Académique Documents
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us Learning objectives
Code
Grade 8 Grade 9
Grade 6 Grade 7
L1
Understand an increasing range Understand a short sequence of Understand a sequence of Understand longer sequences of
of short, basic, supported supported classroom instructions supported classroom classroom instructions with little or no
classroom instructions instructions support
L2
Understand a limited range of Understand an increasing Understand more complex
Understand a growing range of
unsupported basic questions which range of unsupported basic unsupported questions which ask for
short supported questions which
ask for personal information questions which ask for personal information
ask for personal information
personal information
L3
Understand a limited range of Understand an increasing Understand more complex questions
Understand an increasing range
unsupported basic questions on range of unsupported basic on a range of general and curricular
of short supported questions on
general and curricular topics questions on general and topics with little or no support
general and curricular topics
curricular topics
L4
Understand the main points of Understand the main points of Understand the main points Understand the main points in both
short supported talk on an short, supported talk on a range of supported extended talk on short and extended talk with little or
increasing range of general and general and curricular topics a range of general and no support on a range of general and
curricular topics curricular topics curricular topics
L5
Understand some specific Understand most specific Understand most specific Understand specific information and
information and detail of short, information and detail of short, information and detail of detail in both short and extended talk
supported talk on an increasing supported talk on a range of short, supported talk on a on a range of general and curricular
range of general and curricular
topics general and curricular topic wide range of familiar topics topics with little or no support
L8
Understand supported narratives Understand supported Understand both short and extended
Recognise words that are on a limited range of general and narratives, including some narratives with little or no support on a
spelled out on a limited range of curricular topics extended talk, on an range of general and curricular topics
general and curricular topics increasing range of general
and curricular topics
L9
Understand short song and Identify rhyming words Identify rhymes, and Identify rhymes, onomatopoeia and
rhymes repetition rhythm
S1
Provide basic information about Provide basic information Provide detailed information about
Make basic statements which themselves at sentence level on a about themselves and others themselves and others at discourse
provide personal information on limited range of general topics at sentence level on an level on a wide range of general
a limited range of general topics increasing range of general topics
topics
S2
Ask questions to find out about Ask questions to find out general Ask questions to find out Ask questions to clarify meaning on a
personal information on an information on a limited range of general information on an range of general and curricular topics
increasing range general and curricular topics increasing range of general
and curricular topics
S3
Give an opinion at sentence level Give an opinion at sentence Give an opinion at discourse level on
Describe basic present and past
on a limited range of general and level on an increasing range a range of general and curricular
actions on limited range of
curricular topics of general and curricular topics
general and curricular topics
topics
S4
Use basic vocabulary for an Respond with limited Respond with increasing flexibility at
Use basic vocabulary for a increasing range of general and flexibility at sentence level both sentence and discourse level to
limited range of general and curricular topics to unexpected comments on unexpected comments on a range of
curricular topics an increasing range of general and curricular topics
general and curricular topics
S5
Organise talk at sentence level Organise talk at sentence Summarise what others have said on
Give short, basic descriptions of using basic connectors on a limited level using connectors on an a range of general and curricular
people and objects range of general and curricular increasing range of general topics
topics and curricular topics
R1
Recognise, identify and sound Recognise, identify and sound with Recognise, identify and Recognise, identify and sound
with support a limited range of support an increasing range of sound with some support a independently a wide range of
language at text level language at text level range of language at text language at text level
level
Recognise the English alphabet
print
R2
Read and follow with some support Read and follow with Read and follow independently
Read and follow with support
familiar instructions for classroom supported familiar familiar instructions for classroom
familiar instructions for
activities instructions for classroom activities
classroom activities
activities
R3
Read with support a limited range Read with some support a Read independently a range of short
Begin to read with support very
short simple fiction and non-fiction an increasing range of short simple fiction and non-fiction texts
short, simple, fiction and non-
texts with confidence and fiction and non-fiction texts with confidence and enjoyment
fiction texts with confidence and
enjoyment with confidence and
enjoyment
enjoyment
R4
Understand the main points of Understand the main points Understand the main points of a wide
Understand the main points of
short simple texts on a limited of an increasing range of range of short, simple texts on
very short, simple texts on some
range of general and curricular short, simple texts on general and curricular topics by using
familiar general and curricular
