Scope and sequence

All core language is recycled regularly throughout the course.

Words Grammar Phonics Skills Values

Core: Rosy, Tim, Billy, Miss Jones, one, two, three, four, five, six, Hello. Goodbye. How are you? Listening: identifying numbers (listening for specific information) Understanding that people belong to
seven, eight, nine, ten, Sunday, Monday, Tuesday, Wednesday, I’m fine, thank you. Speaking: What’s your name? (asking and answering questions about names); various groups and communities, such
Thursday, Friday, Saturday, red, yellow, pink, green, purple, How old are you? (asking and answering questions about age) as family and school
What’s your name?
Starter: Hello! p22 orange, blue
My name’s…
Extra: Hello, Goodbye, Hi, class, cousin, sorry, come on, sing,
rainbow, everyone, come, fun, too How old are you?
I’m…

School things What’s this? Initial sounds: Reading: a description (reading and understanding descriptions of objects; Helping in the classroom
Core: pen, rubber, pencil, ruler, book, bag, door, window It’s a pen. abcd recognizing specific words) (contributing to the life of the class)

1 Extra: look at, train, school things, open (v), close (v), pencil case, Aa: apple Listening: identifying objects (listening for specific information)
What’s this? p26 see, like (v), school bag, OK Bb: bird Speaking: What’s this? It’s… (asking and answering questions)
Cc: cat Writing: identifying and counting words in a sentence; Workbook – writing about my
school things (guided writing)
Dd: dog

Toys my / your Initial sounds: Reading: a poem: ‘My favourite… ’ (reading and understanding a poem) Be kind to people
Core: doll, ball, teddy, puzzle, car, kite, bike, train This is my bag. efgh Listening: identifying favourite things (matching people to their favourite things) (sharing and playing cooperatively)

2 Extra: toy, big, love (v), favourite, furry, fat, lovely, animal, Is this your teddy? Ee: egg Speaking: What’s your favourite… ? (asking and answering questions about favourite Helping each other at home
Playtime! p32 colour (n) Yes, it is. / No, it isn’t. Ff: fish things)
Gg: goat Writing: dividing sentences into words (identifying words within a sentence);
Workbook – writing about my favourite toys (guided writing)
Hh: hat

My body arm / arms Initial sounds: Reading: instructions for making a paper toy (reading and following instructions; Take care in the sun
Core: arms, nose, face, legs, ears, fingers, hands, eyes This is… ijkl reading a text and putting pictures in the correct order) (dress appropriately, put on sun cream

3
and drink water to stay safe)
This is my Extra: Let’s, put on, point to, now, that’s right, all, Oops!, mess, These are… Ii: ink Listening: identifying different animals (listening and ordering pictures)
p38 make, colour (v), then, body, cut (out), fold (v), paper, paw, stick (v), Speaking: describing an animal’s features
nose! tail, long
Jj: jam
Writing: identifying full sentences; Workbook – writing about my body (guided
Kk: kite
writing)
Ll: lion

Review 1 Revision of vocabulary and structures from Units 1–3

Jobs She’s / He’s a teacher. Initial sounds: Reading: an autobiography (reading and understanding a family description; People who help us
Core: teacher, pupil, housewife, fireman, pilot, doctor, Is she / he a teacher? mnop developing inferring and comprehension skills) (helping others in need)

4
policeman, farmer Yes, she is. / No, he isn’t. Mm: mum Listening: identifying people by their jobs (listening for specific information) Looking out for health and safety
He’s a hero! p44 Extra: hero, Grandma, Grandpa, meat, kind, meet, lane, again, Nn: nurse Speaking: Is he a doctor? (asking and answering questions about jobs) hazards at home
eat, write, brother, happy, family, uncle Writing: identifying capital letters and full stops; Workbook – writing about my family
Oo: orange
(guided writing)
Pp: pen

The park Where’s the ball? Initial sounds: Reading: a puzzle text (reading and understanding a text about a picture) Take care in the park
Core: seesaw, slide, net, swing, tree, pool, ice cream, frisbee It’s in / on / under the bag. qrstu Listening: identifying objects by location (numbering things in a picture) (understanding what improves and
harms your local, natural and built

5
Extra: good try, under, on, in, goal, where, park, nice, cool, play (v), Qq: queen Speaking: Where’s the kite? (asking and answering questions about where things are)
Where’s the boy, girl, football, help (v)
environments and about ways of
p50 Rr: rabbit Writing: identifying capital letters at the start of names; Workbook – writing about looking after them)
ball? Ss: sofa the park (guided writing)
Tt: teddy
Uu: umbrella

My family Possessive ’s Initial sounds: Reading: a caption story (reading a text that describes pictures; finding specific My family
Core: mum, dad, sister, brother, grandma, grandpa, aunt, This is Mum’s book. vwxyz information) (family and friends should care for
uncle, cousin Listening: distinguishing details (identifying pictures from their descriptions) each other)

6
Vv: van
Billy’s Extra: find, the others, know, family, lots of, love (n), look (out of), Speaking: Who’s this? (asking and answering questions about people)
p56 Ww: window
teddy! photo, throw, still, flying, into, at, they
Xx: box Writing: identifying question marks and sentences; Workbook – writing about my
family’s things (guided writing)
Yy: yo-yo
Zz: zebra

Review 2 Revision of vocabulary and structures from Units 1–6

2 Scope and sequence Scope and sequence 3

My clothes This is her / his T-shirt. The alphabet: Reading: a caption story (reading and understanding a story; reading for specific details) Warm clothes and cool

7
Core: dress, socks, T-shirt, trousers, shorts, shoes, coat, hat Are these his socks? Listening: identifying clothes (identifying pictures from their descriptions) clothes
Are these the alphabet letter
(taking care to stay healthy in
p62 Extra: basket, clothes, every, day, try on, team, his, her, what about Yes, they are. / No, they names and their Speaking: What colour are these trousers? (asking and answering questions about colours)
his trousers? aren’t. sequence
Writing: identifying ’s in sentences; matching full and abbreviated forms with the
different seasons)
Helping with jobs at home
contraction ’s; Workbook – writing about my favourite clothes (guided writing)

My house Is she in the kitchen? Digraphs: sh Reading: a description on a webpage (reading and understanding a description of a flat; My house
Core: kitchen, living room, dining room, bedroom, bathroom, Yes, she is. / No, she isn’t. shoes finding specific information in a text) (noticing safety hazards around

8 Where’s garden, upstairs, downstairs, house, flat Listening: listening to a description of a flat (numbering items in the correct order) the home)
Are they in the garden? sheep
p68 Family and friends caring for
Grandma? Extra: certificate, well done, good, work, show (v), surprise, follow, go,
through, table, chair, want, little, next door, balcony, TV
Yes, they are. / No, they fish Speaking: Where are the bedrooms? (asking and answering questions with Where’s ...)
each other
aren’t. Writing: identifying vowels within words; Workbook – writing about my home (guided
writing)

My lunch box I’ve got two sandwiches. Digraphs: ch Reading: information texts (reading and understanding descriptions of lunch boxes; Healthy food
Core: lunch box, sandwich, drinks, apple, banana, biscuit, tomato, I haven’t got my lunch chair matching lunch boxes with their descriptions) (understanding the basics of

9 pear, grapes box. Listening: identifying key words (ticking items that are heard) healthy eating)
teacher
Lunchtime! p74 Extra: lunchtime, choose, share, cheese, water, get, lunch, chirp, say, an apple Speaking: I’ve got a banana… (asking and answering questions about lunch boxes) Sharing with friends and family
chick
today, inside (an + a, e, i, o, u) Writing: completing sentences with a or an; Workbook – writing about my lunch box
(guided writing)

Review 3 Revision of vocabulary and structures from Units 1–9

My friends He’s / She’s / It’s got… Digraphs: th Reading: a descriptive letter (reading and understanding a letter; matching children with Good friends
Core: long, short, blond, brown, curly, straight He / She / It hasn’t got… three their descriptions) (bullying and excluding people

10
Listening: identifying different friends (numbering items in the correct order) is wrong)
A new Shapes bath
p80 Core: square, circle, triangle, rectangle teeth Speaking: She’s got blond hair. Who is it? (asking and answering questions about Identifying and respecting
friend! appearance) the similarities and differences
Extra: hair, over there, new, friend, side, the same, smooth, round, just, between people
count, dear, picture, great, best, tall, tell, from, jumper Writing: matching full and abbreviated forms with the contractions ’ve and’s; Workbook –
writing about my friend (guided writing)

The zoo I like monkeys. CVC words: a Reading: a poem: ‘What am I?’ (reading and understanding a poem; reading for specific Be kind to animals
Core: elephant, giraffe, monkey, big, tall, little, tiger, snake, parrot I don’t like elephants. cat information) (understanding that living

11 I like Listening: identifying preferences (listening for specific details) creatures should be respected
Extra: zoo, funny, hip hooray, growl, hiss, squawk, hear, listen, true, top, They’re big. man
p86 and treated with care)
monkeys! leaves, tongue, guess, wrong, on top of, head, neck, at all, there, food,
pretty, next, first
I’m little. fan Speaking: It’s got four legs. It’s black and orange. (describing animals)
Writing: identifying adjectives in sentences; Workbook – writing about animals I like
(guided writing)

