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Английский язык в казахских школах



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АНГЛИЙСКИЙ ЯЗЫК

Учебная программа

(в рамках обновления содержания среднего образования)

Начальная школа (1-4 классы)

Июнь 2016




































_________Е.Н. Имангалиев

Вице-Министр образования и науки

Республики Казахстан




___________К.Н. Шамшидинова

Председатель Правления

Автономной Организации

образования «Назарбаев

Интеллектуальные школы»

______________Ж.А. Жонтаева

Директор Департамента дошкольного и среднего образования, информационных технологий Министерства образования и науки Республики Казахстан

__________Ж.О. Жилбаев

Президент Национальной академии образования имени И.Алтынсарина


_______________Ж.Н. Абдильдина

Директор Центра образовательных программ АОО «Назарбаев Интеллектуальные школы»

















Английский язык. Учебная программа для начальной школы (1-4 классы) в рамках обновления содержания среднего образования – Астана, 2016. – 82 с.


Данная учебная программа разработана

АОО «Назарбаев Интеллектуальные школы» совместно с Национальной Академией образования имени И.Алтынсарина, учеными высших учебных заведений и учителями общеобразовательных школ

Content



1

The aim and objectives of the English language programme

7

2

Pedagogic approaches for the English language programme

10

3

Assessment in the English language programme

13

4

Description of the organisational requirements for the English language programme

14

4.1

4.2

Distribution of annual number of teaching hours

The English language programme content

14

16

4.3

4.4

The English language learning objectives system

Long-term plans

18

31

Explanatory note


The subject programme is an educational normative document determining the content and the scope of knowledge and skills in each academic subject/discipline in accordance with the age-specific needs and cognitive abilities of learners.

The subject programme focuses the teaching and learning process on the use of the methodological potential of each subject to ensure the conscious acquisition of knowledge and skills by the learners in each subject area, development of learner independence through learning, project work, research work, social and cultural environment awareness.

The subject programme harmoniously combines the traditional functions an educational normative document and innovative trends in the organization of the educational process in the modern school. The novelty relates to the approaches used as the main reference points to build a fundamentally new structure and content of an academic subject. Value-oriented, activity-based, learner-centred, and communicative approaches as classical foundations of education – are used to strengthen the priority of the system of learning objectives and outcomes of the educational process, which is reflected in the new structure of the subject programme.

The subject programme suggests expected outcomes stated in the system of learning objectives, which form the basis for determining the content of a subject. The system of learning objectives is based on the following core values: Kazakhstani patriotism and civil responsibility; respect; cooperation; work and creativity; transparency; lifelong learning. These values are designed to become constant personal reference points for each learner, motivating his/her behaviour and daily activities. At the same time, these values underpin the development of a wide range of the following skills: functional and creative application of knowledge, critical thinking, research, use of information and communication technologies, application of different methods of communication, ability to work in a group and individually, problem solving and decision making.

In terms of the content, the subject programmes describe the contribution of a particular academic subject to educating a learner as a subject of his/her own learning and a subject of interpersonal communication. Thus, the subject programmes ensure the implementation of the principle of unity of education and training, based on the interconnectedness and interdependence of the education values and learning outcomes and the system of learning objectives of a particular subject.

The distinctive feature of the subject programmes is that they are focused on forming not only subject knowledge, but also a wide range of skills. A wide range of skills is a key to a learners’ success in school educational experience, as well as in the future, after graduating from school. The modern economic innovations and changes in the labour market imply the necessity to possess skills, which, in combination, would enable learners to analyse and evaluate situations, ideas, and information in order to solve complex problems or develop new ways of solving them, creatively use the acquired knowledge and experience in synthesising new ideas and information. Such personal qualities as persistence, initiative, curiosity, willingness to change, interpersonal skills are becoming relevant. Personal qualities combined with a wide range of skills enable learners not only to work as a team in their everyday educational practice, but also to apply social, cultural literacy and leadership skills throughout their whole lives.

One of the main tools used to develop a wide range of skills based on the values is the content of the subjects. The content of the educational process in a particular subject builds on the learning objectives and focuses on achieving the expected outcomes stated in the subject programme. Each subject programme provides opportunities for possible integration of a number of subject contents into STEM modules on the basis of interdisciplinary and cross-curricular links. These modules in the form of a research project should be focused on understanding and solving real-life problems, and on predicting the consequences of integrating different science domains. All this creates the willingness of learners to apply creatively the acquired knowledge and skills in any educational and real-life situation, develops commitment to success, and encourages lifelong learning.

One of the main requirements for the learning process at the present stage is to organise active work of a learner in independent “acquisition” of knowledge. This approach contributes not only to the acquisition of subject knowledge, social and communication skills, but also to the development of personal qualities, which will help them to recognize their own interests, perspectives and make constructive decisions. The active cognitive activity of a learner becomes more sustainable in terms of co-creation and support of the teacher as a partner and consultant.

