Бастауыш білім беру деңгейінің 1-4-сыныптарына арналған "Ағылшын тілі" пәнінен үлгілік оқу бағдарламасы

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

low A1

mid A1

high A1

1.1.1.1 recognise short basic instructions for a limited range of classroom           routines spoken slowly and distinctly

2.1.1.1 understand a range of short basic supported classroom instructions

3.1.1.1       understand

short                     supported classroom instructions in an increasing range of classroom routines

4.1.1.1 understand an increasing range of classroom instructions

1.1.2.1 recognise with support a limited range of basic common personal            questions spoken slowly and distinctly

2.1.2.1 recognise with considerable support an increasing range of common             personal questions

3.1.2.1 understand a limited range of short supported questions which ask for personal information

4.1.2.1 understand an increasing range of supported questions which ask for personal information

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words

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

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

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

1.1.4.1 recognise with support short basic questions about what something is

2.1.4.1 recognise with support short basic questions relating to features such as colour and number

3.1.4.1 understand a limited range of short supported questions on general and some curricular topics

4.1.4.1 understand an increasing range of short                       supported questions on general and some curricular topics

1.1.5.1 recognise the sounds of phonemes and phoneme blends

2.1.5.1 identify missing phonemes in incomplete words

3.1.5.1 distinguish between phonemically distinct words

4.1.5.1 identify initial, middle and final phonemes and blends

2.1.6.1 understand some

3.1.6.1                    understand

4.1.6.1                      understand

specific information in short, slow, carefully articulated talk on routine and familiar topics

some                 specific information                               and

detail of short, supported information or talk on a limited range of general and some              curricular topics

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

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

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

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

2.1.8.1 understand short narratives             spoken slowly and distinctly on routine and familiar topics

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics

4.1.8.1         understand

short,              supported narratives on an increasing range of general and some curricular topics

1.1.9.1 recognise the names of letters of the alphabet

2.1.9.1 recognise the spoken form of familiar words and expressions

3.1.9.1 recognise short basic words that are spelt out

4.1.9.1 recognise words that are spelt out from a limited range of general and curriculum topics

4.1.10.1           recognise words similar to words in student native language

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

low A1

mid A1

high A1

1.2.1.1       make basic     personal statements about      people,

objects          and classroom routines

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

3.2.1.1 make basic statements            which provide             personal information on a limited range of general topics

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

1.2.2.1        ask

questions in basic exchanges about    people,

objects          and classroom routines

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

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

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

1.2.3.1

pronounce familiar     words and expressions

2.2.3.1 use a limited range of basic words, phrases and short sentences to describe

3.2.3.1 give short, basic description of people and objects on a limited range of general and

4.2.3.1 give short, basic description of people and objects on a limited range of general and some curricular

intelligibly

objects,    activities                and classroom routines

some curricular topics

topics, begin to describe past experiences on an increasing range of general and some curricular topics

1.2.4.1 respond to               basic

supported questions about people,    objects and    classroom routines

2.2.4.1 respond to basic supported questions giving personal and factual information

3.2.4.1 respond to questions on a limited range of general and some curricular topics

4.2.4.1 respond to questions on an increasing range of general and some curricular topics

1.2.5.1 use words in short exchanges

2.2.5.1 begin to articulate clearly the difference between various sounds

3.2.5.1           pronounce familiar words and short                           phrases

intelligibly             when reading aloud

4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly

1.2.6.1       make introductions and requests in basic interactions with others

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

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges

4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges

2.2.7.1 place stress correctly on familiar polysyllabic words

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

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

2.2.8.1 give simple instructions for others to follow

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

4.2.8.1 express basic likes and dislikes,

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

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

low A1

mid A1

high A1

1.3.1.1

recognise sound                    and name the letters of the alphabet

2.3.1.1 read and spell out words for others

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

4.3.1.1 recognise, identify and sound with support a growing range of language at text level

1.3.2.1

recognise initial letters in names                    and places

2.3.2.1 identify, remember and sound out high- frequency sound and letter patterns

3.3.2.1 read and follow with limited support familiar instructions for classroom activities

4.3.2.1 read and understand with some support short simple fiction and non-fiction texts

1.3.3.1

recognise     and identify    some familiar      sight words        from local environment

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

3.3.3.1 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

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

1.3.4.1 use the alphabet to place the first letters of word in alphabetical order

2.3.4.1 begin to use with support a simple picture dictionary

3.3.4.1 use with some support a simple picture dictionary

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

2.3.5.1 understand the main points of simple sentences on familiar topics by using contextual clues

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

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

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

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

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

Grade 1

Grade 2

Grade 3

Grade 4

working towards A1

low A1

mid A1

high A1

2.4.1.1 write with support short responses at phrase level to questions and other prompts

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

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

2.4.2.1 write letters and familiar high frequency words when read aloud or spelt

3.4.2.1 write words and phrases of regular size and shape

4.4.2.1 begin to use joined-up handwriting in a limited range of written work

2.4.3.1 write short phrases to identify people, places and objects

3.4.3.1 write short phrases to identify people, places and objects

4.4.3.1 write with support short sentences which describe people, places and objects

3.4.4.1 write with support short basic sentences with appropriate spaces between words

4.4.4.1 write with support a sequence of short sentences in a paragraph             to             give basic personal information

2.4.5.1 write letters and

3.4.5.1     link     with    support

4.4.5.1 link with some support

familiar high frequency words when read aloud or spelt out for learners

words or phrases using basic coordinating connectors

sentences          using          basic coordinating connectors

2.4.6.1 use with support upper and lower case letters accurately when writing names and address

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

4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently

2.4.7.1 spell some familiar high-frequency words accurately during guided writing activities

3.4.7.1 spell a growing number

of familiar high-frequency words accurately during guided writing activities

4.4.7.1 spell most familiar high-frequency                                          words accurately when writing independently

2.4.8.1 include a full stop when writing very high-frequency short sentences in guided writing activity

