Cambridge Primary

Scheme of Work – English as a Second Language Stage 6

Overview
This scheme of work is based on a 12 week term, with each module being covered in 4 weeks. Each unit should, therefore, be covered in 2 weeks based on the
provision of 5–6 hours of classroom English per week.

TERM 1 TERM 2 TERM 3

Module 1A: My World Module 2A: Great Discoveries Module 3A: Making Decisions
 Unit 1 All About Me  Unit 7 Inventions  Unit 13 Going Shopping
 Unit 2 At School  Unit 8 Famous Explorers  Unit 14 Calculating
Module 1B: Entertainment Module 2B: Different People Module 3B: Adventures
 Unit 3 Sports and Fitness  Unit 9 Work and Jobs  Unit 15 Holidays and Travels
 Unit 4 Films  Unit 10 Communicating  Unit 16 Survivors’ Tales
Module 1C: Past and Present Module 2C: Living Things Module 3C: Our Class
 Unit 5 Clothes and Accessories  Unit 11 Character and Behaviour  Unit 17 Making Plans
 Unit 6 Time and Special Days  Unit 12 Animal Habits  Unit 18 A Year of English

V2 8Y02 English as a Second Language Stage 6 1

 Module 1A: My World
Unit 1: All About Me
Framework Learning Objective
Code
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Ld4 Understand longer sequences of
classroom instructions with little
or no support
6Ut3 Use a growing range of
questions including how far, how
many times, what + noun on a
range of general and curricular
topics
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Ld3 Understand more complex
unsupported questions which ask
for personal information
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
V2 8Y02
Activities Resources Comments Time
Talking about Worksheet: completing 50–70
yourself/preferences/habits. statements about yourself minutes
Learners mingle and ask/answer. e.g. first thing you do in
Ask each learner to report one the morning/something
interesting thing they found out. you find annoying/how
you like to relax/my
Listening to a sequence of class favourite place is etc. Prepare a
‘bonding’ instructions. sequence of
Then ask learners to report instructions e.g.
anything they found out, Take your
focusing on questions you can partner’s hand and
ask someone about themselves. look into their
eyes.
Compare the
Worksheet: questions to length of your
complete, question fingers.
Learners then ask and answer beginnings to match to
questions endings. e.g.
How tall _________ ?
What colour ________ ?
What shoe _____ ?
Talking about relatives and Worksheet: names of 100–120
completing the names of relatives relatives, years of birth minutes
in a family tree to complete
Worksheet: questions to
ask about family
members:
oldest/youngest etc.
English as a Second Language Stage 6 2
 6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6Lm1 Understand the main points in
both short and extended talk with
little or no support on a range of
general and curricular topics
6Wo1 Link sentences into coherent text
using a variety of basic
connectors on a range of general
and curricular topics when writing
independently
6Ug2 Use a growing range of
adjectives in the correct order in
front of nouns on a range general
and curricular topics
6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Wo1 Link sentences into coherent text
using a variety of basic
connectors on a range of general
and curricular topics when writing
independently
6Uf3 Use simple perfect forms to
express [recent, indefinite and
unfinished past] on a range of
general and curricular topics
V2 8Y02
Reading about names in different
cultures Multiple-matching
yes/no/doesn’t say tasks
Listening to different people Multiple-matching and
explaining how they got their summary completion
name tasks
Writing a paragraph about Guided writing template
different names in your country
Focusing on adjectives for Worksheet: sorting 100–120
describing people and their adjectives into opposite minutes
appearance pairs e.g. long/short
wavy/straight
Listening to different descriptions Worksheet: ordering
of people adjectives in descriptions
Multiple-matching tasks
Display
Talking about and describing Worksheet: table opportunity
yourself and your partner completion of different
features
Writing a description of your Guided writing template
hero/idol for a young person’s Meet _______ .
magazine If you don’t know her/him,
check her/him out.
Focusing on things you have Worksheet: sorting 100–120
done before now jumbled questions, e.g. minutes
highest been building in
Learners ask and answer what
English as a Second Language Stage 6 3

6Ld2 Deduce meaning from context in
both short and extended talk on a
range of general and curricular
topics with little or no support
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
questions
Listening to conversations where
people experience things for the
first-time
Talking about things you’ve
done/haven’t done
Learners then relate statements
their partner makes to themselves
you walk longest ever.
Worksheet: matching
question beginnings
and endings? e.g.
Have you ever been
_____ ?
Completion task:
It’s the first time she’s
received ___ .
Worksheet: sentence
completion e.g.
I’ve never _________
______________ a lot.
I’ve only ever ______.

6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6Rd1 Recognise the difference
between fact and opinion in
short, simple texts on a wide
range of general and curricular
topics
6Wa1 Plan, write, edit and proofread
work at text level with some
support on a range of general
and curricular topics
6Rg1 Recognise, identify and sound
independently a wide range of
language at text level
Reading a short text about the life 60–80
of young Mozart minutes
Worksheet: fact or opinion
Reading about the things Mozart task
could do/did at different ages
Display
Poem template: opportunity
I can’t play like Mozart but
All about me ‘dictation’ poem. ______ .
Dictate to learners 10 to 12 pieces
of information about themselves Learners arrange different
to include in a poem. e.g. your information about
shoe size, themselves into a poem
something about your name etc.
Learners read out poems

V2 8Y02 English as a Second Language Stage 6 4

 Module 1A: My World
Unit 2: At School
Framework Learning Objective
Code
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
6Uf2 Use a range of adverbs [simple
and comparative forms] including
adverbs of manner
6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6Ug6 Begin to use some common
prepositional verbs on a range of
general and curricular topics
V2 8Y02
Activities Resources Comments Time
Talking about the names of A diagram/visual of a Pre-teach key 90–110
different places around a school typical school in the US. school vocabulary minutes
Learners label the e.g. attend, take
diagram. tests etc.
Learners tick/cross the
things in the diagram they
have in their school
Reading about a day in the life of Multiple-choice/table
a US school completion tasks
Listening about a day in the life of Multiple-choice/table
a rural school in a developing completion tasks
country
Worksheet: sentence
Focusing on comparative completion/matching
adjectives and adverbs tasks comparing their
school to too above
Reading school signs and notices Completion task with 50–70
jumbled adjectives minutes
Matching signs to where
you’d see them – use
Focusing on common above visual
prepositional verbs Prepare
Worksheet: matching and instruction
completion tasks with sequences. e.g.
English as a Second Language Stage 6 5
 6Ld4 Understand longer sequences of Listening and following different common verbs e.g. sit up, face towards the
classroom instructions with little sequences of classroom face towards etc. board
or no support instructions
6S6 Link comments to what others Completing from memory with Template of weekly class Pre-teach 70–90
say at sentence and discourse another learner weekly class timetable for learners to subjects/names of minutes
level in pair, group and whole timetable. Learners fill in fill in school activities
class exchanges timetabled lessons and activities.

6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Uf8 Use a growing range of modal
forms including would [polite
requests] could [polite requests]
needn’t [lack of necessity]
should, ought to [obligation]
Talking about other lessons,
activities, clubs they would like in
or after school
Focusing on modals in the context
of what you might write in
emails/letters
Worksheet: tick activities
you’d like e.g. drama,
cooking classes, judo etc.
Put on your timetable
above and tell another
learner.
Worksheet: matching and
completion tasks

6Wo3 Use independently appropriate Writing an e-mail to the

layout at text level for a growing
range of written genres on
familiar general and curricular
topics
6Ld2 Deduce meaning from context in
both short and extended talk on a
range of general and curricular
topics with little or no support
headteacher about a class/extra
lesson you’d like
Listening about schools in the
past and what teachers/children
used to do
Guided writing template Possible display
opportunity
Labelling task: images of 100–120
ink well, cane, dunce’s minutes
cap, slate, lines book etc.

6S5 Summarise what others have
said on a range of general and
curricular topics
6Uf5 Use a range of active and
passive past forms and used
to/didn’t use to for past
habits/states on a range of
general and curricular topics
6Rm1 Understand the main points of a
wide range of short, simple texts
Learners tell each other what they
heard about the objects
Focusing on language for talking
about habits/states in the past
Reading about Victorian children
at work and the jobs the used to
Worksheet: sentence
completion relating to
images above.
e.g. Before pens ______ .
Worksheet: text summary
completion task
Multiple-choice
yes/ no/ doesn’t say tasks

V2 8Y02 English as a Second Language Stage 6 6

 on general and curricular topics do
by using contextual clues
Guided writing template
6Wc1 Write with some support about Writing a diary entry as a
factual and imaginary past Victorian working child
events, activities and
experiences on a growing range
of general and curricular topics

6Lm1 Understand the main points in Listening to learners talking about Multiple-matching tasks 80–100
both short and extended talk with different problems at school minutes
little or no support on a range of
general and curricular topics
Worksheet: matching
6S6 Link comments to what others Talking about what kind of problems to causes
say at sentence and discourse behaviour causes problems
level in pair, group and whole at school
class exchanges
Worksheet: completion
6Uf10 Use if/unless in zero and first Focusing on conditional forms in task
conditional clauses talking about behaviour and rules if/unless
Encourage
6Ug7 Spell most high-frequency Making a poster: A Happy School Worksheet: matching learners to recycle Display
vocabulary accurately for a range sentence halves language from opportunity
of familiar general and curricular Do’s/Don’ts previous tasks e.g.
topics when writing Don’t touch
independently someone’s things
unless you ask.