Such strengthening of the learner-centred education is possible with the use of interactive teaching methods, various combinations of which provide the basis for the cooperation of all participants of the educational process, avoiding authoritarianism in the relationships. The use of interactive and reflective technologies is combined with the organization of the project and research activities of learners. All the innovative approaches to the organization of the educational process transform the learning into a model of learners’ communication in a real-life creative process, which involves active exchange of knowledge, ideas, and methods of work. The programme of a particular subject allows developing the learner’s cognitive and social activity through organisation of learning project work focused on the use of regional materials (objects, enterprises, information sources). Educational project work, carried out within the framework of the learning objectives of this particular subject, can be organized in cooperation with parents and representatives of the local community.

Each subject programme provides for the implementation of trilingual education, which involves not only learning three languages, but also studying individual subjects, as well as the organization of extracurricular activities in the three languages (Kazakh, Russian, and English). The collective contribution of each subject to the creation of a multilingual learning environment ensures the implementation of the trilingual education policy. Communicative approach, being the basis of language learning, is seen as a leading principle in the development of learners’ speaking skills by means of each academic subject – exchange of knowledge and skills in a variety of educational contexts, proper use of the system of language and speech norms.

Another requirement of the subject programme is the necessity to use information and communication technologies in the learning process of each subject. In the process of acquisition of the subject content and achievement of the learning objectives, it is necessary to create conditions/environment for the development of learners’ skills of ICT use, including searching, processing, retrieving, creating, and presenting necessary information, cooperation to exchange information and ideas, evaluation and improvement of their work through the use of a wide range of equipment and applications.

The conceptual provisions and ideas used as a basis for the development of the subject programmes are presented visually and consistently in the following image (appendix 1). In the centre, there are values as the main reference points for determining the content and procedures of education in schools, and then there is a wide range of skills as the outcomes of school education. The next circle represents educational domains indicating functional comprehensiveness of the education content. And the outer circle contains all the innovations introduced to the educational process. Appendix 1. Visual representation of conceptual ideas on updating the content of secondary education.


1. The aim and objectives of the English language programme


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.

Learning English in primary school awakens children’s interest in the world. Children are able to acquire language in a variety of ways such as active games, songs, poems, project works etc. English teachers at primary level can help children in their early years to develop an awareness of language and encourage an enjoyment for language learning. This will also increase children’s confidence and lay the foundation for continued development in later years.

The English curriculum aims to develop learners who gain the A 1 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 primary school years, the content of the programme is aimed at developing learners’ ability to use English in daily exchanges and providing a sound basis for further study. The primary English language programme aims to develop 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:

  • instructions enabling them to play games in English

  • common daily expressions in short dialogues

  • simple spoken English or recorded English

  • simple stories

  • simple English cartoons, films or programmes

Learners will be able to:

tell simple stories and short texts

write sentences based on given models

perform stories, short plays, songs, rhymes

use common daily expressions in short dialogues

Learners will have a vocabulary based on topics such as numbers, colours, time, weather, food, clothes, animals, plants, parts of the body, personal information, family, school, friends, entertainment, sport, holidays, traditions and customs, time, buildings, art , music, explorers and inventors, myths and legends, treasure and heritage, health, space, machines.


2. Pedagogic approaches for 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 recognising that it is essential to engage with their 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;

  • 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 primary 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, Production) can be used to deliver lessons alongside more modern communicative approaches such as Task-Based Learning, Test-Teach-Test and the Lexical Approach. Teachers also use methods which are particularly suitable for young learners such as TPR (Total Physical Response) and Natural Approach. 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:

  • carrying out surveys as part of a topic or project

  • practising and reviewing lexics on a regular basis and encouraging the use of language journals to record new vocabulary

  • using conversational posters

  • making presentations to the class

  • using sets of reading books for guided reading, graded according to challenge and difficulty

  • oral and written comprehension exercises

  • acting out dialogues

  • encouraging a process of drafting and redrafting, including the use of ICT

  • providing opportunities for individual and collaborative writing

  • regular teaching of spelling strategies

  • patterns and sight vocabulary

  • encouraging dictionary/thesaurus use

  • predicting exercises or activities


Developing respect for diversity of culture and opinion in English language programme


Being citizens of a multinational Kazakhstan state 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:

  • learning, comparing and sharing prior knowledge about Kazakhstani, the traditional English-speaking countries’ and 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

  • maintaining, respecting and supporting national and Kazakh cultural identity

  • ideas of patriotism, respect and tolerance of the representatives of diverse nations and cultures and traditions

  • 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 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 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:

  • listening to a description and labelling a picture

  • following classroom instructions

  • drawing objects in a picture in the appropriate position by listening to a description of where they are

  • Examples of speaking activities in the English programme:

  • making statements giving personal information about a member of family or favourite character in course book

  • describing a picture in order to spot the difference between two similar pictures when working in pairs

  • expressing likes and dislikes in order to take part in a class survey

  • Examples of reading activities in the English programme:

  • remembering sound and letter patterns

  • predicting activities using a picture accompanying a short text and then checking the texts in order to confirm predictions

  • using a simple dictionary

  • Examples of writing activities in the English programme:

  • forming higher and lower case letters

  • labelling a diagram/picture with familiar words

  • ordering jumbled up words in a sentence

  • Examples of use of English in English:

  • using basic nouns, modals, adjectives, connectors, adverbs, pronouns, determiners, prepositions and conjunctions

  • using present simple forms to describe a character’s daily routines

  • using verbs followed by –ing to talk about likes and dislikes


3. Assessment in the English language programme


Assessment of the results of studying English is carried out with the use of Criteria-based assessment system.