3.4.8.1 include appropriate use of a full stop during guided writing of short, familiar sentences

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

Grade 1

Grade 2

Grade 3

Grade 4

working                   towards A1

low A1

mid A1

high A1

1.5.1.1 use singular nouns, plural nouns

–    to    talk      about people and places

2.5.1.1           use singular    nouns, plural nouns – including some common irregular    plural forms in giving simple descriptions

3.5.1.1 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

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

1.5.2.1 use cardinal numbers 1 – 20 to count

2.5.2.1           use cardinal numbers 1 – 50 to count

3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 – 10

4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1– 100

1.5.3.1    use    basic adjectives             to

describe        people and things

2.5.3.1           use common adjectives        in descriptions and to    talk        about simple feelings

3.5.3.1 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

4.5.3.1 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

1.5.4.1                use determiners a, an, some, the, this, these to indicate what/where

2.5.4.1 use determiners a, an, the, some, any, this, these, that, those to

3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some

4.5.4.1 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

something is

identify things

curricular topics

1.5.5.1                use interrogative pronouns      which, what, where, how to        ask        basic questions

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

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

4.5.5.1 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

1.5.6.1                use demonstrative pronouns          this, these that, those to indicate things

2.5.6.1          use demonstrative pronouns     this, these, that, those to        make            and respond                     to

requests                      for information

3.5.6.1 use demonstrative pronouns this, these, that, those in open and closed questions

4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

1.5.7.1                use

personal     subject

and                object

pronouns to give basic personal information

2.5.7.1 use personal subject and           object pronouns to describe people and things

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

4.5.7.1 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

1.5.8.1 use simple imperative forms [positive] for basic commands           or instructions

2.5.8.1           use simple imperative forms    [positive and      negative]

for              basic

commands                     and instructions

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

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

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

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

3.5.9.1 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, use common past simple forms to describe actions and feelings

4.5.9.1 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

2.5.10.1         use common present continuous forms [positive, negative, question]

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

4.5.10.1 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

1.5.11.1 use there is/there are to make short statements and ask questions

2.5.11.1 use have got + noun to describe and ask                  about possessions

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

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

2.5.12.1 use basic adverbs of place here/there to say where things are

3.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and     how     often, begin to use simple adverbs of manner example given well, badly

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

1.5.13.1 use can/ can’t to describe ability

2.5.13.1 use can to    talk             about ability        and     to make     requests and offers, use can/can’t to talk about permission

3.5.13.1 use can to make requests and ask

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

4.5.13.1 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

1.5.14.1 use basic prepositions of

location                          and position example given in, at, next to, near, on, to describe where people and things are, use basic prepositions of time: on to talk about days

2.5.14.1        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

3.5.14.1 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

4.5.14.1 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

3.5.15.1 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

4.5.15.1 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

2.5.16.1         use

3.5.16.1 use conjunctions

4.5.16.1 use conjunctions and, or,

conjunctions and, or, but to link words and phrases

and, or, but to link words and phrases

but, because to link words and phrases

2.5.17.1 use me, too to give short answers

3.5.17.1 use me, too and I don’t to give short answers

4.5.17.1 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

Cross curricular units

Topics

Learning objectives

Term 1

All    about me

Greetings and names

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.1.1 make basic personal statements about people, objects and classroom routines

Colours

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.1.9.1    recognise    the       names    of       letters    of       the       alphabet;

1.2.3.1   pronounce   familiar   words   and      expressions   intelligibly;

1.5.3.1   use      basic   adjectives   to      describe   people   and      things;

1.5.6.1 use demonstrative pronouns this, these that, those to indicate things

1 – 20

1.1.1.1 recognise short basic instructions for a limited range of classroom routines                spoken                slowly                and                            distinctly;

1.2.3.1    pronounce    familiar     words    and    expressions     intelligibly;

1.5.2.1 use cardinal numbers 1 – 20 to count

My school

Classroom objects

1.1.1.1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly;

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.1.9.1    recognise    the       names    of       letters    of       the       alphabet;

1.2.3.1   pronounce   familiar   words   and      expressions   intelligibly;

1.5.1.1 use singular nouns, plural nouns – to talk about people and places;

1.5.4.1 use determiners a, an, some, the, this, these to indicate what/where                                        something                                        is;

1.5.6.1 use demonstrative pronouns this, these that, those to indicate things;

1.5.14.1 use basic prepositions of location and position example given in, at, next to, near, on, to describe where people and things are, use basic prepositions of time, on to talk about days

Classroom routines

1.1.1.1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly;

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.3.1  pronounce  familiar  words     and     expressions  intelligibly;

1.5.8.1 use simple imperative forms [positive] for basic commands or instructions;

1.5.13.1 use can/can’t to describe ability

Describing things

1.2.1.1 make basic personal statements about people, objects and classroom                                                                                         routines;

1.2.2.1 ask questions in basic exchanges about people, objects and classroom                                                                                         routines;

1.2.6.1 make introductions and requests in basic interactions with others;

1.5.3.1 use basic adjectives to describe people and things

Term 2

My family and friends

Family                and friends

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.2.1 ask questions in basic exchanges about people, objects and classroom                                                                                         routines;

1.2.4.1 respond to basic supported questions about people, objects and classroom                                                                                         routines;

1.5.1.1 use singular nouns, plural nouns – to talk about people and places;

1.5.4.1 use determiners a, an, some, the, this, these to indicate what/where                                        something                                        is;

1.5.7.1 use personal subject and object pronouns to give basic personal information

In my house

1.1.9.1   recognise   the      names   of      letters    of      the      alphabet;

1.5.3.1   use      basic   adjectives   to      describe   people   and      things;

1.5.11.1 use there is/there are to make short statements and ask questions;

1.5.14.1 use basic prepositions of location and position example given 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

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.1.1 make basic personal statements about people, objects and

classroom                                                                                         routines;

