LWU 1 Evaluation-1-76

1
Contents
Evaluation overview 1
Tests introduction 3
Standard tests
Unit 1 6
Unit 2 8
Unit 3 10
Unit 4 12
Unit 5 14
Unit 6 16
Term 1 18
Term 2 22
Term 3 26
Challenge tests
Unit 1 30
Unit 2 32
Unit 3 34
Unit 4 36
Unit 5 38
Unit 6 40
Term 1 42
Term 2 46
Term 3 50
Tests teaching notes, transcripts & answers 54
Tests evaluation grids 63
Speaking evaluation (optional) 67
Competences for 21st century learning introduction 68

Competences for 21st century learning evaluation &
Learning standards and Assessment criteria mapping
Project 1 70
Project 2 72
Project 3 74
Learn with Us 1 © Oxford University Press

Evaluation overview
Welcome to the Evaluation and Competences Evaluation for the teacher
section of this Teacher’s Resource Material for Learn Formative and summative tests
with Us 1. This material will help you to evaluate The tests offer the opportunity to assess children
what your children have learnt. It is divided into two formatively and summatively. They reflect the target
parts: tests and evaluation in terms of the language of the course and the types of activities that
Competences for 21st century learning. the children usually do, and have been developed in
From the beginning of primary education, evaluation accordance with the Competences for 21st century
should be integrated into the teaching–learning learning. In addition, Tests evaluation grids are
process, combining formative (or continuous) provided so that you may easily record test results
assessment with (more formal) summative throughout the year. See pages 3–4 of this section for
evaluation. A proper evaluation requires observation more information on the Learn with Us 1 tests.
and measuring tools, which combine to give both
information about the children and an assessment Formative evaluation grids
of the evaluation process. As part of this process, In this Teacher’s Resource Material, you will find
we also need to take into consideration the a Speaking evaluation grid and Competences for
development of the Competences for 21st century 21st century learning evaluation grids, which are all
learning and the children’s own self-evaluation. photocopiable. The optional Speaking evaluation
In this Teacher’s Resource Material, we offer two grid offers opportunities to assess speaking regularly
types of evaluation tool. throughout the year. See page 4 of this section
for more information on how to use the Speaking
1 Formative and summative tests There is an
evaluation grid with your class.
extensive range of tests, along with answers,
transcripts and marking schemes. There are six The most appropriate way to assess the
formative Unit tests and three summative Term competences is through observation, and so three
tests at two levels (Standard and Challenge). Competences for 21st century learning evaluation
grids have been provided to use with each of the
2 Formative evaluation grids The evaluation grids
three (termly) Review projects in the Class Book.
provided can be used to record and assess the
See page 69 for more information on how to use
progress of each child, in terms of speaking as
the evaluation grids with your class.
well as the development of the Competences for
21st century learning.
Competences for 21st century learning

Competence-based evaluation is being recognized
as increasingly important in the foreign-language
classroom. On pages 68–69, you will find a more
detailed description of the Competences for 21st
century learning, which you can use together with
the formative evaluation grids to help you assess
your children’s Competences for 21st century
learning in English.

1
Self-evaluation for the children
Self-evaluation is a key part of the learning process
and of the development of the Learning to learn
Competence for 21st century learning. It is
important that the children realize that when they
are evaluating themselves you are not testing them;
instead, self-evaluation should be viewed as a key
motivating factor, encouraging the children to think
about their learning and to take ownership of their
language learning. In Learn with Us 1, opportunities
for self-evaluation for the pupils can be found in the
following components.
Class Book
A variety of self-evaluation features are offered at
important milestones in the Class Book, including an
‘I completed’ and an ‘I can’ star the children can
colour in at the end of each main unit and each
review unit, for a sense of self-achievement.
Tests
Each of the Unit tests includes an All about my test
feature that pupils complete. This feature
encourages the children to reflect at the end of the
test on their achievements and how well they have
performed by drawing a sad, OK or happy face,
depending on how they feel about their test.