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 includes formative assessment and summative assessment.

Formative assessment is carried out in an ongoing way, it provides feedback between students and teacher, and allows timely adjustments to the learning process.

Summative assessment is carried out on the completion of the educational information unit study in a certain learning period; it is used to provide feedback to students, and to award termly and yearly grades on the subject.


4. Description of the organisational requirements for English language programme

4.1. Distribution of annual number of teaching hours per grades:


Grades

Sessions/min

Weeks

Hours per week

Hours per year

1

35

33

2

66

2

45

34

2

68

3

45

34

2

68

4

45

34

2

68

Total hours

270


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.

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


4.2. 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: Listening

A learner understands the main ideas of a short talk on familiar topics; recognizes familiar words and phrases; understands short questions about colours and numbers; uses contextual clues to predict the content and meaning of a short talk on familiar topics; understands the general meaning of short stories pronounced slowly and clearly.

Strand 2: Speaking

A learner formulates basic utterances about themselves; formulates questions; responds to questions; pronounces basic words and phrases describing things and events demonstrating correct intonation and stress; expresses what he/she likes and dislikes.

Strand 3: Reading

A learner uses an illustrated dictionary; reads and understands short fiction and non-fiction texts about social and everyday-life matters; determines the main idea of short texts; identifies specific information and details in short texts; identifies universal human values in works of Kazakh and world literature.

Strand 4: Writing

A learner writes frequently used words correctly demonstrating their knowledge of the differences between their spelling and pronunciation; writes short dictated sentences; uses end-of-sentence punctuation marks correctly.

Strand 5: Use of English

A learner expresses themselves using basic modals and common present and past simple and continuous forms to describe events and give personal information.


Primary: List of Topics

The table below lists common topics in an English language primary curriculum. As is expected, all are revisited at later grades in more depth.


Grade 1

Grade 2

Grade 3

Grade 4

All about me

All about me

Animals

Kazakhstan

in the

World of Sport

My school

My family and friends

Light & Dark

Human Values in

Myths and

Legends

My family and friends


My school

Time

Treasure and

Heritage

The world around us

The world around us

Buildings

Professions and Ways of Communication


Travel


Health and body



Art & Music

Hot and Cold

Traditions and folklore

Traditions and customs


Explorers & Inventors

Healthy World

Food and drink

The natural environment


Water, water everywhere

Journey

into Space

Health and body

Travel



Having fun

Machines


4.3 The English language learning objectives system

Strand 1: Listening

Learners should be able to

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

Low A1

Mid A1

High A1

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

2.L1 understand a range of short basic supported classroom instructions

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

4.L1 understand an increasing range of classroom instructions

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

2.L2 recognise with considerable support an increasing range of common personal questions

3.L2 understand a limited range of short supported questions which ask for personal information

4.L2 understand an increasing range of supported questions which ask for personal information

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

3.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

1.L4 recognise with support short basic questions about what something is

2.L4 recognise with support short basic questions relating to features such as colour and number

3.L4 understand a limited range of short supported questions on general and some curricular topics

4.L4 understand an increasing range of short supported questions on general and some curricular topics

1.L5 recognise the sounds of phonemes and phoneme blends

2.L5 identify missing phonemes in incomplete words

3.L5 distinguish between phonemically distinct words

4.L5 identify initial, middle and final phonemes and blends


2.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics


2.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

4.L7 use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics


2.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics

3.L8 understand short, narratives on a limited range of general and some curricular topics

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

1.L9 recognise the names of letters of the alphabet

2.L9 recognise the spoken form of familiar words and expressions

3.L9 recognise short basic words that are spelt out

4.L9 recognise words that are spelt out from a limited range of general and curriculum topics




4.L10 recognise words similar to words in student native language


Strand 2: Speaking



Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

Low A1

Mid A1

High A1

1.S1 make basic personal statements about people, objects and classroom routines

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

3.S1 make basic statements which provide personal information on a limited range of general topics

4.S1 make basic statements which provide information on an increasing range of general and some curricular topics

1.S2 ask questions in basic exchanges about people, objects and classroom routines

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics

4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics

1.S3 pronounce familiar words and expressions intelligibly

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

1.S4 respond to basic supported questions about people, objects and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

3.S4 respond to questions on a limited range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

1.S5 use words in short exchanges

2.S5 begin to articulate clearly the difference between various sounds

3.S5 pronounce familiar words and short phrases intelligibly when reading aloud

4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly

1.S6 make introductions and requests in basic interactions with others

2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

3.S6 take turns when speaking with others in a limited range of short, basic exchanges

4.S6 take turns when speaking with others in a growing range of short, basic exchanges


2.S7 place stress correctly on familiar polysyllabic words

3.S7 contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

4.S7 contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges


2.S8 give simple instructions for others to follow

3.S8 recount very short, basic stories and events on a limited range of general and some curricular topics


4.S8 express basic likes and dislikes;

recount short, basic stories and events on a limited range of general and some curricular topics