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to describing people and personal
characteristics, education, school life and events
and a range of module learning objectives
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes/no/doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks

V2 8Y02 English as a Second Language Stage 6 7

 Module 1B: Entertainment
Unit 3: Sports and Fitness
Framework Learning Objective
Code
6Ug1 Use a limited range of abstract
nouns and compound nouns
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Ld1 Understand specific information
and detail in both short and
extended talk
6Lo1 Recognise the attitude or opinion
of the speaker(s) in both short
and extended talk
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Ld3 Understand more complex
unsupported questions which ask
for personal information
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
V2 8Y02
Activities Resources Comments Time
Focusing on compound nouns Worksheet: matching Pre-teach some 50–60
sports equipment/places you play compounds e.g. tennis vocabulary minutes
racquet, running track
Talking about the sports you
play/things you own Worksheet: images of
different sports, arranged
in squares
Worksheet: matching
sports/activities to
play/do/go
Listening to a sportsperson talking Multiple-choice/multiple- Prepare/cut out 40–50
about their daily regime/things matching tasks sports equipment minutes
they use do cards for different
Worksheet: [from above] groups of learners
Talking about using sports images of different sports:
equipment: learners ask each learner places Ensure copies of
questions to find out what their different equipment cards sports image
partner uses pieces of equipment on different sports, out of worksheet are
for e.g. view of other learners available
Are these running shoes?
Do you use the gloves for
windsurfing?
Reading about the life and great Multiple choice, yes/no/ 70–90
moments of an athlete/sports star doesn’t say tasks minutes
English as a Second Language Stage 6 8
 6Rg3 Recognise the attitude or opinion
of the writer in short texts on a
wide range of general and
curricular topics
6Wa1 Plan, write, edit and proofread
work at text level with some
support on a range of general
and curricular topics
6Uf7 Begin to use simple forms of
reported speech to report
statements and commands on a
range of general and curricular
topics
6S5 Summarise what others have
said on a range of general and
curricular topics
6Wo1 Link sentences into coherent text
using a variety of basic
connectors on a range of general
and curricular topics when writing
independently
Writing: learners plan and write a Worksheet: question
series of questions to ask this or prompts
another famous sports star for a
radio interview, which learners
then act out for class
Focusing on reporting simple Worksheet: learners 70–90
statements and commands change direct to reported minutes
Learners write down
simple
statements/commands
Reporting what others say to about sports
you/tell you to do in a memory
game.
Provide context: opening
Writing: learners summarise line
previous sports star interview into
a paragraph, to be read out as if
live post-interview on camera

6Rg1 Recognise, identify and sound

independently a wide range of
language at text level

6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Rd1 Recognise the difference
between fact and opinion in
Talking about the different types
of exercise learners get
Talking about what’s good for
what
Reading about the benefits of
doing exercise
Worksheet: learners tick 90–120
and talk about the minutes
activities they do
Worksheet: labelling
image the body/organs
Matching activities to what
they help with
Yes/no/doesn’t say and

V2 8Y02 English as a Second Language Stage 6 9

 short, simple texts on a wide sentence completion Display
range of general and curricular tasks opportunity
topics

6Rd2 Understand independently

specific information and detail in Provide a template/visuals
short, simple texts on a range of
general and curricular topics

6Wa2 Use joined-up handwriting in all Writing a personal ten-point

written work across the fitness action plan
curriculum with appropriate [resolutions]
speed and fluency

6Uf4 Use a growing range of future

forms including be going to
[predictions based on present
evidence]

6Ld4 Understand longer sequences of Listening and following sets of Worksheet: on key Pre-teach key 70–100
classroom instructions with little instructions for warm- exercise verbs verbs: stretch, minutes
or no support up/stretching exercises place etc.

6Ld1 Understand specific information Listening to what pulse rate is and Multi-matching picture
and detail in both short and how to check it tasks
extended talk on a range of
general and curricular topics with
little or no support
Picture sequencing tasks
6Rf1 Read and follow independently Reading instructions on how to
familiar instructions for classroom conduct a pulse rate experiment
activities
Test completion grid
6S4 Respond with increasing
flexibility at both sentence and Completing a pulse rate Worksheet: sentence
discourse level to unexpected experiment and reporting results completion of what test
comments on a range of general to whole class proves
and curricular topics
Scheme of W

V2 8Y02 English as a Second Language Stage 6 10

 Module 1B: Entertainment
Unit 4: Films
Framework Learning Objective
Code
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
6Uf3 Use simple perfect forms to
express [recent, indefinite and
unfinished past] on a range of
general and curricular topics
6Uf4 Use a growing range of future
forms including be going to
[predictions based on present
evidence]
6Lg1 Understand both short and
extended narratives with little or
no support on a range of general
and curricular topics
6Ut4 Use a range of pronouns
including relative pronouns who,
which, that, whom, whose on a
range of general and curricular
topics
6Ut7 Use a range of defining and non-
defining relative clauses with
which, who, that, whose, whom
V2 8Y02
Activities Resources Comments Time
Talking about different types of Worksheet: matching Pre-teach words 70–90
film names of film to type types of film minutes
Worksheet: Learners
complete Have you …
Talking about films you have seen e.g.
Have you seen any Toy
Story movies?
Set of follow up questions
Watching short clips of films/film to ask e.g. Which ones?
openings and deciding what type Who was your favourite
of film it is and what’s going to character?
happen next Line-up short film
clips
Listening: The history of the Timeline completion 50–60
movies minutes
Multiple-matching tasks
Worksheet: Oscar
Focusing on relative clauses definitions completion e.g.
in definitions of people/things in Best Actress
movies the person who acts the
best in a female role
Prepare/cut up
Definition/movie word sets of cards
Memorising where things are in cards e.g. costume
turning over cards matching game designer - person who
makes the clothes
English as a Second Language Stage 6 11
 6Rm1 Understand the main points of a Reading: What’s on at the Multiple-match tasks 70–90
wide range of short, simple texts movies? matching descriptions to minutes
on general and curricular topics type of film
by using contextual clues

6Rg3 Recognise the attitude or opinion Worksheet: completing

of the writer in short texts on a short descriptions of film
wide range of general and with adjectives
curricular topics

6Ug2 Use a growing range of participle Focusing on descriptive Worksheet: ordering

adjectives and a growing range adjectives [participles] in short jumbled adjectives
of adjectives in the correct order movie review texts
in front of nouns on a range Worksheet to prompt
general and curricular topics recollection
a film on DVD/on TV
6S8 Relate extended stories and Ranking films you’ve seen at the cinema/on my
events on a growing range of on recently and telling another computer etc.
general and curricular topics learner about them
6Ld1 Understand specific information Listening: watching movie trailers Worksheet: viewing Cue trailers 70–90
and detail in both short and partly as input for writing a short completion minutes
extended talk on a range of movie review Which movie stars …?
general and curricular topics with Which movie is a
little or no support comedy?

6Wc2 Write with some support about Writing a short film review Display
personal feelings and opinions recommending a film learner has Provide a review template opportunity
on a limited range of general and seen recently
curricular topics

6Rg1 Recognise, identify and sound
independently a wide range of
language at text level
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
Reading out their reviews. Other
learners guess which movie it is
and also ask further questions to
help them.
Choose movies
Surveying learners quickly as to that you would be
their favourite movie. List 8 well- able to show
known movies. Vote out movies, subsequently
until you have a final round
winner.

V2 8Y02 English as a Second Language Stage 6 12

 6Lg1 Understand both short and Watching previously chosen Worksheet: viewing guide 90–120
extended narratives with little or movie in sections e.g. minutes
no support on a range of general Name three locations in
and curricular topics the movie.
What was your favourite
line?
What was your favourite
scene?

6Ug7 Spell most high-frequency Writing questions in preparation Templates/models for Prepare some 50–70
vocabulary accurately for a range for a movie quiz writing different types of quiz minutes
of familiar general and curricular quiz question for different questions/rounds
topics when writing rounds e.g.
independently Who starred in___? Think of a way of
Who played ____? keeping scores
6Ld3 Understand more complex Asking and answering questions Complete the film title: A
questions on a range of general about movies in a class quiz. Bug’s _____
and curricular topics with little or Learners confer in groups when
no support producing and answering
questions.
6S3 Give an opinion at discourse
level on a range of general and
curricular topics

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to athletes, modern sports, fitness,
the entertainment industry, TV and film and a
range of module learning objectives
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks

V2 8Y02 English as a Second Language Stage 6 13

 Module 1C: Past and Present
Unit 5: Clothes and Accessories
Framework Learning Objective
Code
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Ug2 Use a growing range of participle
adjectives and a growing range
of adjectives in the correct order
in front of nouns on a range
general and curricular topics
6Uf5 Use a range of active and
passive simple present forms
6S3 Read independently a range of
short simple fiction and non-
fiction texts with confidence and
enjoyment
6S3 Give an opinion at discourse
level
6S5 Summarise what others have
said on a range of general and
curricular topics
6Wo3 Use independently appropriate
layout at text level for a growing
range of written genres on
familiar general and curricular
topics
V2 8Y02
Activities Resources Comments Time
Talking about what different Worksheet: matching 120–140
clothes and accessories can be tasks clothes/accessories minutes
made of to material
Focusing on the order of Worksheet: sorting
adjectives before nouns jumbled adjectives e.g.
black nice leather Italian
belt
Focusing on simple passive forms Worksheet: matching and
is made of, can be made from completion tasks e.g.
necklaces can be made
from __________ .
Reading about this year’s must
have fashion accessories for boys Multiple-matching
and girls
Telling another learner [ranking]
your preferences for the
accessories. Your partner then
relates your fashion tastes to rest
of class.
Writing a lost property notice Guided writing template Possible display
opportunity
English as a Second Language Stage 6 14
 6S7 Keep interaction going in longer Talking about fashion through the Worksheet: images – 120–140
exchanges on a wide range of ages matching styles to dates minutes
general and curricular topics