topics by using contextual clues general and curricular topics contextual clues
topics by using contextual clues
by using contextual clues
R5
Understand with support some Understand with support some Understand with little or no Understand independently specific
specific information and detail in specific information and detail in support specific information information and detail in short, simple
very short, simple texts on a short, simple texts on a limited and detail in short, simple texts on a range of general and
limited range of general and range of general and curricular texts on an increasing range curricular topics
curricular topics topics of general and curricular
topics
R6
Recognise the difference between Recognise the difference Recognise the difference between
Understand the meaning of very
fact and opinion in short, simple between fact and opinion in fact and opinion in short, simple texts
short, simple texts on familiar
texts on a limited range general short, simple texts on an on a wide range of general and
general and curricular topics by
and curricular topics increasing range of general curricular topics
rereading them
and curricular topics
R7
Recognise the attitude or opinion Recognise the attitude or Recognise the attitude or opinion of
Understand the meaning of
of the writer in short texts on a opinion of the writer in short the writer in short texts on a wide
simple short sentences on
limited range of general and texts on an increasing range range of general and curricular topics
familiar general and curricular
curricular topics of general and curricular
topics
topics
R8
Find with support books, Use with some support Use independently familiar paper and
Use with more infrequent worksheets and other print familiar paper and digital digital reference resources to check
support a simple picture materials in a class or school reference resources to meaning and extend understanding
dictionary library according to classification check meaning and extend
understanding
W1
Plan, write and check short Plan, write and check sentences Plan, write, edit and Plan, write, edit and proofread work at
sentences with support on with support on a limited range of proofread work at text level text level with some support on a
familiar topics general and curricular topics with support on a limited range of general and curricular topics
range of general and
curricular topics
W2
Write, with support, short Write with support longer Write with some support a Write with some support about factual
sentences which give basic sentences on a limited range of sequence of short sentences and imaginary past events, activities
personal information general and curricular topics in a paragraph on a limited and experiences on a growing range
range of general and of general and curricular topics
curricular topics
W4
Begin to use joined-up Use joined-up handwriting in a Use joined-up handwriting in Use joined-up handwriting in all
handwriting in a limited range of growing range of written work a range of written work written work across the curriculum
written work across the curriculum some with appropriate speed and fluency
speed and fluency
W5
Link with support words or Link with some support sentences Link with some support Link sentences into coherent text
phrases using basic coordinating using basic coordinating sentences into a coherent using a variety of basic connectors on
connectors connectors paragraph using a variety of a range of general and curricular
basic connectors on a topics when writing independently
limited range of general and
curricular topics
UE1
Use singular nouns, plural nouns Use nouns as direct and indirect Use a growing range of Use a limited range of abstract nouns
– including some common objects in describing events and countable and uncountable and compound nouns
irregular plural forms – and actions on a limited range of nouns, including common
Use double genitive structures : a
uncountable nouns, genitive ‘s/ general and curricular topics noun phrases describing
friend of theirs on a range of general
s’ to name and label things times and location, on a
and curricular topics
range of general and
curricular topics
UE2
Use numbers 1 – 100 to count Use numbers 1 – 100 to count , Use a quantifiers many, Use a growing range of quantifiers
use basic quantifiers many , much, much, a lot of, on a limited and cardinal, ordinal numbers and
not many, a lot of on a limited range of general and fractions on a range of general and
range of general and curricular curricular topics curricular topics
topics
UE3
Use adjectives, including Use common comparative and Use a growing range of Use a growing range of participle
possessive adjectives, on superlative adjectives to give adjectives and a adjectives and a growing range of
familiar topics to give personal personal information and on a comparative and superlative adjectives in the correct order in front
information and to describe limited range of general and adjectives [both regular and of nouns on a range general and
things curricular topics irregular] on a range of curricular topics
general and curricular topics
UE4
Use determiners a, the, some, Use determiners a, the, some, any Use determiners including Use a range of determiners including
any , this, these, that to refer to , this, these, that , those to give any no each every on a neither, both on a range of general
familiar objects personal information and on a limited range of general and and curricular topics
limited range of general and curricular topics
curricular topics
UE5
Use who what and where , how Use who what where how many Use questions including tag Use a growing range of questions
many to ask questions on how much to ask questions on a questions to seek including how far , how many times,
familiar topics limited range of general and agreement, and clarify use what + noun on a range of general
curricular topics questions What time/what and curricular topics
Impersonal you in the question
else/next? on a limited
Use why to ask for explanations
How do you spell that?
