Subject Programme for English

(within the framework of updating the secondary education content)

Secondary School (Grades 5-9)

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December 2015
This subject programme has been adapted by the Kazakhstan Nazarbayev
Intellectual Schools (NIS) English teachers project group.

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December 2015
Table of Contents

I General information 4
1 The aim of the English language programme 5

2 Description of the organisational requirements for the English language

programme 6

3 Pedagogic approaches for the English language programme 7

4 Assessment in the English language programme 10

II The English language programme content and learning objectives

system 12

1 The English language programme content 12

2 List of topics 13

3 Learning objectives system 14

4 Long-term plans 38

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 I. General information

The study of English offers attitudinal, cultural, social and educational

advantages for the individual and for society. Learning English can help learners to
develop positive attitudes to other cultures as well as increase awareness of their
own culture.
Learning English through modern, communicative methods provides
opportunities for learners to develop interactive skills and to learn through
interaction with others thus becoming good communicators. The learners who
emerge proficient in English and with good communication skills will contribute
positively to Kazakhstani society.
An ability to communicate in English is crucial in the modern world of mass
global communication. Young people should be able to read, write and
communicate in English as well as understand their teachers and peers at the high
level. English is the language frequently used in communication, science, business,
entertainment, travel and sport. A good knowledge of English provides young
people with access to these areas and enables them to continue their educational,
economic, social and cultural development.
English is the international language of business and one of the main
languages of the OSCE and UN, so as Kazakhstan becomes more connected with
the Western world, English becomes increasingly important. As routes become
more travelled Kazakhstan’s historical and natural sites will attract more visitors
and more foreign investment and, as the tourist industry grows in Kazakhstan,
English will be the medium through which Kazakhstanis will communicate with
visitors from overseas in both formal and informal settings. Kazakhstanis are also
travelling more and as they travel around the world, they will be able to acquaint
English speakers with Kazakhstan and its culture. As members of this more
international global community it is vital that Kazakhstanis and Kazakhstani
learners are able to communicate proficiently in English.
A knowledge of English can:
• increase learners’ confidence in communicating in different situations
• give learners access to higher education in Kazakhstan and abroad
• enable learners to progress professionally and to access advanced training
• broaden learners’ access to news and information currently distributed in
English
• allow learners to access English language literary works in their original
form
• help learners to contribute to Kazakhstan’s continuing development
• enable learners to represent Kazakhstan in both Kazakhstan and overseas
• encourage learners to learn about different cultures and so foster
international relations.
• become lifelong learners, building on skills, learning strategies and
knowledge learned in school.
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 1. The aim of the English language programme

The English curriculum aims to develop learners who gain the low-mid B1
level of language skills through the following:
• varied tasks which foster analysis, evaluation and creative thinking;
• exposure to a wide variety of spoken and written sources;
• stimulating and challenging subject matter.
The English curriculum aims to provide opportunities for learners to
communicate effectively with different audiences. It will achieve this aim through
frequent opportunities in the school environment for interaction with peers,
teachers and visitors, and through interactive tasks which involve informal and
formal spoken and written presentations. There will also be a focus on out-of-
school interaction with learners communicating online and face-to face with
speakers of English from other cultures.
Learners should become innovative, critical and creative thinkers by actively
participating in a learning environment which encourages objective analysis of
subject matter and language content to support arguments with evidence and
examples, to use language imaginatively, and to develop strong ‘learning to learn’
skills. The study of English using the methods described in the English subject
programme, should enable learners to articulate their ideas with confidence and
clarity to different audiences and enable them to reflect on how they can make a
positive contribution to Kazakhstani society.
In the secondary school years, the content of the programme is aimed at
developing learners’ English language skills, develop learners’ interest and self-
confidence, and instil a positive attitude towards learning English. Through the
study of English learners will understand:
• how English works and rules related to language learning;
• how to deal with a limited range of familiar general and curricular topics,
including some extended texts;
• both the main idea and detailed information in supported, some extended
written texts, talks and narratives.
Learners will be able to:
• understand a wide range of unfamiliar vocabulary from the context
• speak with an appropriate level of fluency, accuracy, word stress, intonation
and formality
• interact with peers to give opinions, comments and answers
• read a wide range of fiction and non-fiction texts and read with enjoyment
• communicate with native English and non-native English speakers on
familiar topics.
Learners will have a vocabulary of 1800-2300 words (5-9 grades) based on
topics such as home and away, living things, values, work, creativity, sport,
reading for pleasure, holidays, health, drama and comedy, transport, hobbies,
communication and technologies, space and earth, entertainment and media,
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clothes and fashion, shopping, natural disasters, charity and conflict, music and
film, science and technology, travel and tourism, traditions and language.

2. Description of the organisational requirements for the English language

programme

English teachers should be guided by the following regulatory documents:

1. The State Educational Standard
2. Sample curriculum of general education
3. Subject Programme for English
The number of hours in the programme for each grade:
Grades Hours per week Hours per year
5 3 102
6 3 102
7 3 102
8 3 102
9 3 102

Facilities and resources required for the subject programme for

English:
• visual aids and realia – story/conversational/memory posters, grammar charts,
games, songs, phonics cards, word flashcards, toys and Cuisenaire rods;
• reference resources - picture dictionaries, mono and multilingual dictionaries;
• sets of textbooks which include a cultural and historical background of
Kazakhstan;
• additional English practice books on grammar, vocabulary, listening, speaking,
reading and writing skills, authentic reading material - books, magazines,
newspapers, the Internet;
• mobile/flexible furniture - individual desks for each student which can be
moved and reorganised. This can allow learners to more easily participate in a
wider range of activities such as role plays, board games, debates, surveys,
presentations and other pair and group work. It can also help to facilitate classroom
management;
• traditional display facilities to display learners’ work - corkboards, wall space,
flip charts, exhibition boards;
• computers with the Internet access, ICT displays* - smart/interactive white
boards or screens, projectors;
• teacher’s forum www.moodle.nis.edu.kz (all the demo online lessons are
available)

*With regard to health and safety, the use of ICT should be kept under careful control by
the teacher, who should manage the time allocated to its use.

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 Competence in the use of digital technologies in English language
programme
Competence in the use of digital technologies involves confident and critical
use of technology for work, leisure and communication. It is underpinned by basic
skills in ICT (Information and Communication Technology).
Learners develop their ICT skills across the curriculum by finding, creating
and manipulating information, collaborating and communicating information and
ideas, evaluating and then refining their work, and by using a wide range of
equipment and applications.
In the English programme, this will include:
• developing research skills, such as finding, classifying, selecting, analysing,
designing, referencing, presenting, assessing and/or evaluating information from
digital and online sources, making judgments about accuracy and reliability
• developing competence in collaborating, communicating and sharing
information which includes participating in online projects, conferencing, e-
mailing with the teacher and pen pals and learners from Kazakhstani and foreign
countries’ schools, creating and exploring web-sites, blogging and using social
networks
• creating, manipulating and processing information using technology to
capture and organise data including using different applications such as text,
graphic, video and online survey software
• evaluating, refining and improving work, making full use of the nature and
pliability of digital information to explore opinions and improve outcomes
• using presentation graphics software to allow learners to critique, evaluate,
refine and present their work to their peers
• using interactive whiteboards to support active learning approaches

3. Pedagogic approaches for the English language programme

Educational Organisations (schools, lyceums, gymnasiums, etc.) in the

Republic of Kazakhstan are committed to the principle that learners need to learn
how to learn as part of the process of education and become independent, self-
motivated, engaged, confident, responsible and reflective learners.
Teachers are expected to nurture and develop these qualities through using a
wide variety of teaching and learning strategies that include:
• listening to the voice of the individual learner and recognizing that it is
essential to engage with learners’ prior knowledge and understanding in order to
develop it
• challenging and extending learners through carefully scaffolding
assignments and activities
• challenging and extending learners by providing meaningful contexts, tasks
and activities

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 • modelling and exemplifying problem solving strategies in a way that is
understandable to the learner
• supporting learning through assessment for learning
• encouraging active enquiry based learning and learner research
• developing learners’ critical thinking skills
• employing a mixture of whole class, individual and collaborative activities
• facilitating research projects where learners can apply a variety of skills
which will help them not only in their English language lessons but also in other
subjects studied at secondary school
Teachers at State Schools will use a variety of approaches to create a safe
and comfortable learning environment for all of the learners in the classroom. The
different approaches and strategies employed are both inductive and deductive
approaches. Traditional teaching approaches such as the Audio-Lingual Method
and PPP (Presentation, Practice, and Production) can be used to deliver lessons
alongside more modern communicative approaches such as Task-Based Learning,
Guided Discovery, Test-Teach-Test, the Lexical Approach and TPR (Total
Physical Response).
Using a variety of approaches in a principled way, by considering the aim of
the activity or lesson, learners’ ages, previous knowledge and learning style, as
well as considering practicalities such as available supplementary or course book
material, time and class size, is preferable to adopting any one approach
dogmatically.
In English, examples of these teaching and learning strategies are:
• encouraging learners to work together, discussing ideas, planning and
checking their work
• getting learners to think about and predict what they are going to hear or
read
• helping learners into a text by ranking what to listen for each time
• exposure to information in a wide variety of text types
• texts on topics which ignite learners’ interest and imagination and stimulate
discussion
• encouraging extra-curricular reading
• encouragement and development of editing and proofreading strategies
• systematically recording new language and its meanings
• the use of reference materials such as dictionaries, thesauri, the internet and
grammar reference books
• comparison of English and other languages
• reflection on what was learned in previous lessons and on personal ability
and weaknesses
• encouragement to guess unknown language items to support effective
communication skills
• practising exam techniques

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 Developing respect for diversity of culture and opinion in English
language programme
Being citizens of multinational Kazakhstan learners respect diversity of
cultures and opinion which requires personal, interpersonal and intercultural
competences. Developing positive attitude to multicultural diversity will lead
learners to effective and constructive participation in social and working life in
various societies worldwide.
In the English programme this will include:
• supporting Kazakh culture by including the ethnic background of
Kazakhstan
• learning, comparing and sharing prior knowledge about the traditional
Kazakhstani, English-speaking countries’ and many other cultural contexts
worldwide. This is important as English is used globally as a lingua franca by
hundreds of millions of people in increasingly diverse settings
• developing intercultural awareness, learning respect and tolerance of the
representatives of diverse cultures
• drawing concepts and conclusions from a range of spoken and written
genres which reflect the Kazakh culture and the cultures of the English-speaking
world
• developing the ability and language to understand, appraise and summarise
different points of view on emotive topics without being biased or intolerant
• developing language skills in Kazakh, Russian and English

Developing communication skills in the English language programme

The Programme aims to enable Kazakhstani citizens to communicate
effectively with different audiences. Developing the skills which are needed to
achieve this should be accompanied by the fostering and promoting an
environment in which communication in a range of forms is encouraged and
valued, and where learners feel confident in expressing themselves.
Throughout the curriculum, learners will be encouraged to communicate
with their fellow learners, teachers and wider audiences, using a range of media in
oral and written form.
Examples of listening activities in the English programme:
• understanding general information by listening to a range of media including
TV, radio and internet sites
• creating information grids to be completed through listening
• listening to peers in order to support the discussion.
Examples of speaking activities in the English programme:
• exchanging opinions and views in small groups (monitored by the teacher)
following a listening or reading activity
• using formal and informal language appropriately in role play activities
• practising word stress and intonation through interesting pronunciation
practice activities.
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 Examples of reading activities in the English programme:
• identifying a writer’s argument and opinion
• ‘jigsawing’ texts for learners to report to each other on what they have read
• deducing the meaning of unknown words from the context in pairs before
reading an appropriate text type for detail.
Examples of writing activities in the English programme:
• practicing punctuation by inserting punctuation into a text where the
punctuation has been removed
• managing the entire writing process including brainstorming, planning,
outlining, drafting, editing, revising and proofreading a written text over a series of
lessons
• self-correcting writing by referring to the teacher’s use of correction
symbols.
Examples of use of English activities in the English programme:
• providing opportunities for learners to notice how language works in
different contexts and texts by highlighting phrases or lexis in texts or tape scripts
• sentence completion activities in order to practise a recently learnt
grammatical structure
encouraging learners to ‘test’ each other on recently learnt lexis useful as a
‘warmer’ in a lesson.

4. Assessment in the English language programme

Assessment of the results of “English” subject studying is carried out in

accordance with the use of Criteria-based assessment system.
Criteria-based assessment – the assessment process based on a comparison of
learners’ academic achievements with clearly defined and familiar to all
stakeholders (leaners, administration of educational organization, teaching staff ,
parents and other legal representatives) assessment criteria, fulfilling the objectives
and content of secondary education, which facilitate to form educational-cognitive
abilities of students.
Criteria-based assessment is based on the principle that teaching, learning and
assessment are interrelated.
Criteria-based assessment results are used to plan and organize the learning
process effectively.
Criteria-based assessment system for secondary school includes formative
assessment and summative assessment.

Formative assessment – the assessment process which determines the level

of knowledge and skills acquirement in the daily work in the classroom and / or at
home and carrying out operational connection between learner and teacher in the
learning process, allowing leaners to understand how well they perform tasks when
learning new material and achieve learning objectives and expected outcomes.
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 Summative assessment – the assessment process that determines the level of
knowledge acquisition and skill development of students after finishing units of
subject program for the term, and after finishing the level of education.

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II. The English language programme content and learning objectives system

1. The English language programme content

This is the substantive knowledge of the programme and comprises what we

know in the subject and how we gain that knowledge. Knowledge in the subject is
organised into strands of learning. Strands are further broken down into sub-
strands, which will be at the level of a skill or topic, knowledge or understanding.
Sub-strands, when expressed as grade-related expectations, form the learning
objectives for a subject. The learning objectives demonstrate the progression
within each sub-strand allowing teachers to plan and assess, sharing with learners
the next steps they should take.
Strand 1: Content
Learners develop skills needed for success in a range of academic subjects such as
using speaking and listening skills to solve problems, organising information
clearly for others and developing intercultural awareness through reading and
discussion.
Strand 2: Listening
Learners learn to understand and respond to a wider range of short and extended
text types on curricular and familiar topics.
Learners develop the ability to understand, with some support, the main idea in
extended talks spoken distinctly at a moderate pace on a range of general and
curricular topics.
Strand 3: Speaking
Learners develop the ability to ask general and more complex questions to clarify
meaning and acquire, compare or evaluate knowledge.
Learners develop the ability to communicate meaning clearly at sentence and
discourse level when speaking in pairs, groups or whole class interaction on a
range or general and curricular topics.
Strand 4: Reading
Learners develop the ability to understand the gist and details in a wide variety of
fiction and non-fiction text types of a medium length.
Learners develop the ability to deduce meaning from context in texts on a range of
general familiar and curricular topics.
Strand 5: Writing
Learners develop the ability to plan, draft, and layout and edit texts using a wider
range of high-frequency vocabulary, with an appropriate level of grammatical and
lexical accuracy and correct punctuation.
Strand 7: Use of English
Learners learn to express themselves using a good lexical range and variety of
language with a generally high degree of accuracy. Learners develop the ability to
use a range of past, present and future forms and a wider range of modals.