6Rd2 Understand independently Reading about clothing and Diagram labelling and fact
specific information and detail in fashion in different historical times or opinion tasks
short, simple texts on a range of
general and curricular topics

6Rd1 Recognise the difference

between fact and opinion in
short, simple texts on a wide
range of general and curricular
topics

6Uf5 Use a range of active and Focusing on simple past passive

passive simple past forms and and used to be worn etc. Worksheet: gapped text
used to/didn’t use to for past and sentence matching
habits/states on a range of tasks
general and curricular topics

6Ld1 Understand specific information Listening to historical descriptions

and detail in both short and of clothing and fashionable looks
extended talk on a range of Multiple matching tasks
general and curricular topics with
little or no support

6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
6Ug6 Begin to use some common
prepositional verbs on a range of
general and curricular topics
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Ld4 Understand longer sequences of
Writing a paragraph on a Guided writing template Possible display
particular historical clothes look opportunity
Focusing on prepositional and Worksheet: 90–120
phrasal verbs used for talking images/cartoons different minutes
about clothes do up hang up try clothes situations
on, put on, take off dress up
Talking about when and why you
need to do these things
Worksheet: with questions
Listening: ‘Scarecrow Races’ Name two occasions you

V2 8Y02 English as a Second Language Stage 6 15

 classroom instructions with little
or no support
6Ld2 Deduce meaning from context in
both short and extended talk
6Lo1 Recognise the attitude or opinion
of the speaker(s) in both short
and extended talk on a range of
general and curricular topics with
little or no support
6S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
6S4 Respond with increasing
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6Uf5 Use a range of active and
passive simple past forms on a
range of general and curricular
topics
6Wo3 Use independently appropriate
layout at text level for a growing
range of written genres on
familiar general and curricular
topics
V2 8Y02
Listening to people in different
clothes shopping situations
Talking about why different
people wear uniforms
Talking about features of different
uniforms
Reading short advertisements for
different clothing and items of
uniform
Focusing on language [passive] in
second-hand advertisements
Writing an advertisement for an
item to sell
English as a Second Language Stage 6
need to dress up
Bring in props and
Ask one learner from a accessories for
group to act as a dressing up
scarecrow
and issue instructions to
other group members to
dress them up. Race with
another group.
Multiple-choice tasks
Worksheet: images of 80–100
police officers, nurses, minutes
school children, soldiers,
footballers etc.
Worksheet: Why do …
firefighters wear hard
hats?
soldiers wear brown and
green?
doctors wear white? etc.
Multiple-matching tasks.
Worksheet: conversion
into full sentences;
never worn, unwanted
present, hardly used,
much loved, by last owner
Guided writing template Possible display
opportunity
16
 Module 1C: Past and Present
Unit 6: Time and Special Days
Learning Objective
Framework
Code
6Lg1 Understand both short and
extended narratives with little or
no support on a range of general
and curricular topics
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6Ld4 Understand longer sequences of
classroom instructions with little
or no support
6Uf1 Use a growing range of
quantifiers and cardinal, ordinal
numbers on a range of general
and curricular topics
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6Ug4 Use a growing range of
prepositions preceding nouns
and adjectives in prepositional
phrases
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
V2 8Y02
Activities Resources Comments Time
Listening about the Roman True/false tasks 80–100
calendar minutes
Worksheet: questions for
learners to work out about
Reading and problem-solving this year’s calendar
tasks around a calendar
Calendar above to
complete as listening
guide e.g. Circle the
Listening: noting down events second Monday in April
dates on the calendar
Worksheet:
birthdays, national
Talking about special calendar holidays, anniversaries,
days and focusing on ordinal term dates etc.
numbers to 31st. How many can you mark
on the calendar?
Reading simple ‘clock/time’ Worksheet: with problems Pre-teach time 70–90
problems relating to to work out vocabulary e.g. minutes
digital/analogue am/pm etc. and lasts, spends,
working out answers Worksheet: text takes, is delayed,
completion/time questions fortnight, fast/slow
Focusing on prepositional time learners complete then etc.,
phrases with in/at/on answer e.g.
and looking at how early/late are __ what time does the
used with such phrases metro start?
Talking about days, hours, Cards with: numbers 60,
second, minutes in a... 366, 28, 14, 2, 365, 52
Match to facts: days in a
year/weeks in a fortnight
English as a Second Language Stage 6 17
 6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
6Ld3 Understand more complex
unsupported questions which ask
for personal information
6S8 Relate extended stories and
events on a growing range of on
general and curricular topics
6Rd2 Understand independently
specific information and detail in
short, simple texts
6Rg3 Recognise the attitude or opinion
of the writer in short texts on a
wide range of general and
curricular topics
6Uf5 Use a range of active and
passive simple past forms and
used to/didn’t use to for past
habits/states
6Uf6 Use past continuous forms for
background, parallel and
interrupted past actions
6Ut6 Use conjunctions while, until, as
soon as in relating narratives
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
V2 8Y02
Listening about wedding days in Multiple- Pre-teach: 70–90
two different countries matching/sentence wedding minutes
completion tasks vocabulary e.g.
ceremony, bride,
Worksheet: timeline groom, reception
before ceremony, after
Words for learners to
place on the timeline
Talking about weddings. Learners
ask each other about weddings
they have been to/heard of and
what happened.
Reading about a summer fair from Yes/no doesn’t/say task 100–120
history minutes
Worksheet: images
tick the things you could
see at a summer fair
magician, horses etc.
Worksheet: sorting
Focusing on narrating past events jumbled stories
Worksheet: completing
stories putting verbs into
correct form
Write closing line on
Writing a paragraph about a board:
special day. Learners write about ‘It was a very special day.’
something they did/that happened
to them that was special.
English as a Second Language Stage 6 18
 Module Review
Learning Objective
Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to clothing and dress, modern
accessories, special occasions and times of the
year and a range of module learning objectives
V2 8Y02
Activities Assessment Time
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes/no/doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks
English as a Second Language Stage 6 19
 Module 2A: Great Discoveries
Unit 7: Inventions
Framework Learning Objective
Code
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Uf5 Use a range of active and
passive simple past forms and
used to/didn’t use to for past
habits/states on a range of
general and curricular topics
6Lo1 Recognise the attitude or opinion
of the speaker(s) in both short
and extended talk on a range of
general and curricular topics with
little or no support
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Rd3 Use independently familiar paper
and digital reference resources to
check meaning and extend
understanding
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
V2 8Y02
Activities Resources Comments Time
Talking about 20th century Worksheet: timeline Possibly bring in 60–80
inventions activities [ordering] sets of image minutes
cards for learners
Worksheet: sentence to sequence
Focusing on passive forms and by completion
+agent in talking about inventions
and inventors Worksheet: famous
names/brands matching
Talking about what people used
to do/use before something was Worksheet: sentence
invented completion. Before talking
films/Before frozen food
Listening: ‘Great Inventions in the etc.
20th century’
Worksheet: Which one
came first? e.g. MP3
players/i-Pod
Worksheet:
true/false/multiple choice
tasks
Talking about and internet Worksheet: images of 90–120
researching what communications early telecommunication minutes
devices existed before the phone machines
Reading about the invention of
the telephone
Yes/no/doesn’t say
Writing an imaginary dialogue of multiple-choice task
Bell’s first phone conversation
and acting this out in front of
English as a Second Language Stage 6 20
 general and curricular topics
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
6Ut3 Use a growing range of
questions on a range of general
and curricular topics
6Rg2 Read independently a range of
short simple fiction and non-
fiction texts with confidence and
enjoyment
6Rd3 Use independently familiar paper
and digital reference resources to
check meaning and extend
understanding
6S8 Relate extended stories and
events on a growing range of on
general and curricular topics
6Uf2 Use a range of adverbs [simple
and comparative forms] including
adverbs of manner
6Ug2 Use a growing range of participle
adjectives and a growing range
of adjectives in the correct order
in front of nouns on a range
general and curricular topics
Give an opinion at discourse
V2 8Y02
class
Writing an imaginary telegram
from Bell to a friend about
successful first phone Guided telegram template Possible display
conversation opportunity
Talking about gadgets/technology 90–120
that learners use everyday. minutes
Learners make a list of 8 things
they use and rank as most
important. Learners compare lists.
Focusing on questions you might
want to answer in researching the Worksheet: questions to
history of a product complete e.g.
Who ____ ?
Researching in groups a Which company _____ ?
gadget/invention on the internet When _________? Guide to primary
and in order to answer these What ______ look like ? friendly sites
questions.
Learners use questions ICT link
as research guide help learners save
images for
subsequent
projection
Learners prepare a short
presentation around 3 images Display
they find relating to their search opportunity
Focusing on comparative adverbs Worksheet: completing 80–100
and order of adjectives in short ads with adjectives minutes
describing products and their and adverbs
uses
Worksheet: images of
gadgets learners
English as a Second Language Stage 6 21
 6S3 level on a range of general and
curricular topics
Plan, write, edit and proofread
6Wa1 work at text level with some
support on a range of general
and curricular topics
6Ld2 Deduce meaning from context in
both short and extended talk on a
range of general and curricular
topics with little or no support
Respond with increasing
6S4
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
Second Language Stage 6
V2 8Y02
Talking about new speculate about what it
gadgets/products and what they is/does
are used for
Worksheet: new gadget
Writing an advertisement for an names e.g. the suitcase
imaginary product e.g. fold-away seat
bike Guided writing template
Listening to descriptions of Matching descriptions to 60–80
inventions that didn’t work/didn’t images/sketches of minutes
catch on inventions
Talking about how useful/silly
gadgets are. Learners discuss Worksheet: Which one’s
different pairs of gadgets. best?
English as a Second Language Stage 6 22
 Module 2A: Great Discoveries
Unit 8: Famous Explorers
Learning Objective Activities Resources Comments Time
Framework
Code
6S7 Keep interaction going in longer Talking about what explorers Worksheet: list of things Pre-teach key 100–120
exchanges on a wide range of discovered in China discovered, invented, vocabulary minutes
general and curricular topics grown in China mixed
with some discovered in
6Rd2 Understand independently Reading: History of expeditions South America
specific information and detail in and famous explorers who went
short, simple texts on a range of to China Timeline and multiple
general and curricular topics matching tasks