Strand 3: Reading

Learners should be able to…

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

Low A1

Mid A1

High A1

1.R1 recognise sound and name the letters of the alphabet

2.R1 read and spell out words for others

3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences

4.R1 recognise, identify and sound with support a growing range of language at text level

1.R2 recognise initial letters in names and places

2.R2 identify, remember and sound out high-frequency sound and letter patterns

3.R2 read and follow with limited support familiar instructions for classroom activities

4.R2 read and understand with some support short simple fiction and non-fiction texts

1.R3 recognise and identify some familiar sight words from local environment

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

3.R3 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

1.R4 use the alphabet to place the first letters of word in alphabetical order

2.R4 begin to use with support a simple picture dictionary

3.R4 use with some support a simple picture dictionary


4.R4 find with support books, worksheets and other print materials in a class or school library according to classification


2.R5 understand the main points of simple sentences on familiar topics by using contextual clues


3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues


2.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics


Strand 4: Writing

Learners should be able to…

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

Low A1

Mid A1

High A1


2.W1 write with support short responses at phrase level to questions and other prompts

3.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics


2.W2 write letters and familiar high frequency words when read aloud or spelt

3.W2 write words and phrases of regular size and shape

4.W2 begin to use joined-up handwriting in a limited range of written work


2.W3 write short phrases to identify people, places and objects

3.W3 write short phrases to identify people, places and objects

4.W3 write with support short sentences which describe people, places and objects



3.W4 write with support short basic sentences with appropriate spaces between words

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information


2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

3.W5 link with support words or phrases using basic coordinating connectors

4.W5 link with some support sentences using basic coordinating connectors


2.W6 use with support upper and lower case letters accurately when writing names and address

3.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

4.W6 use upper and lower case letters accurately when writing names, places and short sentences when writing independently


2.W7 spell some familiar high-frequency words accurately during guided writing activities


3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

4.W7 spell most familiar high-frequency words accurately when writing independently



2.W8 include a full stop when writing very high-frequency short sentences in guided writing activity

3.W8 include appropriate use of a full stop during guided writing of short, familiar sentences

4.W8 to include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently


Strand 5: Use of English

Learners should be able to…

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

Low A1

Mid A1

High A1

1.UE1 use singular nouns, plural nouns – to talk about people and places

2.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

3.UE1 use singular nouns, plural nouns – including some common irregular plural forms

use possessive forms ‘s/s’ with proper names and nouns to talk about ownership

4.7UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

1.UE2 use cardinal numbers 1 - 50 to count

2.UE2 use cardinal numbers 1 -50 to count

3.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10

4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100.

1.UE3 use basic adjectives to describe people and things

2.UE3 use common adjectives in descriptions and to talk about simple feelings

3.UE3 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things

use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

4.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

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

2.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things

3.UE4 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics

4.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

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

2.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing

3.UE5 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics

4.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

1.UE6 use demonstrative pronouns this, these that, those to indicate things

2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

3.UE6 use demonstrative pronouns this, these, that, those in open and closed questions

4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

1.UE7 use personal subject and object pronouns to give basic personal information


2.UE7 use personal subject and object pronouns to describe people and things


3.UE7 use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events

4.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

1.UE8 use simple imperative forms [positive] for basic commands or instructions

2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

3.UE8 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information


2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

4.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


2.UE10 use common present continuous forms [positive, negative, question]

3.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now

4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities

1.UE11 use there is / there are to make short statements and ask questions

2.UE11 use have got + noun to describe and ask about possessions

use how many are there? question form

3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions

4.UE11 use has got/ have got there is/ are statement, negative, question forms including short and full answers and contractions


2.UE12 use basic adverbs of place here / there to say where things are

3.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often

begin to use simple adverbs of manner e.g. well, badly

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

1.UE13 use can / can’t to describe ability


2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

3.UE13 use can to make requests and ask permission

use must / mustn’t / have to to talk about obligation

4.UE13 use can to make requests and ask permission

use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days


2.UE14 use basic prepositions of location and ; use prepositions of time: on, in, at to talk about days and times

3.UE14 use prepositions of location and "widows: 0; orphans: 0">use prepositions of time: on, in, at to talk about days and times and no preposition next / last week etc.

4.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; use prepositions of time : in, on, at, before, after

use with / without to indicate; accompaniment with for instrument and for to indicate recipient


2.UE15 use would you like + noun, to enquire; use like + verb +ing to express likes and dislikes

3.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb

verbs go enjoy like + verb + ing

4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings

1.UE16 use conjunctions and, or to link words and phrases

2.UE16 use conjunctions and, or, but to link words and phrases

3.UE16 use conjunctions and, or, but to link words and phrases

4.UE16 use conjunctions and, or, but, because to link words and phrases


2.UE17 use me, too to give short answers

3.UE17 use me, too and I don’t to give short answers

4.UE17 use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics


4.4 Long-term plans

Grade 1

Cross curricular units

Topics

Learning objectives

Term 1

All about me

Greetings and names

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S6 make introductions and requests in basic interactions with others

1.UE6 use demonstrative pronouns this, these that, those to indicate things

Colours

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9 recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

1.UE6 use demonstrative pronouns this, these that, those to indicate things

1 - 20

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE2 use cardinal numbers 1 - 20 to count