2
Tests introduction
The Learn with Us 1 tests are designed to motivate How to administer the tests
the children in English and to give a sense of Do not expect your children to be able to do the
achievement as they progress through the course. tests without proper preparation. It is essential to
The tests offer the opportunity to assess children offer lots of support to ensure the test results reflect
both formatively and summatively, and are offered the children’s full potential.
at two levels: Standard and Challenge, with the
You could use the Unit 1 Standard test as an
Challenge test providing variety and difficulty.
example (or, if you wish, use the Unit 1 Challenge
Depending on the ability of your children, please
test if you have a particularly high-achieving class),
choose either the Standard or Challenge level tests.
and complete the test with the whole class as part
• The formative assessment consists of the Unit of a normal lesson. Lead the children through the
tests. There are two test sheets at both levels. In tasks step by step and clarify what is required at
the first four units, the Unit tests cover Listening each stage. For the ‘Look and say’ activities, you can
and Speaking skills, with an emphasis on work with the children individually or in small groups
vocabulary recognition. In Units 5 and 6, Reading to complete the tasks. The prompts and teaching
and Writing skills are also added. Speaking can notes are included in the answer key section on
also be tested on a more flexible and continuous pages 54–62. You can do these activities as part of a
basis in the classroom using the Speaking normal lesson so that children do not feel any
evaluation grid on page 67 and more formally in pressure of test conditions. Learning from mistakes
each Term test. is a vital part of learning, and using the mistakes of
children as they complete the first test is valid
• The summative assessment consists of the Term
tests, which measure progress after the children preparation for the others. Also encourage the
have completed a term’s work and will test core children to correct each other’s mistakes – it’s
language cumulatively so all core language is important that they learn to do this sympathetically.
tested (Term 1 test will test the language from Only have children do the tests under exam
Units 1 and 2; Term 2: Units 1–4 language; Term conditions when they are confident and familiar
3: Units 1–6 language). Term tests 1 and 2 cover with the test format. For the Unit 2 test, you could
Listening and Speaking, and Term test 3 covers do the tasks one skill at a time, reminding children
all four skills: Reading and Writing, Listening and at each stage what is expected of them in each task.
Speaking in that order. Children could then do the Units 3–6 tests
The Learn with Us 1 tests will also help to prepare independently without support. If, however, you feel
your children for external exams, such as the Trinity that an element of support would still be beneficial
and Cambridge English: Young Learners exams, as for some children, continue to provide it.
well as state-sponsored exams by introducing them All of the tests contain numerous pictures which can
to more formal test-taking conditions in a non- be used to practise listening and speaking. Enlarge
intimidating way. Moreover, the activities in the these or use them on the IWB to practise or elicit
tests have been carefully designed to echo the language. This revises language or can be used to
most current exam activity types, helping the prepare children for the relevant speaking test. Also
children to start to familiarize themselves with make sure that children are familiar with all the
the tests and build their confidence with regard rubrics used in the tests. They should have seen
to sitting external exams. most of the rubrics in the Class Book or Activity
Book, but it is still wise to check the children are
familiar with the rubrics before they start.
The Tests evaluation grids have been provided on
pages 63–66 to allow you to record the children’s
marks from the tests. Complete the grid for each
child, filling in their name and recording their marks
throughout the year for all the Unit and Term tests.

3
How to administer the Speaking evaluation Memory game Children look at pictures of
The Speaking evaluation grid supplements the tests vocabulary items in a category, e.g. clothes, for one
by offering an optional and flexible means of minute then turn their books over.
assessing speaking continuously during lessons Teacher: What (clothes) can you remember?
throughout the year, rather than in a more formal
In a minute Choose a category, e.g. animals.
test situation.
Children say as many animals as they can in a
When using the grid, aim to evaluate all the children minute.
on the same activity to ensure consistency,
Ping pong Divide the class into two teams and sit
assessing a few children at a time over a few
them in two lines facing each other. Say a category
sessions. Look at the grid and decide in advance
e.g. colours. The ‘ball’ is hit between the teams as
which of the unit’s lessons / activities you will use to
they say a word from that category. The teacher
evaluate the children and which children are to be
walks along the lines pointing to the child whose
evaluated. Complete the grid for each child, filling in
turn it is to speak.
the unit and name. Record a score out of 10 for each
lesson / activity by referring to the marking scheme Categories Draw images to represent different
provided and by following the guidelines outlined in categories on the board e.g. animals and food, then
the grid. Then add up the scores to give a total score say words and children have to point to the correct
for speaking, as well as noting any observations on categories.
the children, such as areas to improve, achievement
Games with mini picture cards, wordcards
and effort.
and real objects
Bingo This practises recognition of the vocabulary.
How to prepare children for the tests Children select any six cards and lay them on their
As young learners need constant recycling of desks. The teacher calls out twice a word at random
language, here are some additional games and from the lists. Children who have that card on their
resources that can be used to help consolidate desks turn it over. The first child to turn over all six
language from the course and help the children to of their cards shouts Bingo! and has won.
prepare for the tests.
Name the cards Stick pictures on the board so
Games that children can only see the backs of the cards.
To help children practise vocabulary you can use Then number them one to ten. Give a clue and
some of the following games and ideas. ask children to guess the first card. If they guess
Alphabet game Give a letter of the alphabet and correctly, turn it over and let them see it briefly.
a category of vocabulary and ask children to say Then turn the card over again. The object of the
a word as quickly as they can. For example: game is to name all ten items correctly in turn
without clues.
Teacher: clothes: S
What’s this? Children take turns picking up a card
Child: skirt and asking What’s this? Their partner has to respond
Once children are confident, ask them to continue with the correct answer or lose the round.
in pairs. Noughts and crosses Select nine of the cards to
Last and first letters Go round the class with a word revise, and play noughts and crosses. Draw a
game. The first child says a word and the next child noughts and crosses grid on the board, as shown.
has to say another word that begins with the last
letter of the previous word. For example:
cat ➜ tiger ➜ rabbit ➜ table
The aim is to get all round the class without
repeating a word.

