UNIT/WEEK/

LISTENING SPEAKING READING WRITING LANGUAGE ARTS

TOPIC
1.1.1 2.1.1 3.2.1 4.2.1 5.3.1
Recognise and reproduce Give detailed information Understand the main idea of Give detailed information Respond imaginatively and
YEAR 6 with independently a wide about themselves simple longer texts about themselves and intelligibly through creating
range of target language and others others simple stories and simple
phonemes poems.
Other imaginative responses
as appropriate
4.2.4
1.2.2 Describe personality
Understand with little or
no support specific
information and details of
longer simple texts on a
range of familiar topics

WEEK 1

UNIT 0 :
WELCOME
(LP 1-5)
 UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.2 2.1.3 3.2.2 4.2.3 5.3.1
Understand with little or no Explain and give reasons Understand specific Narrate factual and Respond imaginatively and
support specific for simple advice information and details of imagined events and intelligibly through creating
YEAR 6 information and details of simple longer texts experiences simple stories and simple
longer simple texts on a poems.
range of familiar 2.1.5 Other imaginative responses
topics Ask about and describe as appropriate
personality 3.2.3 4.3.1
Guess the meaning of Use capital letters, full
1.2.5 unfamiliar words from clues stops, commas in lists,
Understand more complex 2.3.1 provided by other known question marks and speech
WEEK 2 supported questions Narrate short basic stories, words and by context marks appropriately at
events and experiences discourse level
WEEK 3

WEEK 4
4.3.2
Spell most high frequency
words accurately in
UNIT 1 : independent writing
IT’S AN
EMERGENCY!
4.3.3
(LP 6- 16) Produce a plan or draft of
two paragraphs or more for
a familiar topic and modify
this appropriately in
response to feedback
 UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 2.1.1 3.2.1 4.2.1 5.3.1
Recognise and reproduce Give detailed information Understand the main idea of Give detailed information Respond imaginatively and
with independently a about themselves and simple longer texts about themselves and others intelligibly through creating
YEAR 6 wide range of target others simple stories and simple
language phonemes poems
Other imaginative responses
3.2.2 4.2.3 as appropriate
2.1.4 Understand specific Narrate factual and imagined
1.2.1 Ask about and describe information and details of events and experiences
WEEK 5 Understand with little or future plans or events simple longer texts
no support the main idea
WEEK 6 of longer simple texts on
a range of familiar topics 4.3.1
WEEK 7 2.2.1 3.2.3 Use capital letters, full stops,
Keep interaction going in Guess the meaning of commas in lists, question
WEEK 8 short exchanges by unfamiliar words from clues marks and speech marks
1.2.2 checking understanding of provided by other known appropriately at discourse
Understand with little or what a speaker is words and by context level
no support specific saying
information and details of
UNIT 2 : longer simple texts on a
LIFE IN THE range of familiar topics 3.2.4 4.3.2
PAST 2.2.2 Use with some support Spell most high frequency
Agree a set of basic steps familiar print and digital words accurately in
needed to complete resources to check meaning independent writing
1.2.5 extended classroom tasks
Understand more
(LP 17- 32) complex supported
questions 4.3.3
Produce a plan or draft of
two paragraphs or more for a
familiar topic and modify
this appropriately in
response to feedback
 UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.2 2.1.1 3.2.1 4.2.1 5.2.1
Understand with little or no Give detailed information Understand the main idea Give detailed information about Describe in simple
YEAR 6 support specific about themselves and of simple longer texts themselves and others language a character’s
information and details of others actions or feelings and
longer simple texts on a explain the reasons for
range of familiar topics them
3.2.2 4.2.3
2.3.1 Understand specific Narrate factual and imagined
Narrate short basic information and details of events and experiences
1.2.3 stories, events and simple longer texts 5.3.1
WEEK 9 Understand with little or no experiences Respond imaginatively
support longer simple and intelligibly through
WEEK 10 narratives on a range of 4.2.5 creating simple stories and
familiar topics 3.3.1 Connect sentences into two simple poems
WEEK 11 Read and enjoy A2 coherent paragraphs or more Other imaginative
fiction/non-fiction print using basic coordinating responses as appropriate
WEEK 12 and digital texts of conjunctions and reference
1.2.5 interest pronouns
Understand more complex
supported questions
UNIT 3 :
ADVENTURE 4.3.1
Use capital letters, full stops,
TIME commas in lists, question marks
1.3.1 and speech marks appropriately at
Guess the meaning of discourse level
unfamiliar words from
clues provided by other
(LP 33- 48) known words and by
context on familiar topics 4.3.3
Produce a plan or draft of two
paragraphs or more for a familiar
topic and modify this
appropriately in response to
feedback
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.1 2.1.1 3.2.2 4.2.1 5.2.1
Understand with little or no Give detailed information Understand specific Give detailed information Describe in simple
YEAR 6 support the main idea of about themselves and information and details of about themselves and others language a character’s
longer simple texts on a others simple longer texts actions or feelings and
range of familiar topics explain the reasons for
them
4.2.2
2.2.1 3.2.3 Describe future plans or events
1.2.2 Keep interaction going in Guess the meaning of
Understand with little or no short exchanges by unfamiliar words from clues
WEEK 13
support specific information checking understanding provided by other known
and details of longer simple of what a speaker is words and by context 4.2.4
WEEK 14
texts on a range of familiar saying Describe personality
topics
WEEK 15

