Subject Programme for English

(within the framework of updating state school education content for

secondary school)

Secondary School (Grades 5-9)

September 2014

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 This subject programme has been adapted by the Kazakhstani secondary schools teachers
and teachers of the Kazakhstan Nazarbayev Intellectual School (NIS) project.

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Table of Contents

Part 1 General information 4

1.1 The importance of English in the curriculum 4

1.2 The aims of the English language programme 5

1.3 Description of the organisational requirements for English 6

1.4 Pedagogic approaches for English 7

1.5 Developing respect for diversity of culture and opinion in 9

English

1.6 Competence in the use of digital technologies in English 10

1.7 Developing communication skills in English 11

1.8 Approaches to assessment in English 12

Part 2 Content 13

2.1 English programme content, organisation and progression 13

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 Part 1: General information
1.1 The importance of English in the curriculum

The study of English offers attitudinal, cultural, social and educational advantages for the
individual and for society. Learning English can help learners to develop a positive attitude to
other cultures as well as increase awareness of their own culture.

Learning English through modern, communicative methods provides opportunities for

learners to develop interactive skills and to learn through interaction with others thus becoming
good communicators. English is also the means through which learners will develop adaptable
life skills through learning the language. The learners with good communication skills will
contribute positively to Kazakhstani society.

An ability to communicate in English is crucial in the modern world of mass global

communication. Young people should be able to read, write and communicate in English as well
as understand their teachers and peers at a high level. English is the language frequently used
in communication, science, business, entertainment, travel and sport. A good knowledge of
English provides young people with access to these areas and enables them to continue their
educational, economic, social and cultural development.

English is the international language of business and one of the main languages of the
OSCE and UN, so as Kazakhstan becomes more connected with the Western world, English
becomes increasingly important. As routes become more travelled Kazakhstan’s historical and
natural sites will attract more visitors and more foreign investment and, as the tourist industry
grows in Kazakhstan, English will be the medium through which Kazakhstanis will communicate
with visitors from overseas in both formal and informal settings. Kazakhstanis are also travelling
more and as they travel around the world, they will be able to acquaint English speakers with
Kazakhstan and its culture. As members of this more international global community it is vital
that Kazakhstanis and Kazakhstani learners are able to communicate proficiently in English.

A knowledge of English can:

 increase learners’ confidence in communicating in different situations

 can give access to higher education in Kazakhstan and abroad
 enable learners to progress professionally and to access advanced training
 broaden learners’ access to news and information currently distributed in English
 allow learners to access English language literary works in their original form
 help learners to contribute to Kazakhstan’s continuing development
 enable learners to represent Kazakhstan in both Kazakhstan and overseas
 encourage learners to learn about different cultures and so foster international relations.
 become lifelong learners, building on skills, learning strategies and knowledge learned in
school.

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 1.2 The aims of the English language programme

The English curriculum aims to develop learners’ higher order thinking skills through the
following:

 varied tasks which foster analysis, evaluation and creative thinking

 exposure to a wide variety of spoken and written sources
 stimulating and challenging subject matter.
Learners should become innovative, critical and creative thinkers by actively
participating in a learning environment which encourages objective analysis of subject matter
and language content to support arguments with evidence and examples, to use language
imaginatively, and to develop strong ‘learning to learn’ skills. The study of English using the
methods described in the English subject programme, should enable learners to articulate their
ideas with confidence and clarity to different audiences and enable them to reflect on how they
can make a positive contribution to Kazakhstani society.

The English curriculum aims to provide opportunities for learners to communicate

effectively with different audiences. It will achieve this aim through frequent opportunities in the
school environment for interaction with peers, teachers and visitors, and through interactive
tasks which involve informal and formal spoken and written presentations. There will also be a
focus on out-of-school interaction with learners communicating online and face-to face with
speakers of English from other cultures.

Through the study of English learners will understand:

 how English works and rules related to language learning

 how to deal with a limited range of familiar general and curricular topics, including some
extended texts
 both the main idea and detailed information in supported, some extended written texts,
talks and narratives.

Learners will be able to:

 understand a wide range of unfamiliar vocabulary from the context

 speak with an appropriate level of fluency, accuracy, word stress, intonation and
formality
 interact with peers to give opinions, comments and answers
 read a wide range of fiction and non-fiction texts and read with enjoyment
 communicate with native English and non-native English speakers on familiar topics.

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 1.3 Description of the organisational requirements for English

The number of hours in the programme for each grade

Grade 5– 3 x 45 minute sessions/week x 34 weeks/year = 102 academic hours;

Grade 6 – 3 x 45 minute sessions/week x 34 weeks/year = 102 academic hours;

Grade 7 – 3 x 45 minute session/week x 34 weeks/year = 102 academic hours;

Grade 8 – 3 x 45 minute sessions/week x 34 weeks/year = 102 academic hours;

Grade 9 – 3 x 45 minute session/week x 34 weeks/year = 102 academic hours;

Facilities and resources required for the subject programme for English:

 computers with internet access

 ICT displays* - smart/interactive white boards or screens
 CD and DVD players
 traditional display facilities to display learners’ work - corkboards, wall space, flip
charts, exhibition boards
 projectors
 mobile/flexible furniture - individual desks for each learner which can be moved and
reorganised. This can allow learners to more easily participate in a wider range of
activities such as role plays, board games, debates, surveys, presentations and other
pair and group work. It can also help to facilitate classroom management.
 authentic reading material - books, magazines, newspapers, the internet
 sets of books which include a cultural and historical background of Kazakhstan
 additional English practice books on grammar, vocabulary, listening, speaking,
reading and writing skills
 reference resources - mono and multilingual dictionaries
 visual aids and realia – story/conversational/memory posters, grammar charts,
games, songs, phonics cards, flashcards, films and DVDs
 excursions to museums and exhibitions in other regions

* With regard to health and safety, the use of ICT should be kept under careful control by
the teacher, who should manage the time allocated to its use.