1.2.3.1    pronounce    familiar     words    and    expressions     intelligibly;

1.3.2.1 recognise initial letters in names and places

The world around us

Animals

1.1.1.1 recognise short basic instructions for a limited range of classroom routines                spoken                slowly                and                            distinctly;

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.3.1  pronounce  familiar  words     and     expressions  intelligibly;

1.2.5.1             use             words            in             short             exchanges;

1.3.1.1    recognise    sound   and   name    the   letters    of   the   alphabet;

1.5.2.1       use       cardinal       numbers       1       –       20       to       count;

1.5.13.1 use can/can’t to describe ability

Hot and cold

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.5.1             use             words            in             short             exchanges;

1.5.3.1   use      basic   adjectives   to      describe   people   and      things;

1.5.7.1 use personal subject and object pronouns to give basic personal information

In Kazakhstan

1.1.4.1 recognise with support short basic questions about what something                                                                                                  is;

1.2.1.1 make basic personal statements about people, objects and classroom                                                                                         routines;

1.2.3.1  pronounce  familiar  words     and     expressions  intelligibly;

1.3.1.1  recognise  sound     and     name     the     letters  of     the     alphabet;

1.3.2.1     recognise     initial     letters     in        names     and     places;

1.3.4.1 use the alphabet to place the first letters of word in alphabetical order;

1.5.11.1 use there is/there are to make short statements and ask questions;

1.5.14.1 use basic prepositions of location and position example given 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

1.1.2.1 recognise with support a limited range of basic common personal questions               spoken               slowly               and                              distinctly;

1.1.4.1 recognise with support short basic questions about what something                                                                                                  is;

1.2.5.1             use             words            in             short             exchanges;

1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions;

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

This is the way...

1.1.2.1 recognise with support a limited range of basic common personal questions               spoken               slowly               and                              distinctly;

1.5.9.1 use common present simple forms [positive, negative and question] to give basic personal information; 1.2.5.1 use words in short exchanges;

1.3.4.1 use the alphabet to place the first letters of word in alphabetical order

Where is it?

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.3.1  pronounce  familiar  words     and     expressions  intelligibly;

1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions;

1.5.8.1 use simple imperative forms [positive] for basic commands or instructions;

1.5.14.1 use basic prepositions of location and position example given 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

1.1.1.1 recognise short basic instructions for a limited range of classroom routines                spoken                slowly                and                            distinctly;

1.1.5.1 recognise the sounds of phonemes and phoneme blends;

1.2.5.1             use             words            in             short             exchanges;

1.5.6.1 use demonstrative pronouns this, these that, those to indicate things

Traditions and folklore

Happy Birthday

1.1.1.1 recognise short basic instructions for a limited range of classroom          routines         spoken         slowly         and         distinctly;

1.2.6.1 make introductions and requests in basic interactions with others;

1.3.3.1 recognise and identify some familiar sight words from local environment;

1.5.2.1       use       cardinal       numbers       1       –       20       to       count;

1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions

Springtime in Kazakhstan

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.3.1 pronounce familiar words and expressions intelligibly

Hats                and masks

1.1.1.1 recognise short basic instructions for a limited range of classroom          routines         spoken         slowly         and         distinctly;

1.2.6.1 make introductions and requests in basic interactions with others;

1.5.11.1 use there is/there are to make short statements and ask questions

Story time

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.5.1             use             words            in             short             exchanges;

1.2.4.1 respond to basic supported questions about people, objects and classroom routines

Term 4

Food     and drink

Things                    I like

1.1.4.1 recognise with support short basic questions about what something                                                                                                  is;

1.2.1.1 make basic personal statements about people, objects and classroom                                                                                         routines;

1.2.2.1 ask questions in basic exchanges about people, objects and classroom                                                                                         routines;

1.2.5.1             use             words            in             short             exchanges;

1.3.4.1 use the alphabet to place the first letters of word in alphabetical order

Hot or cold

1.2.5.1             use             words            in             short             exchanges;

1.5.7.1 use personal subject and object pronouns to give basic personal

information;

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

Animals like

1.1.3.1 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words;

1.2.5.1           use           words          in           short           exchanges           ;

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

Nice          or nasty

1.1.2.1 recognise with support a limited range of basic common personal questions               spoken               slowly               and                              distinctly;

1.2.3.1    pronounce    familiar    words    and    expressions     intelligibly;

1.5.5.1 use interrogative pronouns which, what, where, how to ask basic questions

Health and body

Hands                and Head

1.2.1.1 make basic personal statements about people, objects and classroom                                                                                         routines;

1.5.1.1 use singular nouns, plural nouns – to  talk about people and places;

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

Let’s move

1.1.1.1 recognise short basic instructions for a limited range of classroom        routines        spoken        slowly        and        distinctly;

1.2.4.1 respond to basic supported questions about people, objects and classroom                                                                                         routines;

1.3.3.1 recognise and identify some familiar sight words from local environment;

1.5.8.1 use simple imperative forms [positive] for basic commands or instructions;

1.5.14.1 use basic prepositions of location and position example given 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

1.1.5.1  recognise  the     sounds  of     phonemes   and     phoneme  blends;

1.2.2.1 ask questions in basic exchanges about people, objects and classroom                                                                                         routines;

1.5.4.1 use determiners a, an, some, the, this, these to indicate what/where                                        something                                        is;

1.5.8.1 use simple imperative forms [positive] for basic commands or instructions

A       special dance

1.1.4.1 recognise with support short basic questions about what something                                                                                                  is;

1.2.5.1             use             words            in             short             exchanges;

1.5.6.1 use demonstrative pronouns this, these that, those to indicate things

Cross curricular units

Topics

Learning objectives

Term 1

All about me

Hello again

2.1.2.1 recognise with considerable support an increasing range of common                                    personal                                    questions;

2.2.6.1 use short answers appropriately in short, basic exchanges and

take turns when speaking with others in a limited range of short, basic exchanges;

2.3.2.1 identify, remember and sound out high-frequency sound and letter                                                                                             patterns;

2.4.5.1 write letters and familiar high frequency words when read aloud or                    spelt                    out                    for                    learners;

2.4.6.1 use with support upper and lower case letters accurately when writing familiar high frequency words

I can...