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 2. List of Topics

The table below lists common topics in an English language secondary

curriculum. As is expected, some are taught at primary and revisited at later grades
in more depth.
Topic Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Home and away *
Living things *
Values *
The world of work *
Creativity *
Reading for pleasure * * * * *
Fantasy world *
Sports *
Holidays *
Our class *
Helping and Heroes *
Our countryside *
Drama and Comedy *
Our health *
Travel and Holidays *
Our neighbourhood *
Transport *
Hobbies and Leisure *
Communication and Technology *
Holidays and travel *
Space and Earth *
Entertainment and Media *
Natural disasters *
Healthy habits *
Clothes and Fashion *
Our world *
Daily life and Shopping *
Entertainment and Media *
Sport, Health and Exercise *
The natural world *
Travel and Transport *
Food and Drink *
The world of work *
Hobbies and Qualities *
Exercise and Sport *
Earth and our place in it *
Charities and Conflict *
Traditions and Language *
Music and Film *
Travel and Tourism *
Science and Technology *

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3. Learning objectives system
English learning objectives
Strand 1: Content
Learners should be able to
Grade 5 Grade Grade 7 Grade 8 Grade 9
Mid-high A1 High A1 Low-mid A2 Mid-high A2 Low-mid B1
5.C1 use speaking 6.C1 use speaking 7.C1 use speaking 8.C1 use speaking 9.C1 use speaking
and listening skills and listening skills to and listening skills to and listening skills to and listening skills to
to solve problems solve problems solve problems solve problems solve problems
creatively and creatively and creatively and creatively and creatively and
cooperatively in cooperatively in cooperatively in cooperatively in cooperatively in
groups groups groups groups groups
5.C2 use speaking 6.C2 use speaking 7.C2 use speaking 8.C2 use speaking 9.C2 use speaking
and listening skills and listening skills to and listening skills to and listening skills to and listening skills to
to provide sensitive provide sensitive provide sensitive provide sensitive provide sensitive
feedback to peers feedback to peers feedback to peers feedback to peers feedback to peers
5.C3 respect 6.C3 respect 7.C3 respect 8.C3 respect 9.C3 respect
differing points of differing points of differing points of differing points of differing points of
view view view view view
5.C4 evaluate and 6.C4 evaluate and 7.C4 evaluate and 8.C4 evaluate and 9.C4 evaluate and
respond respond respond respond respond
constructively to constructively to constructively to constructively to constructively to
feedback from feedback from others feedback from others feedback from others feedback from others
others
5.C5 use feedback 6.C5 use feedback to 7.C5 use feedback to 8.C5 use feedback to 9.C5 use feedback to
to set personal set personal learning set personal learning set personal learning set personal learning
learning objectives objectives objectives objectives objectives
5.C6 organise and 6.C6 organise and 7.C6 organise and 8.C6 organise and 9.C6 organise and
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 present information present information present information present information present information
clearly to others clearly to others clearly to others clearly to others clearly to others
5.C7 develop and 6.C7 develop and 7.C7 develop and 8.C7 develop and 9.C7 develop and
sustain a consistent sustain a consistent sustain a consistent sustain a consistent sustain a consistent
argument when argument when argument when argument when argument when
speaking or writing speaking or writing speaking or writing speaking or writing speaking or writing

5.C8 develop 6.C8 develop 7.C8 develop 8.C8 develop 9.C8 develop
intercultural intercultural intercultural intercultural intercultural
awareness through awareness through awareness through awareness through awareness through
reading and reading and reading and reading and reading and
discussion discussion discussion discussion discussion
5.C9 use 6.C9 use 7.C9 use imagination 8.C9 use imagination 9.C9 use imagination
imagination to imagination to to express thoughts, to express thoughts, to express thoughts,
express thoughts, express thoughts, ideas, experiences ideas, experiences ideas, experiences
ideas, experiences ideas, experiences and feelings and feelings and feelings
and feelings and feelings
6.C10 use talk or 7.C10 use talk or 8.C10 use talk or 9.C10 use talk or
writing as a means of writing as a means of writing as a means of writing as a means of
reflecting on and reflecting on and reflecting on and reflecting on and
exploring a range of exploring a range of exploring a range of exploring a range of
perspectives on the perspectives on the perspectives on the perspectives on the
world world world world

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English learning objectives
Strand 2: Listening
Learners should be able to
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Mid-high A1 High A1 Low-mid A2 Mid-high A2 Low-mid B1
5.L1 understand an 6.L1 understand a 7.L1 understand 8.L1 understand with 9.L1 understand
increasing range of sequence of longer sequences of little or no support the the main points in
classroom instructions supported classroom supported classroom main points in unsupported extended talk on
instructions instructions extended talk on a a wide range of general and
wide range of general curricular topics
and curricular topics
5.L2 understand an 6.L2 understand an 7.L2 understand 8.L2 understand with 9.L2 understand specific
increasing range of increasing range of more complex little or no support information in unsupported
supported questions unsupported basic supported questions most specific extended talk on a wide
which ask for questions which ask which ask for information in range of general and
personal information for personal personal information extended talk on a curricular topics
information wide range of general
and curricular topics
5.L3 understand the 6.L3 understand an 7.L3 understand 8.L3 understand with 9.L3 understand the detail of
main points of short increasing range of more complex little or no support an argument in unsupported
supported talk on an unsupported basic supported questions most of the detail of extended talk on a wide
increasing range of questions on general on a growing range an argument in range of general and
general and some and curricular topics of general and extended talk on a curricular topics, including
curricular topics curricular topics wide range of general talk on a limited range of
and curricular topics unfamiliar topics
5.L4 understand an 6.L4 understand the 7.L4 understand 8.L4 understand with 9.L4 understand implied
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 increasing range of main points of with limited support little or no support meaning in unsupported
short supported supported extended the main points of most of the implied extended talk on a wide
questions on general talk on a range of extended talk on a meaning in extended range of general and
and some curricular general and curricular range of general and talk on a wide range
curricular topics, including
topics topics curricular topics of general and
curricular topics talk on a limited range of
unfamiliar topics

5.L5 identify initial, 6.L5 understand most 7.L5 understand 8.L5 recognise the 9.L5 recognise the attitude or
middle and final specific information most specific opinion of the opinion of the speaker(s) in
phonemes and blends and detail of short, information and speaker(s) with little unsupported extended talk on
supported talk on a detail of supported, or no support in a wide range of general and
wide range of extended talk on a extended talk on a curricular topics, including
familiar topics range general and wide range of general talk on a limited range of
curricular topics and curricular topics unfamiliar topics
5.L6 understand some 6.L6 deduce meaning 7.L6 deduce 8.L6 deduce meaning 9.L6 deduce
specific information from context in short, meaning from from context with meaning from
and detail of short, supported talk on an context in supported little or no support in context in
supported talk on an increasing range of extended talk on a extended talk on a
unsupported
increasing range of general and curricular range of general and wide range of general
general and some topics curricular topics and curricular topics extended talk on a
curricular topics wide range of
general and
curricular topics,
including talk on a
limited range of
unfamiliar topics
5.L7 use contextual 6.L7 recognise the 7.L7 recognise the 8.L7 begin to 9.L7 recognise typical
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 clues to predict opinion of the opinion of the recognise typical features at word, sentence
content and meaning speaker(s) in basic, speaker(s) in features at word, and text level of a range of
in short supported talk supported talk on an supported extended sentence and text spoken genres
on an increasing range increasing range of talk on a range of level of a limited
of general and some general and curricular general and range of spoken
curricular topics topics curricular topics genres
5.L8 understand short, 6.L8 understand 7.L8 understand 8.L8 understand 9.L8 recognise
supported narratives supported narratives, supported narratives extended narratives inconsistencies in argument
on an increasing range including some including some on a range of general in extended talk on a range
of general and some extended talk, on an extended talk, on a and curricular topics
of general and curricular
curricular topics increasing range of range of general and
general and curricular curricular topics subjects
topics
5.L9 recognise words
that are spelt out from
a limited range of
general and
curriculum topics
5.L10 recognise
words similar to
words in student
native language

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English learning objectives
Strand 3: Speaking
Learners should be able to…
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Mid-high A1 High A1 Low-mid A2 Mid-high A2 Low-mid B1
5.S1 make basic 6.S1 provide basic 7.S1 provide basic 8.S1 use formal and 9.S1 use formal
statements which information about information about informal registers in and informal
provide information themselves and others themselves and others at their talk on a limited language registers
on an increasing range at sentence level on an discourse level on a range of general and in their talk on a
of general and some increasing range of range of general topics curricular topics range of general
curricular topics general topics and curricular topics
5.S2 ask questions to 6.S2 ask simple 7.S2 ask simple 8.S2 ask more 9.S2 ask complex
find out about present questions to get questions to get complex questions to questions to get
and possibly past information about a information about a get information about information about a
experiences on an limited range of general growing range of a range of general wide range of
increasing range of topics general topics topics and some general and
general and some curricular topics curricular topics
curricular topics
5.S3 begin to describe 6.S3 give an opinion at 7.S3 give an opinion at 8.S3 give an opinion at 9.S3 explain and
past experiences on an sentence level on a sentence and discourse discourse level on a justify their own and
increasing range of limited range of general level on an increasing range of general and others’ point of view
general and some and curricular topics range of general and curricular topics on a range of general
curricular topics curricular topics and curricular topics
5.S4 respond to 6.S4 respond with 7.S4 respond with 8.S4 respond with 9.S4 respond with
questions on an limited flexibility at limited flexibility at some flexibility at growing flexibility at
increasing range of sentence level to both sentence and both sentence and both sentence and
general and some unexpected comments discourse level to discourse level to discourse level to
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 curricular topics on an increasing range unexpected comments unexpected comments unexpected comments
of general and on a range of general on a range of general on a range of general
curricular topics and curricular topics and curricular topics and curricular topics
5.S5 pronounce an 6.S5 keep interaction 7.S5 keep interaction 8.S5 interact with 9.S5 interact with
increasing range of going in basic going in longer peers to negotiate, peers to negotiate,
words, short phrases exchanges on a exchanges on a range of agree and organise agree and organise
and simple sentences growing range of general and curricular priorities and plans for priorities and plans for
intelligibly general and curricular topics completing classroom completing classroom
topics tasks tasks
5.S6 take turns when 6.S6 communicate 7.S6 communicate 8.S6 link comments 9.S6 link comments
speaking with others meaning clearly at meaning clearly at with some flexibility with growing
in a growing range of sentence level during, sentence and discourse to what others say at flexibility to what
short, basic exchanges pair, group and whole level during, pair, group sentence and discourse others say at sentence
class exchanges and whole class level in pair, group and discourse level in
exchanges and whole class pair, group and whole
exchanges class exchanges
5.S7 contribute a 6.S7 use appropriate 7.S7 use appropriate 8.S7 use appropriate 9.S7 use appropriate
growing range of subject-specific subject-specific subject-specific subject-specific
suitable words, vocabulary and syntax vocabulary and syntax vocabulary and syntax vocabulary and syntax
phrases, and sentences to talk about a limited to talk about a limited to talk about a to talk about an
during short pair, range of general topics range of general topics, growing range of increased range of
group and whole class and some curricular general topics, and general and curricular
exchanges topics some curricular topics topics
5.S8 recount short, 6.S8 recount basic 7.S8 recount some 8.S8 recount some 9.S8 recount extended
basic stories and stories and events on a extended stories and extended stories and stories and events on a
events on a limited range of general and events on a limited events on a growing wide range of general
range of general and curricular topics range of general and range of general and and curricular topics
some curricular topics curricular topics curricular topics
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English learning objectives
Strand 4: Reading

Learners should be able to

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Mid-high A1 High A1 Low-mid A2 Mid-high A2 Low-mid B1
5.R1 recognise, 6.R1 understand the 7.R1 understand the 8.R1 understand the 9.R1 understand the
identify and sound main points in a main points in a main points in texts on main points in extended
with support a limited range of short growing range of a limited range of texts on a range of
growing range of simple texts on short, simple texts on unfamiliar general and unfamiliar general and
language at text level general and curricular general and curricular curricular topics, curricular topics
topics topics including some
extended texts
5.R2 read and 6.R2 understand with 7.R2 understand 8.R2 understand 9.R2 understand specific
understand with some little support specific independently specific specific information information and detail in
support short simple
fiction and non-fiction information and detail information and and detail in texts on a extended texts on a
texts in short, simple texts detail in short, simple growing range of growing range of
on a limited range of texts on a limited familiar general and familiar general and
general and curricular range of general and curricular topics, curricular topics, and
topics curricular topics including some some unfamiliar topics
extended texts
5.R3 recognise basic 6.R3 understand the 7.R3 understand the 8.R3 understand the 9.R3 understand
opinions in short, detail of an argument detail of an argument detail of an argument the detail of an
simple texts on an on a limited range of on a limited range of on a growing range of argument- both explicitly
increasing range of familiar general and familiar general and familiar general and stated and implied - in
general range of curricular topics, curricular topics curricular topics, extended texts on a wide
general and some including some including some range of familiar general
curricular topics extended texts extended texts and curricular topics, and
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Issue 1
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 some unfamiliar topics
5.R4 find with 6.R4 read and 7.R4 read 8.R4 read a growing 9.R4 read a wide range
support books, understand with some independently a range of extended of extended fiction and
worksheets and other support a limited limited range of short fiction and non-fiction non-fiction texts on
print materials in a range of short fiction simple fiction and texts on familiar and familiar and unfamiliar
class or school library and non-fiction texts non-fiction texts some unfamiliar general general and curricular
according to and curricular topics topics
classification
5.R5 understand the 6.R5 deduce meaning 7.R5 deduce meaning 8.R5 deduce meaning 9.R5 deduce meaning
main points of short from context in short from context on a from context in short from context in extended
simple texts on a texts on a limited limited range of texts and some texts on a wide range of
growing range general range of familiar familiar general and extended texts on a familiar general and
and some curricular general and curricular curricular topics, growing range of curricular topics, and
topics by using topics including some familiar general and some unfamiliar topics
contextual clues extended texts curricular topics
5.R6 understand with 6.R6 recognise the 7.R6 recognise the 8.R6 recognise the 9.R6 recognise the
some support some attitude or opinion of attitude or opinion of attitude or opinion of attitude or opinion of the
specific information the writer in short the writer in short the writer on a growing writer in extended texts
and detail in short, texts on a limited texts on a limited range of unfamiliar on a wide range of
simple texts on a range of general and range of general and general and curricular familiar general and
growing range of curricular topics curricular topics topics, including some curricular topics
general and some extended text
curricular topics
6.R7 recognise typical 7.R7 recognise typical 8.R7 recognise typical 9.R7 recognise typical
features at word, features at word, features at word, features at word,
sentence and text level sentence and text sentence and text level sentence and text level in
in a limited range of level in a growing in a range of written a wide range of written
written genres range of written genres genres, including some
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Issue 1
December 2015
 genres which focus on
unfamiliar topics
6.R8 use with some 7.R8 use 8.R8 use familiar and 9.R8 use a wide range of
support familiar paper independently some unfamiliar paper familiar and unfamiliar
and digital reference familiar paper and and digital reference paper and digital
resources to check digital reference resources to check reference resources to
meaning and extend resources to check meaning and extend check meaning and
understanding meaning and extend understanding extend understanding
understanding
6.R9 recognise the 7.R9 recognise the 8.R9 begin to recognise 9.R9 recognise
difference between difference between inconsistencies in inconsistencies in
fact and opinion in fact and opinion in argument in short texts argument in extended
short, simple texts on short, simple texts on on a limited range of texts on a range of
an increasing range of a wide range of general and curricular general and curricular
general and curricular general and curricular subjects topics
topics topics