range of general and
Use when to ask when something
curricular topics
happens/happened
UE6
Use demonstrative pronouns Use demonstrative pronouns to Use basic personal and Use a range of pronouns including
this, these, that, those and ask and answer basic questions on demonstrative pronouns and relative pronouns who which that
object pronoun one in short personal and familiar topics quantitative pronouns some, whom whose on a range of general
statements and responses any, something, nothing and curricular topics
anything on a range of
general and curricular topics
UE7
Use personal subject and object Use direct and indirect object Use simple perfect forms of Use simple perfect forms to express [
pronouns, including possessive personal pronouns in descriptions common verbs to express recent, indefinite and unfinished past ]
pronouns mine, yours to give of events and actions on a limited what has happened on a range of general and curricular
basic personal information and range of general and curricular [indefinite time]on a limited topics
describe things topics range of general and
curricular topics
UE8 Use imperative forms [positive Use future forms will for Use a growing range of future forms
Use imperative forms with direct
and negative] to give short predictions and be going to including be going to [predictions
and indirect object forms to give a
instructions talk about already decided based on present evidence] and will
short sequence of instructions
plans on a limited range of for predictions on a range of general
general and curricular topics and curricular topics
UE9
Use common simple present Use simple present forms Use simple present forms Use a range of active and passive
forms, including short answer and simple past regular and simple present and past forms and
Use simple past regular and
forms and contractions, to give irregular forms to describe used to/didn’t use to for past
irregular forms to describe actions
personal information routines, habits, and states habits/states on a range of general
and narrate simple events on a
on a limited range of general and curricular topics
Use common past simple forms limited range of general and
and curricular topics
[regular and irregular ] to curricular topics
describe actions and narrate
simple events including short
answer forms and contractions
UE10
Use common present continuous Use present continuous forms to Use present continuous Use present continuous forms with
forms, including short answers describe events and talk about forms to talk about present present and future meaning and past
and contractions, to talk about what is happening now activities and with future continuous forms for background,
what is happening now on meaning parallel and interrupted past actions
Use present continuous forms to
personal and familiar topics on a range of general and curricular
talk about future arrangements on Use past continuous forms
topics
Use –ing forms Swimming , a limited range of general and for background, on a limited
Spelling … as nouns to describe curricular topics range of general and
familiar and classroom activities curricular topics
UE11
Use there is / are to make short Use I think... I know... to express Use Begin to use simple forms of reported
statements and descriptions basic opinions on a limited range be/look/sound/feel/taste/sme speech to report statements and
of general and curricular topics ll like commands on a range of general and
Use Have you... [ever]…been?
curricular topics.
to talk about experiences Use a limited range of simple Use be made of
perfect forms …[regular and
Make
irregular] to talk about experiences
somebody/something+adj
UE12
Use adverbs of time and place Use common adverbs of frequency Use a growing range of Use a range of adverbs [simple and
now today over there to never, a lot common adverbs [both comparative forms] including adverbs
indicate when and where regular and irregular] simple of manner
Use adverbs of sequence first next
and comparative forms and
Use common –ly adverbs to then and direction left right Use pre-verbal, post-verbal and end-
adverbs of frequency
describe actions position adverbs on a range general
Use common comparative and
Use adverbs of indefinite and curricular topics
Use the adverb too to add superlative adverbs to describe
time yet ever already always
information and compare things …more
quickly ...best on a limited range Use adverbs of definite time
of general and curricular topics last week, yesterday on a
range general and curricular
topics
UE13
Use can to make requests and Use could as a past form of can Use might may could to Use a growing range of modal forms
ask permission and use express possibility including
Use have (got) to/ had to to
appropriate responses here you would [polite requests] could [polite
express obligation Use shall [for suggestions]
are OK , requests] needn’t [lack of necessity]
Use shall [interrogative] to make on a limited range of general
should, ought to [ obligation] on a
Use must to express obligation
offers and will to ask about future and curricular topics
range of general and curricular topics
Use have + object + infinitive to intention on a limited range of
talk about obligations general and curricular topics
UE15
Use Would you like to ... to , Use common verbs followed by Use common verbs followed Use the pattern verb + object +
invite and use appropriate infinitive verb / verb + ing patterns by infinitive verb /verb+ ing infinitive give/take/send/bring/show +
responses yes please , no patterns direct/ indirect object
Begin to use infinitive of purpose
thanks
Use infinitive of purpose on Begin to use some common
Use want/ask someone to do
Use declarative what [a/an] + a limited range of general prepositional verbs on a range of
something
adjective + noun to show and curricular topics general and curricular topics
Use be called + n on a limited
feelings
range of general and curricular
topics
UE16
Use conjunctions and or but to Use conjunction because to give Use conjunctions so, if, Use conjunctions while, until, as soon
link words and phrases reasons on a limited range of when, where, before, after to as in relating narratives and if /unless
general and curricular topics link parts of sentences on a in conditional sentences on a range of
limited range of general and general and curricular topics
curricular topics
UE17
Use when clauses to describe Use defining relative clauses with Use if clauses (in zero Use if /unless in zero and first
simple present and past actions which who where to give personal conditionals) conditional clauses
on personal and familiar topics information
Use where clauses Use a range of defining and non-
defining relative clauses with which
Use So do I to give short Use before/after clauses
who that whose whom on a range of
answers (with past reference)
general and curricular topics
Use defining relative clauses
with which who that where to
give details on a limited
range of general and
curricular topics