2.1.1.1 understand a range of short basic supported classroom instructions;

2.1.2.1 recognise with considerable support an increasing range of common                                    personal                                    questions;

2.2.2.1 ask questions in order to satisfy basic needs and find information      on      familiar      topics      and      classroom      routines;

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.2.8.1      give      simple      instructions      for      others      to      follow;

2.5.13.1 use can to talk about ability and to make requests and offers, use can/can’t to talk about permission

My    clothes and things

2.1.1.1 understand a range of short basic supported classroom instructions;

2.2.1.1 make basic statements related to personal information, people and     objects     on     familiar      topics     and     classroom      routines;

2.5.1.1 use singular nouns, plural nouns – including some common irregular       plural       forms       in       giving       simple       descriptions;

2.5.3.1 use common adjectives in descriptions and to talk about simple feelings

My       family and friends

Friends’ names

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

2.3.1.1      read      and      spell      out      words      for      others;

2.4.2.1 write letters and familiar high frequency words when read aloud or spelt

Helping hands

2.1.1.1 understand a range of short basic supported classroom instructions;

2.2.3.1 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines;

2.2.5.1 begin to articulate clearly the difference between various sounds;

2.2.6.1 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges;

2.3.1.1      read      and      spell      out      words      for      others;

2.4.1.1 write with support short responses at phrase level to questions and                                           other                                            prompts;

2.5.6.1 use demonstrative pronouns this, these, that, those to make and respond               to                requests                for               information;

2.5.13.1 use can to talk about ability and to make requests and offers, use can/can’t to talk about permission

People        I know

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

and                                                                                                number;

2.2.1.1 make basic statements related to personal information, people and     objects     on     familiar      topics     and     classroom      routines;

2.2.3.1 use a limited range of basic words, phrases and short sentences to      describe      objects,      activities      and      classroom       routines;

2.5.3.1 use common adjectives in descriptions and to talk about simple feelings;

2.5.13.1 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

2.1.1.1 understand a range of short basic supported classroom instructions;

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

2.1.5.1    identify    missing    phonemes    in       incomplete    words;

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.3.4.1 begin to use   with support a simple picture dictionary;

2.5.2.1     use     cardinal     numbers     1        –        50        to        count;

2.5.11.1 use have got + noun to describe and ask about possessions

Around school

2.1.4.1 recognise with support short basic questions relating to features such                   as                   colour                   and                   number;

2.1.5.1    identify    missing    phonemes    in       incomplete    words;

2.2.3.1 use a limited range of basic words, phrases and short sentences to       describe    objects,    activities    and       classroom    routines;

2.4.3.1 write short phrases to identify people, places and objects;

2.5.14.1 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

2.1.2.1 recognise with considerable support an increasing range of common                                    personal                                    questions;

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

2.2.3.1 use a limited range of basic words, phrases and short sentences to       describe    objects,    activities    and       classroom    routines;

2.3.2.1 identify, remember and sound out high-frequency sound and letter                                                                                             patterns;

2.4.7.1 spell some familiar high-frequency words accurately during guided writing activities

Class Photos

2.2.2.1 ask questions in order to satisfy basic needs and find information      on      familiar      topics      and      classroom      routines;

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.3.2.1 identify, remember and sound out high-frequency sound and letter                                                                                             patterns;

2.5.7.1 use personal subject and object pronouns to describe people and things

The       world

Different

2.1.3.1 understand the main points of short, slow and carefully

around us

Places

articulated talk on routine and familiar topics features such as colour and                                                                                                number;

2.1.5.1     identify     missing      phonemes      in      incomplete      words;

2.2.3.1 use a limited range of basic words, phrases and short sentences to      describe      objects,      activities      and      classroom       routines;

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.5.5.1 use interrogative pronouns including which, what, where, whose    to    ask    who    people    are    and    what    they    are    doing;

2.5.12.1 use basic adverbs of place here/there to say where things are

Reading Signs

2.2.1.1 make basic statements related to personal information, people and     objects     on     familiar      topics     and     classroom      routines;

2.2.2.1 ask questions in order to satisfy basic needs and find information      on      familiar      topics      and      classroom      routines;

2.2.7.1    place    stress    correctly    on    familiar    polysyllabic    words;

2.3.3.1 read and follow with considerable support simple, words, phrases           and           sentences           on           familiar           topics;

2.3.5.1 understand the main points of simple sentences on familiar topics                          by                 using                 contextual                 clues;

2.5.8.1 use simple imperative forms [positive and negative] for basic commands                                    and                                    instructions;

2.5.13.1 use can to talk about ability and to make requests and offers, use can/can’t to talk about permission

Where’s     it from?

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

2.1.5.1    identify    missing    phonemes    in       incomplete    words;

2.2.3.1 use a limited range of basic words, phrases and short sentences to       describe    objects,      activities    and      classroom    routines;

2.3.3.1 read and follow with considerable support simple, words, phrases and sentences on familiar topics

Days Out

2.1.5.1     identify     missing      phonemes      in      incomplete      words;

2.2.2.1 ask questions in order to satisfy basic needs and find information      on      familiar      topics      and      classroom      routines;

2.3.3.1 read and follow with considerable support simple, words, phrases           and           sentences           on           familiar           topics;

2.5.4.1 use determiners a, an, the, some, any, this, these, that, those to identify things

Term 3

Health                 and body

Our body

2.2.3.1 use a limited range of basic words, phrases and short sentences to      describe      objects,      activities      and      classroom       routines;

2.3.1.1        read        and        spell        out        words        for        others;

2.3.6.1 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics;