WEEK 16
3.2.4 4.3.1
1.2.5 Use with some support Use capital letters, full stops,
Understand more complex familiar print and digital commas in lists, question
supported questions resources to check meaning marks and speech marks
UNIT 4 : appropriately at discourse level
COOL
JOBS 1.3.1
Guess the meaning of 4.3.2
unfamiliar words from clues Spell most high frequency
provided by other known words accurately in
words and by context on independent writing
(LP 49- 64) familiar topics
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 2.1.1 3.2.1 4.2.1 5.3.1
Recognise and reproduce Give detailed information Understand the main idea of Give detailed information Respond imaginatively and
YEAR 6 with independently a wide about themselves and others simple longer texts about themselves and others intelligibly through
range of target language creating simple stories and
phonemes simple poems.
2.1.2 3.2.2 4.2.3 Other imaginative
Ask about and express rules Understand specific Narrate factual and imagined responses as appropriate
1.2.2 and obligations information and details of events and experiences
Understand with little or no simple longer texts
support specific information
WEEK 17 and details of longer simple 2.1.3 4.2.5
texts on a range of familiar Explain and give reasons for 3.3.1 Connect sentences into two
WEEK 18 topics simple advice Read and enjoy A2 coherent paragraphs or more
fiction/non-fiction print and using basic coordinating
WEEK 19 digital texts of interest conjunctions and reference
1.2.3 2.2.1 pronouns
WEEK 20 Understand with little or no Keep interaction going in
support longer simple short exchanges by
narratives on a range of checking understanding of 4.3.3
familiar topics what a speaker is saying Produce a plan or draft of
UNIT 5 : two paragraphs or more for a
GETTING familiar topic and modify
1.2.5 2.2.2 this appropriately in response
AROUND Understand more complex Agree a set of basic steps to feedback
supported questions needed to complete
extended classroom tasks