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 1.4 Pedagogic approaches for English

Kazakhstani secondary schools are committed to the principle that learners need to
learn how to learn as part of the process of education and become independent, self-motivated,
engaged, confident, responsible and reflective learners.
Teachers are expected to nurture and develop these qualities through using a wide
variety of teaching and learning strategies that include:

 listening to the voice of the individual learner and recognizing that it is essential to
engage with learners’ prior knowledge and understanding in order to develop it
 challenging and extending learners through carefully scaffolding assignments and
activities
 challenging and extending learners by providing meaningful contexts, tasks and
activities
 modelling and exemplifying problem solving strategies in a way that is
understandable to the learner
 supporting learning through assessment for learning
 encouraging active enquiry based learning and learner research
 developing learners’ critical thinking skills
 employing a mixture of whole class, individual and collaborative activities
 facilitating research projects where learners can apply a variety of skills which will
help them not only in their English language lessons but also in other subjects studied
at secondary school

Teachers at Kazakhstani secondary schools will use a variety of approaches to create a

safe and comfortable learning environment for all of the learners in the classroom. The different
approaches and strategies employed are both inductive and deductive approaches. Traditional
teaching approaches such as the Audio-Lingual Method and PPP (Presentation, Practice,
Production) can be used to deliver lessons alongside more modern communicative approaches
such as Task-Based Learning, Guided Discovery, Test-Teach-Test, the Lexical Approach and
TPR (Total Physical Response).

Using a variety of approaches in a principled way, by considering the aim of the activity
or lesson, learners’ ages, previous knowledge and learning style, as well as considering
practicalities such as available supplementary or course book material, time and class size, is
preferable to adopting any one approach dogmatically.

In English, examples of these teaching and learning strategies are:

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  encouraging learners to work together, discussing ideas, planning and checking their
work
 getting learners to think about and predict what they are going to hear or read
 helping learners into a text by ranking what to listen for each time
 exposure to information in a wide variety of text types
 texts on topics which ignite learners’ interest and imagination and stimulate
discussion
 encouraging extra-curricular reading
 encouragement and development of editing and proofreading strategies
 systematically recording new language and its meanings
 the use of reference materials such as dictionaries, thesauri, the internet and
grammar reference books
 comparison of English and other languages
 reflection on what was learned in previous lessons and on personal ability and
weaknesses
 encouragement to guess unknown language items to support effective
communication skills
 practising exam techniques

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 1.5 Developing respect for diversity of culture and opinion in English

As citizens of multinational Kazakhstan learners respect diversity of cultures and opinion

which requires personal, interpersonal and intercultural competences. Developing a positive
attitude to multicultural diversity will lead learners to effective and constructive participation in
social and working life in various societies worldwide.

In the English programme this will include:

 supporting Kazakh culture by including the ethnic background of Kazakhstan

 learning, comparing and sharing prior knowledge about the traditional Kazakhstani,
English-speaking countries’ and many other cultural contexts worldwide. This is
important as English is used globally as a lingua franca by hundreds of millions of
people in increasingly diverse settings
 developing intercultural awareness, learning respect and tolerance of the
representatives of diverse cultures
 drawing concepts and conclusions from a range of spoken and written genres which
reflect the Kazakh culture and the cultures of the English-speaking world
 developing the ability and language to understand, appraise and summarise
different points of view on emotive topics without being biased or intolerant
 developing language skills in Kazakh, Russian and English

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 1.6 Competence in the use of digital technologies in English

Competence in the use of digital technologies involves confident and critical use of
technology for work, leisure and communication. It is underpinned by basic skills in ICT
(Information and Communication Technology).

Learners develop their ICT skills across the curriculum by finding, creating and
manipulating information, collaborating and communicating information and ideas, evaluating
and then refining their work, and by using a wide range of equipment and applications.

The English programme provides development of learners’ skills in using ICT in the English
language programme, this will include:
 developing research skills, such as finding, classifying, selecting, analysing, designing,
referencing, presenting, assessing and/or evaluating information from digital and online
sources, making judgments about accuracy and reliability
 developing competence in collaborating, communicating and sharing information which
includes participating in online projects, conferencing, e-mailing with the teacher and
pen pals and learners from Kazakhstani and foreign countries’ schools, creating and
exploring web-sites, blogging and using social networks
 creating, manipulating and processing information using technology to capture and
organise data including using different applications such as text, graphic, video and
online survey software
 evaluating, refining and improving work, making full use of the nature and pliability of
digital information to explore opinions and improve outcomes
 using presentation graphics software to allow learners to critique, evaluate, refine and
present their work to their peers
 using interactive whiteboards to support active learning approaches

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 1.7 Developing communication skills in English

The Programme aims to enable Kazakhstani citizens to communicate effectively with

different audiences. Developing the skills which are needed to achieve this should be
accompanied by the fostering and promoting an environment in which communication in a
range of forms is encouraged and valued, and where learners feel confident in expressing
themselves.

Throughout the curriculum, learners will be encouraged to communicate with their fellow
learners, teachers and wider audiences, using a range of media in oral and written form.

Examples of listening activities in the English programme:

 understanding general information by listening to a range of media including TV, radio

and internet sites
 creating information grids to be completed through listening
 listening to peers in order to support the discussion.

Examples of speaking activities in the English programme:

 exchanging opinions and views in small groups (monitored by the teacher) following a
listening or reading activity
 using formal and informal language appropriately in role play activities
 practising word stress and intonation through interesting pronunciation practice
activities.

Examples of reading activities in the English programme:

 identifying a writer’s argument and opinion
 ‘jigsawing’ texts for learners to report to each other on what they have read
 deducing the meaning of unknown words from the context in pairs before reading an
appropriate text type for detail.