4
Other resources
Class Book Lesson 8 of each Class Book unit
contains activities that review and consolidate the
core vocabulary of the unit, and so this page can be
used as an accessible and quick visual recap of the
language they will need for each Unit test. Likewise,
the three review units in the Class Book draw
together all the core vocabulary and target
grammar from each term, providing a useful source
of preparation for the Term tests.
Activity Book The optional Activity Book provides an
ideal option for preparing children for the tests by
consolidating and reinforcing the language from the
course. It offers six pages of practice activities for
each unit, with the final two units offering a focus
on systematic and incremental reading and writing
practice.
Reinforcement and Extension worksheets The
Reinforcement and Extension worksheets serve as
an excellent means of reinforcing the core language
and building the children’s cognitive skills in a way
that will build their confidence ready for the tests.

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1 Read and circle. /8 marks
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My cat / dog can walk / jump. My parrot / rabbit can hop / sing.
3 4
My bird / fish can sing / jump. My hamster / turtle can

hop / walk.
2 Look and write. can can’t fish hamster cat parrot /8 marks
1 2
I I
fly. run.
✔ ✗
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I I
climb. swim.
✔ ✗
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1 2 3 4
1 I like bread / cake. I don’t like carrots / biscuits.

2 I like strawberries / sandwiches. I don’t like milkshake / grapes.
3 I like cheese / biscuits. I don’t like eggs / bread.
4 Do you like grapes / milk? Yes, I do.
Do you like juice / milkshake? No, I don’t.
2 Look and write. /8 marks
3 5
1
2 4 6
1 I like . 4 I don’t like .

2 I don’t like . 5 I like .
3 Do you like ? 6 Do you like ?
Yes, I . No, I .
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5 a b c 6 a b c
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I’m wearing a (1) .

It’s new. I can’t swim. I’m (2) !
I’ve got a rabbit. My rabbit can

(3) . I don’t like (4) .
I like (5) .
Where’s my (6) ?
It’s (7) .
It’s (8) the bag!
in sandwiches hop turtle
hat carrots small worried
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8 1
7 5
1 Can I borrow your scissors, 5 Where’s my jumper?

please? It’s the chair.
, here you are.
6 Can I borrow your tablet,
2 Do you like juice? please?
, I don’t. , sorry.
3 Where’s my teddy? 7 Where’s my book?

It’s the guitar. It’s the table.
4 Do you like sandwiches? 8 Where’s the hamster?

, I do. It’s the pencil case!
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Tom Sue Jill Ben
Anna Dan Grace Pat
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1 Read and number. /6 marks
a c
1 I’ve got a turtle. 4 I’ve got a parrot.

2 I can’t sing. 5 I can jump.
3 My fish can swim. 6 My hamster can run.
1 2 3
My
fly. climb.
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1 Read and number. /6 marks
a b c d e f
1 I like carrots. I don’t like grapes.

2 Do you like milk and cheese? No, I don’t.
3 I like strawberries. I like juice.
4 Do you like strawberries and biscuits? Yes, I do.
5 I like cake. I don’t like grapes.
6 Do you like milk and eggs? No, I don’t.
3 5
1
2 4 6
1 I like . 5 Do you like ?

2 I don’t like . Yes, I do.
3 I carrots. 6 Do you like bread?
4 I biscuits.
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4 Listen and draw or .

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1 Sue
2 Ben
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9 a b c 10 a b c
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2 Look and say Yes or No. /10 marks
new legs feet hat on
tired scooter happy jumper pencil
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1 Read and write. /10 marks
I’m (1) . I’ve got 4 (2) .