2.5.6.1 use demonstrative pronouns this, these, that, those to make and respond to requests for information

Let’s measure

2.1.1.1 understand a range of short basic supported classroom instructions;

2.1.4.1 recognise with support short basic questions relating to features such                   as                   colour                   and                   number;

2.5.2.1 use cardinal numbers 1 – 50 to count

Hats               and Bats

2.1.4.1 recognise with support short basic questions relating to features such                   as                   colour                   and                   number;

2.2.8.1 give simple instructions for others to follow give simple instructions                 for                 others                 to                 follow;

2.3.1.1        read        and        spell        out        words        for        others;

2.3.4.1 begin to use with support a simple picture dictionary

Reading time

2.1.5.1     identify     missing      phonemes      in      incomplete      words;

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.3.3.1 read and follow with considerable support simple, words, phrases           and           sentences           on           familiar           topics;

2.4.3.1 write short phrases to identify people, places and objects;

2.5.13.1 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

2.1.1.1 understand a range of short basic supported classroom instructions;

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                     information;

2.5.8.1 use simple imperative forms [positive and negative] for basic commands                                    and                                    instructions;

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

Home cooking

2.1.7.1 use contextual clues to predict content in short, supported talk on            routine                  and                  familiar                  topics;

2.1.9.1 recognise the spoken form of familiar words and expressions;

2.2.3.1 use a limited range of basic words, phrases and short sentences to      describe      objects,      activities      and      classroom       routines;

2.3.1.1 read and spell out words for others

What’s       it for?

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

2.1.6.1 understand some specific information in short, slow, carefully articulated      talk      on      routine      and       familiar      topics;

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.4.7.1 spell some familiar high-frequency words accurately during guided                                      writing                                       activities;

2.4.8.1 include a full stop when writing very high-frequency short sentences in guided writing activity

Term 4

The     natural environment

The weather

2.1.8.1 understand short narratives spoken slowly and distinctly on routine                         and                         familiar                          topics;

2.2.3.1 use a limited range of basic words, phrases and short sentences to      describe      objects,      activities      and      classroom       routines;

2.5.3.1 use common adjectives in descriptions and to talk about simple feelings

Changing seasons

2.1.4.1 recognise with support short basic questions relating to features such                   as                   colour                   and                   number;

2.2.7.1    place    stress    correctly    on    familiar    polysyllabic    words;

2.3.3.1 read and follow with considerable support simple, words,

phrases           and           sentences           on           familiar           topics;

2.3.6.1 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics;

2.5.9.1 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?

2.1.4.1 recognise with support short basic questions relating to features such                   as                   colour                   and                   number;

2.5.10.1 use common present continuous forms [positive, negative, question];

2.5.13.1 use can to talk about ability and to make requests and offers, use            can/can’t            to            talk            about            permission;

2.5.16.1 use conjunctions and, or, but to link words and phrases;

2.5.17.1 use me, too to give short answers

Sea Adventures

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

2.2.3.1 use a limited range of basic words, phrases and short sentences to       describe    objects,      activities    and      classroom     routines;

2.3.1.1      read      and      spell      out      words      for      others;

2.4.5.1 write letters and familiar high frequency words when read aloud or spelt out for learners

Travel

A to B

2.2.3.1 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines;

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

2.5.14.1 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

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.3.3.1 read and follow with considerable support simple, words, phrases           and           sentences           on           familiar           topics;

2.5.13.1 use can to talk about ability and to make requests and offers, use can/can’t to talk about permission

My plane

2.2.1.1 make basic statements related to personal information, people and     objects     on     familiar      topics     and     classroom      routines;

2.5.11.1 use have got + noun to describe and ask about possessions

Bike Story

2.1.8.1 understand short narratives spoken slowly and distinctly on routine                         and                         familiar                          topics;

2.5.10.1 use common present continuous forms [positive, negative, question]

Altogether Now

2.2.4.1 respond to basic supported questions giving personal and factual                                                                                    information;

2.3.3.1 read and follow with considerable support simple, words, phrases           and           sentences           on           familiar           topics;

2.4.8.1 include a full stop when writing very high-frequency short sentences in guided writing activity

Cross curricular units

Topics

Learning objectives

Term 1

Animals

Animal types

3.1.5.1     distinguish     between     phonemically     distinct     words;

3.2.1.1 make basic statements which provide personal information on a limited                  range                  of                  general                  topics;

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

3.5.14.1 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 last week

Body parts

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular                                                                                           topics;

3.2.1.1 make basic statements which provide personal information on a limited                  range                  of                  general                  topics;

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

Animal Song               and Dance

3.1.2.1 understand a limited range of short supported questions which ask                         for                         personal                         information;

3.1.9.1     recognise     short     basic     words     that     are     spelt     out;

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

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

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

Craft project

3.1.1.1 understand short supported classroom instructions in an increasing               range               of              classroom               routines;

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges

Light         & Dark

Day           &

Night

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular                                                                                           topics;

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

3.2.4.1 respond to questions on a limited range of general and some curricular                                                                                           topics;

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

Sources    of light

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular                                                                                           topics;

3.2.1.1 make basic statements which provide personal information on a limited                  range                  of                  general                  topics;

3.3.3.1 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;

3.5.3.1 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;

3.5.13.1 use can to make requests and ask permission, use must/mustn’t/have to to talk about obligation

Out at night

3.1.5.1     distinguish     between     phonemically     distinct     words;

3.1.8.1 understand short, narratives on a limited range of general and some                                         curricular                                          topics;

3.2.3.1   give      short,   basic   description    of       people    and objects,           begin           to           describe           past           experiences on   a      limited   range   of        general     and     some        curricular topics;

3.2.6.1 take turns when speaking with others in a limited range of short, basic                                                                                  exchanges;

3.4.5.1 link with support words or phrases using basic coordinating connectors                                                                                                   ;

3.4.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities

Term 2

Time

Times of my day

3.1.8.1 understand short, narratives on a limited range of general and some                                         curricular                                          topics;