Examples of writing activities in the English programme:

 practicing punctuation by inserting punctuation into a text where the punctuation has
been removed
 managing the entire writing process including brainstorming, planning, outlining,
drafting, editing, revising and proofreading a written text over a series of lessons
 self-correcting writing by referring to the teacher’s use of correction symbols.

Examples of use of English activities in the English programme:

 providing opportunities for learners to notice how language works in different contexts
and texts by highlighting phrases or lexis in texts or tape scripts
 sentence completion activities in order to practise a recently learnt grammatical
structure
 encouraging learners to ‘test’ each other on recently learnt lexis useful as a ‘warmer’
in a lesson.

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 1.8 Approaches to assessment in English

Assessment of the learner progress in the “English language” subject is carried out in
accordance with the Criteria-based Assessment Model (CBAM). CBAM is based on the principle
that teaching, learning and assessment are inter-related and form a coherent approach to
learner progress and achievement.
CBAM includes different assessment forms aimed to assess knowledge and skills of
learners in achievement of the learning objectives within the Subject Programme.

The content of the Subject Programme for each grade informs all three forms of assessment of
CBAM:
 Classroom assessment (CA) – on-going assessment which is carried out by teachers
against selected learning objectives as part of teaching and learning; has the potential to
be used formatively
 Learning objective achievement is expressed by statements “achieved” and “working
towards”.

 Internal summative assessment (ISA) – end of term assessments conducted at a set

time to provide a summary of the learning which has taken place during the term.
Results are expressed in points and marks.

Two forms of assessment will be used in secondary school to assess learners’ progress in
English throughout academic year:
 Classroom assessment – carried out throughout each school term
 Internal summative assessment – carried out at the end of each of the four terms.

Results of learner’s progress will be reported to their parents in the following forms:
 The Termly Grade will be reported at the end of each term, four times a year. It will
combine the Classroom Assessment and the Internal Summative Assessment for the
term.
 The Annual grade will be reported at the end of the school year. It will combine the
Classroom Assessment and the Internal Summative Assessment for the four terms.

Proportion of each strand of assessment:

Assessment Point Classroom Internal Summative

Assessment Assessment
Termly Grade 30% 70%

Annual Grade 30% 70%

The language of assessment will be the English language.

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 Part 2: Content
2.1 English programme content, organisation and progression

This is the substantive knowledge of the programme and comprises what we know in the
subject and how we gain that knowledge. Knowledge in the subject is organised into strands of
learning. Strands are further broken down into sub-strands, which will be at the level of a skill or
topic, knowledge or understanding. Sub-strands, when expressed as grade-related
expectations, form the learning objectives for a subject. The learning objectives demonstrate the
progression within each sub-strand allowing teachers to plan and assess, sharing with learners
the next steps they should take.
Strand 1: Content
Learners develop skills needed for success in a range of academic subjects such as using
speaking and listening skills to solve problems, organising information clearly for others and
developing intercultural awareness through reading and discussion.
Strand 2: Listening

Learners learn to understand and respond to a wider range of short and extended text types on
curricular and familiar topics.
Learners develop the ability to understand, with some support, the main idea in extended talks
spoken distinctly at a moderate pace on a range of general and curricular topics.
Strand 3: Speaking
Learners develop the ability to ask general and more complex questions to clarify meaning and
acquire, compare or evaluate knowledge.
Learners develop the ability to communicate meaning clearly at sentence and discourse level
when speaking in pairs, groups or whole class interaction on a range or general and curricular
topics.
Strand 4: Reading
Learners develop the ability to understand the gist and details in a wide variety of fiction and
non-fiction text types of a medium length.
Learners develop the ability to deduce meaning from context in texts on a range of general
familiar and curricular topics.
Strand 5: Writing
Learners develop the ability to plan, draft, layout and edit texts using a wider range of high-
frequency vocabulary, with an appropriate level of grammatical and lexical accuracy and correct
punctuation.
Strand 6: Use of English
Learners learn to express themselves using a good lexical range and variety of language with a
generally high degree of accuracy. Learners develop the ability to use a range of past, present
and future forms and a wider range of modals.

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English learning objectives
Strand 1: Content

Learners should be able to…

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Mid A1 High A1 Low-mid A2 Mid-high A2 Low-mid B1
5.C1 use 6.C1 use speaking 7.C1 use speaking 8.C1 use speaking and 9.C1 use speaking and listening
speaking and and listening skills to and listening skills to listening skills to solve skills to solve problems creatively
listening skills to solve problems solve problems problems creatively and and cooperatively in groups
solve problems creatively and creatively and cooperatively in groups
creatively and cooperatively in cooperatively in
cooperatively in groups groups
groups
5.C2 use 6.C2 use speaking 7.C2 use speaking 8.C2 use speaking and 9.C2 use speaking and listening
speaking and and listening skills to and listening skills to listening skills to provide skills to provide sensitive feedback
listening skills to provide sensitive provide sensitive sensitive feedback to peers to peers
provide sensitive feedback to peers feedback to peers
feedback to peers
5.C3 respect 6.C3 respect 7.C3 respect 8.C3 respect differing points 9.C3 respect differing points of view
differing points of differing points of differing points of of view
view view view
5.C4 evaluate 6.C4 evaluate and 7.C4 evaluate and 8.C4 evaluate and respond 9.C4 evaluate and respond
and respond respond respond constructively to feedback constructively to feedback from
constructively to constructively to constructively to from others others
feedback from feedback from feedback from
others others others
5.C5 use 6.C5 use feedback 7.C5 use feedback 8.C5 use feedback to set 9.C5 use feedback to set personal
feedback to set to set personal to set personal personal learning objectives learning objectives
personal learning learning objectives learning objectives
objectives