My school

Classroom objects

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9 recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly 1.UE1 use singular nouns, plural nouns – to talk about people and places

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

1.UE6 use demonstrative pronouns this, these that, those to indicate things

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, in to talk about days and time; use with to indicate accompaniment

Classroom routines

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things 1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.UE13 use can / can’t to describe ability

Describing things

1.S1 make basic personal statements about people, objects and classroom routines

1.UE3 use basic adjectives to describe people and things

Term 2

My family and friends

Family and friends

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short exchanges

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

1.UE7 use personal subject and object pronouns to give basic personal information

In my house

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.L9 recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

1.UE11 use there is / there are to make short statements and ask questions

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

Days of the week

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.R1 recognise sound and name the letters of the alphabet

1.R2 recognise initial letters in names and places

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

The world around us

Animals

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.R1 recognise sound and name the letters of the alphabet

1.UE13 use can / can’t to describe ability

Hot and cold

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.UE3 use basic adjectives to describe people and things

1.UE7 use personal subject and object pronouns to give basic personal information

In Kazakhstan

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.R1 recognise sound and name the letters of the alphabet

1.R2 recognise initial letters in names and places

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.UE11 use there is / there are to make short statements and ask questions

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

Term 3

Travel

Getting to school

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

This is the way...

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

1.UE13 use can / can’t to describe ability

1.R4 use the alphabet to place the first letters of word in alphabetical order

Where is it?

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

The big red bus

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.L4 recognise with support short basic questions about what something is

1.L5 recognise the sounds of phonemes and phoneme blends

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

Traditions and folklore

Happy Birthday

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.S6 make introductions and requests in basic interactions with others

1.R3 recognise and identify some familiar sight words from local environment

1.UE2 use cardinal numbers 1 - 20 to count

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

Springtime in Kazakhstan

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

Hats and masks

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S6 make introductions and requests in basic interactions with others

1.UE11 use there is / there are to make short statements and ask questions

Story time

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S5 use words in short exchanges

1.S4 respond to basic supported questions about people, objects and classroom routines

Term 4

Food and drink

Things I like

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.R1 recognise sound and name the letters of the alphabet

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Hot or cold

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S5 use words in short exchanges

1.UE7 use personal subject and object pronouns to give basic personal information

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Animals like

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short exchanges

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Nice or nasty

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.S1 make basic personal statements about people, objects and classroom routines

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S4 respond to basic supported questions about people, objects and classroom routines

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

Health and body

Hands and Head

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Let’s move

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.S1 make basic personal statements about people, objects and classroom routines

1.S4 respond to basic supported questions about people, objects and classroom routines

1.S5 use words in short exchanges

1.R1 recognise sound and name the letters of the alphabet

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

Making a puppet

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.L5 recognise the sounds of phonemes and phoneme blends

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.UE8 use simple imperative forms [positive] for basic commands or instructions

A special dance

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.L4 recognise with support short basic questions about what something is

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges


Grade 2

Cross curricular units

Topics

Learning objectives

Term 1

All about me

Hello again

2.L2 recognise with considerable support an increasing range of common personal questions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.R2 identify, remember and sound out high-frequency sound and letter patterns

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

2.W6 use with support upper and lower case letters accurately when writing names and address

I can...

2.L1 understand a range of short basic supported classroom instructions

2.L2 recognise with considerable support an increasing range of common personal questions

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.S8 give simple instructions for others to follow

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

My clothes and things

2.L1 understand a range of short basic supported classroom instructions

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

2.UE3 use common adjectives in descriptions and to talk about simple feelings

My family and friends

Friends’ names

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.R1 read and spell out words for others

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.W2 write letters and familiar high frequency words when read aloud or spelt

Helping hands

2.L1 understand a range of short basic supported classroom instructions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S5 begin to articulate clearly the difference between various sounds

2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.R1 read and spell out words for others

2.W1 write with support short responses at phrase level to questions and other prompts

2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

People I know

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE3 use common adjectives in descriptions and to talk about simple feelings

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Term 2

My school

Counting and Measuring

2.L1 understand a range of short basic supported classroom instructions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S4 respond to basic supported questions giving personal and factual information

2.R4 begin to use with support a simple picture dictionary

2.UE2 use cardinal numbers 1 -50 to count

2.UE11 use have got + noun to describe and ask about possessions use how many are there? question form

Around school

2.L1 understand a range of short basic supported classroom instructions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L4 recognise with support short basic questions relating to features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.W3 write short phrases to identify people, places and objects

2.UE14 use basic prepositions of location and "widows: 0; orphans: 0"> to describe where people and things are; use prepositions of time: on, in, at to talk about days and times

School days

2.L2 recognise with considerable support an increasing range of common personal questions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R2 identify, remember and sound out high-frequency sound and letter patterns

2.W7 spell some familiar high-frequency words accurately during guided writing activities

Class Photos

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.R2 identify, remember and sound out high-frequency sound and letter patterns

2.UE7 use personal subject and object pronouns to describe people and things

2UE10 use common present continuous forms [positive, negative, question]

The world around us

Different Places

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing

2.UE12 use basic adverbs of place here / there to say where things are

Reading Signs

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Where’s it from?