Food Do you like carrots? CVC words: e Reading: information texts (reading and understanding a menu; finding specific details in Good for you!
Core: rice, meat, carrots, yogurt, fish, bread Yes, I do. / No, I don’t. bed a text) (taking care of what you eat to

12
Listening: identifying food preferences (listening for specific details) stay healthy)
Drinks What do you like? pen
Dinnertime! p92 Core: milk, juice, water I like yogurt. red Speaking: What do you like? (asking and answering questions about food likes and
dislikes)
Extra: finished, dinnertime, drink (v), late, school, café, dessert, hungry,
menu, because Writing: matching full and abbreviated forms of the negative contraction n’t; Workbook –
writing about food I like (guided writing)

Review 4 Revision of vocabulary and structures from Units 1–12

My bedroom There’s… CVC words: i Reading: a descriptive letter (reading and understanding a letter to a magazine; reading Neat and tidy
Core: rug, bed, cupboard, shelf, pillow, blanket There are… bin for specific details) (understanding ways of looking
after your home environment)

13
Numbers 11–20 fig Listening: distinguishing details (identifying different rooms from their descriptions)
Tidy up! p98 Core: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, tin Speaking: Where are the shoes? (asking and answering questions about where things are)
eighteen, nineteen, twenty Writing: question marks and full stops (differentiating between sentences and questions);
Extra: tidy up, tidy (adj), room, more, get in, put, star (adj), letter, Workbook – writing about my bedroom (guided writing)
magazine

Verbs He can / can’t fly. CVC words: o Reading: descriptions (reading and understanding a text about animals; reading for Keep fit
Core: run, fly, walk, talk, swim, climb, write, draw, sing Can he talk? dog specific details) (understanding that physical

14 Action Boy Listening: identifying animals (numbering items in the correct order) exercise is important to stay
Extra: can (v), clever, silly, do anything, alphabet, song, smile (v), Yes, he can. / No, he can’t. fox
p104 healthy)
can run! sitting, jump, very, fast, stripes, fruit, nuts, pet, live (v), beautiful log Speaking: It can run. It’s brown and big. (asking and answering questions about animals)
Writing: matching full and abbreviated forms of can’t; Workbook – writing about what I
can do (guided writing)

The beach Let’s + verb CVC words: u Reading: an information poster (reading and understanding a poster; reading for specific Take care on the beach

15
Core: sandcastle, beach, crab, the sea, boat, shell, sun, cream, bat, details) (taking care of the natural
Let’s play rug
environment and respecting
p110 ice lolly jug Listening: distinguishing details (identifying pictures from their descriptions)
ball! Extra: good idea, wait, together, another, wonderful, welcome, sandy, sum Speaking: Let’s play ball! (making and responding to suggestions)
the needs of others)
rock pool, clean, hotel, stall, alone, litter, enjoy, flavour, forget Working together as a team
Writing: identifying verbs; Workbook – writing about the beach (guided writing)

Review 5 Revision of vocabulary and structures from Units 1–15

4 Scope and sequence Scope and sequence 5

 Scope and sequence
All core language is recycled regularly throughout the course.

Words Grammar Phonics Skills Values

Revision: words to describe people, numbers 1–20, family, colours, I’ve got brown hair. This is Listening: identifying people from their descriptions (listening for specific information) Understanding and respecting
Starter: p22
toys, days of the week my cousin. He’s got green
eyes. Where’s Billy? Is he
Speaking: She’s got curly hair. His name’s James. How many… ? What colour… ? (describing differences between people
Extra: welcome back, learning, end (v), bump, down, week, white, black people’s appearance; introducing yourself and other people; talking about objects)
Welcome back! under the bed? There is…
There are…

School things This / That is… Review of the Reading: a description (reading a text describing pictures; reading for specific words) Keep your classroom tidy
Core: classroom, table, computer, peg, pencil case, board, poster, picture, These / Those are… alphabet and initial Listening: identifying people and objects from their description (numbering items in the (contributing to keeping the

1
sounds classroom tidy)
Our new drawers, cupboard correct order)
p26 Extra: whiteboard, Wow!, this, that, these, those, what, have a look, work (n), Speaking: How many… ? There are… (asking and answering questions about a picture) Understanding that it is
things game, touch, knee, feet, bright, wall, sit, with, swimming pool Writing: capitalization; Workbook – writing about my classroom (guided writing)
important to look after
possessions and the classroom

Feelings We’re / They’re happy. Review of digraphs: Reading: a poem: ‘My feelings’ (reading and understanding a poem; matching words with Let’s help each other
Core: hot, cold, hungry, thirsty, happy, sad, tired, angry, scared, brave Are they hot? ch sh th information in the poem) (finding ways to help people
They’re when they need it)

2
Extra: babies, twins, cry (v), go to sleep, snore, hug (v), yourself, stamp (v), Yes, they are. / No, they ch: chair teacher Listening: identifying feelings (numbering pictures of feelings in the correct order)
happy p32 feelings, feel, sometimes, always, behave, fear, gone, carry on, laugh (v), until, aren’t. sh: shoes fish Speaking: Is he sad? No, he isn’t. He’s… (asking and answering questions about how people Caring for other people
broken, poor, nearly, wake up feel)
now! th: thumb bath
Writing: long and short forms; Workbook – writing about my feelings (guided writing)

Outdoor activities She can / can’t ride a bike. Review of CVC Reading: information on a webpage (reading and understanding information on a Sports and safety
Core: ride a bike, ride a horse, skate, skateboard, play tennis, play football Can he play tennis? words: a e i o u webpage; choosing the correct information from the text) (practising sports safely)

3
Prepositions of place Yes, he can. / No, he can’t. a: cat van Listening: identifying outdoor toys (numbering objects in the correct order) Encouraging and helping
I can ride people to be brave
p38 Core: behind, in front of, next to, between e: peg bed Speaking: Where’s the skateboard? It’s in front of the table. (asking and answering questions
a bike! Extra: teach, stop, anywhere, hiding, by, perfect, aged, seat, wheel, children, Prepositions of place i: bin fig about where things are)
grass, sand, take, young, skateboard (n), skates (n), outdoor (adj) o: mop dog Writing: using a / an; Workbook – writing about what I can and can’t do (guided writing)
u: bus jug

Review 1 Revision of vocabulary and structures from Units 1–3

Food Have you got a milkshake? Consonant blends: Reading: a caption story (reading and understanding a caption story; finding specific Healthy food
Core: salad, fries, pizza, milkshake, cheese sandwich, chicken Yes, I have. / No, I haven’t. gr br fr information in a text) (understanding that some
Have foods are healthy and others are

4
Numbers 20–100 Has he got fries? gr: grass grapes Listening: identifying which food items are available in a shop
unhealthy)
you got a p44 Core: ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one Yes, he has. / No, he hasn’t. br: brush bread Speaking: Have you got apples? Yes, we have. (asking and answering questions about what
someone has got)
milkshake? hundred fr: frog frisbee
Writing: question marks and full stops; Workbook – writing about my lunch (guided
Extra: don’t worry, naughty, start (v + n), easy, if, try, number, high, done,
much, olive, sure, buy writing)

School subjects What have we got on Consonant blends: Reading: a description on a webpage (reading and understanding a webpage; finding Safety at school
Core: art, maths, English, science, PE, music Monday? dr tr cr specific details in a text) (noticing safety hazards in the
classroom)

5
School rooms We’ve got science. dr: drum dress Listening: identifying school rooms from their descriptions (numbering pictures in the
We’ve got correct order) Sharing with people at school
p50 Core: playground, sports field, art room, computer room When have we got PE? tr: truck tree
English! Extra: our, their, time, wear, paint, headphones, speak, study, read, primary, cr: crayon crab Speaking: What have we got in the art room? We’ve got… (asking and answering questions
about different rooms in a school)
lesson, break time, learn our / their
Writing: capital letters; Workbook – writing about my school subjects (guided writing)

After-school activities I visit my grandma every Consonant blends: Reading: information texts (reading and understanding a class poster; matching children Help your family
Core: help my mum, do my homework, visit my grandma, go swimming, Tuesday. fl pl bl with their after-school activities) (respecting the needs of others)
Let’s play
6
have a music lesson, watch TV, listen to music, play with friends, read a I go swimming every fl: flower flat Listening: identifying after-school activities (choosing which activities children take part
after p56 book, write an email Thursday. pl: plum plate in)
Extra: how about, well, after, a lot, on my own, cook (v), stories, CD, sport I don’t watch TV. Speaking: I read a book. I don’t ride a bike. (talking about which after-school activities you
school! bl: blanket blue
do)
Writing: verbs; Workbook – writing about what I do after school (guided writing)

Review 2 Revision of vocabulary and structures from Units 1–6

2 Scope and sequence Scope and sequence 3

Words Grammar Phonics Skills Values

Special days What do you like? Consonant blends: Reading: instructions on making a card (reading and following instructions; finding Be good at the party!