3.2.1.1 make basic statements which provide personal information on a limited                  range                  of                  general                  topics;

3.2.2.1 ask questions to find out about present experiences on a limited range       of       general       and       some       curricular       topics;

3.2.4.1 respond to questions on a limited range of general and some curricular                                                                                           topics;

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

3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 – 10;

3.5.14.1 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 last week

Days of the week

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

3.2.2.1 ask questions to find out about present experiences on a limited range         of         general         and         some         curricular         topics;

3.2.6.1 take turns when speaking with others in a limited range of short, basic                                                                                  exchanges;

3.3.1.1 recognise, identify and sound with support a limited range of familiar             words                in                simple                 sentences;

3.4.4.1 write with support short basic sentences with appropriate spaces between                                                                                                          words;

3.4.6.1 use upper and lower case letters accurately when writing names, places     and    short    sentences    during    guided    writing    activities;

3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 – 10;

3.5.9.1 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, use common past simple forms to describe                        actions                        and                        feelings;

3.5.17.1 use me, too and I don’t to give short answers

At the right time

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

3.1.8.1 understand short, narratives on a limited range of general and some                                   curricular                                          topics;

3.1.9.1     recognise     short     basic     words     that     are     spelt     out;

3.2.6.1 take turns when speaking with others in a limited range of short, basic                                                                                  exchanges;

3.3.3.1 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;

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

3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 – 10;

3.5.14.1 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 last week

Buildings

Four walls

3.1.1.1 understand short supported classroom instructions in an increasing               range               of              classroom               routines;

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular                                                                                           topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular                                                                                           topics;

3.3.4.1  use     with    some     support  a     simple  picture  dictionary;

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

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

Our town

3.4.7.1 spell a growing number of familiar high-frequency words accurately             during             guided             writing             activities;

3.5.1.1 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;

3.5.3.1 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;

3.5.9.1 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, use common past simple forms to describe                        actions                        and                        feelings;

3.5.14.1 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 last week

Around   the house

3.1.4.1 understand a limited range of short supported questions on general                         and                         some                         curricular;

3.2.2.1 ask questions to find out about present experiences on a limited range       of       general       and       some       curricular       topics;

3.3.3.1 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;

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

3.4.4.1 write with support short basic sentences with appropriate spaces between                                              words                                              ;

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

Term 3

Art & Music

Musical instruments

3.1.8.1 understand short, narratives on a limited range of general and some                                         curricular                                          topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular                                                                                           topics;

3.2.5.1 pronounce familiar words and short phrases intelligibly when reading                                                                                               aloud;

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

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

3.3.1.1 recognise, identify and sound with support a limited range of familiar                 words                in                simple                 sentences;

3.3.2.1 read and follow with limited support familiar instructions for classroom                                                                                      activities;

3.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly

Drawing chairs

3.1.1.1 understand short supported classroom instructions in an increasing               range               of              classroom               routines;

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

3.3.4.1    use    with    some    support    a    simple    picture    dictionary;

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

My music

3.1.5.1      distinguish      between      phonemically       distinct      words;

3.2.4.1 respond to questions on a limited range of general and some curricular                                                                                           topics;

3.4.3.1 write short phrases to identify people, places and objects;

3.4.5.1 link with support words or phrases using basic coordinating connectors;

3.5.17.1 use me, too and I don’t to give short answers

Shadow puppet show

3.1.8.1 understand short, narratives on a limited range of general and some                                   curricular                                          topics;

3.4.1.1 plan, write and check short sentences with considerable support

on a limited range of personal, general and some curricular topics;

3.4.6.1 use upper and lower case letters accurately when writing names, places     and    short    sentences    during    guided    writing    activities;

3.4.8.1 include appropriate use of a full stop during guided writing of short, familiar sentences

Explorers & Inventors

Exploring space

3.1.2.1 understand a limited range of short supported questions which ask                         for                         personal                         information;

3.1.8.1 understand short, narratives on a limited range of general and some                                         curricular                                          topics;

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

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

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

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

3.4.2.1  write     words     and     phrases  of     regular  size     and     shape;

3.5.9.1 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, use common past simple forms to describe actions and feelings

Marco Polo

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular                                                                                           topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular                                                                                           topics;

3.2.4.1 respond to questions on a limited range of general and some curricular                                                                                           topics;

3.2.5.1 pronounce familiar words and short phrases intelligibly when reading                                                                                               aloud;

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

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

3.4.2.1  write     words     and     phrases  of     regular  size     and     shape;

3.4.3.1 write short phrases to identify people, places and objects;

3.4.6.1 use upper and lower case letters accurately when writing names, places      and      short   sentences   during   guided   writing   activities;

3.5.15.1 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

Bright ideas

3.1.9.1   recognise   short   basic   words   that      are      spelt   out;

3.2.2.1 ask questions to find out about present experiences on a limited range       of       general       and       some       curricular       topics;

3.5.3.1 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;

3.5.6.1 use demonstrative pronouns this, these, that, those in open and closed                                                                                    questions;

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

Inventions in Kazakhstan

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

3.1.8.1 understand short, narratives on a limited range of general and some                                   curricular                                          topics;

3.2.2.1 ask questions to find out about present experiences on a limited range         of         general         and         some         curricular         topics;

3.4.5.1 link with support words or phrases using basic coordinating connectors

Term 4

Water, water everywhere

Rain, rain

3.2.5.1 pronounce familiar words and short phrases intelligibly when reading                                                                                               aloud;

3.3.1.1 recognise, identify and sound with support a limited range of familiar             words                in                simple                 sentences;

3.3.2.1 read and follow with limited support familiar instructions for classroom activities

By the sea

3.1.4.1 understand a limited range of short supported questions on general                         and                         some                         curricular;

3.1.5.1      distinguish      between      phonemically       distinct      words;