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

Days Out


2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Term 3

Health and body

Our body

2.L1 understand a range of short basic supported classroom instructions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R1 read and spell out words for others

2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information

Let’s measure

2.L1 understand a range of short basic supported classroom instructions

2.L4 recognise with support short basic questions relating to features such as colour and number

2.UE2 use cardinal numbers 1 -50 to count

Hats and Bats

2.L4 recognise with support short basic questions relating to features such as colour and number

2.S8 give simple instructions for others to follow

2.R1 read and spell out words for others

2.R4 begin to use with support a simple picture dictionary

Altogether Now

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S4 respond to basic supported questions giving personal and factual information

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.W3 write short phrases to identify people, places and objects

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Traditions and customs

Special Days

2.L1 understand a range of short basic supported classroom instructions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Home cooking

2.L9 recognise the spoken form of familiar words and expressions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S4 respond to basic supported questions giving personal and factual information

2.R1 read and spell out words for others

What’s it for?

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S4 respond to basic supported questions giving personal and factual information

2.W7 spell some familiar high-frequency words accurately during guided writing activities

Term 4

The natural environment

The weather

2.L1 understand a range of short basic supported classroom instructions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE3 use common adjectives in descriptions and to talk about simple feelings

Changing seasons

2.L4 recognise with support short basic questions relating to features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

What can animals do?

2.L4 recognise with support short basic questions relating to features such as colour and number

2.UE10 use common present continuous forms [positive, negative, question]

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

2.UE17 use me, too to give short answers

Sea Adventures

2.L1 understand a range of short basic supported classroom instructions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R1 read and spell out words for others

2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

Travel

A to B

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

2.UE14 use basic prepositions of location and ; use prepositions of time: on, in, at to talk about days and times

Types of vehicle

2.L1 understand a range of short basic supported classroom instructions

2.S4 respond to basic supported questions giving personal and factual information

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Numbers and shapes

2.L1 understand a range of short basic supported classroom instructions

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

My plane

2.L1 understand a range of short basic supported classroom instructions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE11 use have got + noun to describe and ask about possessions

use how many are there? question form

Bike Story

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.UE10 use common present continuous forms [positive, negative, question]


Grade 3

Cross curricular units

Topics

Learning objectives

Term 1

Animals

Animal types

3.L5 distinguish between phonemically distinct words

3.S1 make basic statements which provide personal information on a limited range of general topics

3.UE5 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

3.UE14 use prepositions of location and : on, in, at to talk about days and times and no preposition next / last week etc.

Body parts

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.S1 make basic statements which provide personal information on a limited range of general topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences

3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

Animal Song and Dance

3.L2 understand a limited range of short supported questions which ask for personal information

3.L9 recognise short basic words that are spelt out

3. W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.UE4 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics

3.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now

Craft project

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L4 understand a limited range of short supported questions on general and some curricular

3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some

3.S6 take turns when speaking with others in a limited range of short, basic exchanges

3.S8 express basic likes and dislikes

3.R3 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

3.UE8 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

Light & Dark

Day & Night

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L2 understand a limited range of short supported questions which ask for personal information

3.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.L5 distinguish between phonemically distinct words

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.S4 respond to questions on a limited range of general and some curricular topics

3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events

Sources of light

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.S1 make basic statements which provide personal information on a limited range of general topics

3.R3 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

3.UE3 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

3.UE13 use can to make requests and ask permission use must / mustn’t / have to to talk about obligation


Out at night

3.L5 distinguish between phonemically distinct words

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S6 take turns when speaking with others in a limited range of short, basic exchanges

3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

Term 2

Time

Times of my day

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S1 make basic statements which provide personal information on a limited range of general topics

3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics

3.S4 respond to questions on a limited range of general and some curricular topics

3.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10

3.UE14 use prepositions of location and "widows: 0; orphans: 0"> use prepositions of time: on, in, at to talk about days and times and no preposition next / last week etc.

Days of the week

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics

3.S6 take turns when speaking with others in a limited range of short, basic exchanges

3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences

3.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

3.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

3.UE17 use me, too and I don’t to give short answers

At the right time

3.L5 distinguish between phonemically distinct words

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.L9 recognise short basic words that are spelt out

3.S6 take turns when speaking with others in a limited range of short, basic exchanges

3.R3 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

3.UE14 use prepositions of location and : on, in, at to talk about days and times and no preposition next / last week etc.

Buildings

Four walls

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.R4 use with some support a simple picture dictionary

3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions

Our town

3.S1 make basic statements which provide personal information on a limited range of general topics

3.S4 respond to questions on a limited range of general and some curricular topics

3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

3.UE1 use singular nouns, plural nouns – including some common irregular plural forms

use possessive forms ‘s/s’ with proper names and nouns to talk about ownership

3.UE3 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things

use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions

3.UE14 use prepositions of location and : on, in, at to talk about days and times and no preposition next / last week etc.