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December 2015
English learning objectives
Strand 5: Writing
Learners should be able to
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Mid-high A1 High A1 Low-mid A2 Mid-high A2 Low-mid B1
5.W1 plan, write and 6.W1 plan, write, edit 7.W1 plan, write, edit 8.W1 plan, write, edit 9.W1 plan, write, edit
check sentences with and proofread work at and proofread work at and proofread work at and proofread work at
support on a range of text level with text level with some text level with some text level independently
on a range of general
basic personal, support on a limited support on a growing support on a range of and curricular topics
general and some range of general and range of general and general and curricular
curricular topics curricular topics curricular topics topics
5.W2 begin to use 6.W2 write with 7.W2 write with some 8.W2 write with minimal 9.W2 write
joined-up handwriting support a sequence of support about real and support about real and independently about
in a limited range of short sentences in a imaginary past events, imaginary past events, factual and imaginary
past and future events,
written work paragraph on a activities and activities and activities and
limited range of experiences on a experiences on a growing experiences on a wide
familiar general limited range of range of familiar general range of familiar
topics familiar general topics topics and some general and curricular
and some curricular curricular topics topics
topics
5.W3 write with 6.W3 write with 7.W3 write with some 8.W3 write with 9.W3 write with
support short support factual support about personal moderate grammatical grammatical accuracy
on a range of familiar
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Issue 1
December 2015
 sentences which descriptions at text feelings and opinions accuracy on a limited general and curricular
describe people, level which describe on a limited range of range of familiar general topics
places and objects people, places and familiar general and and curricular topics
objects curricular topics
5.W4 write with 6.W4 write with 7.W4 write with some 8.W4 use with some 9.W4 use style and
support a sequence of support a sequence of support topics with support style and register register to achieve
short sentences in a extended sentences in some paragraphs to appropriate to a limited appropriate degree of
formality in a growing
paragraph to give a paragraph give basic personal variety of written genres variety of written
basic personal to give basic personal information on general and curricular genres on a range of
information information topics general and curricular
topics

5.W5 link with some 6.W5 link without 7.W5 develop with 8.W5 develop with 9.W5 develop with
support sentences support sentences support coherent support coherent support coherent
using basic using basic arguments supported arguments supported arguments supported
when necessary
coordinating coordinating when necessary by when necessary by examples and
connectors connectors examples and reasons by examples and reasons reasons for a wide
for a limited range of for a growing range of range of written genres
written genres in in familiar
written genres in familiar general and curricular
familiar general and
general and curricular topics
curricular topics
topics
5.W6 use upper and 6.W6 link, with some 7.W6 link, with 8.W6 link, 9.W6 write coherently
at text level using a
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Issue 1
December 2015
 lower case letters support, sentences minimal support, independently, sentences variety of connectors on
accurately when into a coherent sentences into into coherent paragraphs a wide range of familiar
writing names, places paragraph using basic coherent paragraphs using a variety of basic general and curricular
topics
and short sentences connectors on a using basic connectors connectors on a range of
when writing limited range of on a growing range of familiar general topics
independently familiar general familiar general topics and some curricular
topics topics
5.W7 spell most 6.W7 use with some 7.W7 use with some 8.W7 use with minimal 9.W7 use
familiar high- support appropriate support appropriate support appropriate independently
frequency words layout at text level for layout at text level for layout at text level for a appropriate layout at
text level on a range of
accurately when a limited range of a growing range of growing range of written general and curricular
writing independently written genres on written genres on genres on familiar topics
familiar general familiar general topics general and curricular
topics and some and some curricular topics
curricular topics topics
5.W8 to include 6.W8 spell most 7.W8 spell most high- 8.W8 spell most high- 9.W8 spell most high-
appropriate use of full high-frequency words frequency vocabulary frequency vocabulary frequency vocabulary
stops and question accurately for a accurately for a limited accurately for a growing accurately for a wide
range of familiar
marks, at sentence limited range of range of familiar range of familiar general general and curricular
level with some general topics general topics and and curricular topics topics
accuracy when some curricular topics
writing independently

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December 2015
 6.W9 punctuate 7.W9 punctuate 8.W9 punctuate written 9.W9 punctuate written
written work at text written work at text work at text level on a work at text level on a
level on a limited level on a limited growing range of familiar wide range of general
and curricular topics
range of familiar range of general topics general and curricular with a good degree of
general with some and some curricular topics with growing accuracy
accuracy topics with some accuracy
accuracy

27
Issue 1
December 2015
English learning objectives
Strand 6: Use of English

Learners should be able to

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Mid-high A1 High A1 Low-mid A2 Mid-high A2 Low-mid B1

5.7UE1 use singular 6.UE1 use appropriate 7.UE1 begin to use 8.UE1 use some 9.UE1 use a variety of
nouns, plural nouns countable and basic abstract nouns and abstract nouns and abstract compound
– including some uncountable nouns, compound nouns and complex noun nouns and complex
common irregular including common noun noun phrases describing phrases on a range of noun phrases on a range
plural – and phrases describing times times and location on a familiar general and of familiar general and
uncountable nouns, and location, on a limited growing range of curricular topics curricular topics, and
possessive ‘s/s’ to range of familiar general familiar general and some unfamiliar
name, describe and and curricular topics curricular topics general and curricular
label things topics
5. UE2 use cardinal 6.UE2 use quantifiers 7.UE2 use quantifiers 8.UE2 use a growing 9.UE2 use a variety of
numbers 1 – 1000 many , much , a lot of ,a including more, little, variety of quantifiers quantifiers for
and ordinal numbers few on a limited range of few less, fewer not as for countable and countable and
uncountable nouns and
1 - 100. familiar general and many , not as much on a uncountable nouns a variety of noun
use basic quantifier curricular topics growing range of including several, phrases on a wide range
more in simple familiar general and plenty, a large/small of familiar general and
curricular topics number/amount on a curricular topics
comparisons and a
lot of to talk about range of familiar
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 quantities general and curricular
topics
5.UE3 use 6.UE3 use a growing 7.UE3 use common 8.UE3 use a growing 9.UE3 use a variety of
adjectives, including variety of adjectives and participles as adjectives variety of compound compound adjectives,
possessive regular and irregular and order adjectives adjectives and adjectives as
participles, comparative
adjectives, on a comparative and correctly in front of adjectives as structures indicating
growing range of superlative adjectives on nouns on a growing participles and some degree, and intensifying
general and some a limited range of range of familiar comparative adjectives on a wide
curricular topics to familiar general and general and curricular structures including range of familiar
describe things curricular topics topics not as…as, much general and curricular
topics
use simple one- …than to indicate
syllable and some degree on a range of
two-syllable familiar general and
adjectives curricular topics
[comparative and
superlative] to make
comparisons
5.UE4 use 6.UE4 use determiners 7.UE4 use a variety of 8.UE4 use an 9.UE4 use a wide
determiners a, an, including any, no each, determiners including increased variety of variety of determiners
the, zero article, every on a limited range all, other on a growing determiners including and pre-determiner
structures on a wide
some, any, this, of familiar general and range of familiar all, half, both [of] in range of familiar
these, that, those to curricular topics general and curricular pre-determiner general and curricular
topics
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December 2015
 refer to things on a topics function on a range of
growing range of familiar general and
general and some curricular topics
curricular topics
5.UE5 use 6.UE5 use questions, 7.UE5 use questions 8.UE5 use questions 9.UE5 use a wide
interrogative including tag questions to including questions which include a variety of question
pronouns who, what seek agreement, and with whose, how often , variety of different types on a wide range
and where, how clarify meaning on a how long and a growing of familiar general and
many, how much, limited range of familiar range of tag questions tense and modal curricular topics
how often, how big, general and curricular on a growing range of forms on a range of
what kind of to ask topics familiar general and familiar general and
questions on curricular topics curricular topics
growing range of
familiar topics
5.UE6 use 6.UE6 use basic personal 7.UE6 use a variety of 8.UE6 use a variety 9.UE6 use a wide
demonstrative and demonstrative personal, demonstrative of pronouns including variety of relative,
pronouns this, these, pronouns and quantitative and quantitative indefinite pronouns demonstrative,
indefinite,
that, those and pronouns some, any, pronouns including anybody, anyone, quantitative]of
object pronouns in something, nothing someone somebody, anything and pronouns and reflexive
short statements, anything on a limited everybody , no-one on a quantitative pronouns pronoun structures on a
questions and range of familiar general growing range of everyone, everything, wide range of familiar
responses and curricular topics familiar general and none, more, less, a general and curricular
topics
curricular topics few on a range of
familiar general and

30
Issue 1
December 2015
 curricular topics
5.UE7 use personal 6.UE7 use simple perfect 7.UE7 use simple 8.UE7 use a variety 9.UE7 use perfect
subject and object forms of common verbs perfect forms to express of simple perfect continuous forms and a
pronouns, including to express what has indefinite and forms to express variety of simple
perfect active and
indirect object happened [indefinite unfinished past with for recent, indefinite and passive forms including
pronouns and use time] on a limited range and since] on a growing unfinished past on a time adverbials so far,
possessive pronouns of familiar general and range of familiar range of familiar lately, all my life , on a
mine, yours to give curricular topics general and curricular general and curricular wide range of familiar
personal information topics topics general and curricular
topics
and describe actions
and events
5.UE8 use 6.UE8 use future forms 7.UE8 use future form 8.UE8 use a growing 9.UE8 use a variety of
imperative forms will for predictions and will to make offers, variety of future future active and
[positive and be going to to talk about promises, and forms including passive and future
continuous forms on a
negative] to give already decided plans on predictions on a present continuous wide range of familiar
short instructions on a limited range of growing range of and present simple general and curricular
a growing range of familiar general and familiar general and with future meaning topics
familiar topics curricular topics curricular topics on a range of familiar
general and curricular
topics
5.UE9 use common 6.UE9 use simple present 7.UE9 use appropriately 8.UE9 use 9.UE9 use
simple present and simple past regular an increased variety of appropriately a appropriately a wide
variety of active and
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Issue 1
December 2015
 forms, including and irregular forms to present and past simple variety of active and passive simple present
short answer forms describe routines, habits active and some passive passive simple and past forms and past
and contractions, to and states on a limited forms on a growing present and past perfect simple forms in
narrative and reported
give personal range of familiar general range of familiar forms and past speech on a wide range
information and talk and curricular topics general and curricular perfect simple forms of familiar general and
about habitual topics in narrative and curricular topics
actions, facts and reported speech on a
future timetabled range of familiar
events continue to general and curricular
use common past topics
simple forms
[regular and
irregular] to
describe actions and
feelings and narrate
simple events
including short
answer forms and
contractions
5.UE10 use 6.UE10 use present 7.UE10 use present 8.UE10 use present 9.UE10 use present
common present continuous forms with continuous forms with continuous forms for continuous and past
continuous forms, present and future present and future present and future continuous active and
passive forms on a wide
including short meaning on a limited meaning and past meaning and past range of general and
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Issue 1
December 2015
 answers and range of familiar general continuous forms for continuous, including familiar curricular
contractions, to talk and curricular topics background and some passive forms, topics
about what is interrupted past actions on a range of familiar
happening now and on a limited range of general and curricular
future arrangements familiar general and topics
on a growing range curricular topics
of personal and
familiar topics
use –ing forms
Swimming, Spelling
.as nouns to describe
familiar and
classroom activities
5.UE11 use has got/ 6.UE11 use 7.UE11 use common 8.UE11 use some 9.UE11 use a variety of
have got there is/ are be/look/sound/feel/taste/s impersonal structures reported speech reported statements and
statement, negative, mell like and use on a with: it, there on a forms for statements, question forms on a
question forms limited range of familiar questions and wide range of familiar
including short and general and curricular growing range of commands: say, ask, general and curricular
full answers and topics familiar general and tell including topics
contractions curricular topics reported requests on a
range of familiar
general and curricular
topics
5.UE12 use 6.UE 12 use common 7.UE12 use an 8.UE12 use 9.UE12 use a variety of
comparative degree comparative degree
33
Issue 1
December 2015
 common –ly manner regular and irregular increased variety of adverb structures not adverb structures with
adverbs to describe adverbs, simple and adverbs, including as quickly as / far regular and irregular
actions e.g. slowly, comparative forms, adverbs of degree too, less quickly with adverbs use a wide
regular and irregular variety of pre-verbal,
quickly adverbs of frequency and not enough, quite , adverbs. Use an post-verbal and end-
adverbs of definite time: rather on a growing increased variety of position adverbs on a
last week, yesterday on a range of familiar pre-verbal, post- wide range of familiar
limited range of familiar general and curricular verbal and end- general and curricular
general and curricular topics position adverbs on a topics
range of familiar
topics general and curricular
topics
5.UE13 use have + 6.UE13 use might may 7.UE13 use modal 8.UE13 use a 9.UE13 use a growing
object + infinitive to could to express forms including growing variety of variety of past modal
talk about possibility on a limited mustn’t (prohibition) modal forms for forms including must
need (necessity) have, can’t have, might
obligations range of familiar general should (for advice) different functions: have to express
and curricular topics on a range of familiar obligation, necessity, speculation and
general and curricular possibility, deduction about the
topics permission, requests, past on a wide range of
suggestions, familiar general and
curricular topics
prohibition on a
range of familiar
general and curricular
topics
5.UE14 use 6.UE14 use prepositions 7.UE14 use an 8.UE14 use a some 9.UE14 use a variety of

34
Issue 1
December 2015
 prepositions of to talk about time and increased variety of prepositions before prepositional phrases
location, position location prepositions of time, nouns and adjectives before nouns and
and direction: at, in, location and direction use prepositions as, adjectives
use prepositions like to use by and with to like to indicate use a number of
on, behind, between, describe things and about denote agent and manner dependent prepositions
in front of, near, to denote topic instrument use dependent following nouns and
next to, opposite, use prepositions before prepositions adjectives and a variety
use prepositions of following adjectives of prepositions
above, up, down, on nouns and adjectives in
direction to, into, out of, on a range of familiar following verbs on a
the right, on the left; common prepositional
from, towards on a general and curricular wide range of familiar
use prepositions of phrases on a growing topics general and curricular
limited range of familiar
time : in, on, at, range of familiar topics
general and curricular
before, after general and curricular
topics
use with / without to topics
indicate;
accompaniment with
for instrument and
for to indicate
recipient
5.UE15 begin use 6.UE15 use common 7.UE15 use common 8.UE15 use infinitive 9.UE15 use infinitive
infinitive of purpose verbs followed by verbs followed by forms after a limited forms after an increased
to describe simple infinitive verb / verb + infinitive verb / verb + number of verbs and number of verbs and
ing patterns adjectives; use gerund
actions and verbs ing patterns on a limited use infinitive of purpose adjectives; use forms after a variety of
want, start + range of familiar general on a limited range of gerund forms after a verbs and prepositions;
infinitive; and curricular topics familiar general and limited variety of use a variety of
curricular topics verbs and prepositional and
use declarative what phrasal verbs on a wide
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Issue 1
December 2015
 [a/an] + adjective + prepositions; use range of familiar
noun to show some prepositional general and curricular
feelings verbs and begin to topics
use common phrasal
verbs on a growing
range of familiar
general and curricular
topics
5.UE16 use 6.UE16 use conjunctions 7.UE16 use 8.UE16 use a 9.UE16 use a wide
conjunctions and, so , if, when , where, conjunctions if , when, growing variety of variety of conjunctions
or, but, because to before, after to link parts where, so, and, or, but, conjunctions on a wide range of
familiar general and
link words and of sentences on a limited because , before, after including since, as to curricular topics
phrases range of familiar general to link parts of explain reasons and
and curricular topics sentences in short texts the structures so ...
on a growing range of that, such a ... that in
familiar general and giving explanations
curricular topics on a range of familiar
general and curricular
topics
5.UE17 use when 6.UE17 use if clauses (in 7.UE17 use subordinate 8.UE17 use if / 9.UE17 use if / if only
clauses to describe zero conditionals) clauses following think unless/ if only in in third conditional
simple present and use where clauses; know believe hope, say , second conditional structures; use a variety
past actions on use before/after clauses tell; use subordinate of relative clauses
personal and (with past reference); clauses following sure, clauses and wish including with which
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Issue 1
December 2015
 familiar topics use defining relative certain; use defining [that] clauses [whole previous clause
clauses with which who relative clauses with [present reference]; reference] on a wide
that where to give details which who that where use a growing variety range of familiar
on a limited range of on a growing range of general and curricular
familiar general and familiar general and of relative clauses topics
curricular topics curricular topics including why clauses
on a range of familiar
general and curricular
topics