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 5.C6 organise 6.C6 organise and 7.C6 organise and 8.C6 organise and present 9.C6 organise and present
and present present information present information information clearly to others information clearly to others
information clearly to others clearly to others
clearly to others
5.C7 develop 6.C7 develop and 7.C7 develop and 8.C7 develop and sustain a 9.C7 develop and sustain a
and sustain a sustain a consistent sustain a consistent consistent argument when consistent argument when speaking
consistent argument when argument when speaking or writing or writing
argument when speaking or writing speaking or writing
speaking or
writing
5.C8 develop 6.C8 develop 7.C8 develop 8.C8 develop intercultural 9.C8 develop intercultural
intercultural intercultural intercultural awareness through reading awareness through reading and
awareness awareness through awareness through and discussion discussion
through reading reading and reading and
and discussion discussion discussion
5.C9 use 6.C9 use 7.C9 use 8.C9 use imagination to 9.C9 use imagination to express
imagination to imagination to imagination to express thoughts, ideas, thoughts, ideas, experiences and
express thoughts, express thoughts, express thoughts, experiences and feelings feelings
ideas, ideas, experiences ideas, experiences
experiences and and feelings and feelings
feelings
7.C10 use talk or 8.C10 use talk or writing as a 9.C10 use talk or writing as a
writing as a means means of reflecting on and means of reflecting on and exploring
of reflecting on and exploring a range of a range of perspectives on the world
exploring a range of perspectives on the world
perspectives on the
world

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English learning objectives
Strand 2: Listening
Learners should be able to…
Grade 5
Mid A1
5.L1 understand short
supported classroom
instructions in an
increasing range of
classroom routines
5.L2 understand a
limited range of short
supported questions
which ask for personal
information
5.L3 understand the
main points of short,
slow, carefully articulated
talk on a limited range of
general and some
curricular topics
5.L4 understand a
limited range of short
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Grade 6 Grade 7 Grade 8 Grade 9
High A1 Low-mid A2 mid-high A2 low-mid B1
6.L1 understand an 7.L1 understand a 8.L1 understand longer 9.L1 understand with
increasing range of sequence of supported sequences of supported little or no support the
classroom instructions classroom instructions classroom instructions main points in extended
talk on a wide range of
general and curricular
topics
6.L2 understand an 7.L2 understand an 8.L2 understand more 9.L2 understand with
increasing range of increasing range of complex supported little or no support most
supported questions unsupported basic questions which ask for specific information in
questions which ask for
which ask for personal personal information extended talk on a wide
personal information
information range of general and
curricular topics
6.L3 understand the 7.L3 understand an 8.L3 understand more 9.L3 understand with
main points of short increasing range of complex supported little or no support most
supported talk on an unsupported basic questions on a growing of the detail of an
increasing range of questions on general range of general and argument in extended
general and some and curricular topics curricular topics
talk on a wide range of
curricular topics
general and curricular
topics
6.L4 understand an 7.L4 understand the 8.L4 understand with 9.L4 understand with
increasing range of main points of limited support the main little or no support most
of the implied meaning in
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 supported questions on short supported supported extended points of extended talk on extended talk on a wide
general and some questions on general talk on a range of a range of general and range of general and
curricular topics and some curricular general and curricular curricular topics curricular topics
topics topics
5.L5 distinguish 6.L5 identify initial, 7.L5 understand most 8.L5 understand most 9.L5 recognise the
between phonemically middle and final specific information and specific information and opinion of the speaker(s)
distinct words phonemes and blends detail of short, detail of supported, with little or no support in
supported talk on a extended talk on a wide
extended talk on a range
wide range of familiar
general and curricular range of general and
topics
topics curricular topics

5.L6 understand some 6.L6 understand some 7.L6 deduce meaning 8.L6 deduce meaning 9.L6 deduce meaning
specific information and specific information and from context in short, from context in supported from context with little or
detail of short, supported detail of short, supported talk on an extended talk on a range no support in extended
information or talk on a supported talk on an increasing range of of general and curricular talk on a wide range of
limited range of general increasing range of general and curricular topics general and curricular
and some curricular general and some topics topics
topics curricular topics
5.L7 use contextual 6.L7 use contextual 7.L7 recognise the 8.L7 recognise the 9.L7 begin to recognise
clues to predict content clues to predict content opinion of the opinion of the speaker(s) typical features at word,
in short, supported talk and meaning in short speaker(s) in basic, in supported extended sentence and text level
on a limited range of supported talk on an supported talk on an talk on a range of general of a limited range of
general and some increasing range of increasing range of and curricular topics spoken genres
curricular topics general and some general and curricular
curricular topics topics
5.L8 understand short, 6.L8 understand short, 7.L8 understand 8.L8 understand 9.L8 understand
narratives on a limited supported narratives on supported narratives, supported narratives extended narratives on a
range of general and an increasing range of including some including some extended range of general and

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 some curricular topics general and some extended talk, on an talk, on a range of general curricular topics
curricular topics increasing range of and curricular topics
general and curricular
topics
5.L9 recognise short 6.L9 recognise words
basic words that are that are spelt out from a
spelt out limited range of general
and curriculum topics
6.L10 recognise words
similar to words in
student native
language

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English learning objectives
Strand 3: Speaking