7
Core: chocolate, sweets, balloon, present, cake, card, neighbour, pastries, I like / don’t like balloons. cl gl sl specific information in a text) (playing co-operatively and
Let’s buy being aware of other people)
p62 nuts, tie What does he like? cl: cloud clock Listening: identifying suitable presents (matching people with the correct present)
presents! Extra: birthday, tomorrow, scared of, asleep, someone, or, take off, outside, He likes / doesn’t like gl: gloves glue Speaking: What does he like? He likes tennis. (asking questions about likes and dislikes)
sky, in half, think about, front, smile (n), everything, give chocolate. sl: slide slippers Writing: long and short forms; Workbook – writing about presents (guided writing)

Everyday activities What’s the time? Consonant blends: Reading: information texts (reading and understanding a text about someone’s daily Personal hygiene
Core: get up, have breakfast, go to school, go home, have dinner, go to bed It’s seven o’clock. sm sn st sk routine; finding specific details in a text) (understanding and

8 What’s the sm: smile small Listening: listening for times and activities (drawing the times when people do certain maintaining good personal
Times of the day He gets up at six o’clock.
p68 activities) hygiene)
time? Core: in the morning, in the afternoon, in the evening, at night sn: snow snake
Speaking: He has breakfast. (talking about what someone does at different times of day) Respecting the needs of other
Extra: brush my teeth, goodnight, time for, get dressed, cereal, go by bus, so, plane st: stairs star
people
sk: sky skates Writing: identifying Wh- questions; Workbook – writing about my day (guided writing)

Places Where does she work? Long vowels: Reading: a magazine interview (reading and understanding an interview about someone’s job) All jobs are important
Where
9
Core: hospital, school, airport, police station, fire station, shop, station, She works in a bank. a + magic e Listening: listening for details in an interview (choosing the correct information) (understanding that people in a
community have different roles)
does she p74 zoo, supermarket, bank Does she work in a shop? lake face Speaking: What are Peter’s favourite animals? (asking and answering questions about a job)
Extra: work (v), fantastic, place, thing, out and about, dark, shopping (n), at gate plane
work? the moment, cute, feed, vegetable, job
Yes, she does. / No, she
doesn’t.
Writing: using commas with and in lists; Workbook – writing about where my family works
(guided writing)

Review 3 Revision of vocabulary and structures from Units 1–9

Weather What’s the weather like? Long vowels: Reading: a weather report (reading and understanding a weather report; matching Let’s look after our world
Core: raining, windy, hot, cold, snowing, sunny It’s windy / raining / hot. i + magic e images with information in a text) (understanding what improves

10 It’s hot bike white Listening: identifying the weather at certain times from the weather report (choosing the and harms the environment)
Weather activities Put on / don’t put on your
p80 correct option) Dressing appropriately to stay
today! Core: fly a kite, make a snowman, wear coats, go outside coat. kite line
Speaking: It’s Monday. What’s the weather like? (talking about weather on different days) healthy outdoors
Extra: weather, like (prep), sun hat, catch, quick, key, wet, high up, all together, nine
news, warm, raincoat, sun, sunglasses, fly away, be careful, get wet, keep Writing: verbs and adjectives; Workbook – writing about the weather (guided writing)

Clothes Present continuous: Long vowels: Reading: a poem: ‘At the coach station’ (reading and understanding a poem; finding Let’s take care of our things
o + magic e specific information in a text) (understanding the importance
What Core: skirt, scarf, gloves, jeans, boots, shirt What are you wearing? /

11 What’s he wearing? nose bone Listening: identifying people by their clothing of looking after personal
Time
are you p86
Core: o’clock, quarter past, half past, quarter to I’m wearing a blue skirt. / rope home Speaking: What’s she wearing? She’s wearing a red shirt. Who is it? (describing what people
possessions)

wearing? Extra: people, platform, here comes…, slow, hurry up, coach, pass by,
He’s wearing red trousers. stone are wearing)
wave (v), get on, sit down, seaside, town Writing: writing the time; Workbook – writing about my clothes (guided writing)

Celebrations Present continuous: Long vowels: Reading: a descriptive email (reading and understanding a descriptive email; completing Let’s work together!
Core: wedding, guests, cake, bride, band, invitations What are you / they doing? u + magic e questions with information from a text) (working co-operatively with

12 You’re June tube Listening: listening for details to distinguish between photos (numbering pictures in the other people)
Getting ready I’m / We’re / They’re
p92 correct order)
sleeping! Core: make a cake, wash the car, brush my hair, take photos talking. flute cube
Speaking: What’s he doing? He’s dancing. (talking about what people are doing)
Extra: watch (v), video , dance (v), sleep, get ready, by my side, suit (n), excited, What’s he / she doing?
can’t wait, month, summer, party, clean (v), letters, think, send, soon He’s / She’s eating. Writing: present continuous verbs; Workbook – writing about a party (guided writing)

Review 4 Revision of vocabulary and structures from Units 1–12

Farm animals Comparatives: Long vowels: ee Reading: an information text (reading and understanding a leaflet about a school visit to a We’re all different!
farm; finding specific information in a text)
Look at Core: cow, goat, horse, sheep, donkey, goose This cow is bigger than tree cheese (respecting the similarities and

13 all the
animals!
p98
Adjectives
Core: loud, quiet, fast, slow
Extra: than, mummy, daddy, other, hen, cheep, cluck, honk, clop, clip, trot, farm,
that cow. green feet
three
Listening: listening for rules (matching pictures to rules)
Speaking: Don’t open the gate. (giving positive and negative rules)
Writing: using and to connect sentences; Workbook – writing about a farm visit (guided
differences between people)
Respecting animals and the
natural world
piece, trip (n), leave, bring, rule, run away, finally, bite, scare, sink (n), friendly writing)

Memories Past simple: Short and long Reading: a newspaper article (reading and understanding a school newspaper article; Let’s be kind and good
Core: kind, naughty, wet, dry, fridge, photo I / He / She was happy. vowels reading for specific details) (sharing, helping, and playing

14 Look at the
photos!
p104
Tidying up
Core: tidy, untidy, floor, rubbish
Extra: duck, each, play (n), year, wolf, hood, costume, scary, proud, act (v),
I / He / She wasn’t naughty.
You were kind.
They weren’t dry.
cub cube
tap tape
pip pipe
Listening: identifying people from their descriptions
Speaking: He was a lion (in the school play). (talking about what people were in a play that
took place in the past)
together)
Understanding the ways people
change and develop
hard work, brilliant, ready, tidy up Writing: and / or; Workbook – writing about me and my friends (guided writing)

People Past simple: ng / nk Reading: a fairytale (reading and understanding a fairytale; developing comprehension Let’s remember the values
Core: man, men, woman, women, child, children There were some teachers. ng: ring king swing skills) (being aware of good and

15 Well done! p110

Ordinal numbers
Core: first, second, third, fourth
Extra: prize-giving, prize, winner, some, any, race, heavy, lose, runner,
There weren’t any children.

Irregular plurals
nk: bank sink pink Listening: identifying actions and emotions (ordering the events in a story)
Speaking: What’s Suzy doing? She’s… Is she sad? No, she isn’t. She’s… (describing what
someone / something is doing; asking and answering questions about feelings)
helpful behaviour)
Congratulating people on their
achievements
fairground, round and round, field, move, real, hurrah!, fresh, miss (v), go back Writing: irregular plurals; Workbook – writing about a school open day (guided writing)

Review 5 Revision of vocabulary and structures from Units 1–15

4 Scope and sequence Scope and sequence 5

 Scope and sequence
All core language is recycled regularly throughout the course.

Words Grammar Phonics Skills Values

Revision: family words, adjectives, numbers 1–100 Present simple with be and got Reading: identifying people and objects from descriptions Greeting people politely
Core: months of the year I’m seven. We’ve got two cousins. Listening: identifying numbers Appreciating our family
Past simple with be Speaking: asking and answering about birthdays
Starter: p24 It was sunny. Writing: writing the answers to sums
My family The children were happy.
Comparatives
The red car is bigger than the blue car.

Countries Present simple Consonant Reading: a story: ‘The Selfish Giant’ (reading and understanding a story, reading for Values 1:
Core: Egypt, the UK, Russia, Spain, Thailand, Australia, Where are you from? blends: the main idea; understanding the sequence of events in a story) Values at home

1
the USA, Brazil I’m from Egypt. cr: crayon Listening: identifying details about age, birthday, country, and favourite season (Helpful and safe behaviour)
They’re from (understanding specific information to identify the correct picture)
p28 Seasons / Home Where is he from? dr: draw, drink Helping around the house
Australia! Core: spring, summer, autumn, winter, garden, season He’s from Brazil. sp: spoon Speaking: asking and answering about age, country, and favourite season
Being tidy in the home
sn: snake Writing: capitalizing proper nouns and sentence beginnings; Workbook – writing
Taking care of personal belongings
about myself
pl: play Being quiet and considerate near
other people
Hobbies like + verb + ing Magic e: Reading: a penfriends website (reading and understanding a webpage; reading for
specific details) Closing doors behind you
Core: read comics, skateboard, do gymnastics, play chess, fish, I like reading. a_e: face, space

2
play basketball, take photos, play volleyball, play the guitar, Listening: identifying details about different penfriends (matching people and their hobbies) Being safe at home
I don’t like fishing. i_e: kite, bike
My weekend p34 shop, cook, paint, play the piano, visit family
Does he like playing chess? o_e: rope, stone Speaking: choosing a penfriend (asking and answering questions about hobbies; Asking for permission (e.g. Can I
suggesting a suitable penfriend for your partner) watch television, please?)
Yes, he does. / No, he doesn’t. u_e: June, cube
Writing: full forms and short forms of be and have; Workbook – writing an email about
my hobbies

My things / phrasal verbs your / our / their Words with ar: Reading: a school project (reading and understanding school projects about
Core: computer, TV, DVD player, CD player, MP3 player, That’s their CD player. car, park, shark, collections; finding specific details about people in a text)

3
camera, turn on, turn off Can for permission / requests star, scarf Listening: identifying details about collections (matching people and the things they collect)
My things p40 Collections Can I use your computer? Speaking: talking about collections (asking and answering questions based on
information in the listening text)
Core: stickers, posters, comics, postcards, badges, shells Yes, you can. / No, you can’t.
Writing: punctuation marks: question marks, commas and full stops; Workbook –
Can you turn off the DVD player,
writing about a child’s collection
please?