3.4.7.1 spell a growing number of familiar high-frequency words accurately             during             guided             writing             activities;

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

A         beach story

3.1.1.1 understand short supported classroom instructions in an increasing               range               of              classroom               routines;

3.3.2.1 read and follow with limited support familiar instructions for classroom                                                                                      activities;

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

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

3.4.8.1 include appropriate use of a full stop during guided writing of short,                                        familiar                                        sentences;

3.5.15.1 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

Having fun

Fun places

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

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

3.3.3.1 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;

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

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

3.4.7.1 spell a growing number of familiar high-frequency words accurately             during             guided             writing             activities;

3.5.9.1 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, use common past simple forms to describe                        actions                        and                        feelings;

3.5.17.1 use me, too and I don’t to give short answers

Number games

3.1.1.1 understand short supported classroom instructions in an increasing               range               of              classroom               routines;

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

3.5.2.1 use cardinal numbers 1 – 100 to count and ordinal numbers 1 – 10;

3.5.8.1 use imperative forms [positive and negative] to give short instructions on limited range of familiar topics;

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

Flying kites

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular                                                                                           topics;

3.2.4.1 respond to questions on a limited range of general and some curricular                                                                                           topics;

3.3.4.1  use     with    some     support  a     simple  picture  dictionary;

3.5.3.1 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;

3.5.8.1 use imperative forms [positive and negative] to give short instructions      on      limited      range      of      familiar      topics;

3.5.10.1 use common present continuous forms, including short answers and      contractions,   to      talk      about   what      is      happening   now;

3.5.16.1 use conjunctions and, or, but to link words and phrases

Cross curricular units

Topics

Learning objectives

Term 1

Kazakhstan      in the

World of Sport

Children’s games 1

4.1.2.1 understand an increasing range of supported questions which             ask            for            personal             information;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph     to     give     basic     personal     information;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly,                                                                              quickly;

4.5.17.1 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

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

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

4.4.3.1 write with support short sentences which describe people,                     places                     and                     objects;

4.5.5.1 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;

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

Olympic Games

4.1.4.1 understand an increasing range of short supported questions    on    general    and       some    curricular    topics;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

4.4.1.1 plan, write and check sentences with support on a range of  basic  personal,  general  and     some     curricular  topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph     to     give     basic     personal     information;

4.5.5.1 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

4.1.8.1 understand short, supported narratives on an increasing range     of     general     and     some     curricular     topics;

4.2.5.1 pronounce an increasing range of words, short phrases and                 simple                  sentences                  intelligibly;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular                                                                                            topics;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

Aesop’s    Fables 2

4.1.3.1 understand the main points of short supported talk on an increasing  range  of     general  and     some     curricular  topics;

4.1.8.1 understand short, supported narratives on an increasing range     of     general     and     some     curricular     topics;

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

4.5.3.1 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;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use

common -ly manner adverbs to describe actions example given slowly, quickly

Values            in

Myths                      and Legends

Traditional stories 1

4.1.4.1 understand an increasing range of short supported questions    on    general    and       some    curricular    topics;

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

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                              independently;

4.5.15.1 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

4.1.8.1 understand short, supported narratives on an increasing range     of     general     and     some     curricular     topics;

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general                         and            some             curricular             topics;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

4.4.1.1 plan, write and check sentences with support on a range of  basic  personal,  general  and     some     curricular  topics;

4.5.3.1 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;

4.5.7.1 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

People           and places

4.1.5.1 identify initial, middle and final phonemes and blends;

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

4.4.2.1 begin to use joined-up handwriting in a limited range of written                                                                                  work;

4.5.3.1 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

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                                      independently;

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

4.5.15.1 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;

4.5.16.1 use conjunctions and, or, but, because to link words

and phrases

Dragons       and creatures 2

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular                                                                                            topics;

4.4.3.1 write with support short sentences which describe people,                     places                     and                     objects;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly,                                                                              quickly;

4.5.15.1 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

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general                         and            some             curricular             topics;

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;

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

4.5.4.1 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;

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

Treasure map 2

4.1.3.1 understand the main points of short supported talk on an increasing  range  of     general  and     some     curricular  topics;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

4.4.1.1 plan, write and check sentences with support on a range of  basic  personal,  general  and     some     curricular  topics;

4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics;

4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions;

4.5.14.1 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

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular                                                                                            topics;

4.4.1.1 plan, write and check sentences with support on a range of  basic  personal,  general  and     some     curricular  topics;

4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100

Treasure        and numbers 2

4.1.4.1 understand an increasing range of short supported questions    on    general    and       some    curricular    topics;

4.2.5.1 pronounce an increasing range of words, short phrases and                 simple                  sentences                  intelligibly;

4.4.2.1 begin to use joined-up handwriting in a limited range of written                                                                                  work;

4.5.5.1 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

4.1.3.1 understand the main points of short supported talk on an increasing  range  of     general  and     some     curricular  topics;

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general             and            some             curricular             topics;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular                                                                                            topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information

Our         planet’s treasure 2

4.1.8.1 understand short, supported narratives on an increasing range     of     general     and     some     curricular     topics;

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

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

4.3.5.1 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

4.1.1.1 understand an increasing range of classroom instructions;

4.2.1.1 make basic statements which provide information on an increasing  range  of     general  and     some     curricular  topics;

4.3.1.1 recognise, identify and sound with support a growing range            of            language            at            text           level;

4.4.2.1 begin to use joined-up handwriting in a limited range of written                                                                                  work;

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

4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

Communicating around the world

4.1.1.1    understand    an    increasing     range    of    classroom instructions;

4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;

4.1.10.1 recognise words similar to words in student native language;

4.2.1.1 make basic statements which provide information on an increasing  range  of     general  and     some     curricular  topics;

4.3.1.1 recognise, identify and sound with support a growing range            of            language            at            text           level;

4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently

Technology

4.1.2.1 understand an increasing range of supported questions which             ask            for            personal             information;