Around the house

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L4 understand a limited range of short supported questions on general and some curricular

3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S6 take turns when speaking with others in a limited range of short, basic exchanges

3.R3 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

3.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.UE4 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

Term 3

Art & Music

Musical instruments

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S5 pronounce familiar words and short phrases intelligibly when reading aloud

3.S8 express basic likes and dislikes

3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences

3.R2 read and follow with limited support familiar instructions for classroom activities

Drawing chairs

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.S1 make basic statements which provide personal information on a limited range of general topics

3.R4 use with some support a simple picture dictionary

3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions

My music

3.L5 distinguish between phonemically distinct words

3.S4 respond to questions on a limited range of general and some curricular topics

3.S8 express basic likes and dislikes

3.W3 write short phrases to identify people, places and objects

3.UE17 use me, too and I don’t to give short answers

Shadow puppet show

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S8 express basic likes and dislikes

3.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

3.W8 include appropriate use of a full stop during guided writing of short, familiar sentences

Explorers & Inventors

Exploring space

3.L2 understand a limited range of short supported questions which ask for personal information

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S8 express basic likes and dislikes

3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.W1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.W2 write words and phrases of regular size and shape

Marco Polo

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S4 respond to questions on a limited range of general and some curricular topics

3.S5 pronounce familiar words and short phrases intelligibly when reading aloud

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.W2 write words and phrases of regular size and shape

3.W3 write short phrases to identify people, places and objects

3.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

Nice ideas

3.L9 recognise short basic words that are spelt out

3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics

3.UE3 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things

use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

3.UE6 use demonstrative pronouns this, these, that, those in open and closed questions

3.UE7 use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events

Inventions in Kazakhstan

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S2 ask questions to find out about present experiences on a limited range of general and some curricular topics

Term 4

Water, water everywhere

Rain, rain

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S5 pronounce familiar words and short phrases intelligibly when reading aloud

3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences

3.R2 read and follow with limited support familiar instructions for classroom activities

By the sea

3.L4 understand a limited range of short supported questions on general and some curricular

3.L5 distinguish between phonemically distinct words

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences

3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

3.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now

A beach story

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.R2 read and follow with limited support familiar instructions for classroom activities

3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.W8 include appropriate use of a full stop during guided writing of short, familiar sentences3.UE14 use prepositions of location and : on, in, at to talk about days and times and no preposition next / last week etc.


Having fun


Fun places

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S8 express basic likes and dislikes

3.R2 read and follow with limited support familiar instructions for classroom activities

3.R3 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

3.UE17 use me, too and I don’t to give short answers

Number games

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10

3.UE8 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions

Flying kites

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.L7 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.S4 respond to questions on a limited range of general and some curricular topics

3.R4 use with some support a simple picture dictionary

3.UE3 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things

use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

3.UE8 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

3.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now

3.UE16 use conjunctions and, or, but to link words and phrases




Grade 4

Cross curricular

units

Topics

Learning objectives

Term 1

Kazakhstan

in the

World of Sport

Children’s games 1

4.L2 understand an increasing range of supported questions which ask for personal information

4.S4 respond to questions on an increasing range of general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often;

begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

4.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; use prepositions of time : in, on, at, before, after

use with / without to indicate; accompaniment with for instrument and for to indicate recipient

4.UE17 use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics

Children’s games 2

4.S4 respond to questions on an increasing range of general and some curricular topics

4.R2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4.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

4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

Olympic Games

4.L4 understand an increasing range of short supported questions on general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4.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

Aesop’s Fables 1

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

Aesop’s Fables 2

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.S8 express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics

4.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

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

Values in

Myths and

Legends

Traditional stories 1

4.L4 understand an increasing range of short supported questions on general and some curricular topics

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics

4.W7 spell most familiar high-frequency words accurately when writing independently

4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive;

use declarative what [a/an] + adjective + noun to show feelings

Traditional stories 2

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.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

4.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

4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings

People and places

4.L5 identify initial, middle and final phonemes and blends

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

4.W2 begin to use joined-up handwriting in a limited range of written work

4.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

Dragons and

creatures 1

4.S4 respond to questions on an increasing range of general and some curricular topics

4.W7 spell most familiar high-frequency words accurately when writing independently

4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings

4.UE16 use conjunctions and, or, but, because to link words and phrases

Dragons and

creatures 2

4.S4 respond to questions on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often

begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing; begin 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

Treasure and

Heritage

Treasure maps1

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R4 find with support books, worksheets and other print materials in a class or school library according to classification

4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

4.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

4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

Treasure map2

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

4.UE11 use has got/ have got there is/ are statement, negative, question forms including short and full answers and contractions

4.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; use prepositions of time : in, on, at, before, after

use with / without to indicate; accompaniment with for instrument and for to indicate recipient

Treasure and numbers1

3.S4 respond to questions on an increasing range of general and some curricular topics

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100.