6Uf1 Use a growing range of Focusing on saying years:

quantifiers and cardinal, ordinal 1509, 1482, 1600 etc. Worksheet: learners look Possible display
numbers and fractions on a for patterns in how years opportunity
range of general and curricular are said
topics

6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
Listening: ‘Things from China’ Worksheet: text
completion task with key
dates/true false task

6Rm1 6Wa2Understand the main points Reading: ‘Getting Tea out of Worksheet: sorting into a 120–140
of a wide range of short, simple China’ [e.g. story of Robert sequence jumbled minutes
texts on general and curricular Fortune] chronological events
topics by using contextual clues
Worksheet: relating to
6Ut6 Use conjunctions while, until, as Focusing on narrative verb forms events in Reading
soon as in relating narratives and conjunctions sentence
matching/completion
6Uf6 Use past continuous forms for tasks
background, parallel and
interrupted past actions on a Worksheet: text summary
range of general and curricular completion task
topics

V2 8Y02 English as a Second Language Stage 6 23

 6Lg1 Understand both short and
extended narratives with little or
no support on a range of general
and curricular topics
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
6Rd1 Recognise the difference
between fact and opinion in
short, simple texts on a wide
range of general and curricular
topics
6Ut5 Use the pattern verb + object +
infinitive
give/take/send/bring/show +
direct/indirect object
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
6Uf5 Use a range of active and
passive simple present and past
forms on a range of general and
curricular topic
V2 8Y02
Listening to a dramatic narration
of an episode In above story
Writing [e.g. diary entry] an
imaginary account based on an
incident/detail in above
Listening/Reading
Reading about the Aztecs and
their civilisation
Focusing on verb patterns in
describing customs and practices
Talking about Aztec customs by
saying what they
give/take/send/bring/show with
direct objects
Writing an imaginary eye-witness
account of meeting the Aztecs for
the first time
Listening about Spanish explorers
in the ‘New World’
Focusing on simple past passive
forms in the context of discovery
and exploration
English as a Second Language Stage 6
Three-option multiple
choice task on actions,
thoughts and feelings
Guided writing template
True/false and 80–100
yes/no/doesn’t say tasks minutes
Worksheet: learners
match parts of sentences
according to information possible display
in above Reading opportunity
Worksheet: images of
different Aztec objects
Guided writing template
Multiple-matching of You could play a 90–110
names to images clip from film minutes
relating to these
Worksheet: matching events to add
agents [by] to actions context
was taken, were sent
back
Worksheet: rewriting
sentences using passive
forms
24
 6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6S8 Relate extended stories and
events on a growing range of on
general and curricular topics
6S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
6Ld5 Understand more complex
questions on a range of general
and curricular topics with little or
no support
Module Review
Learning Objective
Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to science and discovery, useful
inventions, exploration and history and a range of
module learning objectives
Scheme
V2 8Y02
Reading about Aztec and Spanish
confrontations [e.g. the siege of Text summary completion
Tenochtitlan] task Image
matching/labelling tasks
Collective class telling of the story Images from previous Cut out images 50–70
of the Aztecs/Spanish listening/reading tasks from pervious minutes
in groups of 4 or 5 with at least plus others on individual tasks and present
one image card per learner. cards as cards
Learners plan their telling of the
history. Then whole class, each
learner in turn, tell the story
collectively.
Listening to quiz questions about Quiz: questions to read
China and New World discoveries out. e.g. In which century
above ______ ?
Activities Assessment Time
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes/no/doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks
English as a Second Language Stage 6 25
 Module 2B: Different People
Unit 9: Work and Jobs
Framework Learning Objective Activities Resources Comments Time
Code

6S3 Give an opinion at discourse Talking about whose job it is to Worksheet: matching Pre-teach some 70–90
level on a range of general and ______ . tasks e.g. help you in a words focusing on minutes
curricular topics shop to a compound noun –er, –ess, –or
learners make from endings
6Ug1 Use a limited range of compound jumbled words e.g.
nouns on a range of general and shop assistant
curricular topics
Multiple matching tasks

6Ld2 Deduce meaning from context in Listening: ‘What’s my line?’ Worksheet:

both short and extended talk on a
range of general and curricular
topics with little or no support
6Ut1 Use double genitive structures:
e.g. a friend of theirs on a range
of general and curricular topics
Listening to people describing
their job/what they do each day
and working out their job
Talking about different things that
police officers do/don’t do
Reading about people who love
what they do
match words to give
activity e.g. control
crowds
and explain where
Worksheet: a list of
activities tick if police do
say who does if police
don’t e.g. put out fires
Multiple-matching tasks 60–80
minutes

6Uf7 Begin to use simple forms of
reported speech to report
statements and commands on a
range of general and curricular
topics
V2 8Y02
Focusing on use of double
genitive structures
Talking about what you
heard/what was said.
Ask 5/6 learners to read out one
line: a cousin of mine is a nurse.
Nominate learner to report as
many as they can remember e.g.
Tania said a cousin of hers is...
English as a Second Language Stage 6
Worksheet: rewriting
sentences using double
genitive: Sally’s friend is a
hairdresser/A friend.
Worksheet:
A cousin of mine is ___
A relative of ours is
A neighbour ______ etc. Keep team scores
Learners complete with
people they know.
26
 6Lm1 Understand the main points in
both short and extended talk with
little or no support on a range of
general and curricular topics
6Ug5 Begin to use dependent
prepositions following adjectives
on a range of general and
curricular topics
6Wa2 Use joined-up handwriting in all
written work across the
curriculum with appropriate
speed and fluency
6Wc2 Write with some support about
personal feelings and opinions
on a limited range of general and
curricular topics
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Ut2 Use a range of determiners
including neither, both
6Ld3 Understand more complex
unsupported questions which ask
for personal information
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
6Rf1 Read and follow independently
familiar instructions for classroom
activities
V2 8Y02
Listening to people describing the Multiple-matching tasks 90–110
qualities they need to do their jobs minutes
Focusing on prepositions used
after adjectives: good at, keen Worksheet: completion
on, good with, kind/polite to and matching tasks
Writing down a list of qualities for Template: Possible
a job. Learners read out their I’m keen on ______. ICT/display
descriptions and other learners I’m good at ________. opportunity writing
write down what job it is. I’m not bad with/at ____ with photo shop
etc.
Writing a paragraph about So I should be a...?
yourself and what you’d like
to be
Talking about household Worksheet: putting chores 90–120
jobs/chores learners do/can do on a Venn diagram: jobs minutes
you can do inside/outside
house [both]
Set of instructions about:
-writing questions
-doing the survey
- putting the results into a
graph
- presenting the results to
the class
Reading instructions about
conducting a class survey on who
does what household chores
English as a Second Language Stage 6 27
 6Wa2 Use joined-up handwriting in all
written work across the
curriculum with appropriate
speed and fluency
6S5 Summarise what others have
said on a range of general and
curricular topics
6Ut7 Use a range of defining and non-
defining relative clauses with
which, who, that, whose, whom
Use a range of pronouns
6Ut4
including relative pronouns who,
which, that, whom, whose on a
range of general and curricular
topics
6Wo2 Punctuate written work at text
level for a range of general and
curricular topics with some
accuracy when writing
independently
V2 8Y02
Writing questions [in groups] for Tally chart template for
and conducting a class survey learners to write questions
using tally charts on
Presenting result of survey to Different graph templates
class by explaining graph for showing results
Focusing on relative clauses to Worksheet: complete with 90–120
talk about jobs and people who do correct relative pronoun minutes
them
Worksheet: learners
complete sentences about
people they know
My uncle, who _____,
works _________ .
Punctuating a piece of writing Worksheet: put commas
[with no punctuation] in which in relative clause
someone describes their job sentences where needed
Learners prepare defining relative Worksheet: unpunctuated
clause quiz questions for class piece of writing
e.g.
Think of someone who works up a
ladder.
Think of someone with whom a
doctor works.
Think of someone whose job is on
the beach.
Keep team scores
Listening to and answering
questions in a class ‘jobs’
quiz. First learner to shout out
answer questioner has written on
card wins a point.
English as a Second Language Stage 6 28
 Module 2B: Different People
Unit 10: Communicating
Framework Learning Objective
Code
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
6Wa1 Plan, write, edit and proofread
work at text level with some
support on a range of general
and curricular topics
6Wo3 Use independently appropriate
layout at text level for a growing
range of written genres on
familiar general and curricular
topics
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Rd1 Recognise the difference
between fact and opinion in
short, simple texts on a wide
range of general and curricular
topics
6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
V2 8Y02
Activities Resources Comments Time
Talking about when and how you Worksheet: 80–100
can leave messages. Learners text message/written minutes
ask each other questions about note/voice
leaving messages. message/answer
machine/instant message
Writing text messages [least What’s the difference?
number of letters] When do you use them?
Worksheet: sentences
Writing messages to leave at that learners have to
particular locations around a reduce to text messages
house. [Learners read messages
out for others to guess where it Image of different rooms
was left]. with typical
furniture/fittings around a
house
Talking about gestures/making Worksheet: Find a 80–100
sounds and when they have to be gesture e.g. minutes
used say yes/no/.thank
you/stop/don’t etc.
Reading about the use of
gestures in different countries and Worksheet: When do
cultures people whistle/clap/hug?
etc.
Listening to someone describing Fact or opinion tasks
different gestures
Matching task
images of aircraft taxiing
signals
English as a Second Language Stage 6 29
 6Uf7 Begin to use simple forms of
reported speech to report
statements and commands on a
range of general and curricular
topics
6S5 Summarise what others have
said on a range of general and
curricular topics
6Ug7 Spell most high-frequency
vocabulary accurately for a range class report/write down what you
of familiar general and curricular said
topics when writing
independently
6Lo1 Recognise the attitude or
opinion of the speaker(s) in both messages
short and extended talk on a
range of general and curricular
topics with little or no support
Use present continuous forms
6Uf6 with present and future meaning
on a range of general and
curricular topics
Respond with increasing
6S4 flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
6Uf8 Use a growing range of modal
forms including would [polite
requests] could [polite requests]
needn’t [lack of necessity]
should, ought to [obligation]
Use joined-up handwriting in all
6Wa2 written work across the
curriculum with appropriate
speed and fluency
V2 8Y02
Focusing on reported speech Worksheet: rewriting 70–90
direct speech as reported minutes
speech/matching tasks
Talking in groups about different Worksheet: gestures to Model a few
gestures you can make and what show you like/dislike/don’t gestures and
they mean care/don’t believe etc. suggest
interpretations
Making gestures and others in Learners write down in
notebooks what they think
was said/they were told
Listening to voice/recorded Multiple-matching tasks 60–80
minutes
Worksheet:
Focusing on phone language and completion/matching tasks
talking about arrangements You might like to
record learners
leaving messages
Tapescripts of messages and ask other
Replying to voice messages and in previous listening task learners to listen
leaving a message in reply and say which
message they are
responding to
Focusing on modal forms Worksheet: sentence 60–80
rewriting/completion tasks minutes
Focusing on functional [modal Worksheet: matching
forms] language in phone calls phone questions
/statements to short
modal responses
Writing [completing] short phone
dialogues and acting these out in
front of class
English as a Second Language Stage 6 30
 6Ld4 Understand longer sequences of Talking about and explaining an Show screen on board Set up learners 60–80
classroom instructions with little instant message forum and explain/answer through skype or minutes
or no support questions about they have some other forum
to do
6S2 Ask questions to clarify meaning ICT link
on a range of general and
curricular topics Worksheets A/B: giving
learners different things to
6Rf1 Read and follow independently Reading instructions for instant communicate to each
familiar instructions for messaging task other
classroom activities