Learners should be able to…

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Mid A1 High A1 Low-mid A2 mid-high A2 low-mid B1
5.S1 make basic 6.S1 make basic 7.S1 provide basic information 8.S1 provide basic 9.S1 use formal and
statements which statements which provide about themselves and others at information about informal registers in
provide personal information on an sentence level on an increasing themselves and their talk on a limited
information on a increasing range of general range of general topics others at discourse range of general and
limited range of and some curricular topics level on a range of curricular topics
general topics general topics
5.S2 ask questions 6.S2 ask questions to find 7.S2 ask simple questions to get 8.S2 ask simple 9.S2 ask more
to find out about out about present and information about a limited range questions to get complex questions
present experiences possibly past experiences of general topics information about a to get information
on a limited range of on an increasing range of growing range of about a range of
general and some general and some general topics general topics and
curricular topics curricular topics some curricular
topics
5.S3 give short, 6.S3 begin to describe 7.S3 give an opinion at sentence 8.S3 give an 9.S3 give an opinion
basic description of past experiences on an level on a limited range of general opinion at sentence at discourse level on
people and objects increasing range of general and curricular topics and discourse level a range of general
on a limited range of and some curricular topics on an increasing and curricular topics
general and some range of general
curricular topics and curricular topics

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 5.S4 respond to 6.S4 respond to questions 7.S4 respond with limited 8.S4 respond with 9.S4 respond with
questions on a limited on an increasing range of flexibility at sentence level to limited flexibility at some flexibility at
range of general and general and some unexpected comments on an both sentence and both sentence and
some curricular curricular topics increasing range of general and discourse level to discourse level to
topics curricular topics unexpected unexpected
comments on a comments on a
range of general range of general and
and curricular topics curricular topics
5.S5 pronounce 6.S5 pronounce an 7.S5 keep interaction going in 8.S5 keep 9.S5 interact with
familiar words and increasing range of words, basic exchanges on a growing interaction going in peers to negotiate,
short phrases short phrases and simple range of general and curricular longer exchanges agree and organise
intelligibly when sentences intelligibly topics on a range of priorities and plans
reading aloud general and for completing
curricular topics classroom tasks
5.S6 take turns when 6.S6 take turns when 7.S6 communicate meaning 8.S6 communicate 9.S6 link comments
speaking with others speaking with others in a clearly at sentence level during, meaning clearly at with some flexibility
in a limited range of growing range of short, pair, group and whole class sentence and to what others say at
short, basic basic exchanges exchanges discourse level sentence and
exchanges during, pair, group discourse level in
and whole class pair, group and
exchanges whole class
exchanges
5.S7 contribute a 6.S7 contribute a growing 7.S7 use appropriate subject- 8.S7 use 9.S7 use appropriate
limited range of range of suitable words, specific vocabulary and syntax to appropriate subject- subject-specific
suitable words, phrases, and sentences talk about a limited range of specific vocabulary vocabulary and
phrases, and during short pair, group general topics and syntax to talk syntax to talk about a
sentences including and whole class about a limited growing range of
giving opinions range of general general topics, and
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 during short pair, exchanges topics, and some some curricular
group and whole curricular topics topics
class exchanges
5.S8 recount very 6.S8 recount short, basic 7.S8 recount basic stories and 8.S8 recount some 9.S8 recount some
short, basic stories stories and events on a events on a range of general and extended stories extended stories and
and events on a limited range of general curricular topics and events on a events on a growing
limited range of and some curricular topics limited range of range of general and
general and some general and curricular topics
curricular topics curricular topics

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English learning objectives
Strand 4: Reading

Learners should be able to…

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Mid A1 High A1 Low-mid A2 mid-high A2 low-mid B1
5.R1 recognise, 6.R1 recognise, 7.R1 understand the 8R1 understand the main points 9.R1 understand the
identify and identify and sound with main points in a in a growing range of short, main points in texts on a
sound with support a growing limited range of short simple texts on general and limited range of
support a limited range of language at simple texts on curricular topics unfamiliar general and
range of familiar text level general and curricular curricular topics,
words in simple topics including some extended
sentences texts
5.R2 read and 6.R2 read with support 7.R2 understand with 8.R2 understand independently 9.R2 understand
follow with some short simple little support specific specific information and detail specific information and
limited support fiction and non-fiction information and detail in short, simple texts on a detail in texts on a
familiar texts in short, simple texts limited range of general and growing range of familiar
instructions for on a limited range of curricular topics general and curricular
classroom general and curricular topics, including some
activities topics extended texts
5.R3 begin to 6.R3 recognise basic 7.R3 understand the 8.R3 understand the detail of 9.R3 understand the
read with opinions in short, detail of an argument an argument on a limited range detail of an argument on
rereading and simple texts on an on a limited range of of familiar general and curricular a growing range of
usual support increasing range of familiar general and topics familiar general and
very short general range of curricular topics, curricular topics,
simple fiction general and some including some including some extended
and non-fiction curricular topics extended texts texts

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range of general
and curricular
topics
5.R4 use with 6.R4 find with support 7.R4 read with some 8.R4 read independently a 9.R4 read a growing
some support a books, worksheets and support a limited limited range of short simple range of extended fiction
simple picture other print materials in range of short fiction fiction and non-fiction texts and non-fiction texts on
dictionary a class or school library and non-fiction texts familiar and some
according to unfamiliar general and
classification curricular topics
5.R5 6.R5 understand the 7.R5 deduce 8.R5 deduce meaning from 9.R5 deduce meaning
understand the main points of short meaning from context context on a limited range of from context in short
main points of simple texts on a in short texts on a familiar general and curricular texts and some extended
short simple growing range general limited range of topics, including some extended texts on a growing range
texts on a limited and some curricular familiar general and texts of familiar general and
range of familiar topics by using curricular topics curricular topics
general and contextual clues
some curricular
topics by using
contextual clues
5.R6 6.R6 understand with 7.R6 recognise the 8.R6 recognise the attitude or 9.R6 recognise the
understand with some support some attitude or opinion of opinion of the writer in short attitude or opinion of the
considerable specific information and the writer in short texts on a limited range of writer on a growing
support, some detail in short, simple texts on a limited general and curricular topics range of unfamiliar
specific texts on a growing range of general and general and curricular
information and range of general and curricular topics topics, including some
detail in short, some curricular topics extended texts
simple texts on a
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 limited range of
general and
some curricular
topics
7.R7 recognise 8.R7 recognise typical features 9.R7 recognise typical
typical features at at word, sentence and text level features at word,
word, sentence and in a growing range of written sentence and text level
text level in a limited genres in a range of written
range of written genres
genres
7.R8 use with some 8.R8 use independently familiar 9.R8 use familiar and
support familiar paper paper and digital reference some unfamiliar paper
and digital reference resources to check meaning and digital reference
resources to check and extend understanding resources to check
meaning and extend meaning and extend
understanding understanding