I’m wearing a (3) . It’s old. I can
shake my (4) .
Where’s my (5) ? Look! It’s

(6) the chair. I’ve got scissors,
a pencil and a (7) . Can I borrow
your glue, please?
I’m Harry the hamster. I like (8)

and grapes. Do you like grapes? I can
(9) . I can’t (10) .
jumper cat pencil case feet sing
happy behind walk strawberries arms
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2 4
1 Can I borrow your , please? , sorry.

2 Where’s my ? It’s the chair.
3 Do you like ? No, I don’t. I like .
4 Do you like ? , I do.
5 Where’s my ? It’s the table.
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3 Listen and write.

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1 I don’t like .
2 I like .
3 Where’s the ? It’s behind my bag.
4 I’ve got a bag. It’s .
5 I’m wearing a . It’s old.
6 I can’t .
7 I can .
8 Can I borrow your , please?
9 Do you like ? Yes, I do.
10 Where’s my teddy? It’s the table.
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Unit tests transcripts & answers Standard tests
Unit 1 test 3 Listen and tick ✔. 3.14

1 Look and say. 1 I’m happy.
2 I can move my hands.
Answers
3 I can touch my head.
1 rubber 2 sharpener 3 glue 4 pencil 5 stickers 4 I’m tired.
6 ruler
7 bag 8 coloured pencils 5 I’ve got 10 fingers.
2 Look and say. 6 I can shake my arms.
For items 1–4, elicit the full sentence I’ve got (a) … . 7 I’m sad.
For items 5–8, elicit the full question Can I borrow your … , 8 I’ve got 6 toes! I can move my toes.
please? Answers
Answers 1 second picture, happy 2 first picture, hands
1 book 2 crayons 3 pencil case 4 ruler
5 scissors 3 first picture, head 4 second picture, tired
6 rubber 7 pencil
8 glue 5 second picture, fingers 6 first picture, arms
7 first picture, sad 8 second picture, toes
3 Listen and number. 3.13
1 I’ve got a bag. Unit 3 test
2 Can I borrow your scissors, please?
1 Look and say.
Yes, here you are.
Look at each picture in turn. Say the prompts and point to
3 I’ve got coloured pencils. the items of clothing to elicit the words and adjectives as
4 Can I borrow your book, please? listed below.
No, sorry.
Answers
5 Can I borrow your sharpener, please?
No, sorry. Picture A
6 I’ve got stickers. 1 (I’m wearing) trousers.
7 I’ve got crayons. 2 (I’m wearing) gloves.
8 Can I borrow your pencil case, please? 3 (I’m wearing a) hat. (It’s) small.
Yes, here you are. 4 (I’m wearing a) jumper. (It’s) old.
Picture B
Answers
5 (I’m wearing) socks.
1 c
2 h
3 g
4 d
5 a
6 f
7 b
8 e 6 (I’m wearing a) skirt.
7 (I’m wearing a) shirt. (It’s) new.
Unit 2 test 8 (I’m wearing a) hat. (It’s) big.
1 Look and say.
2 Look and say.
For each picture, say the following sentence prompts
and ask children to complete the sentences with the Try to elicit the complete sentences for each picture.
correct words. Answers
Answers 1 I’m wearing a shirt. It’s small.
1 (I can touch my) head. (I’m) happy. 2 I’m wearing a coat. It’s big.
2 (I can shake my) body. (I’m) worried. 3 I’m wearing a hat. It’s old.
3 (I can move my) fingers. (I’m) sad. 4 I’m wearing a jumper. It’s new.
4 (I can stamp my) feet. (I’m) tired.
Score: 1 mark for each correct sentence.
Score: 1 mark for each correct item of vocabulary.
2 Look and say. 1 I’m wearing socks.
Try to elicit the complete sentences for each picture. 2 I’m wearing gloves.
3 I’m wearing a coat. It’s big.
Answers
4 I’m wearing a shirt. It’s small.
1 I can move my arms. I’m sad. 5 I’m wearing a hat. It’s old.
2 I can stamp my feet. I’m worried. 6 I’m wearing a shirt. It’s big.
3 I can touch my head. I’m happy. 7 I’m wearing a jumper. It’s new.
4 I can shake my legs. I’m tired. 8 I’m wearing a coat. It’s old.
Score: 1 mark for each correct sentence. Answers
1 f
2 d
3 c
4 a
5 h
6 b
7 g
8 e