37
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December 2015
 4. Long term plans

Grade 5

Units Topics Learning objectives

Term 1
1 Home and 5.C1 use speaking and listening skills to solve problems creatively and cooperatively in
away groups
5.C6 organise and present information clearly to others
5.C8 develop intercultural awareness through reading and discussion
5.C9 use imagination to express thoughts, ideas, experiences and feelings
5.L1 understand an increasing range of classroom instructions
5.L3 understand the main points of short, supported talk on an increasing range of general
and some curricular topics
5.L6 understand some specific information and detail of short, supported talk on an
increasing range of general and some curricular topics
5.L7 use contextual clues to predict content and meaning in short supported talk on an
increasing range of general and some curricular topics
5.L9 recognise words that are spelt out from a limited range of general and curriculum topics
5.S1 make basic statements which provide information on an increasing range of general and
some curricular topics
5.S2 ask questions to find out about present and possibly past experiences on an increasing
range of general and curricular topics
5.S4 respond to questions on an increasing range of general and some curricular personal
questions and classroom routines information some curricular topics
5.S6 pronounce an increasing range of words, short phrases and simple sentences intelligibly
5.S7 contribute a growing range of suitable words, phrases , and sentences during short pair,
group and whole class exchanges
5.R1 recognise, identify and sound with support a growing range of language at text level
38
Issue 1
December 2015
 5.R2 read and understand with some support short simple fiction and non-fiction texts
5.W1 plan, write and check sentences with support on a range of basic personal, general and
some curricular topics
5.W2 begin to use joined-up handwriting in a limited range of written work
5.W3 write with support short sentences which describe people, places and objects
5.W6 link with some support sentences using basic coordinating connectors
5.W7 spell most familiar high-frequency words accurately when writing independently
5.UE1use singular nouns, plural nouns – including some common irregular plural and
uncountable nouns, possessive ‘s/s’ to name, describe and label things
5.UE3 use adjectives, including possessives adjectives on a growing range of general and
some curricular topics to describe things
5.UE4 use determiners a, an, the, zero article, some, any, this, these, that , those to refer to
things on a growing range of general and some curricular topics
5.UE6 use interrogative pronouns who, what, where, how many, how much, how often, how
big, what kind of to ask questions on growing range of familiar topics
5.UE8 use imperative forms (positive and negative) to give short instructions on a growing
range of familiar topics
5.UE11 use has got/ have got there is/ are statement, negative, question forms including short
and full answers and contractions
5.UE14 use prepositions of location, position and direction: at, in, on, behind, between, in
front of, near, next to, opposite, above, up, down, on the right/left
2 Living things 5.C4 evaluate and respond constructively to feedback from others
5.C6 organise and present information clearly to others
5.C7 develop and sustain a consistent argument when speaking or writing
5.L1 understand an increasing range of classroom instructions
5.L3 understand the main points of short supported talk on an increasing range of general and
some curricular topics
5.L6 understand some specific information and detail of short, supported talk on an
increasing range of general and some curricular topics
39
Issue 1
December 2015
 5.L10 recognise words similar to words in student native language
5.S1make basic statements which provide information on an increasing range of general and
some curricular topics
5.S4 respond to questions on an increasing range of general and some curricular topics
5.S6 take turns when speaking with others in a growing range of short, basic exchanges
5.S7 contribute a growing range of suitable words, phrases, and sentences during short pair,
group and whole class exchanges
5.R1 recognise, identify and sound with support a growing range of language at text level
5.R2 read and understand with some support short simple fiction and non-fiction texts
5.R4 find with support books, worksheets and other print materials in a class or school library
according to classification
5.R6 understand the main points of short simple texts on a growing range of general and
some curricular topics
5.W3 write with support short sentences which describe people, places and objects
5.W7 spell most high-frequency words accurately when writing independently
5.W8 include appropriate use of full stops and question marks at sentence level with some
accuracy when writing independently
5.UE1 use singular nouns, plural nouns – including some common irregular plural – and
uncountable nouns, possessive to name, describe and label things
5.UE3 use adjectives including possessive adjectives on a growing range of general and some
curricular topics to describe things; use simple one-syllable and two-syllable adjectives
(comparative and superlative) to make comparisons
5.UE9 use common simple present forms, including short answer forms and contractions, to
give personal information and talk about habitual actions, facts and future timetabled events
continue to use common past simple forms [regular and irregular] to describe actions and
feelings and narrate simple events including short answer forms and contractions
40
Issue 1
December 2015
 5.UE13 use have + object + infinitive to talk about obligations
5.UE15 begin to use infinitive of purpose to describe simple actions and verbs want, start +
infinitive
use declarative what (a/ an) + adjective + noun to show feelings
Term 2
3 Values 5.C2 use speaking and listening skills to provide sensitive feedback to peers
5.C5 use feedback to set personal learning objectives
5.C9 use imagination to express thoughts, ideas, experiences and feelings
5.L1understand an increasing range of classroom instructions
5.L2 understand an increasing range of supported questions which ask for personal
information
5.L6 understand some specific information and detail of short, supported talk on an
increasing range of general and some curricular topics
5.L8 understand short supported narrative on an increasing range of general and some
curricular topics
5.S3 begin to describe past experiences on an increasing range of general and some curricular
topics
5.S4respond to questions on an increasing range of general and some curricular topics
5.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly
5.S6 take turns when speaking with others in a growing range of short, basic exchanges
5.S7 contribute a growing range of suitable words, phrases, and sentences during short pair,
group and whole class exchanges
5.R2 read with support some short simple fiction and non-fiction texts
5.R3 recognise basic opinions in short, simple texts on an increasing range of general range
of general and some curricular topics
5.R6 understand the main points of short simple texts on a growing range of general and
some curricular topics by using contextual clues
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Issue 1
December 2015
 5.W1 plan, write and check sentences with support on a range of basic personal , general and
some curricular topics
5.W3 write with support short sentences which describe people, places and objects
5.W4 write with support a sequence of short sentences in a paragraph to give basic personal
information
5.W5 link with some support sentences using basic coordinating connectors
5.W7 spell most familiar high-frequency words accurately when writing independently
5.W8 include appropriate use of full stops and question marks at sentence level with some
accuracy when writing independently
5.UE1use singular nouns, plural nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and label things
5.UE2use cardinal numbers 1- 1000 and ordinal numbers 1- 31 use basic quantifier more in
simple comparisons and a lot of to talk about quantities
5.UE3 use adjectives, including possessive adjectives, on a growing range of general and
some curricular topics to describe things; use simple one-syllable and some two-syllable
adjectives [comparative and superlative] to make comparisons
5.UE5 use interrogative pronouns who, what and where, how many, how much, how often,
how big, what kind of to ask questions on growing range of familiar topics
5.UE6 use interrogative pronouns who, what, where, how many, how much, how often, how
big what kind of to ask questions on growing range of familiar topics
5.UE7 use personal subject and object pronouns, including indirect object pronouns and use
possessive pronouns mine, yours to give personal information and describe actions and events
5.UE13 use have + object + infinitive to talk about obligations
5.UE16use conjunctions and, or, but, because to link words and phrases
5.UE17 use when clauses to describe simple present and past actions on personal and familiar
topics
4 The world of 5.C2 use speaking and listening skills to provide sensitive feedback to peers
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 work 5.C4 evaluate and respond constructively to feedback from others
5.C7 develop and sustain a consistent argument when speaking or writing
5.L1understand an increasing range of classroom instructions
5.L6 identify initial, middle and final phonemes and blends
5.L7 use contextual clues to predict content and meaning in short supported talk on an
increasing range of general and some curricular topics
5.L9 recognise words that are spelt out from a limited range of general and curriculum topics
5.L10 recognise words similar to words in student native language
5.S2 ask questions to find out about present and possibly past experiences on an increasing
range of general and some curricular topics
5.S4 respond to questions on an increasing range of general and some curricular topics
5.S6 pronounce an increasing range of words, short phrases and simple sentences intelligibly
5.S7 contribute a growing range of suitable words, phrases and sentences during short pair,
group and whole class exchanges
5.R4 find with support books, worksheets and other print materials in a class or school library
according to classification
5.R5 understand the main points of short simple texts on a growing range general and some
curricular topics by using contextual clues
5.R6 understand the main points of short simple texts on a growing range of general and
some curricular topics
5.W3 write with support short sentences which describe people, places and objects
5.W6 link with some support sentences using basic coordinating connectors
5.W7 spell most familiar high-frequency words when writing independently
5.W8 to include appropriate use of full stops and question marks at sentence level with some
accuracy when writing independently
5.UE1use singular nouns, plural nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and label things
43
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 5.UE2 use cardinal numbers 1- 1000 and ordinal numbers 1- 31 use basic quantifier more in
simple comparisons and a lot of to talk about quantities
5.UE6 use interrogative pronouns who, what and where, how many, how much, how often,
how big, what kind of to ask questions on growing range of familiar topics
5.UE9 begin to use common past simple forms (regular and irregular) to describe actions and
feelings and narrate simple events including short answer forms and contractions
5.UE10 use common present continuous forms, including short answers and contractions to
talk about what is happening now and future arrangements on a growing range of personal
and familiar topics
5.UE14 use prepositions of location, position and direction: at, in, on, behind, between, in
front of, near, next to opposite, above, up, down, on the right, on the left
5.UE16 use conjunctions and, or , but, because to link words and phrases
5.UE17 use when clauses to describe simple present and past actions on personal and familiar
topics
Term 3
5 Creativity 5.C3 respect differing points of view
5.C4 evaluate and respond constructively to feedback from others
5.C5 use feedback to set personal learning objectives
5.C9 use imagination to express thoughts, ideas, experiences and feelings
5.L1 understand an increasing range of classroom instructions
5.L4 understand an increasing range of short supported questions on general and some
curricular topics
5.L5 identify initial, middle and final phonemes and blends
5.L6 identify initial, middle and final phonemes and blends
5.L8 understand short supported narratives on an increasing range of general and some
curricular topics
5.L10 recognise words similar to words in student native language
5.S1 make basic statements which provide information on an increasing range of general and
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 some curricular topics
5.S3 begin to describe past experiences on an increasing range of general and some curricular
topics
5.S4 respond to questions on an increasing range of general and some curricular topics
5.S6 pronounce an increasing range of words, short phrases and simple sentences intelligibly
5.S7 contribute a growing number of suitable words, phrases and sentences during short pair,
group and whole class exchanges
5.S8 recount short, basic stories and events on a limited range of general and some curricular
topics
5.R1 recognise, identify and sound with support a growing range of language at text level
5.R2 read and understand with some support short simple fiction and non-fiction texts
5.R3 recognise basic opinions in short, simple texts on an increasing range of general and
some curricular topics
5.R6 understand with some support some specific information and detail in short, simple texts
on a growing range of general and some curricular topics
5.W1 plan, write and check sentences with support on a range of personal, general and some
curricular topics
5.W3 write with support short sentences which describe people, places and objects
5.W4 write with support a sequence of short sentences in a paragraph to give basic personal
information
5.W6 use upper and lower case letters accurately when writing names, places and short
sentences when writing independently
5.W7 spell most familiar high-frequency words accurately when writing independently
5.UE1 use singular nouns, plural nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and label things
5.UE3 use adjectives, including possessive adjectives, on a growing range of general and
some curricular topics to describe things
use demonstrative pronouns this, these, that, those and object pronouns in short statements,
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 questions and responses
5.UE6 begin to use infinitive of purpose to describe simple actions and verbs want, start +
infinitive
5.UE10 use common present continuous forms including short answers and contractions to
talk about what is happening now and future arrangements on a growing range of personal
and familiar topics
5.UE16 use declarative what a/ an + adjective + noun to show feelings
6 Reading for 5.C4 evaluate and respond constructively to feedback from others
pleasure 5.C5 use feedback to set personal learning objectives
5.C7 develop and sustain a consistent argument when speaking or writing
5.C8 develop intercultural awareness through reading and discussion
5.C9 use imagination to express thoughts, ideas, experiences and feelings
5.R1 recognise, identify and sound with support a growing range of language at text level
5.R2 read and understand with some support short simple fiction and non-fiction texts
5.R3 recognise basic opinions in short, simple texts on an increasing range of general range
of general and some curricular topics
5.R4 find with support books, worksheets and other print materials in a class or school library
according to classification
5.R5 understand the main points of short simple texts on a growing range general and some
curricular topics by using contextual clues
5.R6 understand with some support some specific information and detail in short, simple texts
on a growing range of general and some curricular topics
7 Fantasy world 5.C4 evaluate and respond constructively to feedback from others
5.C7 develop and sustain a consistent argument when speaking or writing
5.C8 develop intercultural awareness through reading and discussion
5.L1 understand an increasing range of classroom instructions
5.L4 understand an increasing range of short supported questions on general and some
curricular topics
5.L6 understand some specific information and detail of short, supported talk on an