Review 1 Revision of vocabulary and structures from Units 1–3 Extensive reading: The Swiss Family Robinson; Families around the world
Water sports Present continuous: affirmative all endings: Reading: a holiday brochure (reading about a dolphin encounter holiday; Values 2:
and negative understanding and using descriptive adjectives)
We’re having Core: swim, sail, dive, surf, kayak, windsurf, snorkel, waterski ball, mall, wall, tall, Values outside

4 fun at the
beach!
p46
Adjectives to describe places
Core: polluted, clean, dangerous, safe, beautiful, ugly
I’m swimming.
We’re sailing.
She isn’t snorkelling.
small Listening: identifying details about beach activities (listening and numbering pictures)
Speaking: talking about what you like doing on the beach (asking and answering
questions)
(Respecting nature)
Being safe near animals
Being kind to animals
They aren’t waterskiing. Writing: spelling rules for the gerund form; Workbook – writing a postcard about my trip
Putting litter in bins
Zoo animals Present continuous: questions or and aw Reading: a story: ‘The Lion and the Mouse’ (reading and understanding a story; Closing gates behind you (so animals
and short answers spellings: reading and matching specific actions / descriptions with story characters) can’t escape)
Core: penguin, zebra, monkey, kangaroo, camel, lizard,
Understanding that it is dangerous to

5
flamingo, crocodile Is the crocodile eating the or: fork, horse, corn Listening: identifying different frames of a cartoon strip (understanding descriptions
A naughty sandwich? using the present continuous) play on gates
p52 Adjectives to describe emotions and things aw: straw, paw,
monkey! Core: angry, scared, free, sorry, funny, kind Yes, it is. / No, it isn’t. yawn Speaking: describing different frames of a cartoon strip (asking and answering
Are they eating? questions)
Yes, they are. / No, they aren’t. Writing: using speech marks; Workbook – writing about animals

Daily routine Present simple: affirmative, oy and oi Reading: a website about cyber school (reading and understanding a webpage;
Core: have a shower, brush my teeth, get dressed, have negative, and questions spellings: reading for specific information)

6
breakfast, brush my hair, get up, catch the bus, walk to school I have breakfast at eight o’clock. oy: boy, toy, oyster Listening: identifying details about a student’s day (listening and numbering pictures)
Jim’s day p58 Time words He doesn’t get up early. oi: coin, oil, soil Speaking: describing daily routine (asking and answering questions)
Core: first, then, next, finally, every day, at the weekend Do they live in a big house? Writing: proper nouns; Workbook – writing information about me
Yes, they do. / No, they don’t.
What time does he start work?

Review 2 Revision of vocabulary and structures from Units 1–6 Extensive reading: White Fang; Flocke the polar bear

2 Scope and sequence Scope and sequence 3

Words Grammar Phonics Skills Values

Places in town Present simple and ow and ou Reading: a film review (reading and understanding a film review; reading for specific Values 3:
Core: café, library, museum, playground, shopping mall, adverbs of frequency spellings: information) Values in town

7
sports centre, swimming pool, cinema always, sometimes, never ow: cow, clown, Listening: identifying details about free time activities (listening for specific words)
Places flower
(Behaving in public)
p64 Performances I sometimes go to the library. Speaking: describing free time activities (asking and answering about what activities you Waiting your turn in a queue
to go! Core: play, theatre, concert, actor, film, singer Prepositions of time: on, ou: house, trousers, do, and how often you do them)
Holding the door open for
at, in mouse Writing: verbs, adjectives and prepositions; Workbook – writing an email to invite a friend someone
My birthday is in May. to the cinema
Not dropping litter in the
streets
Food Countable and ld and lt endings: Reading: a recipe (reading and understanding a recipe; reading for specific information)

8 I’d like a uncountable nouns Helping elderly people (e.g.

Core: pasta, bread, cereal, meat, melon, cucumber, onion, lemon, ld: child, shield, field Listening: identifying what people want at the market (listening for specific words)
p70 potato, butter, cheese, salt, pepper, peas a / an / some
by offering to help carry their
melon! I’d like / Would you like…?
lt: belt, quilt, adult Speaking: a role play: at the market shopping)
Writing: adjective order; Workbook – writing a recipe (making your favourite sandwich) Helping visitors to your town
(e.g. by telling them where
What’s Describing places Comparatives nd, nt, and mp
endings:
Reading: a website: ‘World Records’ (reading and understanding a webpage about word
records; reading for specific information)
places are)

9
Core: lake, mountain, waterfall, ocean, wide, big, deep, high, Russia is bigger than the UK.
the fastest building, country, bridge, river, old, long nd: sand, pond Listening: identifying geographical features (listening for specific words)
Behaving politely in public
p76 Superlatives
animal in The highest mountain in the nt: plant, tent Speaking: describing geographical features (using information in a table)
Asking for things politely (e.g.
I’d like an ice cream, please)
the world? world is Mount Everest. mp: lamp, camp Writing: placement of adverbs of frequency; Workbook – writing about things I do

Review 3 Revision of vocabulary and structures from Units 1–9 Extensive reading: Stone soup; National dishes
In the park must / mustn’t for rules Long vowel sound Reading: a story: ‘The Gingerbread Man’ (reading and understanding a classic children’s Values 4:

10
Core: path, grass, flowers, bin, trees, playground, fountain, litter and obligations /eɪ/: story; reading and understanding key information about the story) Valuing people
In the park! p82 Verbs You must turn off your
mobile phone.
rain, train Listening: identifying library rules (numbering pictures in order) (Thinking of others)
Core: shout, chase, catch, meet, cross, laugh Monday, tray Speaking: describing library rules Being kind to younger siblings
You mustn’t shout. case, race Writing: using and / or in sentences; Workbook – writing school rules Being considerate to other
people in the playground
Transport Past simple with be Long vowel sound Reading: a history poster: ‘The Vikings’ (reading and understanding a factual text about
/iː/: the Viking people; reading for specific information) Sharing your things
Core: ferry, bus, helicopter, motorbike, plane, taxi, train, tram There was / wasn’t / were /

11
Listening: identifying aspects of Viking life (understanding a conversation) Asking other children to join in
In the Prepositions weren’t … ice cream, dream
p88 Core: along, through, in the middle / at the top of, between, inside
lots of, some, any queen, green Speaking: describing aspects of Viking life (making statements about the past with there Understanding that it is
museum Time phrases: yesterday, jelly, happy was / were) dangerous to climb trees
last week / year / Monday, Writing: using paragraphs in writing; Workbook – writing about my town now / in the Understanding that it is unkind
(fifty years) ago, then past to laugh at other people’s
misfortunes
Adjectives to describe people Past simple with be and Long vowel sound Reading: a poem: ‘My Grandma’ (reading and understanding a poem about a member of Helping people who are injured
Core: old, young, handsome, pretty, short, tall, shy, friendly, have: affirmative and /aɪ/: the family; reading for specific information)

12
or disabled
A clever cheerful, miserable, relaxed, worried, mean, generous negative night, light Listening: distinguishing details about a grandad (listening for specific details)
p94 Obeying rules in public
baby! I wasn’t tall when I was five. sky, dry Speaking: making true / false statements about a grandfather places (e.g. keeping quiet, not
He had black hair when he smile, shine Writing: using and and but in sentences; Workbook – writing about my family damaging things)
was young.