7.R9 recognise the 8.R9 recognise the difference 9.R9 begin to recognise
difference between between fact and opinion in inconsistencies in
fact and opinion in short, simple texts on a wide argument in short texts
short, simple texts on range of general and curricular on a limited range of
an increasing range topics general and curricular
of general and subjects
curricular topics

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English learning objectives
Strand 5: Writing

Learners should be able to…

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Mid A1 High A1 Low-mid A2 mid-high A2 low-mid B1
5.W1 plan, write and 6.W1 plan, write and 7.W1 plan, write, edit 8.W1 plan, write, edit 9.W1 plan, write, edit and
check short sentences check sentences with and proofread work at and proofread work at proofread work at text
with considerable support on a range of text level with support on text level with some level with some support
support on a limited basic personal, a limited range of support on a growing on a range of general and
range of personal, general and some general and curricular range of general and curricular topics
general and some curricular topics topics curricular topics
curricular topics

5.W2 write words and 6.W2 begin to use 7.W2 write with support 8.W2 write with some 9.W2 write with minimal
phrases of regular size joined-up handwriting a sequence of short support about real support about real and
and shape in a limited range of sentences in a and imaginary past imaginary past events,
written work paragraph on a limited events, activities and activities and
range of familiar general experiences on a experiences on a growing
topics limited range of range of familiar general
familiar general topics topics and some
and some curricular curricular topics
topics
5.W3 write with 6.W3 write with 7.W3 write with support 8.W3 write with some 9.W3 write with moderate
considerable support support short factual descriptions at support about grammatical accuracy on
short sentences which sentences which text level which describe personal feelings and a limited range of familiar
describe people, describe people, people, places and opinions on a limited general and curricular
places and objects places and objects objects range of familiar topics

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topics
5.W4 write with 6.W4 write with 7.W4 write with support a 8.W4 write with some 9.W4 use with some
support short basic support a sequence of sequence of extended support topics with support style and register
sentences with short sentences in a sentences in a some paragraphs to appropriate to a limited
appropriate spaces paragraph to give paragraph give basic personal variety of written genres
between words basic personal information on general and curricular
to give basic personal
information topics
information

5.W5 link with support 6.W5 link with some 7.W5 link without support 8.W5 develop with 9.W5 develop with
words or phrases using support sentences sentences using basic support coherent support coherent
basic coordinating using basic coordinating connectors arguments supported arguments supported
connectors coordinating when necessary by when necessary
connectors examples and
by examples and reasons
reasons for a limited
for a growing range of
range of written
written genres in familiar
genres in familiar
general and curricular general and curricular
topics topics

5.W6 use upper and 6.W6 use upper and 7.W6 link, with some 8.W6 link, with 9.W6 link, independently,
lower case letters lower case letters support, sentences into a minimal support, sentences into coherent
accurately when writing accurately when coherent paragraph sentences into paragraphs using a
names, places and writing names, places using basic connectors coherent paragraphs variety of basic
short sentences during and short sentences on a limited range of using basic connectors on a range of
guided writing activities when writing familiar general topics connectors on a familiar general topics
independently growing range of and some curricular
familiar general topics topics

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 5.W7 spell a growing 6.W7 spell most 7.W7 use with some 8.W7 use with some 9.W7 use with minimal
number of familiar familiar high-frequency support appropriate support appropriate support appropriate
high-frequency words words accurately when layout at text level for a layout at text level for layout at text level for a
accurately during writing independently limited range of written a growing range of growing range of written
guided writing activities genres on familiar written genres on genres on familiar general
general topics and some familiar general topics and curricular topics
curricular topics and some curricular
topics
5.W8 include 6.W8 to include 7.W8 spell most high- 8.W8 spell most high- 9.W8 spell most high-
appropriate use of a appropriate use of full frequency words frequency vocabulary frequency vocabulary
full stop during guided stops and question accurately for a limited accurately for a accurately for a growing
writing of short, familiar marks, at sentence range of general topics limited range of range of familiar general
sentences level with some familiar general topics and curricular topics
accuracy when writing and some curricular
independently topics
7.W9 punctuate written 8.W9 punctuate 9.W9 punctuate written
work at text level on a written work at text work at text level on a
limited range of familiar level on a limited growing range of familiar
general with some range of general general and curricular
accuracy topics and some topics with growing
curricular topics with accuracy
some accuracy

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English learning objectives
Strand 6: Use of English

Learners should be able to…

Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Mid A1 High A1 Low-mid A2 mid-high A2 low-mid B1