46
Issue 1
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 increasing range of general and curricular topics
5.L7 use contextual clues to predict content and meaning in short supported talk on an
increasing range of general and some curricular topics
5.L10 recognise words similar to words in student native language
5.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly
5.S6 pronounce an increasing range of words, short phrases and simple sentences intelligibly
5.S7 contribute a growing range of suitable words, phrases and sentences during short pair,
group and whole class exchanges
5.R1 recognise, identify and sound with support a growing range of language at text level
5.R2 read and understand with some support short simple fiction and non-fiction texts
5.R3 recognise basic opinions in short, simple texts on an increasing range of general and
some curricular topics
5.R6 understand with some support some specific information and detail in short, simple texts
on a growing range of general and some curricular topics
5.W2 begin to use joined-up handwriting in a limited range of written work
5.W3 write with support short sentences which describe people, places and objects
5.W6 link with some support sentences using basic coordinators
5.W8 include appropriate use of full stops and question marks at sentence level with some
accuracy when writing independently
5.UE1 use singular nouns, plural nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and label things
5.UE3use adjectives, including possessive adjectives, on a growing range of general and
some curricular topics to describe things
5.UE4 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to
things on a growing range of general and some curricular topics
5.UE5 use interrogative pronouns who, what and where, howmany, how much, how often,
how big, what kind of to ask questions on growing range of familiar topics
47
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 5.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short
statements, questions and responses
5.UE7 use personal subject and object pronouns including indirect object pronouns and use
possessive pronouns mine, yours to give personal information and describe actions and events
5.UE8 use imperative forms (positive and negative) to give short instructions on a growing
range of familiar topics
5.UE9 begin to use common past simple forms (regular and irregular) to describe actions and
feelings and narrate simple events including short answer forms and contractions
5.UE14use prepositions of location, position and direction: at, in, on, behind, between, infront
of, near, next to, opposite, above, up, down, on the right, on the left
use prepositions of time : in, on, at, before, after; use with / without to indicate
accompaniment with for instrument and for to indicate recipient
5.UE16 use conjunctions and, or, but because to link words and phrases
5.UE17 use when clauses to describe simple present and past actions on personal and familiar
topics
Term 4
8 Sports 5.C2 use speaking and listening skills to provide sensitive feedback to peers
5.C3 respect differing points of view
5.C6 organise and present information clearly to others
5.L1 understand an increasing range of classroom instructions
5.L2 understand an increasing range of supported questions which ask for personal
information
5.L3 understand the main points of short supported talk on an increasing range of general and
curricular topics
5.L4 understand an increasing range of short supported questions on general and some
curricular topics
5.L8 understand short supported narratives on an increasing range of general and some
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Issue 1
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 curricular topics
5.L10 recognise words similar to words in students native language
5.S1 make basic statements which provide information on an increasing range of general and
some curricular topics
5.S2 ask questions to find out about present and possibly past experiences on an increasing
range of general and some curricular topics
5.S4 respond to questions on an increasing range of general and some curricular
5.S6 take turns when speaking with others in a growing range of short, basic exchanges
5.S7 contribute a growing range of suitable words, phrases, and sentences during short pair,
group and whole class exchanges
5.R1 read with support a growing range of language at text level
5.R4 find with support books, worksheets and other print materials in a class or school library
5.R6 understand the main points of short simple texts on a growing range of general and
some curricular topics using contextual clues
5.W1 plan, write band check sentences with support on a range of basic personal, general and
some curricular topics
5.W4 write with support a sequence of short sentences in a paragraph to give basic personal
information
5.W6 link with some support sentences using basic coordinators
5.UE1 use singular nouns, plural nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and label things
5.UE2 use cardinal numbers 1- 1000 and ordinal numbers 1- 31 use basic quantifier more in
simple comparisons and a lot of to talk about quantities
5.UE3 use adjectives, including possessive adjectives, on a growing range of general and
some curricular topics to describe things
use simple one-syllable and some two-syllable adjectives [comparative and superlative] to
make comparisons
5.UE4 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to
49
Issue 1
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 things on a growing range of general and some curricular topics
5.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short
statements, questions and responses
5.UE8 use imperative forms (positive and negative) to give short instructions on a growing
range of familiar topics
5.UE10 use present continuous forms including short answers and contractions to talk about
what is happening now and future arrangements on a growing range of personal and familiar
topics
6.US12 use common –ly manner adverbs to describe actions e.g. slowly, quickly
5.UE13 use have + object+ infinitive to talk about obligations
5.UE14 use prepositions of location, position and direction: at, in, on, behind, between,
infront of, near, next to, opposite, above, up, down, on the right, on the left
use prepositions of time : in, on, at, before, after
use with / without to indicate accompaniment with for instrument and for to indicate recipient
5.UE.15 begin to use infinitive of purpose to describe simple actions and verbs want, start +
infinitive
5.UE16 ue conjunctions and, or, but, because to link words and phrases
9 Holidays 5.C1 use speaking and listening skills to solve problems creatively and cooperatively in
groups
5.C3 respect differing points of view
5.C8 develop intercultural awareness through reading and discussion
5.L1 understand an increasing range of classroom instructions
5.L2 understand an increasing range of supported questions which ask for personal
information
5.L3 understand the main points of short supported talk on an increasing range of general and
some curricular topics

50
Issue 1
December 2015
 5.L8 understand short, supported narratives on an increasing range of general and some
curricular topics
5.L10 recognise words similar to words in student native language
5.S2 ask questions to find out about present and possibly past experiences on an increasing
range of general and curricular topics
5.S3 begin to describe past experiences on an increasing range of general and some curricular
topics
5.S4 respond to questions on an increasing range of general and some curricular
5.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly
5.S6 take turns when speaking with others in a growing range of short, basic exchanges
5.R1 recognise, identify and sound with support a growing range of language at text level
5.R2 read and understand with some support short simple fiction and non-fiction texts
5.R4 find with support books, worksheets and other print materials in a class or school library
5.R6 understand with some support some specific information and detail in short, simple texts
on a growing range of general and some curricular topics
5.W3 write with support short sentences which describe people, places and objects
5.W4 write with support a sequence of short sentences in a paragraph to give basic personal
information
5.W6 use upper and lower case letters accurately when writing names, places and short
sentences independently
5.W7 spell most high-frequency words accurately when writing independently
5.UE9 begin to use common past simple forms (regular and irregular) to describe actions and
feelings and narrate simple events including short answer forms and contractions
5.UE10 use common present continuous forms including short answers and contractions to
talk about what is happening now and future arrangements on a growing range of personal
and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and
classroom activities
5.UE14 use prepositions of location, position and direction: at, in, on, behind, between, in
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 front of, near, next to, opposite, above, up, down, on the right, on the left
5.UE16 use conjunctions and, or, but, because to link words and phrases
5.UE17 use when clauses to describe simple present and past actions on personal and familiar
topics

Grade 6

Units Topic Learning objectives

Term 1
6.1A Our Class 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in
groups
6.C5 use feedback to set personal learning objectives
6.C8 develop intercultural awareness through reading and discussion
6.C9 use imagination to express thoughts, ideas, experiences and feelings
6.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
6.L1 understand a sequence of supported classroom instructions
6.L2 understand an increasing range of unsupported basic questions which ask for personal
information
6.L5 understand most specific information and detail of short, supported talk on a wide range
of familiar topics
6.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range
of general and curricular topics
6.S1 provide basic information about themselves and others at sentence level on an increasing
range of general topics
6.S2 ask simple questions to get information about a limited range of general topics
6.S3 give an opinion at sentence level on a limited range of general and curricular topics
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
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Issue 1
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 general topics
6.S8 recount basic stories and events on a range of general and curricular topics
6.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
6.R2 understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics
6.R4 read and understand with some support a limited range of short fiction and non-fiction
texts
6.R8 use with some support familiar paper and digital reference resources to check meaning
and extend understanding
6.R9 recognise the difference between fact and opinion in short, simple texts on an increasing
range of general and curricular topics
6.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
6.W2 write with support a sequence of short sentences in a paragraph on a limited range of
familiar general topics
6.W3 write with support factual descriptions at text level which describe people, places and
objects
6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on
a limited range of familiar general topics
6.W8 spell most high-frequency words accurately for a limited range of general topics
6.W9 punctuate written work at text level on a limited range of familiar general with some
accuracy
6.UE1 use appropriate countable and uncountable nouns, including common noun phrases
describing times and location, on a limited range of familiar general and curricular topics
6.UE3 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives on a limited range of familiar general and curricular topics
6.UE9 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
6.UE13 use might may could to express possibility on a limited range of familiar general and
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 curricular topics
6.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited
range of familiar general and curricular topics
6.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a
limited range of familiar general and curricular topics
6.1B Helping and 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Heroes groups
6.C3 respect differing points of view
6.C8 develop intercultural awareness through reading and discussion
6.L1 understand a sequence of supported classroom instructions
6.L6 deduce meaning from context in short, supported talk on an increasing range of general
and curricular topics
6.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range
of general and curricular topics
6.L8 understand supported narratives, including some extended talk, on an increasing range
of general and curricular topics
6.S3 give an opinion at sentence level on a limited range of general and curricular topics
6.S6 communicate meaning clearly at sentence level during, pair, group and whole class
exchanges
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
6.S8 recount basic stories and events on a range of general and curricular topics
6.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
6.R2 understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics
6.R4 read and understand with some support a limited range of short fiction and non-fiction
texts
6.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
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 and curricular topics
6.W1plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
6.W2 write with support a sequence of short sentences in a paragraph on a limited range of
familiar general topics
6.W3 write with support factual descriptions at text level which describe people, places and
objects
6.W8 spell most high-frequency words accurately for a limited range of general topics
6.UE1 use appropriate countable and uncountable nouns, including common noun phrases
describing times and location, on a limited range of familiar general and curricular topics
6.UE3 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives on a limited range of familiar general and curricular topics familiar
general and curricular topics
6.UE5 use questions, including tag questions to seek agreement, and clarify meaning on a
limited range of
6.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any,
something, nothing anything on a limited range of familiar general and curricular topics
6.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited
range of familiar general and curricular topics
Term 2
6.2A Our 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Countryside groups
6.C2 use speaking and listening skills to provide sensitive feedback to peers
6.C4 evaluate and respond constructively to feedback from others
6.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
6.L1 understand a sequence of supported classroom instructions
6.L5 understand most specific information and detail of short, supported talk on a wide range
of familiar topics
55
Issue 1
December 2015
 6.L6 deduce meaning from context in short, supported talk on an increasing range of general
and curricular topics
6.S2 ask simple questions to get information about a limited range of general topics
6.S3 give an opinion at sentence level on a limited range of general and curricular topics
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
6.S8 recount basic stories and events on a range of general and curricular topics
6.R2 understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics
6.R4 read and understand with some support a limited range of short fiction and non-fiction
texts
6.R5 deduce meaning from context in short texts on a limited range of familiar general and
curricular topics
6.R8 use with some support familiar paper and digital reference resources to check meaning
and extend understanding
6.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
6.W2 write with support a sequence of short sentences in a paragraph on a limited range of
familiar general topics
6.W3 write with support factual descriptions at text level which describe people, places and
objects
6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on
a limited range of familiar general topics
6.W8 spell most high-frequency words accurately for a limited range of general topics
6.UE3 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives on a limited range of familiar general and curricular topics
6.UE9 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
6.UE11 use be/look/sound/feel/taste/smell like and use be made of on a limited range of
familiar general and curricular topics
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 6.UE14 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 familiar general and curricular
topics 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
6.UE16 use conjunctions so, if, when , where, before, after to link parts of sentences on a
limited range of familiar general and curricular topics
6.UE17 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
6.2B Drama and 6.C3 respect differing points of view
Comedy 6.C6 organise and present information clearly to others
6.C9 use imagination to express thoughts, ideas, experiences and feelings
6.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
6.L1 understand a sequence of supported classroom instructions
6.L5 understand most specific information and detail of short, supported talk on a wide range
of familiar topics
6.S2 ask simple questions to get information about a limited range of general topics
6.S4 respond with limited flexibility at sentence level to unexpected comments on an
increasing range of general and curricular topics
6.S5 keep interaction going in basic exchanges on a growing range of general and curricular
topics
6.S6 communicate meaning clearly at sentence level during, pair, group and whole class
exchanges
6.S8 recount basic stories and events on a range of general and curricular topics
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
57
Issue 1
December 2015
 6.R2 understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics
6.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics, including some extended texts
6.W2 write with support a sequence of short sentences in a paragraph on a limited range of
familiar general topics
6.W3 write with support factual descriptions at text level which describe people, places and
objects
6.W8 spell most high-frequency words accurately for a limited range of general topics
6.UE7 use simple perfect forms of common verbs to express what has happened [indefinite
time] on a limited range of familiar general and curricular topics
6.UE12 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
6.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited
range of familiar general and curricular topics
Term 3
6.3A Our Health 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in
groups
6.C8 develop intercultural awareness through reading and discussion
6.C9 use imagination to express thoughts, ideas, experiences and feelings
6.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
6.L4 understand the main points of supported extended talk on a range of general and
curricular topics
6.L5 understand most specific information and detail of short, supported talk on a wide range
of familiar topics curricular topics
6.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range
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Issue 1
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 of general and
6.S1 provide basic information about themselves and others at sentence level on an increasing
range of general topics
6.S2 ask simple questions to get information about a limited range of general topics
6.S3 give an opinion at sentence level on a limited range of general and curricular topics
6.S4 respond with limited flexibility at sentence level to unexpected comments on an
increasing range of general and curricular topics
6.S5 keep interaction going in basic exchanges on a growing range of general and curricular
topics
6.S6 communicate meaning clearly at sentence level during, pair, group and whole class
exchanges
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
6.R4 read and understand with some support a limited range of short fiction and non-fiction
texts
6.R5 deduce meaning from context in short texts on a limited range of familiar general and
curricular topics
6.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics
6.R8 use with some support familiar paper and digital reference resources to check meaning
and extend understanding
6.R9 recognise the difference between fact and opinion in short, simple texts on an increasing
range of general and curricular topics
6.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
6.W5 link without support sentences using basic coordinating connectors
6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on
a limited range of familiar general topics
6.W7 use with some support appropriate layout at text level for a limited range of written
genres on familiar general topics and some curricular topics
6.W8 spell most high-frequency words accurately for a limited range of general topics
59
Issue 1
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 familiar general topics and some curricular topics
6.W9 punctuate written work at text level on a limited range of familiar general with some
accuracy
6.UE1 use appropriate countable and uncountable nouns, including common noun phrases
describing times and location, on a limited range of familiar general and curricular topics
6.UE2 use quantifiers many, much, a lot of ,a few on a limited range of familiar general and
curricular topics
6.UE3 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives on a limited range of familiar general and curricular topics
6.UE8 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
6.UE9 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
6.UE10 use present continuous forms with present and future meaning on a limited range of
familiar general and curricular topics
6.UE 13 use might may could to express possibility on a limited range of familiar general and
curricular topics
6.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited
range of familiar general and curricular topics
6.3B Travel and 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Holidays groups
6.C2 use speaking and listening skills to provide sensitive feedback to peers
6.C3 respect differing points of view
6.C5 use feedback to set personal learning objectives
6.C6 organise and present information clearly to others
6.L1 understand a sequence of supported classroom instructions
6.L5 understand most specific information and detail of short, supported talk on a wide range
of familiar topics
6.L6 deduce meaning from context in short, supported talk on an increasing range of general
and curricular
6.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range
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 of general and curricular topics
6.L8 understand supported narratives, including some extended talk, on an increasing range
of general and curricular topics
6.S2 ask simple questions to get information about a limited range of general topics
6.S3 give an opinion at sentence level on a limited range of general and curricular topics
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
6.R2 understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics
6.R5 deduce meaning from context in short texts on a limited range of familiar general and
curricular topics
6.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics
6.R7 recognise typical features at word, sentence and text level in a limited range of written
genres
6.R9 recognise the difference between fact and opinion in short, simple texts on an increasing
range of general and curricular topics
6.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
6.W2 write with support a sequence of short sentences in a paragraph on a limited range of
familiar general topics
6.W3 write with support factual descriptions at text level which describe people, places and
objects
6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on
a limited range
6.W7 use with some support appropriate layout at text level for a limited range of written
genres on familiar general topics and some curricular topics
6.W8 spell most high-frequency words accurately for a limited range of general topics of
familiar general topics
6.UE1 use appropriate countable and uncountable nouns, including common noun phrases
describing times and location, on a limited range of familiar general and curricular topics
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 6.UE2 use quantifiers many, much , a lot of ,a few on a limited range of familiar general and
curricular topics
6.UE3 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives on a limited range of familiar general and curricular topics
6.UE7 use simple perfect forms of common verbs to express what has happened [indefinite
time] on a limited range of familiar general and curricular topics
6.UE8 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
6.UE10 use present continuous forms with present and future meaning on a limited range of
familiar general and curricular topics
6.3C Reading for 6.C4 evaluate and respond constructively to feedback from others
pleasure 6.C7 develop and sustain a consistent argument when speaking or writing
6.S5 keep interaction going in basic exchanges on a growing range of general and curricular
topics
6.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
6.R2 understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics
6.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics, including some extended texts
6.R4 read and understand with some support a limited range of short fiction and non-fiction
texts
6.R5 deduce meaning from context in short texts on a limited range of familiar general and
curricular topics
6.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics
6.R7 recognise typical features at word, sentence and text level in a limited range of written
genres
6.R8 use with some support familiar paper and digital reference resources to check meaning
and extend understanding
6.R9 recognise the difference between fact and opinion in short, simple texts on an increasing