6Wc2 Write with some support about Writing to each other in an instant
personal feelings and opinions messaging forum
on a limited range of general
and curricular topics

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to jobs and working situations,
means of communication and modern technology
and a range of module learning objectives
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes/no/doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks

Scheme

V2 8Y02 English as a Second Language Stage 6 31

 Module 2C: Living Things
Unit 11: Character and Behaviour
Learning Objective
Framework
Code
6Lm1 Understand the main points in
both short and extended talk
with little or no support on a
range of general and curricular
topics
6Ug5 Begin to use dependent
prepositions following adjectives
on a range of general and
curricular topics
6Ug7 Spell most high-frequency
vocabulary accurately for a
range of familiar general and
curricular topics when writing
independently
6Wc2 Write with some support about
personal feelings and opinions
on a limited range of general
and curricular topics
6Lg1 Understand both short and
extended narratives with little or
no support on a range of general
and curricular topics
6Uf4 Use a growing range of future
forms including be going to
[predictions based on present
evidence] and will for predictions
on a range of general and
curricular topics
V2 8Y02
Activities Resources Comments Time
Listening to descriptions of Multiple-matching task: Pre-teach less 90–110
people’s typical behaviour match adjectives to common minutes
descriptions they hear: adjectives
tidy, sporty, shy, chatty,
messy, fussy etc.
Focusing on the use of dependent Worksheet: matching and
prepositions following adjectives completion tasks e.g.
relating to character and afraid of, polite to, shy
personality with, excited about, kind
Talking about character traits of to
other class members:
Guess who? He’s very fussy about his
hair. Guess who…
Writing an e-mail to a friend
introducing another friend he/she
is going to meet Guided writing template
Listening to the first half of a short Worksheet: tick the 60–80
story and predicting what the key adjectives which best minutes
characters will do describe each character
Focusing on making predictions Worksheet: What do you
think will happen? [tick]
Is there anything else you
think the characters will
do?
English as a Second Language Stage 6 32
 6Rg2 Read independently a range of
short simple fiction and non-
fiction texts with confidence and
enjoyment
6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6Uf10 Use if/unless in zero and first
conditional clauses
6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6S8 Relate extended stories and
events on a growing range of on
general and curricular topics
6Uf5 Use a range of active and
passive simple present forms on
a range of general and curricular
topics
6Rf1
Read and follow independently
familiar instructions for
classroom activities
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
V2 8Y02
Reading the second half of the Tick your predictions
short story and check which which were right
predictions were correct
Reading signs instructing people Common signs e.g. no 90–110
to do/not do things running by the pool minutes
Talking about what will happen if Worksheet: If someone
people disobey the signs
Reading jokes about people’s Multiple-matching task
behaviour and matching the punch
lines to the jokes
Prepare joke
Memorising, practising [to Short jokes and ask them cards for each
yourself] and then telling short to memorise/practice learner
jokes to the whole class
Focusing on language for Worksheet: Choose the 80–100
describing people e.g. correct verb minutes
looks/talks/sounds like etc.
Worksheet: Who do like to
dress like?/Would you like
Reading about a character and to sing like?
acting out character roles in a
class mingling activity Role cards: Prepare character
looks…a bit shy role cards
Writing - after mingling in has a … [nervous laugh]
character for about ten minutes – walks like … an old man You could bring in
a description of two of the says ‘Oh dear’ all the dressing up props
characters that they met time. too
Guided writing template
English as a Second Language Stage 6 33
 6Lo1 Recognise the attitude or opinion
of the speaker(s) in both short and
extended talk on a range of
general and curricular topics with
little or no support
6S3 Give an opinion at discourse level
on a range of general and
curricular topics
6Lo1 Recognise the attitude or opinion
of the speaker(s) in both short and
extended talk on a range of
general and curricular topics with
little or no support
6Wc2 Write with some support about
personal feelings and opinions on
a limited range of general and
curricular topics
V2 8Y02
Listening to different reactions
Talking about what you say in
different situations
Listening and matching reactions
to what is said to you
Writing a response e-mail to a
friend reacting to his/her news
English as a Second Language Stage 6
Multiple-matching tasks: 80–100
How does the person minutes
feel?
Worksheet: when do you
say ____ ?
Worksheet: prompted
dialogue completion
Multiple-matching of
answers to what you hear
e.g. Is it alright if I don’t
come?/It doesn’t matter.
e-mail to reply to/guided
writing prompts
34
 Module 2C: Living Things
Unit 12: Animal Habits
Learning Objective Activities Resources Comments Time
Framework
Code
6S3 Give an opinion at discourse level Talking about which adjectives Worksheet: multiple- 80–100
on a range of general and you associate with animals matching animals to minutes
curricular topics adjectives

6S2 Ask questions to clarify meaning Worksheet:

on a range of general and as b___ as a bee Pre-teach: bite,
curricular topics as q___ as a mouse sting, make me
itch, are scary etc.
6Rd2 Understand independently Reading about ants: life, jobs, Yes/no/doesn’t say task
specific information and detail in food, young etc. diagram
short, simple texts on a range of
general and curricular topics Completion/labelling task

6S1 Provide detailed information about Talking about which animals Worksheet: matching
themselves and others at you’re afraid of animals to comments
discourse level on a wide range of
general topics

6Ld1 Understand specific information Listening about where animals Worksheet: map on which Pre-teach 90–120
and detail in both short and migrate to learners mark migration migrate, hibernate, Minutes
extended talk on a range of paths of animals grow fur
general and curricular topics with
little or no support True/false task

6S3 Give an opinion at discourse level Talking about which animals do

on a range of general and what in winter Worksheet: classification
curricular topics migrate, hibernate, grow fur of different animals

6Rd2 Understand independently Researching and reading about

specific information and detail in the winter habits of a particular Worksheet: questions to Guide to primary
short, simple texts on a range of animal on the Internet answer friendly sites
general and curricular topics

V2 8Y02 English as a Second Language Stage 6 35

 6Wo1 Link sentences into coherent text
using a variety of basic
connectors on a range of general
and curricular topics when writing
independently
6S3 Give an opinion at discourse level
on a range of general and
curricular topics
Writing a short description of
what your chosen animal does in Possible display
winter Guided writing prompts opportunity
Talking about Emperor Penguins Worksheet: true/false task 60–80
e.g. Emperor Penguins minutes
lay eggs.