54
Standard tests
Unit 4 test 2 Look and write.

1 Look and say. Pupils label the picture with the name of the animal, and
For each picture, point to the thought bubbles and say the then complete the sentence to the side with can or can’t.
following prompts. Ask children to complete the sentences Answers
with the correct words.
1 parrot, can 2 fish, can’t 3 cat, can
Answers 4 hamster, can’t
Picture A
Score: 1 mark for each correct item of vocabulary.
1 (Where’s my) puppet? (It’s) on (the chair).
2 (Where’s my) guitar? (It’s) behind (the sofa).
Picture B
1 My fish can swim.
3 (Where’s my) scooter? (It’s) under (the table).
2 I can jump.
4 (Where’s my) teddy? (It’s) in (the bag).
3 My parrot can sing.
Score: 1 mark for each correct item of vocabulary. 4 I can’t climb.
5 My rabbit can hop.
2 Look and say. 6 I can’t walk.
Try to elicit the complete question and answer 7 My dog can run.
for each picture. 8 I can’t swim.
Answers Answers
1 Where’s my train set? It’s on the table. 1 h
2 e
3 c
4 g
5 f
6 a
7 b
8 d
2 Where’s my tablet? It’s under the bag.
3 Where’s my bike? It’s behind the chair. Unit 6 test
4 Where’s my ball? It’s in the box. 1 Read and circle.
Children look at the pictures and then read the sentences
Score: 1 mark for each correct question or sentence. below. They circle the correct words in bold.
Answers
3 Listen and tick ✔. 3.16
1 Where’s my bike? 1 cake, biscuits 2 strawberries, grapes 3 cheese, eggs
It’s behind the chair. 4 milk, juice
2 Where’s my scooter?
Score: 1 mark for each correctly circled item of
It’s in the bag. vocabulary.
3 Where’s my guitar?
It’s on the chair.
2 Look and write.
4 Where’s my teddy?
It’s under the table. Answers
5 Where’s my ball? 1 sandwiches 2 cake 3 carrots, do 4 biscuits
It’s on the sofa. 5 milkshake
6 bread, don’t
6 Where’s my tablet?
It’s under the box. Score: 1 mark for each correct item of vocabulary.
7 Where’s my train set?
It’s in the bag. 3 Listen and number. 3.18
8 Where’s my puppet? 1 Do you like biscuits?
It’s under the box. Yes, I do.
2 I don’t like milkshake.
Answers
3 Do you like strawberries?
1 first picture, bike 2 first picture, in No, I don’t.
3 second picture, on 4 first picture, teddy 4 Do you like bread?
5 first picture, ball 6 second picture, under Yes, I do.
7 second picture, train set 8 first picture, under
5 I like sandwiches.
6 I don’t like grapes.
Unit 5 test 7 Do you like eggs?
1 Read and circle. No, I don’t.
Children look at the pictures and then read the sentences 8 I like juice.
below. They circle the correct words in bold.
Answers
Answers
1 d
2 f
3 a
4 b
5 e
6 c
7 g
8 h
1 dog, jump 2 rabbit, hop 3 bird, sing 4 turtle, walk
Score: 1 mark for each correctly circled item of vocabulary.