1.3.1
(LP 65- 80) Guess the meaning of 2.3.1
unfamiliar words from clues Narrate short basic stories,
provided by other known events and experiences
words and by context on
familiar topics
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 2.1.1 3.2.1 4.2.5 5.2.1
Recognise and reproduce with Give detailed information Understand the main idea Connect sentences into one or Explain in simple
of simple texts of two
YEAR 6 little or no support a wide about themselves and
paragraphs or more
two coherent paragraphs using language why they like or
range of target language others basic coordinating dislike an event,
phonemes conjunctions and reference description or character in
3.2.2 pronouns a text
2.1.3 Understand specific
1.2.1 Explain and give reasons information and
Understand with support the for simple advice details of two paragraphs or 4.3.1 5.3.1
main idea of longer simple more Use capital letters, full stops, Respond imaginatively
WEEK 21 texts on a range of familiar commas in lists, question and intelligibly through
topics 2.2.2 3.2.4 marks, and speech marks creating simple role-plays
WEEK 22 Agree a set of basic steps Use with support familiar appropriately at discourse level and simple poems
needed to complete print and digital resources Other imaginative
WEEK 23 1.2.2 extended classroom tasks to check meaning responses as appropriate
Understand with support 4.3.2
WEEK 24
specific information and Spell a range of high frequency
details of longer simple texts words accurately in
on a range of familiar topics independent writing

UNIT 6 :
HOW IS IT 1.2.4 4.3.3
Understand longer sequences Produce a plan or draft of two
MADE?
of supported classroom paragraphs or more for a
instructions familiar topic and modify this
appropriately in response to
feedback
(LP 81-96) 1.2.5
Understand a sequence of
supported questions
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 2.1.1 3.2.1 4.2.1 5.3.1
Recognise and reproduce with Give detailed information Understand the main idea of Give detailed information Respond imaginatively
simple texts of two
YEAR 6 little or no support a wide about themselves and others
paragraphs or more
about themselves and intelligibly through
range of target language creating simple role-plays
phonemes and simple poems
4.2.2
2.1.4 3.2.2 Other imaginative
Describe future plans or
Ask about and describe future Understand specific responses as appropriate
1.2.1 information and events
plans or events
Understand with support the details of two paragraphs or
main idea of longer simple more
4.2.5
texts on a range of familiar
WEEK 25 2.1.5 Connect sentences into
topics
Describe people, places and 3.3.1 one or two coherent
WEEK 26 objects using suitable Read and enjoy A2 paragraphs using basic
1.2.2 statements fiction/non-fiction coordinating conjunctions
WEEK 27 Understand with support print and digital texts of and reference pronouns
specific information and interest
WEEK 28
details of longer simple texts 2.2.1
on a range of familiar topics 4.3.1
UNIT 7 : Keep interaction going in short
Use capital letters, full
exchanges by asking suitable
MUSIC 1.2.3 questions
stops, commas in lists,
question marks, and
AND SONG Understand with little or no
speech marks
support longer simple
narratives on a range of 2.3.1 appropriately at discourse
familiar topics Narrate short stories, events level
and experiences
(LP 97-112)
1.3.1 4.3.2
Guess the meaning of Spell a range of high
unfamiliar words from clues frequency words
provided by other known accurately in independent
words and by context on writing
familiar topics
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.1 2.1.3 3.2.1 4.2.2 5.2.1
Understand with support the Explain and give Understand the main idea Describe future plans or events Explain in simple
of simple texts of two
YEAR 6 main idea of longer simple reasons for simple
paragraphs or more
language why they like or
texts on a range of familiar advice dislike an event,
topics 4.2.3 description or character in
Narrate factual and imagined events a text
3.2.2 and experiences
2.1.4 Understand specific
1.2.2 Ask about and describe information and
Understand with support future plans or events details of two paragraphs 5.3.1
WEEK 29 or more
specific information and 4.2.5 Respond imaginatively
WEEK 30 details of longer simple texts Connect sentences into one or two and intelligibly through
on a range of familiar topics coherent paragraphs using basic creating simple role-plays
WEEK 31 2.3.1 3.3.1 coordinating conjunctions and and simple poems
Narrate short stories, Read and enjoy A2 reference pronouns Other imaginative
WEEK 32 events and experiences fiction/non-fiction responses as appropriate
print and digital texts of
1.2.3
interest
Understand with little or no
UNIT 8: support longer simple 4.3.1
narratives on a range of Use capital letters, full stops,
TELL ME A familiar topics commas in lists, question marks,
STORY and speech marks appropriately at
discourse level