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 range of general and curricular topics
6.W4 write with support a sequence of extended sentences in a paragraph to give basic
personal information
Term 4
6.4A Our 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Neighborhood groups
6.C2 use speaking and listening skills to provide sensitive feedback to peers
6.C3 respect differing points of view
6.C7 develop and sustain a consistent argument when speaking or writing
6.L1 understand a sequence of supported classroom instructions
6.L5 understand most specific information and detail of short, supported talk on a wide range
of familiar topics
6.S1 provide basic information about themselves and others at sentence level on an increasing
range of general topics
6.S2 ask simple questions to get information about a limited range of general topics
6.S3 give an opinion at sentence level on a limited range of general and curricular topics
general topics
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
6.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics
6.R7 recognise typical features at word, sentence and text level in a limited range of written
genres
6.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
6.W2 write with support a sequence of short sentences in a paragraph on a limited range of
familiar general topics
6.W3 write with support factual descriptions at text level which describe people, places and
objects
6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on
a limited range
6.W8 spell most high-frequency words accurately for a limited range of general topics
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 6.W9 punctuate written work at text level on a limited range of familiar general with some
accuracy of familiar general topics
6.UE1 use appropriate countable and uncountable nouns, including common noun phrases
describing times and location, on a limited range of familiar general and curricular topics
6.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any,
something, nothing anything on a limited range of familiar general and curricular topics
6.UE9 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
6.UE10 use present continuous forms with present and future meaning on a limited range of
familiar general
6.UE 13 use might may could to express possibility on a limited range of familiar general and
curricular topics
6.UE14 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 familiar general and curricular
topics
6.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited
range of familiar general and curricular topics
6.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a
limited range of familiar general and curricular topic
6.4B Transport 6.C3 respect differing points of view
6.C8 develop intercultural awareness through reading and discussion
6.C9 use imagination to express thoughts, ideas, experiences and feelings
6.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
6.L1 understand a sequence of supported classroom instructions
6.L3 understand an increasing range of unsupported basic questions on general and
curricular topics
6.L6 deduce meaning from context in short, supported talk on an increasing range of general
and curricular topics
6.S2 ask simple questions to get information about a limited range of general topics
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 6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
6.S8 recount basic stories and events on a range of general and curricular topics
6.R2 understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics
6.R4 read and understand with some support a limited range of short fiction and non-fiction
texts understanding
6.R5 deduce meaning from context in short texts on a limited range of familiar general and
curricular topics
6.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics
6.R7 recognise typical features at word, sentence and text level in a limited range of written
genres
6.R8 use with some support familiar paper and digital reference resources to check meaning
and extend
6.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
6.W3 write with support factual descriptions at text level which describe people, places and
objects
6.W6 link with some support sentences into a coherent paragraph using basic connectors on a
limited range of familiar general topics
6.W8 spell most high-frequency words accurately for a limited range of general topics
6.W9 punctuate written work at text level on a limited range of familiar general with some
accuracy
6.UE2 use quantifiers many , much , a lot of ,a few on a limited range of familiar general
and curricular topics
6.UE3 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives on a limited range of familiar general and curricular topics
6.UE4 use determiners including any, no each, every on a limited range of familiar general
and curricular topics familiar general and curricular topics
6.UE5 use questions, including tag questions to seek agreement, and clarify meaning on a
limited range of
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 6.UE8 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
6.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited
range of familiar general and curricular topics
6.UE17 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

Grade 7

Units Topics Learning objectives

Term 1
7.1A Hobbies and 7.C3 respect differing points of view
Leisure 7.C4 evaluate and respond constructively to feedback from others
7.C7 develop and sustain a consistent argument when speaking or writing
7.C8 develop intercultural awareness through reading and discussion
7.L1 understand longer sequences of supported classroom instructions
7.L2 understand more complex supported questions which ask for personal information
7.L4 understand with limited support the main points of extended talk on a range of general
and curricular topics
7.S1 provide basic information about themselves and others at discourse level on a range of
general topics
7.S2 ask simple questions to get information about a growing range of general topics
7.S3 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics
7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
7.R2 understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics
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 7.W1 plan, write, edit and proofread work at text level with some support on a growing
range of general and curricular topics
7.W2 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
7.W3 write with some support about personal feelings and opinions on a limited range of
familiar general and curricular topics
7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors
on a growing range of familiar general topics
7.W8 spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
7.W9 punctuate written work at text level on a limited range of general topics and some
curricular topics with some accuracy
7.UE1 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
7.UE2 use quantifiers including more, little, few less, fewer not as many , not as much on a
growing range of familiar general and curricular topics
7.UE5 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
7.UE6 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
7.UE12 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
7.UE15 use common verbs followed by infinitive verb / verb + ing patterns
use infinitive of purpose on a limited range of familiar general and curricular topics
7.UE17 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
7.1B Communication 7.C3 respect differing points of view
and Technology 7.C4 evaluate and respond constructively to feedback from others
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 7.C7 develop and sustain a consistent argument when speaking or writing
7.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives
on the world
7.L3 understand more complex supported questions on a growing range of general and
curricular topics
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.L6 deduce meaning from context in supported extended talk on a range of general and
curricular topics
7.L7 recognise the opinion of the speaker(s) in supported extended talk on a range of
general and curricular topics
7.L8 understand supported narratives including some extended talk, on a range of general and
curricular topics
7.S2 ask simple questions to get information about a growing range of general topics
7.S3 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
7.S5 keep interaction going in longer exchanges on a range of general and curricular topics
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics
7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
7.R2 understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics
7.W1 plan, write, edit and proofread work at text level with some support on a growing
range of general and curricular topics
7.W3 write with some support about personal feelings and opinions on a limited range of
familiar general and curricular topics
7.W5 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
7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors
on a growing range of familiar general topics
7.W8 spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
7.UE4 use a variety of determiners including all, other on a growing range of familiar
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 general and curricular topics
7.UE6 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
7.UE7 use simple perfect forms to express indefinite and unfinished past with for and since]
on a growing range of familiar general and curricular topics
7.UE17 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
Term 2
7.2A Holidays and 7.C4 evaluate and respond constructively to feedback from others
Travel 7.C8 develop intercultural awareness through reading and discussion
7.C9 use imagination to express thoughts, ideas, experiences and feelings
7.L1 understand longer sequences of supported classroom instructions
7.L3 understand more complex supported questions on a growing range of general and
curricular topics
7.L4 understand with limited support the main points of extended talk on a range of general
and curricular topics
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.S3 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
7.S4 respond with limited flexibility at both sentence and discourse level to unexpected
comments on a range of general and curricular topics
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics
7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
7.R2 understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics
7.W2 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
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 7.W3 write with some support about personal feelings and opinions on a limited range of
familiar general and curricular topics
7.W9 punctuate written work at text level on a limited range of general topics and some
curricular topics with some accuracy
7.UE3 use common participles as adjectives and order adjectives correctly in front of nouns
on a growing range of familiar general and curricular topics
7.UE11 use common impersonal structures with : it, there on a growing range of familiar
general and curricular topics
7.UE14 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
7.UE17 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
7.2B Space and 7.C4 evaluate and respond constructively to feedback from others
Earth 7.C9 use imagination to express thoughts, ideas, experiences and feelings
7.C2 use speaking and listening skills to provide sensitive feedback to peers
7.C5 use feedback to set personal learning objectives
7.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.L8 understand supported narratives including some extended talk, on a range of general and
curricular topics
7.S3 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges
7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
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 7.R4 read independently a limited range of short simple fiction and non-fiction texts
7.R7 recognise typical features at word, sentence and text level in a growing range of written
genres
7.W1 plan, write, edit and proofread work at text level with some support on a growing
range of general and curricular topics
7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors
on a growing range of familiar general topics
7.UE6 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
7.UE1 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
7.UE4 use a variety of determiners including all, other on a growing range of familiar
general and curricular topics
7.UE8 use future form will to make offers, promises, and predictions on a growing range of
familiar general and curricular topics
7.UE10 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.UE11 use common impersonal structures with : it, there on a growing range of familiar
general and curricular topics
7.UE12 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
Term 3
7.3A Reading for 7.C3 respect differing points of view
pleasure 7.C4 evaluate and respond constructively to feedback from others
7.C6 organise and present information clearly to others
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.S3 give an opinion at sentence and discourse level on an increasing range of general and
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 curricular topics
7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges
7.S8 recount some extended stories and events on a limited range of general and curricular
topics
7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
7.R2 understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics
7.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics
7.R9 recognise the difference between fact and opinion in short, simple texts on a wide range
of general and curricular topics
7.UE15 use common verbs followed by infinitive verb / verb + ing patterns
use infinitive of purpose on a limited range of familiar general and curricular topics
7.3B Entertainment 7.C1 use speaking and listening skills to solve problems creatively and cooperatively in
and Media groups
7.C2 use speaking and listening skills to provide sensitive feedback to peers
7.C3 respect differing points of view
7.C4 evaluate and respond constructively to feedback from others
7.C5 use feedback to set personal learning objectives
7.C7 develop and sustain a consistent argument when speaking or
writing
7.L3 understand more complex supported questions on a growing range of general and
curricular topics
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.S3 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges
7.R2 understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics
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 7.R5 deduce meaning from context on a limited range of familiar general and curricular
topics, including some extended texts
7.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics
7.R9 recognise the difference between fact and opinion in short, simple texts on a wide range
of general and curricular topics
7.W1 plan, write, edit and proofread work at text level with some support on a growing
range of general and curricular topics
7.W3 write with some support about personal feelings and opinions on a limited range of
familiar general and curricular topics
7.W7 use with some support appropriate layout at text level for a growing range of written
genres on familiar general topics and some curricular topics
7.UE5 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
7.UE7 use simple perfect forms to express indefinite and unfinished past with for and since]
on a growing range of familiar general and curricular topics
7.3C Natural 7.C1 use speaking and listening skills to solve problems creatively and cooperatively in
disasters groups
7.C2 use speaking and listening skills to provide sensitive feedback to peers
7.C4 evaluate and respond constructively to feedback from others
7.C6 organise and present information clearly to others
7.C4 evaluate and respond constructively to feedback from others
7.C6 organise and present information clearly to others
7.C9 use imagination to express thoughts, ideas, experiences and feelings
7.L4 understand with limited support the main points of extended talk on a range of general
and curricular topics
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.L6 deduce meaning from context in supported extended talk on a range of general and
curricular topics
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics
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 7.S8 recount some extended stories and events on a limited range of general and curricular
topics
7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
7.R2 understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics
7.W1 plan, write, edit and proofread work at text level with some support on a growing
range of general and curricular topics
7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors
on a growing range of familiar general topics
7.UE13 use modal forms including mustn’t (prohibition), need (necessity) should (for
advice) on a range of familiar general and curricular topics
7.UE16 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
Term 4
7.4A Healthy Habits 7.C1 use speaking and listening skills to solve problems creatively and cooperatively in
groups
7.C4 evaluate and respond constructively to feedback from others
7.C5 use feedback to set personal learning objectives
7.C7 develop and sustain a consistent argument when speaking or writing
7.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives
on the world
7.L4 understand with limited support the main points of extended talk on a range of general
and curricular topics
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.L6 deduce meaning from context in supported extended talk on a range of general and
curricular topics
7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics
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 7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
7.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics
7.R5 deduce meaning from context on a limited range of familiar general and curricular
topics, including some extended texts
7.R8 use independently familiar paper and digital reference resources to check meaning and
extend understanding
7.W5 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
7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors
on a growing range of familiar general topics
7.W7 use with some support appropriate layout at text level for a growing range of written
genres on familiar general topics and some curricular topics
7.W8 spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
7.UE8 use future form will to make offers, promises, and predictions on a growing range of
familiar general and curricular topics
7.UE9 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
7.UE16 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
7.4B Clothes and 7.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Fashion groups
7.C4 evaluate and respond constructively to feedback from others
7.C5 use feedback to set personal learning objectives
7.C9 use imagination to express thoughts, ideas, experiences and feelings
7.L3 understand more complex supported questions on a growing range of general and
curricular topics
7.L4 understand with limited support the main points of extended talk on a range of general
and curricular topics
7.L5 understand most specific information and detail of supported, extended talk on a range
general and curricular topics
7.L6 deduce meaning from context in supported extended talk on a range of general and
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 curricular topics
7.L7 recognise the opinion of the speaker(s) in supported extended talk on a range of
general and curricular topics
7.S5 keep interaction going in longer exchanges on a range of general and curricular topics
7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics
7.R1 understand the main points in a growing range of short, simple texts on general and
curricular topics
7.R2 understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics
7.R5 deduce meaning from context on a limited range of familiar general and curricular
topics, including some extended texts
7.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics
7.W1 plan, write, edit and proofread work at text level with some support on a growing
range of general and curricular topics
7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors
on a growing range of familiar general topics
7.W8 spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
7.W9 punctuate written work at text level on a limited range of general topics and some
curricular topics with some accuracy
7.UE3 use common participles as adjectives and order adjectives correctly in front of nouns
on a growing range of familiar general and curricular topics
7.UE9 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
7.UE10 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
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 7.UE14 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