Review 4 Revision of vocabulary and structures from Units 1–12 Extensive reading: Toad’s motor car; M-400 Skycar
Verbs Past simple with regular Long vowel sound Reading: an information poster: ‘Papyrus’ (reading and understanding a factual text about Values 5:
Core: start, finish, love, hate, want, use, laugh, live verbs: affirmative and /əʊ/: papyrus; reading and understand descriptions of things in a text) Values at school

13 The Ancient negative snow, elbow Listening: identifying details about someone’s day (understanding a sequence of events)
Adjectives to describe things (Learning together safely)
p100 They lived 5,000 years ago.
Egyptians Core: heavy, light, hard, soft, easy, difficult
They didn’t cook pizza.
coat, soap Speaking: describing details of someone’s day (asking and answering questions about
the events shown in pictures)
Being safe at school (not
nose, stone climbing on furniture, not
Writing: using topic headings in paragraphs; Workbook – writing about Ancient Egypt / now rocking on your chair)
Keeping the classroom tidy and
School things Past simple questions Long vowel sound Reading: an interview (reading and understanding a school magazine article about a
safe (picking up sharp objects
Did you Core: paint, paintbrush, calculator, lunch box, dictionary, PE kit, Did you have a good day? /uː/: camping trip; reading for specific information)
on the floor, mopping up split

14
backpack, apron moon, boot Listening: identifying the events of a camping trip (understanding a sequence of events)
have a Yes, I did. / No, I didn’t. water)
p106 Camping things Wh- questions: what / blue, glue Speaking: describing the events of a camping trip (asking and answering questions Keeping clean and safe by
good day at Core: tent, sleeping bag, frying pan, matches, rope, torch when / where tune, tube about past events: a boy’s week) wearing an apron for activities
school? What did you watch last Writing: using time words to show the sequence of events; Workbook – writing about my like art and cooking
night? A film. school day Using school equipment safely

Holiday things going to + verb Words with oo: Reading: a postcard (reading and understanding a holiday postcard; reading for
Core: suitcase, sun cream, towel, soap, shampoo, hairbrush, He’s going to play book, wool, wood, information about a person’s plans)

15
toothbrush, toothpaste Listening: identifying details about a boy’s school holidays (understanding a conversation
Our basketball tomorrow. hood, cook
p112 Time words Are you going to swim in about a boy’s holiday plans and listening for specific information)
holiday! Core: tomorrow, later, tonight, this afternoon, soon, next week the sea? Speaking: discussing plans (asking and answering about plans for next week)
Yes, I am. / No, I’m not. Writing: opening and closing remarks in an email, postcard or letter; Workbook – writing
an email to a friend about what I’m going to do this weekend

Review 5 Revision of vocabulary and structures from Units 1–15 Extensive reading: The first day of school; Sports day; The Prince and the Pauper
4 Scope and sequence Scope and sequence 5
 Scope and sequence
Words Grammar Phonics Skills Values
Revision: free-time activities, food words, alphabetical like + verb + ing Reading: introducing the use of dictionaries Appreciating similarities and
order differences between people
Starter: Core: telling the time
can for permission / requests
Countable and uncountable nouns
Listening: identifying times
Speaking: asking and answering questions about children’s activities; asking and Asking for permission
Back p24
a / an / some answering questions about what you would like to buy; asking and answering
together! be going to + verb
questions about the time
Writing: writing words into alphabetical order
Comparative and superlative adjectives

The restaurant Present simple and present continuous Long a and e sounds: Reading: a magazine article: ‘What do you like for breakfast?’ (reading and Values 1:
Core: waiter, waitress, uniform, menu, customer, bottle of They usually wear blue uniforms. a: train, tray, cake understanding a magazine article; matching specific information to the Values in town (Helpful and
The food
1
water, cup of coffee, glass of milk, bowl of soup, plate of appropriate text) respectful behaviour in a restaurant)
They’re wearing white today. e: tree, leaves, key
here is p28 salad
Time markers: present simple and continuous
Listening: identifying details about family meals Being polite to the people around you
Words in context: breakfast time Speaking: asking and answering questions about eating habits
great! beans, olive oil, toast, noodles, coconut, chilli, corn,
always / usually / sometimes / rarely / never
Writing: recognizing syllables in words; Workbook – writing about my
Not playing with toys while you are
eating
now / right now / today / at the moment
pancake eating habits Helping restaurant staff and treating
them with respect
The concert Past simple: have and be Long i, o and u Reading: a poem: ‘Festival day’ (reading and understanding a poem; matching
sounds: questions and answers) Having good table manners
Core: concert, drums, instruments, violin, audience, We had a concert at our house.
recorder, cheer, stage, programme, trumpet i: light, cry, bike Listening: identifying different musical activities Not creating hazards while people are

2
All our friends were there.
We had a Words in context: ‘Festival day’ o: boat, blow, bone Speaking: asking and answering questions about musical preferences and abilities
carrying food and drink
p34 Past simple: regular verbs
concert cymbals, sparkle, tap your feet, ground, rhythm, thunder, The audience clapped and cheered. u: room, blue, flute Writing: the double consonant rule; Workbook – writing a description of a picture
cheeks, wings
Time markers: past simple
yesterday / last week / last year / two days ago

The dinosaur museum Past simple: irregular verbs with negatives f and ph spellings: Reading: a non-fiction text: ‘Dinosaur data’ (reading and understanding a factual
The Core: dinosaur, museum, model, skeleton, scary, scream, We didn’t go to school. f: flamingo, scarf, feet text from an information book; matching questions and answers)

3 dinosaur
museum
p40
roar, alive, dead, robot
Words in context: dinosaur data
Earth, scientist, pattern, skin, disappear, rock, asteroid, fall
Past simple: irregular verbs with questions
Did they go to a museum?
What did you see?
ph: phone, nephew,
alphabet
Listening: identifying favourite things on a school trip
Speaking: asking and answering questions about school trips
Writing: exclamation marks; Workbook – writing a webpage about my school trip
(fell)

Review 1 Revision of vocabulary and structures from Units 1–3 Extensive reading: What are fossils? The story of Mary Anning

Sports time Possessive pronouns ll endings: Reading: a magazine article: basketball (reading and understanding an article Values 2:
Core: team, jacket, trainers, trophy, player, kick, score a Whose jacket is it? smell, bell, shell about basketball from a children’s magazine; completing sentences with the Values at school (Co-operating and
Whose
4
goal, racket, rucksack, win (won) correct word ) playing safely on the sports field)
It’s mine / yours / his / hers / its / theirs /ours
jacket is p46 Words in context: basketball Adverbs: + ly and irregular rr words:
Listening: identifying children’s favourite sports Playing together in teams
Speaking: asking and answering questions about favourite sports
this? bounce, invent, balcony, court, point, throw, ladder, hole He ran slowly. mirror, carrot, cherry
Writing: It’s or Its; Workbook – writing instructions for a sport
Taking care of sports equipment
They played well. Being aware of other people’s needs
Making sure you drink water when
Directions have to / had to ck and c endings: Reading: an informative webpage: ‘Shadow puppet theatre’ (reading a children’s playing sports
Core: read a map, turn left, go back, traffic light, hurry, We have to go back to the roundabout. ck: neck, duck, clock, website about having fun with hand shadows; identifying true or false sentences) Helping people who are in trouble
Go back roundabout, get lost, turn right, go straight on, petrol rock Listening: understanding directions Being kind to other players

5
Giving directions
station
to the p52
Words in context: shadow puppets
Go straight on at the roundabout. c: plastic, picnic, music,
comic
Speaking: giving directions
Writing: instructions; Workbook – writing an invitation
roundabout shadow, puppet, popular, event, stick, screen, voice, lift up
why / because
Why are we at this petrol station?
Because we’re lost.

Describing words Comparatives and superlatives: long Soft c and g sounds: Reading: a fable: ‘The Ant and the Grasshopper’ (reading a modern version of a
Core: break, repair, comfortable, hard, soft, expensive, adjectives c: city, ice, dance, rice fable; completing sentences with the correct word)

6 The best
bed!
p58
cheap, wooden, metal, modern
Words in context: a fable, ‘The Ant and the
Grasshopper’
My bed is more comfortable than this one.
Irregular comparatives and superlatives
better than / worse than
g: cage, page, giraffe,
stage
Listening: identifying chronology in a fable
Speaking: telling a story from pictures
Writing: identifying irregular plurals; Workbook – writing a fable
enormous, prepare, worry, thick, dig, share, generous, lazy the best / the worst

Review 2 Revision of vocabulary and structures from Units 1–6 Extensive reading: American football; Usain Bolt

2 Scope and sequence Scope and sequence 3

Words Grammar Phonics Skills Values

In space The future with will au, aw and or: Reading: interviews in a magazine about the future (reading a magazine Values 3:
Will it interview; matching sentence halves)

7
Core: the future, travel, satellite, the moon, the sun, planets, People will / won’t travel in super-fast planes. au: sauce, August, Valuing people (Thinking of others)
really p64 rocket, astronaut, star, spaceship Time markers: the future autumn Listening: identifying children’s predictions Being generous and sharing with
Words in context: life in 100 years’ time aw: jigsaw, straw, paw Speaking: offering opinions about the future others
happen? housework, feelings, illness, crowded, road, storm, extinct
on Monday / next week / in a month’s time /
or: horse, sport, morning Writing: compound words; Workbook – expanding notes into a text Being considerate towards older
this evening / soon / later
people
At the airport Expressing quantity Past simple -ed Reading: a letter (reading a letter describing a holiday; identifying true or false Being helpful when people need it
endings: sentences)
How much Core: money, passenger, arrivals, departures, luggage, How much time have we got? /

8
passport, suitcase, magazine, newspaper, coin I’ve got lots of pencils. / I haven’t got many pencils. walked, waited, Listening: identifying details about holidays
time have p70 Words in context: my holiday some / any
showed Speaking: asking and answering questions about your holiday
we got? unusual, journey, fall asleep, whistle, hotel, disappointed, Have you got any newspapers? Writing: addressing envelopes; Workbook – writing a letter about my holiday
fireworks, fair
We’ve got some pencils, but we haven’t got any pens.