Yes/no/doesn’t say task

6Rd2 Understand independently Short reading about Emperor
specific information and detail in Penguins
short, simple texts on a range of Worksheet: questions as
general and curricular topics viewing guide

6Ld2 Deduce meaning from context in Watching and listening to a short

both short and extended talk on a extract from the film ‘The March
range of general and curricular of the Penguins’
topics with little or no support
6Ld2 Deduce meaning from context in Listening to animal to sounds. Worksheet: matching the 50–70
both short and extended talk on a sound heard to an animal minutes
range of general and curricular
topics with little or no support Worksheet: matching
verbs to animal sounds
6Lg2 Identify rhymes, onomatopoeia moo, meow, tweet, cry, Give an example
and rhythm hiss, buzz of strange
onomatopoeia e.g.
6Ug7 Spell most high-frequency Writing an onomatopoeia poem The mice are
vocabulary accurately for a range entitled: ‘Save our world ‘ mooing.
of familiar general and curricular Save our world.
topics when writing independently and encourage
learners to write a
Recognise, identify and sound twelve line poem.
6Rg1 independently a wide range of Reading poems out to the rest of
language at text level the class Display
opportunity

6S3 Give an opinion at discourse level Talking about the names of Worksheet: matching Elicit and pre- 110–140
on a range of general and animals and their young names of young to teach some Minutes
curricular topics animals vocabulary
[anagrams/incomplete

V2 8Y02 English as a Second Language Stage 6 36

 6Ut3 Use a growing range of questions
including how far, how many
times, what? + noun on a range of
general and curricular topics
Give an opinion at discourse level
6S3 on a range of general and
curricular topics
Understand specific information
6Ld1 and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
6S7 Keep interaction going in longer
exchanges on a wide range of
general and curricular topics
6Wo1 Link sentences into coherent text
using a variety of basic
connectors on a range of general
and curricular topics when writing
independently
V2 8Y02
Focusing on questions: words]
How many times a year _____ ?
How long is it before ______ ? Worksheet: question
How long does it take for ___ ? matching and completion
What sort of food ____ ? tasks
Learners speculate about
answers.
How long is it before a chick can
fly/foal can walk? etc.
Listening about animals and their
young [for half the class]
Reading about animals and their Worksheet: [table
young [for half the class] completion] Ensure that the
two groups do not
Asking and answering questions distract each other
to complete the missing Worksheet: [table
information from their table completion
Possible display
Writing a short paragraph about opportunity
an animal and its young of their Guided writing template
choice
English as a Second Language Stage 6 37
 Module Review
Learning Objective
Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to people’s behaviour and attitudes,
wildlife and animal habitats and a range of module
learning objectives
V2 8Y02
Activities Assessment Time
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes/no/ doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks
English as a Second Language Stage 6 38
 Module 3A: Making Decisions
Unit 13: Going Shopping
Framework Learning Objective
Code
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Ld2 Deduce meaning from context in
both short and extended talk on a
range of general and curricular
topics with little or no support
6S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
6Uf8 Use a growing range of modal
forms would [polite requests]
could [polite requests]
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6S7 Keep interaction going in longer
exchanges on a wide range of
general and curricular topics
6Ut2 Use a range of determiners
including neither, both on a
range of general and curricular
topics
V2 8Y02
Activities
Talking about types of shops and
the things you get there
Listening to short shop/service
encounters
Building and acting out short
service encounter dialogues
Reading short
advertisements/notices for
products/offers
Talking about which type of
product you’d choose [this one’s
too/not …enough]
English as a Second Language Stage 6
Resources Comments Time
Worksheet: matching Pre-teach names 70–80
type of shop/products of different shops minutes
Worksheet: ranking shops
learners go into most
Multiple-matching tasks:
matching conversations to
a shop/service
Worksheet: dialogue
completion and dialogue
building
Multiple-matching and 50–60
multiple choice tasks minutes
Worksheet: images of
contrasting pairs of
products
Worksheet: learners
complete with both/either/
neither in relation to
above task e.g. John
didn’t like either bike.
39
 6Ut5 Use the pattern verb + object +
infinitive with
give/take/send/bring/show +
direct/indirect object on a range
of general and curricular topics
6Ld2 Deduce meaning from context in
both short and extended talk on a
range of general and curricular
topics with little or no support
6Lm1 Understand the main points in
both short and extended talk
6Lo1 Recognise the attitude or opinion
of the speaker(s) in both short
and extended talk on a range of
general and curricular topics with
little or no support
6Ld5 Understand more complex
questions on a range of general
and curricular topics with little or
no support
6Wo1 Link sentences into coherent text
using a variety of basic
connectors on a range of general
and curricular topics when writing
independently
6Ug7 Spell most high-frequency
vocabulary accurately for a range
of familiar general and curricular
topics when writing
independently
6S7 Keep interaction going in longer
V2 8Y02
Focusing on verbs and object
patterns in talking about service
situations
Naming things different people do
to you/for you
Listening to people describing
what they do in shop/service
situations
Listening about what’s important
to people when they shop
Listening and completing a quiz
about international chains/brands
Writing [class compilation activity]
an entry for a local shopping
directory
Writing captions for cartoons of
people in shop/service situations
Talking about shopping for and
English as a Second Language Stage 6
Worksheet: learners Pre-teach names 60–80
complete sentences about of different minutes
what happens in different shop/service
service situations assistants
Blank cards: on back
learners write two things a
person e.g. shoe shop
assistant does for you.
[guessing/scoring points]
Multiple-matching task
Worksheet: true/false and 80–100
multiple-matching tasks minutes
List of questions
[recorded or read out] e.g.
What do Starbucks sell?
Elicit names of local
retailers/retail chains and
discuss what they sell
Template for writing a Display
short shopping directory opportunity
entry possibly with local
photographs
Worksheet: cartoons with Give learners 40–50
blank speech bubbles ideas of what minutes
to write
Worksheet: presents you
buy for different people
Worksheet: discussion of
40
 exchanges on a wide range of
general and curricular topics
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6Rg3 Recognise the attitude or opinion
of the writer in short texts on a
wide range of general and
curricular topics
6Uf5 Use a range of active and
passive simple present and past
forms and used to/didn’t use to
for past habits/states on a range
of general and curricular topics
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
V2 8Y02
choosing gifts class leaving present
Reading about where things in 100–120
shops come from/are made/grown Yes/no/doesn’t say and minutes
text summary completion
tasks
Worksheet: focus on
passive forms
Focusing on what people used to
make/grow locally Worksheet: focus on used
to/didn’t used to
Guide to sites with
Writing one or two short Internet research or photo relevant local
paragraphs about what used to be prompts information
made/grown in the local area display opportunity
English as a Second Language Stage 6 41
 Module 3A: Making Decisions
Unit 14: Calculating
Learning Objective Activities Resources Comments Time
Framework
Code
6S3 Give an opinion at discourse Talking about numbers and the Cards: operations symbol Cut out cards 60–80
level on a range of general and things [operations] you do with and vocabulary matching minutes
curricular topics them [= x - +] etc.

6Rf1 Read and follow independently Reading to calculate the answers

familiar instructions for classroom to ‘money’ word problems Worksheet: with ‘money’
activities calculation word problems

6Ld5 Understand more complex Listening: ‘I think of a number’ List of 15–20 questions to 50–70
questions on a range of general doing mental maths calculations read out minutes
and curricular topics with little or
no support Guided templates of
problems to write
6Uf10 Use if in zero and first Writing problems for other
conditional clauses learners which will then be read Images of items and
out for them to solve [Totals/How prices
much change etc.

6Uf1 Use a growing range of Focusing on fractions and Worksheet: calculating Prepare questions 50–70
quantifiers and cardinal and percentages fractions in word problems on statistics minutes
ordinal numbers and fractions on learners might be
a range of general and curricular Worksheet: calculating able to guess
topics percentage discounts in
shops
6Ut3 Use a growing range of Listening to How many/What
questions including how far, how percentage? questions and giving
many times, what + noun on a best estimate as a
range of general and curricular fraction/percentage
topics

V2 8Y02 English as a Second Language Stage 6 42

 6Rg2 Read independently a range of
short simple fiction and non-
fiction texts with confidence and
enjoyment
6Lm1 Understand the main points in
both short and extended talk with
little or no support on a range of
general and curricular topics
6Rg2 Read independently a range of
short simple fiction and non-
fiction texts with confidence and
enjoyment
6Ld5 Understand more complex
questions on a range of general
and curricular topics with little or
no support
6Uf2 Use a range of adverbs [simple
and comparative forms] including
adverbs of manner
6Rd2 Understand independently
specific information and detail in
short, simple texts on a range of
general and curricular topics
6S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6S3 Give an opinion at discourse
level on a range of general and
V2 8Y02
Reading simple logic problems Worksheet: logic 50–70
and discussing with other learners problems for learners to minutes
how to solve them e.g. chicken, read and solve
grain and fox
Listening: ‘ Line up accordingly’ Listen to line up
learners listen to instructions instructions: line up
about how to line up and race with according to shoe
other groups to organise size/height/month of birth
themselves accordingly etc.
Reading about palindromes Worksheet: palindrome Prepare questions 50–60
[words numbers that are the same problems e.g. what was e.g. minutes
read backwards] and various the last year in the 20th Both parents;
word and number palindromes for century that was a what’s the
learners to work out and solve palindrome? palindrome?
Listening to a quick thinking
palindrome quiz
Focusing on comparative adverbs Worksheet: completion 60–80
[regular and irregular] and matching tasks on minutes
comparative adverbs
Reading maths problems with Worksheet: problems and
adverb questions: Who travels questions
more quickly? Which one swims
faster? gets home earlier? etc. Worksheet:
Who walks further?/eats
Discussing personal comparisons faster?/laughs louder etc.
with other learners
Reading and researching in small Worksheet: Guide to primary 90–120
groups ideas for a school fair instructions/websites friendly sites minutes
[money-raising stall ideas] where to find ideas for
primary school fair
Discussing in groups and Discussion prompts
calculating how much money they
English as a Second Language Stage 6 43
 curricular topics
6Wc2 Write with some support about
personal feelings and opinions
on a limited range of general and
curricular topics
could make from their stall Worksheet Possible display
price per person, costs, opportunity
Writing an e-mail to teacher profit, equipment
explaining their stall and
calculations Guided writing template