Treasure and numbers 2

4.L4 understand an increasing range of short supported questions on general and some curricular topics

4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.W2 begin to use joined-up handwriting in a limited range of written work

4.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

Our planet’s treasure 1

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

Our planet’s treasure 2

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.S8 express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

Professions

and ways of Communication

Body language

4.L1 understand an increasing range of classroom instructions

4.S1 make basic statements which provide information on an increasing range of general and some curricular topics

4.R1 recognise, identify and sound with support a growing range of language at text level

4.W2 begin to use joined-up handwriting in a limited range of written work

4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

Communicating around the world

4.L1 understand an increasing range of classroom instructions

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.S1 make basic statements which provide information on an increasing range of general and some curricular topics

4.R1 recognise, identify and sound with support a growing range of language at text level

4.W6 use upper and lower case letters accurately when writing names, places and short sentences when writing independently

Technology

4.L2 understand an increasing range of supported questions which ask for personal information

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4.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

4.UE11 use has got/ have got there is/ are statement, negative, question forms including short and full answers and contractions

Term 3

Hot and Cold

Weather 1

4.L9 recognise words that are spelt out from a limited range of general and curriculum topics

4.S1 make basic statements which provide information on an increasing range of general and some curricular topics

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

4.W5 link with some support sentences using basic coordinating connectors

4.W7 spell most familiar high-frequency words accurately when writing independently

4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities

4.UE16 use conjunctions and, or, but, because to link words and phrases

Weather 2

4.L4 understand an increasing range of short supported questions on general and some curricular topics

4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4.W7 spell most familiar high-frequency words accurately when writing independently

4.W8 to include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently

Volcanoes

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics

4.L7 use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

4.W2 begin to use joined-up handwriting in a limited range of written work

Snow and ice

4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics

4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations

4.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; use prepositions of time : in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient

4.UE16 use conjunctions and, or, but, because to link words and phrases

Healthy World

Healthy bodies 1

4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly

4.W7 spell most familiar high-frequency words accurately when writing independently

4.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

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often;

begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

Healthy bodies 2

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.W2 begin to use joined-up handwriting in a limited range of written work

4.W7 spell most familiar high-frequency words accurately when writing independently

4.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

4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities

Save our animals 1

3.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.W2 begin to use joined-up handwriting in a limited range of written work

4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

4.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

Save our animals 2

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

4.R2 read and understand with some support short simple fiction and non-fiction texts

4.W5 link with some support sentences using basic coordinating connectors

Help the planet 1

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.L4 understand an increasing range of short supported questions on general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R2 read and understand with some support short simple fiction and non-fiction texts

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly


Help the planet 2

4.L5 identify initial, middle and final phonemes and blends

4.S4 respond to questions on an increasing range of general and some curricular topics

4.S8 express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

Term 4

Journey

into Space

Into Space 1

4.L5 identify initial, middle and final phonemes and blends

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.W7 spell most familiar high-frequency words accurately when writing independently

4.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

4.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

4.UE13 use can to make requests and ask permission use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations

Into Space 2

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

Planets 1

4.L6 understand an increasing range of short supported questions on general and some curricular topics

4.R1 recognise, identify and sound with support a growing range of language at text level

4.R4 find with support books, worksheets and other print materials in a class or school library according to classification

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100.

4.UE17 use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics

Planets 2

4.L4 understand an increasing range of short supported questions on general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

4.W2 begin to use joined-up handwriting in a limited range of written work

4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

4. UE2 use cardinal numbers 1 – 1000 and ordinal numbers 1 - 100.

4.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

Aliens 1

4.L5 identify initial, middle and final phonemes and blends

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics

4.W7 spell most familiar high-frequency words accurately when writing independently

4.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

4.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

4.UE16 use conjunctions and, or, but, because to link words and phrases

Aliens 2

4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.W5 link with some support sentences using basic coordinating connectors

4.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

Machines

Slow machines 1

4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.W7 spell most familiar high-frequency words accurately when writing independently

4.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

4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often;

begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

Slow machines 2

4.L6 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics

4.S1 make basic statements which provide information on an increasing range of general and some curricular topics

4.R2 read and understand with some support short simple fiction and non-fiction texts

4.W5 link with some support sentences using basic coordinating connectors

4.UE1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

Fast machines 1

4.L5 identify initial, middle and final phonemes and blends

4.S4 respond to questions on an increasing range of general and some curricular topics

4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

4.R1 recognise, identify and sound with support a growing range of language at text level

4.W2 begin to use joined-up handwriting in a limited range of written work

4.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

4.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; use prepositions of time : in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient

Fast machines 2

4.S4 respond to questions on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.W4 write with support a sequence of short sentences in a paragraph to give basic personal information

4.W7 spell most familiar high-frequency words accurately when writing independently

4.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

4.UE13 use can to make requests and ask permission; use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations

4.UE16 use conjunctions and, or, but, because to link words and phrases

Robots 1

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

4.W8 to include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently

4.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

4.UE11 use has got/ have got there is/ are statement, negative, question forms including short and full answers and contractions

4.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; use prepositions of time : in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient

Robots 2

4.L8 understand short, supported narratives on an increasing range of general and some curricular topics

4.R2 read and understand with some support short simple fiction and non-fiction texts

4.R4 find with support books, worksheets and other print materials in a class or school library according to classification

4.R6 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics

4.W5 link with some support sentences using basic coordinating connectors

4.UE13 use can to make requests and ask permission;

use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations

4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go enjoy like + verb + ing;

begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive;

use declarative what [a/an] + adjective + noun to show feelings







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Дата добавления 16.10.2016
Раздел Начальные классы
Подраздел Рабочие программы
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