writing | 5.5.2.1- write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics; 5.5.9.1- punctuate written work at text level on a limited range of familiar general with some accuracy | |
| Use of English | 5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.4.1- use determiners including any, no each, every on a limited range of familiar general and curricular topics; 5.6.5.1- use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.7.1- use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics; 5.6.8.1- use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics; 5.6.9.1- use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.14.1- use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1-use if clauses (in zero conditionals);use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |
| Term 4 | ||
| 8 Sports Sport for all Rules and respect Human body and exercise | Content | 5.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 5.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 5.1.3.1 - differing points of view; 5.1.6.1 -organize and present information clearly to others; 5.1.7.1- develop and sustain a consistent argument when speaking or writing |
| Listening | 5.2.1.1-understand a sequence of supported classroom instructions; 5.2.2.1- understand an increasing range of unsupported basic questions which ask for personal information; 5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.4.1- understand the main points of supported extended talk on a range of general and curricular topics; 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics | |
| Speaking | 5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | |
| Reading | 5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.4.7.1- recognize typical features at word, sentence and text level in a limited range of written genres | |
| Writing | 5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.8.1- spell most high-frequency words accurately for a limited range of general topics | |
| Use of English | 5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.2.1- use quantifiers many, much, a lot of,a few on a limited range of familiar general and curricular topics; 5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.4.1- use determiners including any, no each, every on a limited range of familiar general and curricular topics; 5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.8.1- use future forms will for predictions and be going to talk about already decided plans on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics; 5.6.12.1- use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics; 5.6.13.1- use might may could to express possibility on a limited range of familiar general and curricular topics; 5.6.14.1 use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | |
| 9 Holidays Destinations Holiday Activities Transport | Content | 5.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 5.1.3.1- respect differing points of view; 5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.8.1- develop intercultural awareness through reading and discussion |
| Listening | 5.2.1.1-understand a sequence of supported classroom instructions; 5.2.2.1- understand an increasing range of unsupported basic questions which ask for personal information; 5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics; 5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics | |
| Speaking | 5.3.2.1- ask simple questions to get information about a limited range of general topics; 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics; 5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges | |
| Reading | 5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.4.1- read with some support a limited range of short fiction and non-fiction texts; 5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics | |
| Writing | 5.5.3.1- write with support factual descriptions at text level which describe people, places and objects; 5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information; 5.5.6.1- link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.5.7.1- use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics | |
| Use of English | 5.6.9.1- use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics; 5.6.10.1- use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics; 5.6.13.1- use might may could to express possibility on a limited range of familiar general and curricular topics; 5.6.14.1- use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics; 5.6.16.1- use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics; 5.6.17.1- use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics |
2) grade 6:
| Unit | Strands | Learning objectives | |||
| Term 1 | |||||
| 1 Our Class | Content | 6.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 6.1.3.1 - respect differing points of view | |||
| Listening | 6.2.1.1 - understand a longer sequence of supported classroom instructions; 6.2.2.1- understand more complex supported questions which ask for personal information; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics | ||||
| Speaking | 6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics; 6.3.2.1- ask simple questions to get information about a growing range of general topics | ||||
| Reading | 6.3.1.1- understand the main points in a growing range of short, simple texts on general and curricular topics; 6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.3.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.3.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.3.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics | ||||
| Writing | 6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics | ||||
| Use of English | 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.12.1- use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics; 6.6.13.1 - use modal forms including mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics | ||||
| 2 Helping and Heroes | Content | 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 6.1.3.1- respect differing points of view; 6.1.8.1- develop intercultural awareness through reading and discussion | |||
| Listening | 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics; 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics | ||||
| Speaking | 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics | ||||
| Reading | 6.4.1.1 - understand the main points in a growing range of short, simple texts on general and curricular topics; 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.4.1 - read independently a limited range of short simple fiction and non-fiction texts; 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics | ||||
| Writing | 6.5.1.1 - plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; 6.5.2.1 - write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1 - write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | ||||
| Use of English | 6.6.1.1 - begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.3.1 - use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics; 6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics | ||||
| Term 2 | |||||
| 3 Our Countryside | Content | 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | |||
| Listening | 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics | ||||
| Speaking | 6.3.2.1- ask simple questions to get information about a growing range of general topics; 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics | ||||
| Reading | 6.4.2.1-understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding | ||||
| Writing | 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | ||||
| Use of English | 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.11.1- use common impersonal structures with: it, there on a growing range of familiar general and curricular topics; 6.6.14.1 - use an increased variety of prepositions of time, location and direction; use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics; 6.6.16.1- use conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics; 6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics | ||||
| 4 Drama and Comedy | Content | 6.3.3.1 - respect differing points of view; 6.1.6.1 - organise and present information clearly to others; 6.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | |||
| Listening | 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics | ||||
| Speaking | 6.3.2.1 - ask simple questions to get information about a growing range of general topics; 6.3.4.1 - respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 6.3.5.1 - keep interaction going in longer exchanges on a range of general and curricular topics; 6.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.3.8.1 - recount some extended stories and events on a limited range of general and curricular topics | ||||
| Reading | 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts | ||||
| Writing | 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | ||||
| Use of English | 6.6.7.1 - use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and curricular topics; 6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics | ||||
| Term 3 | |||||
| 5 Our Health | Content | 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 6.1.8.1- develop intercultural awareness through reading and discussion; 6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | |||
| Listening | 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; 6.2.7.1- recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics | ||||
| Speaking | 6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics; 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.4.1- respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 6.3.5.1- keep interaction going in longer exchanges on a range of general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics | ||||
| Reading | 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding | ||||
| Writing | 6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; 6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy | ||||
| Use of English | 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.2.1- use quantifiers including more, little, few less, fewer not as many, not as much on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics | ||||
| 6 Holidays and Travel | Content | 6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 6.1.3.1- respect differing points of view; 6.1.5.1- use feedback to set personal learning objectives; 6.1.6.1- organise and present information clearly to others | |||
| Listening | 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics; 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics | ||||
| Speaking | 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics | ||||
| Reading | 6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres; 6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics | ||||
| Writing | 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; 6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics | ||||
| Use of English | 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.2.1- use quantifiers including more, little, few, less, fewer not as many, not as much on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.7.1- use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and curricular topics; 6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; 6.6.10.1 - use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics | ||||
| 7 Reading for Pleasure | Content | 6.1.4.1- evaluate and respond constructively to feedback from others; 6.1.7.1- develop and sustain a consistent argument when speaking or writing | |||
| Speaking | 6.2.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics | ||||
| Reading | 6.3.1.1.- understand the main points in a growing range of short, simple texts on general and curricular topics; 6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.3.3.- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts; 6.3.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.3.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.3.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.3.7.1-recognise typical features at word, sentence and text level in a range of written genres; 6.3.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.3.9.1-recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics | ||||
| Writing | 6.5.4.1-write with some support topics with some paragraphs to give basic personal information; 6.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics | ||||
| Term 4 | |||||
| 8 Our Neighbourhood | Content | 6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers4 6.1.3.1-respect differing points of view | |||
| Listening | 6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics | ||||
| Speaking | 6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics; 6.3.2.1- ask simple questions to get information about a growing range of general topics; | ||||
| Reading | 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres | ||||
| Writing | 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; 6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy | ||||
| Use of English | 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody, no-one on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.6.14.1- use an increased variety of prepositions of time, location and direction; use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics | ||||
| 9 Transport | Content | 6.1.8.1- develop intercultural awareness through reading and discussion;
6.1.9.1- use imagination to expres
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