5.UE1 use singular nouns, 6.UE1 use singular nouns,
plural nouns – including plural nouns – including
some common irregular some common irregular
plural forms plural – and uncountable
nouns, possessive ‘s/s’ to
use possessive forms ‘s/s’
name, describe and label
with proper names and
things
nouns to talk about
ownership
5.UE2 use cardinal 6.UE2 use cardinal
numbers 1 -100 to count numbers 1 – 1000 and
and ordinal numbers 1 - 20 ordinal numbers 1 - 100.
use basic quantifier more in
simple comparisons and a
lot of to talk about quantities
7.UE1 use 8.UE1 begin to use 9.UE1 use some
appropriate countable basic abstract nouns abstract nouns and
and uncountable and compound nouns complex noun
nouns, including and noun phrases phrases on a range of
common noun describing times and familiar general and
phrases describing location on a growing curricular topics
times and location, on range of familiar
a limited range of general and curricular
familiar general and topics
curricular topics
7.UE2 use quantifiers 8.UE2 use quantifiers 9.UE2 use a growing
many , much , a lot of including more, little, variety of quantifiers
,a few on a limited few less, fewer not as for countable and
range of familiar many , not as much on uncountable nouns
general and curricular a growing range of including several,
topics familiar general and plenty, a large/small
curricular topics number/amount on a
range of familiar
general and curricular
topics

