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 position: at, behind, between, in, in
front of, near, next to, on, to
to describe where people and things are; use prepositions of time: on, in, at
to talk about days and times
|
3.UE14
use prepositions of location and position: at, behind, between, in, in front
of, near, next to, on, under, above to describe where people and things are
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 position: at, behind, between, in, in
front of, near, next to, on, to
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 position: at, behind, between, in, in
front of, near, next to, on, to to describe where people and things are; 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 position: at, behind, between, in, in front
of, near, next to, on, under, above to describe where people and things are
use prepositions of time: 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 position: at, behind, between, in, in front
of, near, next to, on, under, above to describe where people and things are
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 position: at, behind, between, in, in front
of, near, next to, on, under, above to describe where people and things are
use prepositions of time: 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 position: at, behind, between, in, in front
of, near, next to, on, under, above to describe where people and things are
use prepositions of time: 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 position: at,
behind, between, in, in front of, near, next to, on, under, above to describe
where people and things are use prepositions of time: 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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