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general             and            some             curricular             topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph     to     give     basic     personal     information;

4.5.3.1 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;

4.5.11.1 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

4.1.9.1 recognise words that are spelt out from a limited range of             general              and             curriculum              topics;

4.2.1.1 make basic statements which provide information on an increasing  range  of     general  and     some     curricular  topics;

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

4.4.5.1 link with some support sentences using basic coordinating                                                                connectors;

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                              independently;

4.5.10.1 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;

4.5.16.1 use conjunctions and, or, but, because to link words and phrases

Weather 2

4.1.4.1 understand an increasing range of short supported questions    on    general    and       some    curricular    topics;

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

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

4.2.7.1 contribute a growing range of suitable words, phrases,

and sentences during short pair, group and whole class exchanges;

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

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                                      independently;

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

Volcanoes

4.1.3.1 understand the main points of short supported talk on an increasing  range  of     general  and     some     curricular  topics;

4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of general and some                                           curricular                                   topics;

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

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular                                                                                            topics;

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

4.4.2.1 begin to use joined-up handwriting in a limited range of written work

Snow and ice

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

4.5.13.1 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;

4.5.14.1 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;

4.5.16.1 use conjunctions and, or, but, because to link words and phrases

Healthy World

Healthy bodies 1

4.2.5.1 pronounce an increasing range of words, short phrases and                 simple                  sentences                  intelligibly;

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                                      independently;

4.5.9.1 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;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

Healthy bodies 2

4.1.10.1 recognise words similar to words in student native language;

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

4.4.2.1 begin to use joined-up handwriting in a limited range of written                                                                                  work;

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                                      independently;

4.5.3.1 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;

4.5.10.1 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

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

4.4.1.1 plan, write and check sentences with support on a range of  basic  personal,  general  and     some     curricular  topics;

4.4.2.1 begin to use joined-up handwriting in a limited range of written                                                                                  work;

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

4.5.5.1 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

4.1.3.1 understand the main points of short supported talk on an increasing  range  of     general  and     some     curricular  topics;

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general                         and            some             curricular             topics;

4.3.2.1 read and understand with some support short simple fiction                    and                    non-fiction                    texts;

4.4.5.1 link with some support sentences using basic coordinating connectors

Help the planet 1

4.1.3.1 understand the main points of short supported talk on an increasing  range     of     general  and     some     curricular  topics;

4.1.4.1 understand an increasing range of short supported questions      on     general      and     some      curricular      topics;

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

4.3.2.1 read and understand with some support short simple fiction          and                    non-fiction                    texts;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

Help the planet 2

4.1.5.1 identify initial, middle and final phonemes and blends;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

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

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

4.5.8.1 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

4.1.5.1 identify initial, middle and final phonemes and blends;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular                                                                                            topics;

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                              independently;

4.5.3.1 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;

4.5.5.1 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;

4.5.13.1 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

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

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

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information

Planets 1

4.1.6.1 understand an increasing range of short supported questions      on     general      and     some      curricular      topics;

4.3.1.1 recognise, identify and sound with support a growing range              of                       language                  at                     text         level;

4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;

4.4.4.1 write with support a sequence of short sentences in a paragraph       to       give       basic       personal       information;

4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100;

4.5.17.1 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

4.1.4.1 understand an increasing range of short supported questions    on    general    and       some    curricular    topics;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

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

4.4.2.1 begin to use joined-up handwriting in a limited range of written                                                                                  work;

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

4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100;

4.5.3.1 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

4.1.5.1 identify initial, middle and final phonemes and blends;

4.1.8.1 understand short, supported narratives on an increasing range     of     general     and     some     curricular     topics;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

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

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                                      independently;

4.5.3.1 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;

4.5.4.1 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;

4.5.16.1 use conjunctions and, or, but, because to link words and phrases

Aliens 2

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

4.4.1.1 plan, write and check sentences with support on a range of  basic     personal,  general  and     some     curricular  topics;

4.4.5.1 link with some support sentences using basic coordinating                                                                connectors;

4.5.9.1 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

4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of general and some                                           curricular                                   topics;

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general             and            some             curricular             topics;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular                                                                                            topics;

4.4.1.1 plan, write and check sentences with support on a range of  basic  personal,  general  and     some     curricular  topics;

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                                      independently;

4.5.5.1 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;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

Slow machines 2

4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of general and some                                           curricular                                   topics;

4.2.1.1 make basic statements which provide information on an increasing  range  of     general  and     some     curricular  topics;

4.3.2.1 read and understand with some support short simple fiction                    and                    non-fiction                    texts;

4.4.5.1 link with some support sentences using basic coordinating                                                                connectors;

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

4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

Fast machines 1

4.1.5.1 identify initial, middle and final phonemes and blends;

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

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

4.3.1.1 recognise, identify and sound with support a growing range            of            language            at            text           level;

4.4.2.1 begin to use joined-up handwriting in a limited range of written                                                                                  work;

4.5.3.1 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;

4.5.14.1 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

4.2.4.1 respond to questions on an increasing range of general and                     some                     curricular                     topics;

4.2.6.1 take turns when speaking with others in a growing range of                     short,                      basic                      exchanges;

4.4.4.1 write with support a sequence of short sentences in a paragraph       to       give       basic       personal       information;

4.4.7.1 spell most familiar high-frequency words accurately when                             writing                              independently;

4.5.3.1 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;

4.5.13.1 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;

4.5.16.1 use conjunctions and, or, but, because to link words and phrases

Robots 1

4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;

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

4.5.4.1 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;

4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions;

4.5.14.1 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

4.1.8.1 understand short, supported narratives on an increasing range       of      general       and      some       curricular       topics;

4.3.2.1 read and understand with some support short simple fiction          and                    non-fiction                    texts;

4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;

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

4.4.5.1 link with some support sentences using basic coordinating                                                                connectors;

4.5.13.1 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;

4.5.15.1 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