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 5.UE3 use adjectives,
including possessive
adjectives, on a limited
range of general and some
curricular topics to describe
things
use simple one-syllable and
some two-syllable
adjectives [comparative
form] to make comparisons
5.UE4 use determiners a,
an, the, some, any, this,
these, that, those to refer to
things on a limited range
general and some curricular
topics
5.UE5 use interrogative
pronouns including: which,
what, where, whose, how
many, what kind of … on a
limited range of familiar
topics
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6.UE3 use adjectives,
including possessive
adjectives, on a growing
range of general and some
curricular topics to describe
things
use simple one-syllable and
some two-syllable
adjectives [comparative and
superlative] to make
comparisons
6.UE4 use determiners a,
an, the, zero article, some,
any, this, these, that, those
to refer to things on a
growing range of general
and some curricular topics
6.UE5 use interrogative
pronouns who, what and
where, how many, how
much, how often, how big,
what kind of to ask
questions on growing range
of familiar topics
7.UE3 use a growing 8.UE3 use common 9.UE3 use a growing
variety of adjectives participles as adjectives variety of compound
and regular and and order adjectives adjectives and
irregular comparative correctly in front of adjectives as
and superlative nouns on a growing participles and some
adjectives on a limited range of familiar comparative
range of familiar general and curricular structures including
general and curricular topics not as…as, much
topics …than to indicate
degree on a range of
familiar general and
curricular topics
7.UE4 use 8.UE4 use a variety of 9.UE4 use an
determiners including determiners including increased variety of
any, no each, every all, other on a growing determiners including
on a limited range of range of familiar all, half, both [of] in
familiar general and general and curricular pre-determiner
curricular topics topics function on a range of
familiar general and
curricular topics
7.UE5 use questions, 8.UE5 use questions 9.UE5 use questions
including tag including questions with which include a
questions to seek whose, how often , how variety of different
agreement, and clarify long and a growing
tense and modal
meaning on a limited range of tag questions
range of familiar on a growing range of forms on a range of
general and curricular familiar general and familiar general and
topics curricular topics curricular topics
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 5.UE6 use demonstrative
pronouns this, these, that,
those in open and closed
questions
5.UE7 use personal object
pronouns [indirect] in
conjunction with direct
object nouns to describe
actions and events
5.UE8 use imperative
forms [positive and
negative] to give short
instructions on limited range
of familiar topics
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6.UE6 use demonstrative
pronouns this, these, that,
those and object pronouns
in short statements,
questions and responses
6.UE7 use personal subject
and object pronouns,
including indirect object
pronouns and use
possessive pronouns mine,
yours to give personal
information and describe
actions and events
6.UE8 use imperative
forms [positive and
negative] to give short
instructions on a growing
range of familiar topics
7.UE6 use basic 8.UE6 use a variety of 9.UE6 use a variety
personal and personal, of pronouns including
demonstrative demonstrative and indefinite pronouns
pronouns and quantitative pronouns anybody, anyone,
quantitative pronouns including someone anything and
some, any, somebody, everybody , quantitative pronouns
something, nothing no-one on a growing everyone, everything,
anything on a limited range of familiar none, more, less, a
range of familiar general and curricular few
general and curricular topics on a range of familiar
topics general and curricular
topics
7.UE7 use simple 8.UE7 use simple 9.UE7 use a variety
perfect forms of perfect forms to of simple perfect
common verbs to express indefinite and forms to express
express what has unfinished past with for recent, indefinite and
happened [indefinite and since] on a growing unfinished past on a
time] on a limited range of familiar range of familiar
range of familiar general and curricular general and curricular
general and curricular topics topics
topics
7.UE8 use future 8.UE8 use future form 9.UE8 use a growing
forms will for will to make offers, variety of future forms
predictions and be promises, and including present
going to to talk about predictions on a continuous and
already decided plans growing range of present simple with
on a limited range of familiar general and future meaning
familiar general and curricular topics on a range of familiar
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5.UE9 use common
present simple forms
[positive, negative,
question] and contractions
to talk about what you want
and like ,habits and facts,
simple future timetabled
events
begin to use common past
simple forms [regular and
irregular] to describe
actions and feelings and
narrate simple events
including short answer
forms and contractions
5.UE10 use common
present continuous forms,
including short answers and
contractions, to talk about
what is happening now
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6.UE9 use common simple
present forms, including
short answer forms and
contractions, to give
personal information and
talk about habitual actions,
facts and future timetabled
events
continue to use common
past simple forms [regular
and irregular] to describe
actions and feelings and
narrate simple events
including short answer
forms and contractions
6.UE10 use common
present continuous forms,
including short answers and
contractions, to talk about
what is happening now and
future arrangements on a
growing range of personal
and familiar topics
use –ing forms Swimming,
Spelling .. as nouns to
curricular topics general and curricular
topics
7.UE9 use simple 8.UE9 use 9.UE9 use
present and simple appropriately an appropriately a variety
past regular and increased variety of of active and passive
irregular forms to present and past simple simple present and
describe routines, active and some past forms and past
habits and states on a passive forms on a perfect simple forms
limited range of growing range of in narrative and
familiar general and familiar general and reported speech on a
curricular topics curricular topics range of familiar
general and curricular
topics
7.UE10 use present 8.UE10 use present 9.UE10 use present
continuous forms with continuous forms with continuous forms for
present and future present and future present and future
meaning on a limited meaning and past meaning and past
range of familiar continuous forms for continuous, including
general and curricular background and some passive forms,
topics interrupted past actions on a range of familiar
on a limited range of general and curricular
familiar general and topics
curricular topics
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5.UE11 use has got / have
got there is / are statement
and question forms
including short answers and
contractions
5.UE12 use adverbs of
time and frequency:
sometimes, often, always,
never to indicate when and
how often begin to use
simple adverbs of manner
e.g. well, badly
5.UE13 use can to make
requests and ask
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describe familiar and
classroom activities
6.UE 11 use has got/ have
got there is/ are statement,
negative , question forms
including short and full
answers and contractions
6.UE12 use common –ly
manner adverbs to describe
actions e.g. slowly, quickly
6.UE13 use have + object
+ infinitive to talk about
7.UE11 use 8.UE11 use common 9.UE11 use some
be/look/sound/feel/tas impersonal structures reported speech
te/smell like and use with : it, there on a forms for statements,
growing range of
on a limited range of questions and
familiar general and
familiar general and curricular topics commands: say, ask,
curricular topics tell including reported
requests on a range
of familiar general and
curricular topics
7.UE 12 use common 8.UE12 use an 9.UE12 use
regular and irregular increased variety of comparative degree
adverbs, simple and adverbs, including adverb structures not
adverbs of degree too,
comparative forms, as quickly as / far
not enough, quite ,
adverbs of frequency rather on a growing less quickly with
and adverbs of range of familiar regular and irregular
definite time : last general and curricular adverbs. Use an
week, yesterday on a topics increased variety of
limited range of pre-verbal, post-
familiar general and verbal and end-
curricular topics position adverbs on a
range of familiar
general and curricular
topics
7.UE 13 use might 8.UE 13 use modal 9.UE 13 use a
may could to express forms including growing variety of
possibility on a limited mustn’t (prohibition) modal forms for
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 permission
use must / mustn’t / have to
to talk about obligation
5.UE14 use prepositions of
location and position: at,
behind, between, in, in front
of, near, next to, on, under,
above to describe where
people and things are
use prepositions of time: on,
in, at to talk about days and
times and no preposition
next / last week etc.
5.UE15 use would you like
to to invite and use
appropriate responses yes
please, no thanks
use let’s + verb
verbs go enjoy like + verb +
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obligations
6.UE14 use prepositions of
location, position and
direction: at, in, on, behind,
between, in front of, near,
next to, opposite, above,
up, down, on the right, on
the left
use prepositions of time : in,
on, at, before, after
use with / without to indicate
accompaniment with for
instrument and for to
indicate recipient
6.UE15 begin use infinitive
of purpose to describe
simple actions and verbs
want, start + infinitive
use declarative what [a/an]
+ adjective + noun to show
range of familiar need (necessity) different functions:
general and curricular should (for advice) obligation, necessity,
topics on a range of familiar
possibility,
general and curricular permission, requests,
topics suggestions,
prohibition on a range
of familiar general and
curricular topics
7.UE14 use 8.UE14 use an 9.UE14 use a some
prepositions to talk increased variety of prepositions before
about time and prepositions of time, nouns and adjectives
location and direction
location
use by and with to use prepositions as,
denote agent and
use prepositions like like to indicate
instrument
to describe things and manner
about to denote topic
use prepositions before use dependent
use prepositions of nouns and adjectives in prepositions following
direction to, into, out common prepositional
adjectives on a range
of, from, towards on a phrases on a growing
range of familiar of familiar general and
limited range of general and curricular curricular topics
familiar general and topics
curricular topics
7.UE15 use common 8.UE15 use common 9.UE15 use infinitive
verbs followed by verbs followed by forms after a limited
infinitive verb / verb + infinitive verb / verb + number of verbs and
ing patterns
ing patterns on a adjectives
limited range of use gerund forms
use infinitive of purpose
familiar general and on a limited range of after a limited variety
33
 ing
5.UE16 use conjunctions
and, or, but to link words
and phrases
5.UE17 use me, too and I
don’t to give short answers
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feelings
6.UE16 use conjunctions
and, or, but, because to link
words and phrases
6.UE17 use when clauses
to describe simple present
and past actions on
personal and familiar topics
curricular topics familiar general and of verbs and
curricular topics prepositions
use some
prepositional verbs
and begin to use
common phrasal
verbs
on a growing range of
familiar general and
curricular topics
7.UE16 use 8.UE16 use 9.UE16 use a
conjunctions so , if, conjunctions if , when, growing variety of
when , where, before, where, so, and, or, but, conjunctions including
after to link parts of because , before, after since, as to explain
sentences on a limited to link parts of reasons and the
range of familiar sentences in short texts structures so ... that,
general and curricular on a growing range of such a ... that in giving
topics familiar general and explanations
curricular topics on a range of familiar
general and curricular
topics
7.UE17 use if clauses 8.UE17 use 9.UE17 use if /
(in zero conditionals) subordinate clauses unless/ if only in
use where clauses following think know second conditional
use before/after believe hope, say , tell
clauses and wish
clauses (with past use subordinate
reference) clauses following sure, [that] clauses [present
use defining relative certain: . reference]
clauses with which use defining relative
use a growing variety
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 who that where to clauses with which who of relative clauses
give details on a that where on a including why clauses
limited range of growing range of on a range of familiar
familiar general and familiar general and
general and curricular
curricular topics curricular topics
topics

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