55
Term tests transcripts & answers Standard tests
Term 1 test Term 2 test

1 Look and say. 1 Look and say.
Answers Answers
1 glue 2 bag 3 feet
4 sad
5 ruler
6 arms 1 book 2 bike 3 trousers
4 body
5 ball
6 coat
7 worried 8 pencil 7 rubber 8 guitar
Point to each numbered item in the picture. Say the Point to each numbered item in the picture. Say the
following sentence prompts and elicit the correct items following sentence prompts and elicit the correct items
of vocabulary. of vocabulary.
Answers Answers
1 (I’ve got a) book. 2 (I’m) tired. 1 (I’m wearing) trousers.
3 (I’ve got) scissors. 4 (I can move my) body. 2 (I’m wearing a) shirt.
5 (I can shake my) legs. 6 (I’ve got) stickers. 3 (I’m wearing a hat. It’s) small.
7 (I can touch my) toes/feet. 8 (I’m) worried. 4 (I can move my) fingers.
3 Listen and tick ✔. 3.19 5 (I’ve got a teddy. It’s) old.
1 I’ve got a sharpener. 6 (Where’s my scooter? It’s) behind (the chair).
2 I can touch my head. 7 (Where’s my teddy? It’s) on (the chair)
3 Can I borrow your coloured pencils, please? 8 (Where’s my puppet? It’s) under (the chair).
Yes, here you are. 3 Listen and colour. 3.20
4 I’m happy. Revise the words for colours by asking children to take out
5 I can move my fingers. their coloured pencils. Say a colour and ask children to
6 Can I borrow your book, please? hold up the correct coloured pencil. Ask the children to
No, sorry. listen to the instructions carefully as they will need to
7 I’m sad. listen and colour. Play the audio twice.
8 I can stamp my feet. 1 I can touch my head. It’s blue.
2 I can shake my body. It’s green.
Answers
3 I’m wearing a hat. It’s small. It’s yellow.
1 c
2 a
3 c
4 a
5 a
6 b
7 c
8 b 4 I’ve got a pencil case. It’s under the table. It’s red.
4 Talk to your teacher. 5 Where’s my train set? It’s pink. Look! It’s on the table.
Ask the pupil What’s your name? Then point to the picture 6 Where’s my puppet? It’s purple. Look! It’s in the bag.
and ask him or her the following questions: 7 Can I borrow your tablet, please?
* What’s this? (Point to the head.) Yes, here you are. It’s orange.
* What are these? (Point to the fingers.) 8 Can I borrow your ruler, please?
* What are these? (Point to the crayons.) Yes, here you are. It’s brown.
* What’s this? (Point to the rubber.)
4 Talk to your teacher.
Score: 1 mark for each correct answer. Ask the pupil What’s your name? Then point to the picture
and ask him or her to follow these questions:
* Where’s the train set?
Using the Units 1 and 2 Learn with Us 1 flashcards and
the prompts below, elicit full sentences from the pupil. * Where’s the guitar?
Take a flashcard and model the correct sentence or * Where’s the pencil case?
question. Then give the pupil a different flashcard and Finally, say:
elicit a similar sentence or question. * Tell me about the puppet.
* I’ve got a (bag / pencil / ruler / rubber / book). And you? Answers
* Can I borrow your (bag / pencil / ruler / rubber / book),
please? It’s on the table.
* I’m (happy / sad / worried / tired). And you? It’s in the bag.
* I can move my (arms / legs / hands / fingers / head / It’s under the table.
feet). And you? It’s big. / It’s old.
Score: 1 mark for each correct sentence. Score: 1 mark for each correct answer.

56
Standard tests
Using the Units 1–4 Learn with Us 1 flashcards and the Using the Units 1–6 Learn with Us 1 flashcards and the
prompts below, elicit full sentences from the pupil. Take a prompts below, elicit full sentences from the pupil. Take a
flashcard and model the correct sentence or question. flashcard and model the correct sentence or question.
Then give the pupil a different flashcard and elicit a Then give the pupil a different flashcard and elicit a
similar sentence or question. similar sentence or question.
* I’ve got a (cat / dog / hamster / rabbit / fish). And you? * I’ve got a (bag / pencil / ruler / rubber / book). And you?
* Can I borrow your (bag / pencil / ruler / rubber / book), * I can (sing / hop / jump / walk). And you?
please? * I’m wearing (socks / shoes / trousers / a jumper / a shirt).
* I’m (happy / sad / worried / tired). And you? And you?
* I’m wearing (socks / shoes / trousers / a jumper / a shirt). Finally, ask the pupil the following question, encouraging
And you? them to respond for his or herself:
* Do you like (cake / grapes / juice / sandwiches)?
Score: 1 mark for each correct answer.
Term 3 test
1 Read and write.
Answers
1 hat 2 worried
3 hop
4 carrots
5 sandwiches
6 turtle 7 small
8 in
2 Look and write.
Answers
1 Yes 2 No 3 behind
4 Yes
5 on
6 No
7 under 8 in
3 Listen and match. 3.21
1 I’m Ben. I’ve got a bird. My bird can sing.
2 I’m Anna. Where’s my scooter? It’s new. Look! It’s
behind the chair.
3 I’m Tom. I’m wearing trousers and a jumper. I’ve got a
guitar. It’s old.
4 I’m Jill. I’ve got a pencil. Can I borrow your glue, please?
5 I’m Pat. I like biscuits. Do you like biscuits?
6 I’m Grace. I’ve got a dog. I can’t climb.
7 I’m Sue. I’m wearing a coat and shoes. I’m tired.
8 I’m Dan. I’ve got 10 toes. I can shake my hands.
4 Talk to your teacher.
You will need the following Learn with Us 1 flashcards.
Alternatively, you can use the mini picture cards from the
Teacher’s Resource Material:
* ball
* strawberries
* cat
* socks
Ask the pupil What’s your name? Then point to the picture
and ask him or her to follow the following instructions:
* Put the ball in the bag.
* Put the strawberries on the table.
* Put the cat under the chair.
* Put the socks behind the bag.