Grade 8

Units Topics Learning objectives

Term 1
8.1A Our World 8.C2 use speaking and listening skills to provide sensitive feedback to peers
8.C3 respect differing points of view
8.C4 evaluate and respond constructively to feedback from others
8.C5 use feedback to set personal learning objectives
8.C7 develop and sustain a consistent argument when speaking or writing
8.C8 develop intercultural awareness through reading and discussion
8.C9 use imagination to express thoughts, ideas, experiences and feelings
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
8.L1 understand with little or no support the main points in extended talk on a wide range of
general and curricular topics
8.L7 begin to recognise typical features at word, sentence and text level of a limited range of
spoken genres
8.S1 use formal and informal registers in their talk on a limited range of general and
curricular topics
8.S3 give an opinion at discourse level on a range of general and curricular topics
8.S4 respond with some flexibility at both sentence and discourse level to unexpected
comments on a range of general and curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing
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 classroom tasks
8.S6 link comments with some flexibility to what others say at sentence and discourse level in
pair, group and whole class exchanges
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of
general topics, and some curricular topics
8.R1 understand the main points in texts on a limited range of unfamiliar general and
curricular topics, including some extended texts
8.R2 understand specific information and detail in texts on a growing range of familiar
general and curricular topics, including some extended texts
8.R4 read a growing range of extended fiction and non-fiction texts on familiar and some
unfamiliar general and curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
and curricular topics, including some extended texts
8.R8 use familiar and some unfamiliar paper and digital reference resources to check
meaning and extend understanding
8.W1 plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
8.W2 write with minimal support about real and imaginary past events, activities and
experiences on a growing range of familiar general topics and some curricular topics
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.W4 use with some support style and register appropriate to a limited variety of written
genres on general and curricular topics
8.W7 use with minimal support appropriate layout at text level for a growing range of
written genres on familiar general and curricular topics
8.W8 spell most high-frequency vocabulary accurately for a growing range of familiar
general and curricular topics
8.UE9 use appropriately a variety of active and passive simple present and past forms and
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 past perfect simple forms in narrative and reported speech on a range of familiar general and
curricular topics
8.UE15 use infinitive forms after a limited number of verbs and adjectives use gerund forms
after a limited variety of verbs and prepositions use some prepositional verbs and begin to
use common phrasal verbs on a growing range of familiar general and curricular topics
8.1B Daily life and 8.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Shopping groups
8.C3 respect differing points of view
8.C4 evaluate and respond constructively to feedback from others
8.C5 use feedback to set personal learning objectives
8.C8 develop intercultural awareness through reading and discussion
8.L1 understand with little or no support the main points in extended talk on a wide range of
general and curricular topics
8.L2 understand with little or no support most specific information in extended talk on a wide
range of general and curricular topics
8.S8 recount some extended stories and events on a growing range of general and curricular
topics
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing
classroom tasks
8.S6 link comments with some flexibility to what others say at sentence and discourse level in
pair, group and whole class exchanges
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of
general topics, and some curricular topics
8.R2 understand specific information and detail in texts on a growing range of familiar
general and curricular topics, including some extended texts
8.R4 read a growing range of extended fiction and non-fiction texts on familiar and some
unfamiliar general and curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
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 and curricular topics, including some extended text
8.W1 plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
8.W2 write with minimal support about real and imaginary past events, activities and
experiences on a growing range of familiar general topics and some curricular topics
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.W6 link, independently, sentences into coherent paragraphs using a variety of basic
connectors on a range of familiar general topics and some curricular topics
8.W9 punctuate written work at text level on a growing range of familiar general and
curricular topics with growing accuracy
8.UE10 use present continuous forms for present and future meaning and past continuous,
including some passive forms, on a range of familiar general and curricular topics
8.UE15 use infinitive forms after a limited number of verbs and adjectives use gerund forms
after a limited variety of verbs and prepositions
use some prepositional verbs and begin to use common phrasal verbs on a growing range of
familiar general and curricular topics
8.UE16 use a growing variety of conjunctions including since, as to explain reasons and the
structures so ... that, such a ... that in giving explanations on a range of familiar general and
curricular topics
Term 2
8.2A Entertainment 8.C1 use speaking and listening skills to solve problems creatively and cooperatively in
and Media groups
8.C3 respect differing points of view
8.C4 evaluate and respond constructively to feedback from others
8.C8 develop intercultural awareness through reading and discussion
8.C9 use imagination to express thoughts, ideas, experiences and feelings
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
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 the world
8.L1understand with little or no support the main points in extended talk on a wide range of
general and curricular topics
8.L2 understand with little or no support most specific information in extended talk on a wide
range of general and curricular topics
8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a
wide range of general and curricular topics
8.L6 deduce meaning from context with little or no support in extended talk on a wide range
of general and curricular topics
8.S1 use formal and informal registers in their talk on a limited range of general and
curricular topics
8.S3 give an opinion at discourse level on a range of general and curricular topics
8.S6 link comments with some flexibility to what others say at sentence and discourse level in
pair, group and whole class exchanges
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of
general topics, and some curricular topics
8.R1understand the main points in texts on a limited range of unfamiliar general and
curricular topics, including some extended texts
8.R2 understand specific information and detail in texts on a growing range of familiar
general and curricular topics, including some extended texts
8.R5 deduce meaning from context in short texts and some extended texts on a growing range
of familiar general and curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
and curricular topics, including some extended texts
8.R8 use familiar and some unfamiliar paper and digital reference resources to check
meaning and extend understanding
8.W1 plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
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 8.W2 write with minimal support about real and imaginary past events, activities and
experiences on a growing range of familiar general topics and some curricular topics
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.W4 use with some support style and register appropriate to a limited variety of written
genres on general and curricular topics
8.W5 develop with support coherent arguments supported when necessary by examples and
reasons for a growing range of written genres in familiar general and curricular topics
8.W6 link, independently, sentences into coherent paragraphs using a variety of basic
connectors on a range of familiar general topics and some curricular topics
8.W7 use with minimal support appropriate layout at text level for a growing range of
written genres on familiar general and curricular topics
8.W8 spell most high-frequency vocabulary accurately for a growing range of familiar
general and curricular topics
8.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and
curricular topics
8.UE5 use questions which include a variety of different tense and modal forms on a range of
familiar general and curricular topics
8.UE3 use a growing variety of compound adjectives and adjectives as participles and some
comparative structures including not as…as, much …than to indicate degree on a range of
familiar general and curricular topics
8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past
on a range of familiar general and curricular topics
8.UE 13 use a growing variety of modal forms for different functions: obligation, necessity,
possibility, permission, requests, suggestions, prohibition on a range of familiar general and
curricular topics
8.UE14 use prepositions before nouns and adjectives; use prepositions as, like to indicate
manner; use dependent prepositions following adjectives on a range of familiar general and
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 curricular topics
8.UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms
after a limited variety of verbs and prepositions ; use some prepositional verbs and begin to
use common phrasal verbs on a growing range of familiar general and curricular topics
8.2B Sport, Health 8.C1 use speaking and listening skills to solve problems creatively and cooperatively in
and Exercise groups
8.C3 respect differing points of view
8.C7 develop and sustain a consistent argument when speaking or writing
8.L1 understand with little or no support the main points in extended talk on a wide range of
general and curricular topics
8.L2 understand with little or no support most specific information in extended talk on a wide
range of general and curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing
classroom tasks
8.S6 link comments with some flexibility to what others say at sentence and discourse level in
pair, group and whole class exchanges
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of
general topics, and some curricular topics
8.R2 understand specific information and detail in texts on a growing range of familiar
general and curricular topics, including some extended texts
8.R3 understand the detail of an argument on a growing range of familiar general and
curricular topics, including some extended texts
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
and curricular topics, including some extended texts
8.W1 plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
8.W2 write with minimal support about real and imaginary past events, activities and
experiences on a growing range of familiar general topics and some curricular topics
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 8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.W5 develop with support coherent arguments supported when necessary by examples and
reasons for a growing range of written genres in familiar general and curricular topics
8.W6 link, independently, sentences into coherent paragraphs using a variety of basic
connectors on a range of familiar general topics and some curricular topics
8.UE8 use a growing variety of future forms including present continuous and present simple
with future meaning on a range of familiar general and curricular topics
8.UE10 use present continuous forms for present and future meaning and past continuous,
including some passive forms, on a range of familiar general and curricular topics
8.UE12 use comparative degree adverb structures not as quickly as / far less quickly with
regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-
position adverbs on a range of familiar general and curricular topics
8.UE13 use a growing variety of modal forms for different functions: obligation, necessity,
possibility, permission, requests, suggestions, prohibition on a range of familiar general and
curricular topics
8.UE12 use comparative degree adverb structures not as quickly as / far less quickly with
regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-
position adverbs on a range of familiar general and curricular topics
8.UE15 use infinitive forms after a limited number of verbs and adjectives use gerund forms
after a limited variety of verbs and prepositions
use some prepositional verbs and begin to use common phrasal verbs on a growing range of
familiar general and curricular topics
8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present
reference] use a growing variety of relative clauses including why clauses on a range of
familiar general and curricular topics
Term 3
8.3A Reading for 8.C3 respect differing points of view
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 pleasure 8.C9 develop intercultural awareness through reading and discussion
8.L1 understand with little or no support the main points in extended talk on a wide range of
general and curricular topics
8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a
wide range of general and curricular topics
8.S2 ask more complex questions to get information about a range of general topics and
some curricular topics
8.S3 give an opinion at discourse level on a range of general and curricular topics
8.S9 recount some extended stories and events on a growing range of general and curricular
topics
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
and curricular topics, including some extended texts
8.R7 recognise typical features at word, sentence and text level in a range of written genres
8.UE9 use appropriately a variety of active and passive simple present and past forms and
past perfect simple forms in narrative and reported speech on a range of familiar general and
curricular topics
8.3B The Natural 8.L1 understand with little or no support the main points in extended talk on a wide range of
World general and curricular topics
8.L2 understand with little or no support most specific information in extended talk on a wide
range of general and curricular topics
8.L6 deduce meaning from context with little or no support in extended talk on a wide range
of general and curricular topics
8.L7 begin to recognise typical features at word, sentence and text level of a limited range of
spoken genres
8.L8 understand extended narratives on a range of general and curricular topics
8.S2 ask more complex questions to get information about a range of general topics and
some curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing
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 classroom tasks
8.S8 recount some extended stories and events on a growing range of general and curricular
topics
8.R2 understand specific information and detail in texts on a growing range of familiar
general and curricular topics, including some extended texts
8.R5 deduce meaning from context in short texts and some extended texts on a growing range
of familiar general and curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
and curricular topics, including some extended texts
8.R7 recognise typical features at word, sentence and text level in a range of written genres
8.R8 use familiar and some unfamiliar paper and digital reference resources to check
meaning and extend understanding
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.W5 develop with support coherent arguments supported when necessary by examples and
reasons for a growing range of written genres in familiar general and curricular topics
8.W6 link, independently, sentences into coherent paragraphs using a variety of basic
connectors on a range of familiar general topics and some curricular topics
8.W7 use with minimal support appropriate layout at text level for a growing range of
written genres on familiar general and curricular topics
8.W8 spell most high-frequency vocabulary accurately for a growing range of familiar
general and curricular topics
8.W9 punctuate written work at text level on a growing range of familiar general and
curricular topics with growing accuracy
8.UE3 use a growing variety of compound adjectives and adjectives as participles and some
comparative structures including not as…as, much …than to indicate degree on a range of
familiar general and curricular topics
8.UE4 use an increased variety of determiners including all, half, both [of] in pre-determiner
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 function on a range of familiar general and curricular topics
8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past
on a range of familiar general and curricular topics
8.3C Travel and 8.C2 use speaking and listening skills to provide sensitive feedback to peers
Transport 8.C7 develop and sustain a consistent argument when speaking or writing
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
8.L8 understand extended narratives on a range of general and curricular topics
8.S1 use formal and informal registers in their talk on a limited range of general and
curricular topics
8.S3 give an opinion at discourse level on a range of general and curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of
general topics, and some curricular topics
8.R4 read and understand a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.R8 use familiar and some unfamiliar paper and digital reference resources to check
meaning and extend understanding
8.W1 plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
8.W2 write with minimal support about real and imaginary past events, activities and
experiences on a growing range of familiar general topics and some curricular topics
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.W4 use with some support style and register appropriate to a limited variety of written
genres on general and curricular topics
8.W9 punctuate written work at text level on a growing range of familiar general and
curricular topics with growing accuracy
8.W6 link, independently, sentences into coherent paragraphs using a variety of basic
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 connectors on a range of familiar general topics and some curricular topics
8.W8 spell most high-frequency vocabulary accurately for a growing range of familiar
general and curricular topics
8.UE5 use questions which include a variety of different tense and modal forms on a range of
familiar general and curricular topics
8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past
on a range of familiar general and curricular topics
8.UE9 use appropriately a variety of active and passive simple present and past forms
and past perfect simple forms in narrative and reported speech on a range of familiar general
and curricular topics
8.UE13 use a growing variety of modal forms for different functions: obligation, necessity,
possibility, permission, requests, suggestions, prohibition on a range of familiar general and
curricular topics
8.UE14 use prepositions before nouns and adjectives; use prepositions as, like to indicate
manner; use dependent prepositions following adjectives on a range of familiar general and
curricular
Term 4
8.4A Food and 8.C2 use speaking and listening skills to provide sensitive feedback to peers
Drink 8.C8 develop intercultural awareness through reading and discussion
8.C9 use imagination to express thoughts, ideas, experiences and feelings
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
8.L1 understand with little or no support the main points in extended talk on a wide range of
general and curricular topics
8.L2 understand with little or no support most specific information in extended talk on a wide
range of general and curricular topics
8.L3 understand with little or no support most of the detail of an argument in extended talk on
a wide range of general and curricular topics
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 8.L4 understand with little or no support most of the implied meaning in extended talk on a
wide range of general and curricular topics
8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a
wide range of general and curricular topics
8.L6 deduce meaning from context with little or no support in extended talk on a wide range
of general and curricular topics
8.S2 ask more complex questions to get information about a range of general topics and
some curricular topics
8.S3 give an opinion at discourse level on a range of general and curricular topics
8.S4 respond with some flexibility at both sentence and discourse level to unexpected
comments on a range of general and curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing
classroom tasks
8.S6 link comments with some flexibility to what others say at sentence and discourse level in
pair, group and whole class exchanges
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of
general topics, and some curricular topics
8.S8 recount some extended stories and events on a growing range of general and curricular
topics
8.R3 understand the detail of an argument on a growing range of familiar general and
curricular topics, including some extended texts
8.R4 read and understand a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
and curricular topics, including some extended texts
8.W1plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
8.W2write with minimal support about real and imaginary past events, activities and
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 experiences on a growing range of familiar general topics and some curricular topics
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.W4 use with some support style and register appropriate to a limited variety of written
genres on general and curricular topics
8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including
several, plenty, a large/small number/amount on a range of familiar general and curricular
topics
8.UE3 use a growing variety of compound adjectives and adjectives as participles and some
comparative structures including not as…as, much …than to indicate degree on a range of
familiar general and curricular topics
8.UE4 use an increased variety of determiners including all, half, both [of] in pre-determiner
function on a range of familiar general and curricular topics
8.UE5 use questions which include a variety of different tense and modal forms on a range of
familiar general and curricular topics
8.UE8 use a growing variety of future forms including present continuous and present simple
with future meaning on a range of familiar general and curricular topics
8.UE9 use appropriately a variety of active and passive simple present and past forms
and past perfect simple forms in narrative and reported speech on a range of familiar general
and curricular topics
8.UE10 use present continuous forms for present and future meaning and past continuous,
including some passive forms, on a range of familiar general and curricular topics
8.UE13 use a growing variety of modal forms for different functions: obligation, necessity,
possibility, permission, requests, suggestions, prohibition on a range of familiar general and
curricular topics
8.UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms
after a limited variety of verbs and prepositions; use some prepositional verbs and begin to
use common phrasal verbs on a growing range of familiar general and curricular topics
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 8.4B The World of 8.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Work groups
8.C3 respect differing points of view
8.C6 organise and present information clearly to others
8.C9 use imagination to express thoughts, ideas, experiences and feelings
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
8.L1 understand with little or no support the main points in extended talk on a wide range of
general and curricular topics
8.L2 understand with little or no support most specific information in extended talk on a wide
range of general and curricular topics
8.L7 begin to recognise typical features at word, sentence and text level of a limited range of
spoken genres
8.L8 understand extended narratives on a range of general and curricular topics
8.S2 ask more complex questions to get information about a range of general topics and
some curricular topics
8.S3 give an opinion at discourse level on a range of general and curricular topics
8.S4 respond with some flexibility at both sentence and discourse level to unexpected
comments on a range of general and curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing
classroom tasks
8.S6 link comments with some flexibility to what others say at sentence and discourse level in
pair, group and whole class exchanges
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of
general topics, and some curricular topics
8.S8 recount some extended stories and events on a growing range of general and curricular
topics
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general
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 and curricular topics, including some extended texts
8.R9 begin to recognise inconsistencies in argument in short texts on a limited range of
general and curricular subjects
8.W1 plan, write, edit and proofread work at text level with some support on a range of
general and curricular topics
8.W2 write with minimal support about real and imaginary past events, activities and
experiences on a growing range of familiar general topics and some curricular topics
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.UE5 use questions which include a variety of different tense and modal forms on a range of
familiar general and curricular topics
8.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything
and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar
general and curricular topics
8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past
on a range of familiar general and curricular topics
8.UE8 use a growing variety of future forms including present continuous and present simple
with future meaning on a range of familiar general and curricular topics
8.UE10 use present continuous forms for present and future meaning and past continuous,
including some passive forms, on a range of familiar general and curricular topics
8.UE11 use some reported speech forms for statements, questions and commands: say, ask,
tell including reported requests on a range of
8.UE13 use a growing variety of modal forms for different functions: obligation, necessity,
possibility, permission, requests, suggestions, prohibition on a range of familiar general and
curricular topics
8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present
reference]; use a growing variety of relative clauses including why clauses on a range of
familiar general and curricular topics
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 Grade 9
Units Topics Learning objectives
Term 1
9.1A Hobbies and 9.C2 use speaking and listening skills to provide sensitive feedback to peers
Qualities 9.C4 evaluate and respond constructively to feedback from others
9.C5 use feedback to set personal learning objectives
9.C7 develop and sustain a consistent argument when speaking or writing
9.C8 develop intercultural awareness through reading and discussion
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
9.L1 understand the main points in unsupported extended talk on a wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics
9.L2 understand specific information in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics
9.S1 use formal and informal language registers in their talk on a range of general and
curricular topics
9.S3 explain and justify their own and others’ point of view on a range of general and
curricular topics
9.S6 link comments with flexibility to what others say at sentence and discourse level in pair,
group and whole class exchanges
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range
of general and curricular topics
9.R1 understand the main points in extended texts on a range of unfamiliar general and
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 curricular topics
9.R2 understand specific information and detail in extended texts on a growing range of
familiar general and curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics
9.W1 plan, write, edit and proofread work at text level independently on a range of general
and curricular topics
9.W2 write independently about factual and imaginary past and future events, activities and
experiences on a wide range of familiar general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a wide range of familiar
general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics on a wide range of familiar general and curricular topics
9.UE5 use a wide variety of question types on a wide range of familiar general and curricular
topics
9.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms
including time adverbials … so far, lately, all my life , on a wide range of familiar general
and curricular topics
9.UE8 use a variety of future active and passive and future continuous forms on a wide range
of familiar general and curricular topics
9.UE9 use appropriately a wide variety of active and passive simple present and past forms
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 and past perfect simple forms in narrative and reported speech on a wide range of familiar
general and curricular topics
9.UE10 use present continuous and past continuous active and passive forms on a wide range
of general and familiar curricular topics
9.UE11 use a variety of reported statements and question forms on a wide range of familiar
general and curricular topics
9.UE12 use a variety of comparative degree adverb structures with regular and irregular
adverbs use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide
range of familiar general and curricular topics
9.UE15 use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verbs
on a wide range of familiar general and curricular topics
9.UE16 use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
9.1B Exercise and 9.C2 use speaking and listening skills to provide sensitive feedback to peers
Sport 9.C3 respect differing points of view
9.C4 evaluate and respond constructively to feedback from others
9.C5 use feedback to set personal learning objectives
9.C6 organise and present information clearly to others
9.C7 develop and sustain a consistent argument when speaking or writing
9.L7 recognise typical features at word, sentence and text level of a range of spoken genres
9.S2 ask complex questions to get information about a wide range of general and curricular
topics
9.S3 explain and justify their own and others’ point of view on a range of general and
curricular topics