Audio-visual entertainment Infinitive of purpose er and or endings: Reading: a TV guide (completing sentences)

Something Core: cartoon, radio, camcorder, the news, documentary, I switched on the TV to watch sports. er: mother, father, Listening: identifying details about children’s favourite TV shows

9
channel, advert, remote control, TV programme, mobile phone We went in the boat to see the dolphins. September Speaking: talking about favourite TV shows
new to p76 Words in context: TV programmes How often … ? or: visitor, doctor, actor Writing: the prefix un; Workbook – writing a TV guide
watch! factory, poor, ticket, lucky, kick-off, championship, stadium, How often do you watch TV?
play a trick on
I watch TV once / twice a week.

Review 3 Revision of vocabulary and structures from Units 1–9 Extensive reading: A letter from Rome; Gulliver’s Travels
Computers Present perfect: affirmative ur and ir spellings: Reading: online instructions: how to send an email (matching sentences and Values 4:
pictures)
I’ve Core: printer, screen, mouse, log on, speakers, click on, save He’s put the books on the shelves. ur: hurt, Thursday, Values in the country (Safe behaviour

10
a document, memory stick, search the Internet Present perfect: questions, answers and negatives nurse, curtains Listening: identifying children’s computer use outside)
printed my p82 Words in context: sending emails Have you seen my new speakers? ir: circle, girl, shirt, bird Speaking: talking about computer use Wearing safety equipment like a
homework type the address, subject, keyboard, spell checker, attach a Yes, I have. / No, she hasn’t. Writing: parts of speech; Workbook – writing about how I use a computer helmet when riding a bike
photo, a website, send a message Using lights on a bike in the dark
She hasn’t printed the document.
Wearing warm clothes in the evening
Places Present perfect: ever ea and e spellings: Reading: an account: ‘The Amazing Escape’ (putting sentences in the Following paths
Have Core: town, ocean, volcano, village, oasis, rainforest, capital Have you ever been to space? ea: feather, bread, correct order)
Taking care with fire

11
city, desert, island, cave Yes, I have. / No, I haven’t. head, heavy Listening: identifying details about life in the Antarctic
you ever p88 Words in context: ‘The Amazing Escape’ Present perfect: never e: spend, tent, present, Speaking: interviewing a survivor
help
been…? explorer, melt, frozen, sink (sank), lifeboat, survive, storm,
wave, rescue
She’s never been to an oasis. Writing: topic sentences; Workbook – writing a diary entry
We’ve never fallen in the mountains.

Illness should / shouldn’t le and al endings: Reading: an information leaflet: ‘How to stay healthy’ (completing sentences with
the correct word)

12
Core: a headache, feel sick, feel dizzy, a cold, a cough, an You should drink some water. le: candle, castle, table,
What’s the earache, a stomach ache, a sore throat, take medicine people Listening: identifying details about children’s healthy lifestyles
p94 You shouldn’t eat lots of cakes.
matter? Words in context: how to stay healthy could / couldn’t al: sandal, animal, Speaking: describing what you do to be healthy
healthy, fit, energy, crisps, sugar, cabbage, calcium, sardine hospital, cereal Writing: because and so; Workbook – writing an information leaflet
Max couldn’t eat dinner, but he could eat lots of cakes.

Review 4 Revision of vocabulary and structures from Units 1–12 Extensive reading: My trip to the rainforest; Life in the desert
Making smoothies Object pronouns el and il endings: Reading: two factual accounts: ‘Child heroes’ (completing sentences with the Values 5:
Core: smoothie, milk, fridge, pour, blender, strawberry, chop, me / you / him / her / it / us / them el: tunnel, camel, towel, correct word) Values at home (Safe behaviour in

13 Can you
help me?
p100
lid, mango, peel
Words in context: child heroes
hero, classmates, earthquake, collapse, carry, ceremony,
Relative pronouns
This is the boy who didn’t put the lid on.
This is the smoothie which was in the blender.
travel
il: lentils, pencil, April,
pupil
Listening: matching people with how they help others
Speaking: asking questions about jobs
Writing: identifying and using sub clauses; Workbook – writing an interview
the kitchen)
Putting rubbish outside
Making sure food doesn’t fall onto the
bubble, prize floor
Watching out for dangers to young
Family Past continuous tion and shion Reading: a poem: ‘My relatives are coming!’ (reading questions and writing
children
Core: mother-in-law, father-in-law, wife, husband, son, What were you doing? I was looking at photos. endings: short answers)

14 We were Keeping dangerous items out of reach

daughter, niece, nephew Dates and I was born … tion: addition, Listening: identifying favourite memories
p106 subtraction, question,
of children
fishing Words in context: ‘My relatives are coming!’ My mum was born in 1981.
invitation
Speaking: talking about your memories
Keeping hands and surfaces clean
relatives, toddler, normal, cute, squeeze, queue, stay in She was born on 9th July. Writing: poem structure and rhyme; Workbook – completing a poem
shion: fashion, cushion Taking care with knives
touch, miss someone

Jobs Past simple and past continuous Vocabulary Reading: a traditional story: ‘Three Wishes’ (reading an extended text)
homophones:
Good Core: boss, office, builder, vet, journalist, secretary, dentist, When I was working, the phone rang. Listening: identifying children’s wishes

15 news, bad
news
p112
receptionist, mechanic, author
Words in context: ‘Three wishes’
They were smiling when I went in.
Grammar homophones: there / they’re / their
fisherman, speak (spoke), silly, surprised, sausage, delicious, There is some good news. / They’re very happy. /
see / sea
hear / here
wear / where
write / right
Speaking: talking about your wishes
Writing: using speech marks; Workbook – writing the end of a story

wish for, pull They will be with their cousins.

Review 5 Revision of vocabulary and structures from Units 1–15 Extensive reading: Gold treasures; My family and other animals
4 Scope and sequence Scope and sequence 5
 Scope and sequence
Words Grammar Skills
Revision: activities Revision: possessive s, present simple, Reading: understanding a short story, Writing focus: rules of punctuation
Starter: present continuous, past simple, identifying true or false sentences
Do something p22 time markers Listening: listening to check predictions
Speaking: describing characters’ actions and
different! habits

Tools Present perfect: ever / never Reading: a narrative poem: My tree house Writing focus: identifying rhythm in
rope, saw, hammer, roller, tray, nail, tools, tape measure Have you ever cleaned a kitchen? (reading and understanding a poem) (Cross- poetry (counting syllables and stresses)

1
Working with words: subject, verb, object; adjectives and adverbs curricular link)
You can I’ve never made a cake. Writing outcome: writing a poem using
p25 Words in context: My tree house Listening: ordering objects, identifying syllable counts and stresses (Workbook)
build it! Class Book: tree house, laugh, crooked, plans, board, ladder, straight, toolbox
Present perfect: for / since
speakers
Ben has had woodwork lessons since he was eight. Speaking: asking and answering questions
Workbook: beach house, shade, branches, seaweed
He’s worked on this wooden table for two weeks. about making things

Putting on a play Past simple and present perfect Reading: a play script: The Crown Diamond Writing focus: features of a play script
curtain, stage, script, lights, make-up, character, costume, audience It was great! (reading and understanding a play script, Writing outcome: writing the final
Working with words: silent letters gh and k identifying true or false sentences) (Cross- scene of a play to complete a play script
I’ve tidied up all the leaves. curricular link)

2
Class Book: lights, night, straight, know, knee, knife (Workbook)
It’s show already / yet / before / just
Listening: ordering events in a play
p33 Workbook: knit, knot, fright, flight
time! Words in context: The Crown Diamond
I’ve already built the set.
Speaking: predicting the ending to a play,
I haven’t learnt the script yet. talking about stories and characters
Class Book: servant, enter, diamond, detective, arrest, note, robbery, criminal
Workbook: detective, investigate, clues, props I haven’t been in a play before.
Karen has just finished the costumes.

Household items Comparatives and superlatives Reading: a story: Lost at the Carnival (reading Writing focus: beginnings and endings
broom, lampshade, sponge, rubber gloves, washing line, feather duster, cloth, sack as … as … and understanding a story, completing of stories
Working with words: suffix -ion sentences with the correct word) Writing outcome: ending a story
It’s as colourful as the carnival in Rio.

3
Class Book: invent / invention, act / action, direct / direction, congratulate / congratulation, Listening: predicting and listening for (Workbook)
The best not as … as …
descriptions
p41 decorate / decoration, celebrate / celebration
party ever! Workbook: discuss / discussion, protect / protection, collect / collection, pollute / pollution It’s not as big as the carnival in Rio.
Speaking: asking and answering questions
Words in context: Lost at the carnival too / enough about wearing costumes
Class Book: parade, speakers, mask, float, microphone, crowd, dancers, stilts It’s too dark now.
Workbook: clap, cheer, plug in, wave There’s not enough light in here.