1.2.5
Understand a sequence of
(LP 113-128) supported questions 4.3.3
Produce a plan or draft of two
paragraphs or more for a familiar
topic and modify this appropriately
in response to feedback
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.1 2.1.1 3.2.1 4.2.1 5.2.1
Understand with support the Give detailed information Understand the main idea of Give detailed information Explain in simple
simple texts of two
YEAR 6 main idea of longer simple texts about themselves and
paragraphs or more
about themselves language why they like or
on a range of familiar topics others dislike an event,
description or character in
a text
3.2.2 4.2.5
1.2.2 2.1.4 Understand specific Connect sentences into one
Understand with support specific Ask about and describe information and or two coherent paragraphs
WEEK 33
information and details of longer future plans or events details of two paragraphs or using basic coordinating 5.3.1
more
WEEK 34 simple texts on a range of conjunctions and reference Respond imaginatively
familiar topics pronouns and intelligibly through
WEEK 35 creating simple role-plays
2.2.1 3.2.3 and simple poems
WEEK 36
Keep interaction going in Guess the meaning of Other imaginative
1.2.3 short exchanges by asking unfamiliar words from clues 4.3.3 responses as appropriate
provided by other
Understand with little or no suitable questions Produce a plan or draft of
known words and by context
UNIT 9: support longer simple narratives two paragraphs or more for
on a range of familiar topics a familiar topic and modify
WHAT’S this appropriately
YOUR 2.2.2 3.3.1 in response to feedback
Agree a set of basic steps Read and enjoy A2
OPINION? fiction/non-fiction
1.2.5 needed to complete
print and digital texts of
Understand a sequence of extended classroom tasks
interest
supported questions

(LP 129-144)
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.2 2.1.1 3.2.2 4.2.3 5.2.1
Understand with support specific Give detailed information Understand specific Narrate factual and Explain in simple
information and
YEAR 6 information and details of longer about themselves and others
details of two paragraphs
imagined events and language why they like or
simple texts on a range of familiar experiences dislike an event,
or more
topics description or character in
2.1.2 a text
Find out about and describe
experiences up to now 3.3.1 4.3.1
1.2.5 Read and enjoy A2 Use capital letters, full
Understand a sequence of fiction/non-fiction stops, commas in lists, 5.3.1
print and digital texts of
WEEK 37 supported questions question marks, and Respond imaginatively
interest
2.1.5 speech marks and intelligibly through
WEEK 38
Describe people, places and appropriately at discourse creating simple role-plays
objects using suitable level and simple poems
WEEK 40
1.3.1 statements Other imaginative
Guess the meaning of unfamiliar responses as appropriate
UNIT 10: words from clues provided by
IT’S A other known words and by 4.3.2
context on familiar topics 2.2.1 Spell a range of high
MYSTERY! Keep interaction going in frequency words
short exchanges by asking accurately in independent
suitable questions writing

(LP 145-160)

2.3.1
Narrate short stories, events
and experiences
CONTENT STANDARD FOR YEAR SIX
LISTENING
1.1
Recognise and reproduce
target language sounds
1.2
Understand meaning in a
variety of familiar contexts
1.3
Use appropriate listening
strategies in a variety of
contexts
SPEAKING
2.1
Communicate simple
information intelligibly
2.2
Use appropriate
communication strategies
2.3
Communicate appropriately to
a small or large group
READING
3.2
Understand a variety of linear
and non-linear print and digital
texts by using appropriate
reading strategies
3.3
Read independently for
information and enjoyment
WRITING LANGUAGE ART
4.2 5.2
Communicate basic information Express personal responses
intelligibly for a range of purposes in to literary texts
print and digital media
4.3 5.3
Communicate with appropriate Express an imaginative
language form and style for a range response to literary texts
of purposes in print and digital media