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 9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range
of general and curricular topics
9.S6 link comments with growing flexibility to what others say at sentence and discourse
level in pair, group and whole class exchanges
9.S8 recount extended stories and events on a wide range of general and curricular topics
9.R2 understand specific information and detail in extended texts on a growing range of
familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics
9.R9 recognise inconsistencies in argument in extended texts on a range of general and
curricular topics
9.W1 plan, write, edit and proofread work at text level independently on a range of general
and curricular topics
9.W2 write independently about factual and imaginary past and future events, activities and
experiences on a wide range of familiar general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general and curricular topics
9.W4 use style and register to achieve appropriate degree of formality in a growing variety of
written genres on a range of general and curricular topics
9.W5 develop with support coherent arguments supported when necessary by examples and
reasons for a wide range of written genres in familiar general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics
9.UE5 use a wide variety of question types on a wide range of familiar general and curricular
topics
9.UE9 use appropriately a wide variety of active and passive simple present and past forms
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 and past perfect simple forms in narrative and reported speech on a wide range of familiar
general and curricular topics
9.UE11 use a variety of reported statements and question forms on a wide range of familiar
general and curricular topics
9.UE12 use a variety of comparative degree adverb structures with regular and irregular
adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics
9.UE13 use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
9.UE14 use a variety of prepositional phrases before nouns and adjectives
use a number of dependent prepositions following nouns and adjectives and a variety of
prepositions following verbs on a wide range of familiar general and curricular topics
9.UE16 use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
9.UE17 use if / if only in third conditional structures use a variety of relative clauses
including with which [whole previous clause reference]
Term 2
9.2A Earth and our 9.C3 respect differing points of view
place in it 9.C6 organise and present information clearly to others
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
9.L3 understand the detail of an argument in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics

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 9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L7 recognise typical features at word, sentence and text level of a range of spoken genres
9.L8recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects
9.S2 ask complex questions to get information about a wide range of general and curricular
topics
9.S6 link comments with flexibility to what others say at sentence and discourse level in pair,
group and whole class exchanges
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general
and curricular topics
9.S8 recount extended stories and events on a wide range of general and curricular topics
9.R3 understand the detail of an argument- both explicitly stated and implied - in extended
texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of familiar general and
curricular topics,and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics
9.R7 recognise typical features at word, sentence and text level in a wide range of written
genres, including some which focus on unfamiliar topics
9.R9 recognise inconsistencies in argument in extended texts on a range of general and
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 curricular topics
9.W1 plan, write, edit and proofread work at text level independently on a range of general
and curricular topics
9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general and curricular topics
9.W5 develop with support coherent arguments supported when necessary by examples and
reasons for a wide range of written genres in familiar general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a wide range of familiar
general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics
9.UE1 use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics
9.UE3 use a variety of compound adjectives, adjectives as participles, comparative structures
indicating degree, and intensifying
adjectives on a wide range of familiar general and curricular topics
9.UE4 use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics on a wide range of familiar general and curricular topics
9.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms
including time adverbials … so far, lately, all my life , on a wide range of familiar general
and curricular topics
9.UE8 use a variety of future active and passive and future continuous forms on a wide range
of familiar general and curricular topics
9.UE13 use a growing variety of past modal forms including must have, can’t have, might
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 have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
9.2B Charities and 9.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Conflict groups
9.C2 use speaking and listening skills to provide sensitive feedback to peers
9.C3 respect differing points of view
9.C4 evaluate and respond constructively to feedback from others
9.C5 use feedback to set personal learning objectives
9.C6 organise and present information clearly to others
9.C8 develop intercultural awareness through reading and discussion
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
9.L1 understand the main points in unsupported extended talk on a wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics
9.L2 understand specific information in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L3 understand the detail of an argument in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L7 recognise typical features at word, sentence and text level of a range of spoken genres
9.S1 use formal and informal language registers in their talk on a range of general and
curricular topics
9.S2 ask complex questions to get information about a wide range of general and curricular
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 topics
9.S3 explain and justify their own and others’ point of view on a range of general and
curricular topics
9.S5 interact with peers to make hypotheses about a wide range of general and curricular
topics
9.S6 link comments with flexibility to what others say at sentence and discourse level in pair,
group and whole class exchanges
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general
and curricular topics
9.R1 understand main points in extended texts on a range of unfamiliar general and
curricular topics unfamiliar topics
9.R2 understand specific information and detail in extended texts on a growing range of
familiar general and curricular topics, and some unfamiliar topics
9.R3 understand the detail of an argument- both explicitly stated and implied - in extended
texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics
9.R7 recognise typical features at word, sentence and text level in a wide range of written
genres, including some which focus on unfamiliar topics
9.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding
9.W1 plan, write, edit and proofread work at text level independently on a range of general
and curricular topics
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 9.W3 write with grammatical accuracy on a range of familiar general and curricular topics
9.W4 use style and register to achieve appropriate degree of formality in a growing variety of
written genres on a range of general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a wide range of familiar
general and curricular topics
9.W7 use independently appropriate layout at text level on a range of general and curricular
topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics
9.W9 punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy
9.UE1 use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics
9.UE5 use a wide variety of question types on a wide range of familiar general and curricular
topics
9.UE6 use a wide variety of relative, demonstrative, indefinite, quantitative]of pronouns and
reflexive pronoun structures on a wide range of familiar general and curricular topics
9.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms
including time adverbials … so far, lately, all my life , on a wide range of familiar general
and curricular topics
9.UE9 use appropriately a wide variety of active and passive simple present and past forms
and past perfect simple forms in narrative and reported speech on a wide range of familiar
general and curricular topics
9.UE10 use present continuous forms and past continuous, including a growing variety of
passive forms, on a range of familiar general and curricular topics
9.UE17 use if / if only in third conditional structures use a variety of relative clauses
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 including with which [whole previous clause reference]
Term 3
9.3A Reading for 9.C3 respect differing points of view
Pleasure 9.C4 evaluate and respond constructively to feedback from others
9.C6 organise and present information clearly to others
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L7 recognise typical features at word, sentence and text level of a range of spoken genres
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range
of general and curricular topics
9.S8 recount extended stories and events on a wide range of general and curricular topics
9.R1 understand main points in extended texts on a range of unfamiliar general and
curricular topics
9.R2 understand specific information and detail in extended texts on a growing range of
familiar general and curricular topics, and some unfamiliar topics
9.R3 understand the detail of an argument- both explicitly stated and implied - in extended
texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
9.R7 recognise typical features at word, sentence and text level in a wide range of written
genres
9.R8 use a range of familiar and unfamiliar paper and digital reference resources to check
meaning and extend understanding
9.W4 use style and register to achieve appropriate degree of formality in a growing variety of
written genres on a range of general and curricular topics
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 9.W7 use independently appropriate layout at text level on a range of general and curricular
topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics
9.W9 punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy
9.UE5 use a wide variety of question types on a wide range of familiar general and curricular
topics
9.3B Traditions and 9.C3 respect differing points of view
Language 9.C8 develop intercultural awareness through reading and discussion
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
9.L1 understand the main points in unsupported extended talk on a wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics
9.L2 understand specific information in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.S1 use formal and informal language registers in their talk on a range of general and
curricular topics
9.S2 ask complex questions to get information about a wide range of general and curricular
topics
9.S3 explain and justify their own and others’ point of view on a range of general and

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 curricular topics
9.S6 link comments with flexibility to what others say at sentence and discourse level in pair,
group and whole class exchanges
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased
range of general and curricular topics
9.S8 recount extended stories and events on a wide range of general and curricular topics
9.R2 understand specific information and detail in extended texts on a growing range of
familiar general and curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of familiar general and
curricular topics,and some unfamiliar topics
9.R7 recognise typical features at word, sentence and text level in a wide range of written
genres, including some which focus on unfamiliar topics
9.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding
9.W2 write independently about factual and imaginary past and future events, activities and
experiences on a wide range of familiar general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a wide range of familiar
general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics
9.W9 punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy
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 9.UE2 use a variety of quantifiers for countable and uncountable nouns and a variety of noun
phrases on a wide range of familiar general and curricular topics
9.UE3 use a variety of compound adjectives, adjectives as participles, comparative structures
indicating degree, and intensifying adjectives on a wide range of familiar general and
curricular topics
9.UE6 use a wide variety of relative, demonstrative, indefinite, quantitative]of pronouns and
reflexive pronoun structures on a wide range of familiar general and curricular topics
9.UE9 use appropriately a wide variety of active and passive simple present and past forms
and past perfect simple forms in narrative and reported speech on a wide range of familiar
general and curricular topics
9.UE13 use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
9.3C Music and Film 9.C1 use speaking and listening skills to solve problems creatively and cooperatively in
groups
9.C6 organise and present information clearly to others
9.L1 understand the main points in unsupported extended talk on a wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L7 recognise typical features at word, sentence and text level of a range of spoken genres
9.L8 recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects
9.S2 ask complex questions to get information about a wide range of general and curricular
topics
9.S3 explain and justify their own and others’ point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range

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 of general and curricular topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics
9.R7 recognise typical features at word, sentence and text level in a wide range of written
genres, including some which focus on unfamiliar topics
9.W2 write independently about factual and imaginary past and future events, activities and
experiences on a wide range of familiar general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general and curricular topics
9.W4 use style and register to achieve appropriate degree of formality in a growing variety of
written genres on a range of general and curricular topics
9.W5 develop with support coherent arguments supported when necessary by examples and
reasons for a wide range of written genres in familiar general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a wide range of familiar
general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics
9.W9 punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy
9.UE1 use a variety of abstract compound nouns and complex noun phrases on a range of
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 familiar general and curricular topics, and some unfamiliar general and curricular topics
9.UE2 use a variety of quantifiers for countable and uncountable nouns and a variety of noun
phrases on a wide range of familiar general and curricular topics
9.UE3 use a variety of compound adjectives, adjectives as participles, comparative structures
indicating degree, and intensifying adjectives on a wide range of familiar general and
curricular topics
9.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms
including time adverbials … so far, lately, all my life , on a wide; use a variety of relative
clauses including with which [whole previous clause reference]
9.UE14 use a variety of prepositional phrases before nouns and adjectives; use a number of
dependent prepositions following nouns and adjectives and a variety of prepositions
following verbs on a wide range of familiar general and curricular topics
9.UE17 use if/if only in third conditional structures range of familiar general and curricular
topics
Term 4
9.4A Travel and 9.C4 evaluate and respond constructively to feedback from others
Tourism 9.C5 use feedback to set personal learning objectives
9.C7 develop and sustain a consistent argument when speaking or writing
9.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world
9.L3 understand the detail of an argument in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L7 recognise typical features at word, sentence and text level of a range of spoken genres
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 9.S2 ask complex questions to get information about a wide range of general and curricular
topics
9.S3 explain and justify their own and others’ point of view on a range of general and
curricular topics
9.S4 respond with flexibility at both sentence and discourse level to unexpected comments
on a range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general
and curricular topics
9.S8 recount extended stories and events on a wide range of general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
9.R7 recognise typical features at word, sentence and text level in a wide range of written
genres, including some which focus on unfamiliar topics
9.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding
9.W1 plan, write, edit and proofread work at text level independently on a range of general
and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general and curricular topics
9.UE17 use if / if only in third conditional structures
9.4B Science and 9.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Technology groups
9.C3 respect differing points of view
9.C7 develop and sustain a consistent argument when speaking or writing
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.L2 understand specific information in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L3 understand the detail of an argument in unsupported extended talk on a wide range of
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 general and curricular topics, including talk on a limited range of unfamiliar topics
9.L4 understand implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics
9.L8 recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects
9.S3 explain and justify their own and others’ point of view on a range of general and
curricular topics
9.S6 link comments with flexibility to what others say at sentence and discourse level in pair,
group and whole class exchanges
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range
of general and curricular topics
9.S8 recount extended stories and events on a wide range of general and curricular topics
9.R3 understand the detail of an argument- both explicitly stated and implied - in extended
texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
9.R7 recognise typical features at word, sentence and text level in a wide range of written
genres, including some which focus on unfamiliar topics
9.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding
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 9.W1 plan, write, edit and proofread work at text level with minimal teacher support on a
range of general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of familiar general
and curricular topics
9.UE1use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics
9.UE8 use a variety of future active and passive and future continuous forms range of
familiar general and curricular topics
9.UE13 use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics

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