Extensive reading p49 Non-fiction: National Youth Theatre Fiction: The Raft

The environment Past simple and past continuous: interrupted Reading: an information text: An eco home Writing focus: making writing more fluent
damage, clean up, the environment, litter, planet, pollution, rubbish dump, wildlife actions (reading and understanding an information Writing outcome: writing an information
Working with words: compound nouns Some children were playing when we arrived. text, correcting false sentences) (Cross- text (Workbook)

4 Class Book: wildlife park, rubbish dump, swimming pool, police station, computer room, post office curricular link)
Used to
Our planet p50 Workbook: duck pond, litter bin, beach house, TV crew There used to be lots of litter here.
Listening: identifying details of a lifestyle
Words in context: An eco home Speaking: asking and answering questions
Class Book: electricity, solar panel, fossil fuels, alternative energy, beam, skylight, mud, spring about the environment
Workbook: greenhouse, sailing boat, water mill, technology

Recycling will / won’t Reading: a magazine article: As good as new Writing focus: making suggestions
oil, bottle bank, carrier bag, paper, chemicals, recycling centre, metal, battery Now Chip will know how to do everything and he (reading and understanding a magazine article, Writing outcome: writing a leaflet
Working with words: prefix re- won’t make mistakes. identifying true or false sentences) (Cross- (Workbook)

5 Reuse and Class Book: remove, return, recycle, reuse, retell, rewrite curricular link)
Present continuous with future meaning
p58 Listening: listening and ordering events
recycle Workbook: recharge, refill, rebuild, redecorate We’re leaving at two o’clock.
Speaking: asking and answering questions
Words in context: As good as new
Class Book: greetings card, ribbon, bracelet, bus ticket, map, car tyre, juice carton, wrapping paper about recycling
Workbook: stick, glue, cut up, roll

At the wildlife park Going to: future plans and intentions Reading: an article: Gorilla Kingdom (reading Writing focus: topic sentences and
insect house, pool, enclosure, picnic area, reptile house, aviary, gift shop, aquarium My class is going to adopt a tiger. and understanding an article, identifying true paragraphs
or false sentences) (Cross-curricular link)
Crazy Working with words: suffixes -er / -or Going to: predictions Writing outcome: writing an article

6 about
wildlife!
p66
Class Book: keep / keeper, present / presenter, sing / singer, invent / inventor, act / actor, visit / visitor
Workbook: teach / teacher, help / helper, direct / director, calculate / calculator
Words in context: Gorilla Kingdom
It’s going to fall.
Listening: listening and completing fact files
Speaking: asking and answering questions
about animals
(Workbook)

Class Book: extinct, species, endangered, prevent, wild, population, circus, threat
Workbook: research, donation, adopt, habitat

Extensive reading p74 Non-fiction: Trash People Fiction: The Elephant’s Child

2 Scope and sequence Scope and sequence 3

Words Grammar Skills

First aid Reported speech Reading: an account: A day in the life of a Writing focus: features of a newspaper
burn, first aid kit, bruise, bandage, cut, sling, patient, plaster He said he needed some bandages. firefighter (reading and understanding an report
Working with words: phrasal verbs account, answering comprehension questions) Writing outcome: writing a newspaper
said / told

7
(Cross-curricular link)
Call an Class Book: put on, take off, put away, get out, put down, pick up
Our teacher told us she had got a surprise for us.
report (Workbook)
p75 Workbook: look after, hand out, drop off, cheer up Listening: listening for detail in a phone call to
ambulance! Words in context: A day in the life of a firefighter
She said we were going to learn first aid. the emergency services
Reported speech: time markers Speaking: an emergency services phone call
Class Book: hose, train, site, flood, breathing apparatus, accident, check, rescue
“A doctor is coming to the school tomorrow.” She told roleplay
Workbook: lifeguard, crew, volunteer, coastguard
us a doctor was coming to the school the next day.

Food First conditional Reading: an information poster: The healthy Writing focus: concluding a personal
additives, dairy products, health food, home-made, ingredients, junk food, ready-made, sugar If I press this button, the machine will make a pizza. eating pyramid (reading and understanding an account
Working with words: phrasal verbs with get information poster, answering comprehension Writing outcome: writing a personal
First conditional questions

8 Let’s eat Class Book: get up, get on with, get on, get off questions) (Cross-curricular link) account (Workbook)
p83 Will I get ill if I don’t eat fruit and vegetables?
Listening: listening and summarizing
healthily Workbook: get back, get stuck, get around to, get rid of
Words in context: The healthy eating pyramid Speaking: asking and answering questions
Class Book: energy, calories, snacks, sweet, salty, diet, vitamins, source about diet
Workbook: clever, plenty, brain, raw

Sport Modal verbs: may, might and could Reading: a process text: Just breathe (reading Writing focus: writing up notes into full
athlete, coach, training, trophy, goalkeeper, fan, exercise, captain I might need to do more work on these boots. and understanding a process text, answering sentences
Working with words: antonyms comprehension questions) (Cross-curricular Writing outcome: writing up an interview
have to / had to statements and questions

9 The big Class Book: best, worst, win, lose, give, take link) from notes (Workbook)
p91 Do you have to exercise every day?
Listening: listening for detail in an interview
match Workbook: deep, shallow, noisy, quiet, clean, dirty
Words in context: Just breathe
We had to tidy our bedrooms before we could go out
Speaking: asking and answering questions
to play yesterday.
Class Book: process, oxygen, blood, breathe, lungs, pump, carbon dioxide, heart about exercise
Workbook: beat, pulse rate, wrist, steady

Extensive reading p99 Non-fiction: Young Stars Fiction: Clara’s Visit

Archaeology Indefinite pronouns Reading: an article: The Lost City (reading and Writing focus: making writing more
archaeologist, column, statue, steps, block, pot, jewellery, carving There are machines everywhere. understanding an article, identifying true or interesting
Working with words: suffix -ful false sentences) (Cross-curricular link) Writing outcome: writing a descriptive

10
There is something wrong with all my inventions.
Ancient Class Book: wonder / wonderful, cheer / cheerful, help / helpful, care / careful, play / playful Listening: listening for details about ancient account (Workbook)
p100 Is there anything wrong?
sites
buildings Workbook: thought / thoughtful, colour / colourful, fear / fearful
Question tags
Speaking: asking and answering about
Words in context: The lost city
These necklaces are beautiful, aren’t they? museums
Class Book: slanted, ruins, maze, aqueduct, palace, ancient, fortress, explore
Workbook: rich, central heating, border, invade

A time capsule The passive (present simple) Reading: a film review: A Kid in King Arthur’s Writing focus: features of a film review
time capsule, bank note, photo album, manual, diary, memory stick, stamp, receipt English is spoken in many different countries. Court (reading and understanding a film Writing outcome: writing a film review
review, completing sentences with the correct
A message Working with words: homonyms Passive and active (Workbook)

11 Class Book: stamp (n) (v), float (n) (v), spring (n) (n), note (n) (n), coach (n) (n), light (n) (adj) word)
for the p108 Workbook: duck (n) (v), match (n) (v), sink (n) (v)
People in costumes greet visitors.
Listening: listening and identifying
Visitors are greeted by people in costumes.
future Words in context: A Kid in King Arthur’s Court descriptions
Class Book: director, comedy, confident, earthquake, performance, knight, special effects, teenager Speaking: asking and answering questions
about films
Workbook: challenge, mysterious, swap places, boarding school

The news The passive (past simple) Reading: an Internet forum: Who deserves a Writing focus: expressing opinions
photographer, microphone, flash, lens, reporter, interview, article, news You were invented to cook and clean. high salary? (reading and understanding an Writing outcome: writing an opinion text
Working with words: adjectives with -ing Internet forum, matching people and opinions) (Workbook)
Passive questions
(Cross-curricular link)

12 Be
Class Book: interest / interesting, frighten / frightening, relax / relaxing, excite / exciting, bore / boring,
a part Is English spoken in the USA?
Listening: listening and identifying opinions
p116 amaze / amazing
of history! Workbook: surprise / surprising, confuse / confusing, tire / tiring, amuse / amusing Who was the telephone invented by?
Speaking: asking and answering questions
Words in context: Who deserves a high salary? about future aspirations
Class Book: salary, factory, deserve, scientist, celebrity, surgeon, improve, hero
Workbook: earn, charity, education, wheelchair

Extensive reading p124 Non-fiction: Ancient China Fiction: Treasure Island

4 Scope and sequence Scope and sequence 5

 Scope and sequence
All core language is recycled regularly throughout the course.