57
Unit tests transcripts & answers Challenge tests
Unit 1 test Unit 2 test

1 Look and number. 1 Look and number.
Say the following sentences and ask children to write Say the following sentences and ask children to write
the correct number on the picture. the correct number on the picture.
1 Can I borrow your scissors, please? 1 I can shake my body.
2 I’ve got a pencil case. 2 I can move my hands.
3 I’ve got a rubber. 3 I’m worried.
4 I’ve got a bag. 4 I can stamp my feet.
5 I’ve got a sharpener. 5 I can touch my toes.
6 Can I borrow your coloured pencils, please? 6 I’m tired.
Answers Answers
1 c
2 d
3 a
4 f
5 b
6 e 1 e
2 a
3 d
4 b
5 c
6 f
For each item, say the prompt and encourage children to Look at each picture in turn. For each item, say the
repeat the prompt and complete with the correct item prompt and encourage children to repeat the prompt
of vocabulary. and complete with the correct item of vocabulary.
Answers Answers
1 (Can I borrow your) book, (please)? 1 (I’m) tired. (I’ve got 2) arms. (I can move my) legs.
2 (I’ve got) coloured pencils. 2 (I’m) happy. (I’ve got 4) hands. (I can touch my)
3 (Can I borrow your) glue, (please)? toes/feet.
4 (I’ve got a) ruler.
5 (Can I borrow your) stickers, (please)? Score: 1 mark for each correct item of vocabulary.
6 (I’ve got a) pencil.
3 Listen and tick ✔. 3.22 1 I can shake my arms.
1 I’ve got a rubber. 2 I’m worried.
2 Can I borrow your crayons, please? 3 I can touch my head.
Yes, here you are. 4 I’ve got 2 feet.
3 I’ve got a pencil. 5 I can move my legs.
4 Can I borrow your stickers, please? 6 I’ve got 6 toes! I can move my toes.
No, sorry.
Answers
5 Can I borrow your sharpener, please?
Yes, here you are. 1 first picture, arms 2 second picture, worried 3 first
6 I’ve got a bag. picture, head 4 first picture, feet 5 second picture,
legs 6 second picture, toes
Answers
1 first picture, rubber 2 first picture, crayons
3 second picture, pencil 4 first picture, stickers 1 I’ve got 4 fingers. I’m sad.
5 second picture, sharpener 6 second picture, bag 2 I’ve got 5 arms. I can shake my arms.
3 I’ve got 6 legs. I’m happy.
4 Listen and number. 3.23 4 I can touch my head. I’ve got 3 hands.
1 Can I borrow your ruler, please? 5 I can shake my body. I’m happy.
Yes, here you are. 6 I can stamp my feet. I’m tired.
2 I’ve got a pencil case.
Answers
3 Can I borrow your scissors, please?
No, sorry. 1 c
2 e
3 a
4 d
5 f
6 b
4 Can I borrow your coloured pencils, please?
Yes, here you are.
5 I’ve got glue.
6 I’ve got a book.
Answers
1 d
2 b
3 e
4 a
5 f
6 c