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to shopping, service situations,
paying and solving problems and a range of module
learning objectives
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes/no/doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks

V2 8Y02 English as a Second Language Stage 6 44

 Module 3B: Adventures
Unit 15: Holiday and Travels
Learning Objective
Framework
Code
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
6Rg3 Recognise the attitude or opinion
of the writer in short texts
6Rd1 Recognise the difference
between fact and opinion in
short, simple texts on a wide
range of general and curricular
topics
6Ut3 Use a growing range of
questions including how far, how
many times, what + noun on a
range of general and curricular
topics
V2 8Y02
Activities Resources Comments Time
Talking about holiday destinations Worksheet: matching 60–80
and things you can do there destination images: minutes
mountains, cities, rivers,
sea etc. to items linked to
Talking about ‘perfect’ ‘OK’ and activities e.g. life-vest,
‘problem’ weather for different walking boots, sun cream,
activities open-top bus, skis
Display
Worksheet: matching opportunity
Writing a guided poem entitled weather words to
‘Dream Holiday’ activities: ‘perfect’ ‘OK’
‘problem’
Poem template:
line 1: [season/time of
day]
line 2: [weather]
line 3: [what’s on your
feet?] etc.
Reading people’s views about a Multiple-matching/fact or
place in the form of an internet opinion tasks
travel forum.
Worksheet: completion of
questions for given
answers
Focusing on the form of questions
English as a Second Language Stage 6 45
 6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6Uf8 Use a growing range of modal
forms including would [polite
requests] could [polite requests],
should, ought to [obligation] on a
range of general and curricular
topics
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Wo3 Use independently appropriate
layout at text level for a growing
range of written genres on
familiar general and curricular
topics
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Ug2 Use a growing range of participle
adjectives and a growing range
of adjectives in the correct order
in front of nouns on a range
general and curricular topics
6S8 Relate extended stories and
events on a growing range of on
general and curricular topics
6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
V2 8Y02
Reading travel signs and notices Multiple-choice and 90–120
multiple matching tasks minutes
Worksheet: interpreting
Focusing on modal meanings the meaning of signs
can, could, would, should, ought using modals
to
Worksheet: listing
different types of Pre-teach
tourist things to do vocabulary
[tick/cross] e.g. walks,
Talking about what tourists might sightseeing, local
do in your area/town markets, activity centres,
shopping etc.
Display
Writing a tourist Welcome to our Guided template opportunity
City’ poster
Talking about types of bags and Worksheet: matching 50–70
why they are useful types of bags to travel minutes
situations e.g.
rucksack – hiking
Focusing on order of adjectives sleeping bag – camping
before nouns etc.
Worksheet: sorting
jumbled
adjectives/matching to
Talking about the last time you bags e.g. light, red, plastic
used different bags beach bag
Images of different types
of trip/travel bags
Listening about safety on a school Sentence 90–110
trip completion/multiple minutes
choice picture tasks
English as a Second Language Stage 6 46
 little or no support
6Ld2 Deduce meaning from context in
both short and extended talk on a
range of general and curricular
topics with little or no support
6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Uf3 Use simple perfect forms to
express [recent, indefinite and
unfinished] past on a range of
general and curricular topics
6Wo1 Link sentences into coherent text
using a variety of basic
connectors on a range of general
and curricular topics when writing
independently
Scheme o
V2 8Y02
Multiple-matching task
Listening to different working out where trip is
guides/teachers giving taking place
instructions Pre teach trip
[compounds]
Worksheet: trip options: words
Talking about where to go on a seaside, wildlife park,
class trip. Learners respond to forest walk, water park,
suggestions [whole class] saying: museum visit etc.
I’ve done/seen that/been there
and explaining if they think it Learners list two things
would be a good idea to go. you could do there
Possible display
opportunity
Guided template of points
Writing an e-mail to an absent to cover
classmate telling him/her about
planned class trip on Monday
English as a Second Language Stage 6 47
 Module 3B: Adventures
Unit 16: Survivors’ Tales
Learning Objective Activities Resources Comments Time
Framework
Code
6S6 Link comments to what others Talking about different things you Worksheet: matching Pre-teach some 100–120
say at sentence and discourse have for safety in different safety items to activities survival item Minutes
level in pair, group and whole situations torch vocabulary
class exchanges life vest sailing
compass climbing
6Ld1 Understand specific information Listening to the instructions of an rope
and detail in both short and airplane safety announcer
extended talk on a range of Worksheet: learners tick
general and curricular topics with one of two images that
little or no support corresponds to each
instruction
6Uf9 Use conjunctions if/unless in Focusing on the use of zero and
conditional sentences on a range first conditional forms Worksheet: following on
of general and curricular topics from listening true/false
if/unless/in case
6S3 Give an opinion at discourse Talking about when something statements about airplane
level on a range of general and would be of no use to you in an safety
curricular topics emergency/survival situation
Worksheet: clause
6S4 Respond with increasing matching and completion
flexibility at both sentence and tasks
discourse level to unexpected
comments on a range of general Worksheet: with images
and curricular topics of compass, mobile
phone, matches, dingy,
radio, etc.
e.g. If matches are wet,
they don’t work.

6Rg3 Recognise the attitude or opinion Reading about a mountain Yes/no/doesn’t say task 60–80
of the writer in short texts survival situation and rescue fact or opinion task minutes

6Rd1 Recognise the difference

V2 8Y02 English as a Second Language Stage 6 48

 between fact and opinion in
short, simple texts on a wide
range of general and curricular
topics
6Ut5 Use the pattern verb + object +
infinitive
give/take/send/bring/show +
direct/indirect object
6Wo2 Punctuate written work at text
level for a range of general and
curricular topics with some
accuracy when writing
independently
6S2 Ask questions to clarify meaning
on a range of general and
curricular topics
6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6S6 Link comments to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
6Uf8 Use a growing range of modal
forms including should, ought to
[obligation] on a range of general
and curricular topics
6Lo1 Recognise the attitude or opinion
of the speaker(s) in both short
and extended talk
6Lm1 Understand the main points in
both short and extended talk with
V2 8Y02
Worksheet: correcting a
summary of the story
Focusing on verb and object
patterns in talking about the Worksheet: stream of text
events in story to punctuate
Punctuating an unpunctuated
extract from the story
Talking about natural disasters Worksheet: learners Pre-teach natural 70–90
and asking another learner what match natural disasters to disaster minutes
they think happens with each one parts of the world [on vocabulary
map] where they are
Reading about natural disasters in common
headed sections:
flood, avalanche etc. Multiple- matching
/completion task:
learners match missing
Talking about what people should lines to each section
do in different disaster situations
Worksheet: matching
go underground
climb on a roof
get under a table
wear a life vest
Listening to an interview in which Worksheet: 80–100
a survivor recounts her tale of fact or opinion/multiple minutes
survival choice tasks
English as a Second Language Stage 6 49
 little or no support on a range of
general and curricular topics
6S4 Summarise what others have
said on a range of general and
curricular topics
6Uf7 Begin to use simple forms of
reported speech to report
statements and commands on a
range of general and curricular
topics
6Wo2 Punctuate written work at text
level for a range of general and
curricular topics with some
accuracy when writing
independently
6S7 Keep interaction going in longer
exchanges on a wide range of
general and curricular topics
6Uf3 Use simple perfect forms to
express [recent, indefinite and
unfinished] past on a range of
general and curricular topics
6Wc1 Write with some support about
factual and imaginary past
events, activities and
experiences on a growing range
of general and curricular topics
V2 8Y02
Focusing on reported speech and
remembering what was said
Writing a passage of dramatic
dialogue from the story
Talking about [ranking] what you
should do first in a survival
situation on a desert island
Focusing on perfect forms, in the
context of survivor diary entries
Writing a short desert island diary
entry
English as a Second Language Stage 6
Worksheet: sentence
matching to make true
statements about the
story
Worksheet: rewriting
direct speech from the
story as indirect speech
Guided writing template
Worksheet: ranking tasks 60–80
hunt animals, build fire, minutes
find shelter, look for food,
find somewhere to swim
etc.
Worksheet: completion
worksheet [for or since]
Worksheet: completion Learners take a
[yet already just never sentence from one
before] of previous tasks
as their opening
line
Display
opportunity
50
 Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and Use a range of multiple-matching, Use tasks to assess core module learning 90–120
Writing tasks on a range and blend of topics and multiple-choice, yes/no/doesn’t say, objectives and monitor progress hours
themes relating to holidays, travel, adventures and sentence and text completion and
survival and a range of module learning objectives guided speaking and writing tasks