Words Grammar Skills Values

Revision: names of countries, past simple forms of common irregular verbs Revision: present simple, present continuous, past Reading: understanding a short story, Writing focus: practising the past simple
Starter: p23
simple, past continuous, irregular past forms identifying true or false sentences forms of common irregular verbs
Welcome back! Speaking: using the past continuous and past
simple to talk about actions

Describing art Going to and will Reading: a story: Island adventure (reading Writing focus: writing a story
Core: mural, painting, landscape, portrait, art gallery, foreground, background, sculpture I’m going to visit an art gallery this afternoon. and understanding an extract from a story, Writing outcome: completing a story

1
Working with words: Prefixes un- / im- I’ll come with you. understanding words from the context) (Workbook)
(Cross-curricular link)
Art project! p26 Words in context Present continuous with future meaning
Listening: listening for details about a painting
stare, borrow, row, smoke, hit, splash, float (v), tie (v) (Class Book); lightning, oars, grab, bank (Workbook) We’re meeting at ten o’clock.
Speaking: asking and answering questions
about paintings

Extreme Sports First conditional and first conditional questions Reading: a sports profile: Tanya Streeter Writing focus: using a concept map to
Core: ice skating, skiing, baseball, rugby, mountain biking, caving, paragliding, rock climbing If the weather is good, we’ll go paragliding. (reading and understanding a biographical plan

2 Sports Working with words: Prefixes dis- / in- Will you come for a walk if the weather is good? article, understanding words from the context) Writing outcome: completing a concept
p34 Words in context Second conditional Listening: listening for detail in a sports profile map and using it to write a leaflet
adventures! diving, pearl, equipment, talented, freedom, environment, wildlife (Class Book); provide, volunteer, skills, If I had a camera, I’d take a picture. Speaking: asking and answering questions (Workbook)
protect (Workbook) about sports

Festival adjectives Present perfect: for / since / already / just / yet / before Reading: a travel article: Top Ten Food Festivals Writing focus: letter writing conventions
Core: original, awful, amazing, deserted, disgusting, traditional, bright, delicious I’ve been here since nine o’clock. (reading and understanding a travel article, Writing outcome: writing a letter to a
Working with words: Suffix -ous The festival has been on for five days. understanding words from the context) friend (Workbook)
Words in context The procession has already finished. Listening: listening for detail in an interview

3 It’s festival last (v), celebrate, snack, brick, garlic, demonstration, dish, dessert (Class Book); hang, decorate, recipe, bunch I’ve just eaten some delicious pancakes. Speaking: asking and answering questions
p42 (Workbook) about food festivals
time! I haven’t seen any fireworks yet.
I’ve never eaten anything so delicious before.
Past simple and present perfect
I went to that festival last year.
I’ve made my costume.

Extensive reading p50 Non-fiction: The Olympic Games Fiction: The Picture of Dorian Gray

Forms of transport Present perfect continuous 1 Reading: a book extract: Transport around Writing focus: using process diagrams
Core: hot-air balloon, submarine, coach, yacht, helicopter, motorbike, lorry, barge Passengers have been waiting for five hours. the world (reading and understanding a book Writing outcome: using a process diagram
Working with words: Phrasal verbs Time markers extract, understanding words from the context) to explain how a bike works (Workbook)

4 Transport of Words in context for / since / all morning / all day / all week Listening: listening for detail in an interview
p51 ideal, loads, connect, local, private, balance, mud, log (Class Book); package, 4 by 4 vehicle, railway, Present perfect continuous 2 Speaking: asking and answering questions
the future! sand dunes (Workbook) I’m tired because I’ve been working on a new invention.
about different forms of transport
What have you been doing?
Have you been swimming?

Inventions The passive (present simple and past simple) Reading: a timeline: The History of the Pen Writing focus: writing a biography
Core: design, discover, invent, build, device, machine, inspiration, experiment Many kinds of chewing gum are made. (reading and understanding a text with a Writing outcome: writing a biography

5 The greatest Working with words: Suffix -ment The gum wasn’t advertised. timeline, understanding words from the (Workbook)
p59 Words in context The passive (present continuous)
context) (Cross-curricular link)
inventions! Core: sharp, clay, hollow, nib, ink, reservoir, rotate, cartridge (Class Book); underwater, rod, press, string (Workbook) My computer is being repaired at the moment.
Listening: identifying opinions
Speaking: asking and answering questions
about inventions

Computer verbs The passive (future) Reading: a website article: Computers - Fun Writing focus: presenting a research report
Core: connect, disconnect, log on, log off, download, upload, surf, attach (Class Book); bug, chip, mouse, You will be given ten new laptops. Facts (reading and understanding a webpage, Writing outcome: writing a research report
speaker (Workbook) understanding words from the context) (Workbook)

6
The passive (present perfect)
You’ve won a Working with words: Homonyms These wires have been disconnected. (Cross-curricular link)
p67
computer! Words in context Listening: listening for detail about why people
use computers
Core: complication, create, experimental, huge, cursor, immediately, president, market (Class Book); public,
available, expect, ordinary (Workbook) Speaking: asking and answering questions
about computers

Extensive reading p75 Non-fiction: The History of Glass Making Fiction: The Railway Children

2 Scope and sequence Scope and sequence 3

Words Grammar Skills Values

Exploring Relative pronouns: who, which Reading: an encyclopedia entry: Famous Writing focus: writing a personalized text
Core: binoculars, compass, map, treasure, north, south, east, west There are many climbers who successfully climb Mount Shipwrecks (reading and understanding a about our dream job

7
Everest. factual text, understanding words from the Writing outcome: writing a personalized
Explorers for Working with words: Suffixes -er / -ist
context) (Cross-curricular link)
p76 Words in context They climb a mountain there which is the highest text (Workbook)
a day! shipwreck, clue, hurricane, search, voyage, iceberg, drown (Class Book); harbour, entrance, valuable, temple mountain in the world. Listening: listening for detail in a tour guide
(Workbook) Reported pronouns: that Speaking: asking and answering questions
He met a man that was more than 120 years old. about being an explorer

Mystery Past perfect Reading: an interview: The Nazca Lines Writing focus: features of a tourist
Core: mysterious, strange, ancient, fascinating, site, evidence, investigation, artefact After they had climbed onto the ship, they saw there (reading and understanding an interview, information leaflet
Working with words: Suffix -able was no one there. understanding words from the context) Writing outcome: writing a tourist

8 It’s a
mystery!
p84 Words in context
Core: sketch (n), figure, soil, underneath, clear away, climate, incredible (Class Book); quarry, erupt, statue,
platform (Workbook)
Past perfect questions and negative sentences
Had people invented trucks and trains before they built
the Pyramids?
(Cross-curricular link)
Listening: listening for detail in an advert
Speaking: asking and answering questions
information leaflet (Workbook)

They hadn’t invented trucks and trains before they built about mysteries
the Pyramids.

Survival items Third conditional Reading: a story extract: Robinson Crusoe Writing focus: features of an advice leaflet
Core: penknife, water bottle, fishing line, whistle, needle and thread, rope, matches, first aid kit If the machine had worked, he would have been happy. (reading and understanding a story extract, Writing outcome: writing an advice leaflet
understanding words from the context)

9
Working with words : Homophones Modal verbs: have to, must, should and ought to (Workbook)
Listening: listening and ordering events
Survival! p92 Words in context You have to bring a water bottle.
Speaking: asking and answering questions
storm, survivor, supplies, shelter, sails, fence, cut down, wall (Class Book); hunt, hut, alone, seal (Workbook) You mustn’t leave the group.
about surviving on a desert island
You shouldn’t bring valuable possessions.
You ought to bring a camera.

Extensive reading p109 Non-fiction: Atlantis: the lost city Fiction: We Didn’t Mean to Go to Sea

World languages Reported speech (all tenses) Reading: a Question and Answer text: Writing focus: writing an advert
Core: official language, bilingual, multilingual, native speaker, accent, mother tongue, dialect, fluent He said he wanted to visit many countries. Languages of the World (reading and Writing outcome: writing an advert
Working with words: Suffix -ery He said he was looking forward to the trip. understanding a Question and Answer text, (Workbook)
understanding words from the context) (Cross-

10 Around the Words in context He said he had cycled around Africa.

curricular link)
p110 disappear, altogether, population, continent, international, dominant, predict, century (Class Book); isolated, He said he had had lessons in French and Arabic.
world! tribe, communicate, inhabitants (Workbook) He said the trip would take about two years.
Listening: listening and matching speakers to
statements
Reflexive pronouns: myself, yourself, itself, himself, Speaking: asking and answering questions
herself, ourselves, yourselves and themselves about languages
The machine turned itself off.

Space Reported speech: Wh- questions: Where, Why, Reading: a poem: Dreaming in a spaceship Writing focus: writing a poem and using
Core: time capsule, bank note, photo album, manual, diary, memory stick, stamp, receipt What, Who and When (reading and understanding a poem, similes
He asked him where he was. understanding words from the context) (Cross- Writing outcome: writing a poem using

11 Space
Working with words: Phrasal verbs
Reported speech: commands and requests curricular link) similes (Workbook)
p109 Words in context
travel! head off, spun, diamond, precious, glow, surface, bumpy, snug (Class Book); beams, imagine, launch, told / asked Listening: listening and identifying missing
words in a poem
observatory (Workbook) He told us to turn off our mobile phones.
He asked them to leave quietly. Speaking: asking and answering questions
about space

Holiday adjectives wish Reading: a travel blog: My year around the world Writing focus: structuring an opinion essay
Core: cheap, expensive, peaceful, busy, luxurious, basic, stimulating, dull I wish I was taller. (reading and understanding an Internet travel Writing outcome: writing an opinion essay
Working with words: Silent letters: w and h I wish I could fly. blog, understanding words from the context) (Workbook)

12 Holiday
(Cross-curricular link)
Words in context I wish it wasn’t the last day of our holiday.
p117 Listening: listening for detail in an interview
time! give up, rickshaw, rush, scary, unfortunately, spicy, flavours, board game (Class Book); perfect, coral reef,
orang-utan, market (Workbook)
Question tags
Speaking: asking and answering questions
There are lots of robots, aren’t there?
about travelling
There will be lots of robots, won’t there?
You like ice cream, don’t you?

Extensive reading p125 Non-fiction: British English and American English Fiction: The Diary of an Astronaut

4 Scope and sequence Scope and sequence 5