V2 8Y02 English as a Second Language Stage 6 51

 Module 3C: Our Class
Unit 17: Making Plans
Framework Learning Objective Activities Resources Comments Time
Code

6S1 Provide detailed information
about themselves and others at
discourse level on a wide range
of general topics
6Ld2 Deduce meaning from context in
both short and extended talk on a
range of general and curricular
topics with little or no support
Talking about the kinds of things
you use for planning
Listening to different people
talking about how they plan things
Worksheet: images of 120–140
things that we use for minutes
planning: lists, diary,
calendar, post-it notes,
note-book, I-phone, I-pod
Multiple-matching:
images in previous
worksheet

6Rm1 Understand the main points of a

wide range of short, simple texts
on general and curricular topics
by using contextual clues
6Wc2 Write with some support about
personal feelings and opinions
on a limited range of general and
curricular topics
Reading about different ideas for
school charity fund-raising
projects
Learners choose an idea they
think will work for the school in
groups and make a plan. Give
learners a budget.
Multiple-matching tasks
Yes/no/doesn’t say tasks
Guided writing template
Possible display or
lead-in to actual
fund-raising

6S8 Relate extended stories and Each group presents their idea to
events on a growing range of on the class for learners to vote on
general and curricular topics best

6Rm1 Understand the main points of a
wide range of short, simple texts
on general and curricular topics
by using contextual clues
6Rg2 Read independently a range of
short simple fiction and non-
fiction texts with confidence and
enjoyment
Reading extracts, reviews, plot Multiple-matching task: Bring range of 120–140
synopses of different story class titles to genre/type readers to class minutes
readers and deciding which ones
you are going to read over the Worksheet: criteria to tick Possibly show film
summer. Learners given a and tally clips related to
number of books to select. stories

V2 8Y02 English as a Second Language Stage 6 52

 6S4 Respond with increasing
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
6Uf4 Use a growing range of future
forms including be going to
[predictions based on present
evidence] and will for predictions
on a range of general and
curricular topics
6S8 Relate extended stories and
events on a growing range of on
general and curricular topics
6Wa1 Plan, write, edit and proofread
work at text level with some
support on a range of general
and curricular topics
6Wo2 Punctuate written work at text
level for a range of general and
curricular topics with some
accuracy when writing
independently
6S7 Keep interaction going in longer
exchanges on a wide range of
general and curricular topics
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Rd3 Use independently familiar paper
and digital reference resources to
check meaning and extend
understanding
V2 8Y02
Talking about your choices
mingling with other learners.
Learners find other learners that
they can arrange to swap/send
readers to.
Focusing on be going to to talk
about decisions [already
decided]/resolutions. Will
deciding as you speak
Talking about resolutions, plans
and predictions for the summer
Writing an e-mail to your teacher
about holiday plans/resolutions
Planning in a small group an
internet research challenge
Learners decide who will find
what and how. Decide which
search words [maximum 3] to
type in.
Reading different internet sources
to locate information in class
research challenge
English as a Second Language Stage 6
Worksheet: list of titles
Worksheet: completing
dialogues with correct
verb form
Worksheet: activities
tick if already
decided/determined to
do/possibility
Guided template:
- readers plan
- English plan
- holiday plans
Worksheet: huge collage 80–100
of similar and different minutes
information to find:
today’s temperature in
Rome/names of …’s
children etc.
Keep scores
Worksheet above
53
 6Rd2 Understand independently Learners use plan and worksheet
specific information and detail in above to find as much information
short, simple texts on a range of as they can in given time limit
general and curricular topics

6Ug7 Spell most high-frequency

vocabulary accurately for a range
of familiar general and curricular
topics when writing
independently

6S5 Summarise what others have Reporting back results. Learners

said on a range of general and write out each piece of
curricular topics information found on a piece of
paper.

Where there are discrepancies in

what was found, ask learners to
summarise their search/sources

6Lo1 Recognise the attitude or opinion Listening to radio slot about Worksheet: true/false 100–120
of the speaker(s) in both short events that are on in the area this minutes
and extended talk weekend Worksheet: table
completion
6Ld1 Understand specific information
and detail in both short and
extended talk on a range of
general and curricular topics with
little or no support
Worksheet: text
Focusing on use of simple
6Uf5 Use a range of active and completion tasks
present and present continuous in
passive simple present forms
talking about arrangements,
timetables and schedules
6Uf6 Use present continuous forms
with present and future meaning
on a range of general and
curricular topics

6Rm1 Understand the main points of a Reading weekend TV evening Multiple-matching/multiple

wide range of short, simple texts schedules -choice tasks
on general and curricular topics

V2 8Y02 English as a Second Language Stage 6 54

 by using contextual clues

6Rd2 Understand independently Guided writing template Possible display

specific information and detail in integrating content from opportunity
short, simple texts on a range of listening and reading
general and curricular topics above

6Wc2 Write with some support about

Writing an e-mail exchange to a
personal feelings and opinions
friend suggesting plans for a
on a limited range of general and
weekend stay with him/her
curricular topics

Scheme

V2 8Y02 English as a Second Language Stage 6 55

 Module 3C: Our Class
Unit 18: A Year of English
Framework Learning Objective Activities Resources Comments Time
Code

6Lg2 Identify rhymes, onomatopoeia Reviewing words and phrases Worksheet: tasks Do in different 60–80
and rhythm from across the year through correcting homophones rounds. Set time minutes
word games and puzzles e.g. bread is made from limits. Keep team
6Ug7 Spell most high-frequency flower scores.
vocabulary accurately for a range rhyming heroes and
of familiar general and curricular villains e.g.
topics when writing the cat and the r ___
independently the bee and the fl ___
onomatopoeic words etc.
6Rd3 Use independently familiar paper
and digital reference resources to
check meaning and extend
understanding
6Rg2 Read independently a range of Reading about English and how Number scanning, 60–80
short simple fiction and non- widely it is used around the world multiple matching, fact or minutes
fiction texts with confidence and opinion tasks
enjoyment

6Rd1 Recognise the difference

between fact and opinion in
short, simple texts on a wide Council of Europe
range of general and curricular portfolio tasks Possible display
topics opportunity

6S4 Respond with increasing Guided poem template:

flexibility at both sentence and Talking about and completing a learners create poem with
discourse level to unexpected ‘can-do’ learner portfolio task prompts like write, hear
comments on a range of general
and curricular topics Silent letters, find words
which rhyme, speak, spell
6Wa1 Plan, write, edit and proofread Writing ‘I can English’ poems etc.
work at text level with some
support on a range of general
and curricular topics

V2 8Y02 English as a Second Language Stage 6 56

 6S4 Respond with increasing
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
6Ug2 Use a growing range of
adjectives and participle
adjectives on a range general
and curricular topics
6Uf3 Use simple perfect forms to
express [recent, indefinite and
unfinished] past on a range of
general and curricular topics
6Wc2 Write with some support about
personal feelings and opinions
on a limited range of general and
curricular topics
6S8 Relate extended stories and
events on a growing range of
general and curricular topics
6S3 Give an opinion at discourse
level on a range of general and
curricular topics
6Rg2 Read independently a range of
short simple fiction and non-
fiction texts with confidence and
enjoyment
6Rd3 Use independently familiar paper
and digital reference resources to
check meaning and extend
understanding
6S7 Keep interaction going in longer
exchanges on a wide range of
general and curricular topics
V2 8Y02
Talking about who to award class Worksheet: different Encourage 80–100
‘Oscars’ to categories for learners to learners to think minutes
discuss e.g. back over their
funniest moment favourite moments
best performance [male] of the year and
in a role play consider display
most dramatic role play work
Focusing on superlative form of performance [female]
adjectives neatest handwriting
silliest excuse for being
late etc.
Focusing on perfect forms
While learners
Worksheet: complete with write, work out
correct verb. from first
I’ve loved learning …this worksheet who to
year. etc. award Oscars to
Writing a short acceptance
speech in anticipation of an Oscar Guided writing template
award
Giving Oscar speeches
Talking about preparing for the Worksheet: learners tick Guide learners to 50–70
last class party the party activities they primary friendly minutes
would like to prepare e.g. sites
make an English cake
[recipe], sing an English
Researching their song, recipe, song, tell an English joke,
joke, magic trick etc. on the perform a short sketch
Internet and print out etc.
Worksheet: headings of
what they need to do:
equipment, bring from
home, write out etc.
Discussing in small groups what
they need to do
English as a Second Language Stage 6 57
 6S2 Ask questions to clarify meaning Participating in an end of year Class team quiz in rounds Prepare different 60–80
on a range of general and class team quiz involving spelling, quiz rounds minutes
curricular topics vocabulary, grammar and
expressions from throughout the
6S4 Respond with increasing year
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics

6S7 Keep interaction going in longer Attending last day party and 60–90
exchanges on a range of general performing or telling learners minutes
and curricular topics about what they have made

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to planning, organising, languages
and learning and a range of module learning
objectives
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes/no/doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks

V2 8Y02 English as a Second Language Stage 6 58

Notes:
 The current model of nine units per stage is recommended – three per term. Fewer would give too large a group of objectives to address in one unit.
More would be too fragmented to give coherence to the overall scheme.
 Terminology can vary although consistency is recommended within a school.
 An audit of the learning objectives for the whole stage is recommended to ensure coverage.1
 Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts.
 Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended.2
 Detail of the ongoing objectives may be given in an outline plan.3

1
See audit tool.
2
See table of ongoing objectives.
3
See table of ongoing work.
V2 8Y02 English as a Second Language Stage 6 59