58
Challenge tests

1 Look and number. 1 Look and number.
Say the following sentences and ask children to write Say the following sentences and ask children to write
the number on the correct picture. the correct number on the picture.
1 I’m wearing gloves. 1 Where’s my guitar?
2 I’m wearing shoes. 2 Where’s my bike?
3 I’m wearing a shirt. It’s big. 3 Where’s my ball?
4 I’m wearing a jumper. It’s old. 4 It’s in the bag.
5 I’m wearing a jumper. It’s new. 5 It’s under the table.
6 I’m wearing a shirt. It’s small. 6 It’s on the chair.
Answers Answers
1 d
2 e
3 a
4 b
5 f
6 c 1 c
2 e
3 a
4 d
5 b
6 f
Look at each picture in turn. For each item, say the Look at each thought bubble in turn. For each item, say
prompt and encourage children to repeat the prompt the prompt and encourage children to repeat the prompt
and complete with the correct item of vocabulary. and complete with the correct item of vocabulary.
Answers Answers
1 (I’m wearing a hat. It’s) small. 1 (Where’s my) scooter?
2 (I’m wearing a jumper. It’s) old. (It’s) under (the table).
3 (I’m wearing) trousers. 2 (Where’s my) bike?
4 (I’m wearing a hat. It’s) big. (It’s) behind (the chair).
5 (I’m wearing a) shirt. (It’s new.) 3 (Where’s my) teddy?
6 (I’m wearing) socks. (It’s) in (the bag).
3 Listen and tick ✔. 3.26 Score: 1 mark for each correct item of vocabulary.
1 I’m wearing trousers.
2 I’m wearing a hat. It’s new. 3 Listen and number. 3.28
3 I’m wearing gloves. 1 Where’s my teddy?
4 I’m wearing a jumper. It’s big. It’s behind the chair.
5 I’m wearing socks. 2 Where’s my tablet?
6 I’m wearing a coat. It’s old. It’s in the box.
3 Where’s my scooter?
Answers
It’s in the bag.
1 first picture, trousers 2 second picture, new 4 Where’s my tablet?
3 second picture, gloves 4 first picture, big
It’s under the box.
5 second picture, socks 6 second picture, old
5 Where’s my bike?
4 Listen and number. 3.27 It’s behind the chair.
1 I’m wearing gloves. 6 Where’s my scooter?
2 I’m wearing a coat. It’s new. It’s on the bag.
3 I’m wearing socks. Answers
4 I’m wearing a shirt. It’s old.
5 I’m wearing shoes. 1 d
2 b
3 f
4 e
5 a
6 c
6 I’m wearing a hat. It’s big. 4 Listen and tick ✔ or cross ✗. 3.29
Answers 1 Where’s my train set?
It’s on the table.
1 f
2 d
3 b
4 a
5 c
6 e
2 Where’s my bike?
It’s behind the bag.
3 Where’s my ball?
It’s in the box.
4 Where’s my puppet?
It’s under the table.
5 Where’s my teddy?
It’s on the sofa.
6 Where’s my guitar?
It’s in the bag.
Answers
1 ✗
2 ✔
3 ✔
4 ✔
5 ✗
6 ✗
59
Challenge tests

1 Read and number. 1 Read and number.
Answers Answers
1 c
2 e
3 a
4 b
5 d
6 f 1 e
2 b
3 f
4 c
5 a
6 d
2 Look and write. 2 Look and write.
Answers Answers
1 My parrot/bird can fly. 2 My cat can climb. 1 sandwiches 2 cake 3 like
4 don’t like
3 My dog can jump. 5 milkshake
6 No, I don’t.
Score: 2 marks for each correct sentence. 3 Listen, number and draw or . 3.32
1 I don’t like biscuits.
3 Listen and tick ✔. 3.30 2 Do you like sandwiches?
1 I can’t walk. No, I don’t.
2 My dog can run. 3 I like grapes.
3 I can’t jump. 4 Do you like milkshake?
4 I can’t climb. Yes, I do.
5 My bird can sing. 5 I like eggs.
6 My rabbit can hop. 6 Do you like juice?
No, I don’t.
Answers
Answers
1 first picture, can’t walk 2 first picture, run
3 first picture, can’t jump 4 second picture, can’t climb 1 c, 2 f,
3 d,
4 a,
5 e,
6 b,

5 second picture, bird 6 first picture, hop
Score: ½ mark for each correctly numbered picture
4 Listen and number. 3.31 and for each correct or .
1 My fish can swim.
2 My rabbit can hop. 4 Listen and draw or . 3.33
3 I can’t climb. 1 Hello, Sue. Do you like cake?
4 I can jump. No, I don’t.
5 My parrot can fly. Do you like cheese?
6 I can’t fly. Yes, I do. I like carrots, too!
Answers 2 Hello, Ben. Do you like cake?
Yes, I do.
1 f
2 c
3 b
4 a
5 d
6 e
Do you like cheese?
No, I don’t. I like carrots!
Answers
1
, , 2
, ,
Score: 1 mark for each correct or .

60
Term tests transcripts & answers Challenge tests
Term 1 test * What’s this? (Point to the head.)

* What are these? (Point to the coloured pencils.)
1 Look and say.
* What’s this? (Point to the sharpener.)
Look at each picture in turn. For each item, say the
prompt and encourage children to repeat the prompt * What’s this? (Point to the rubber.)
and complete with the correct item of vocabulary.
Answers
1 (I’m) tired. Using the Units 1 and 2 Learn with Us 1 flashcards and
2 (I’ve got) glue. the prompts below, elicit full sentences from the pupil.
3 (Can I borrow your) sharpener, (please?) Take a flashcard and model the correct sentence or
4 (I can shake my) body. question. Then give the pupil a different flashcard and
elicit a similar sentence or question.
5 (I’ve got a) rubber.
* I’ve got a (bag / pencil / ruler / rubber / book). And you?
6 (I’m) worried.
7 (Can I borrow your) scissors, (please?)
please?
8 (I’ve got) stickers.
* I’m (happy / sad / worried / tired). And you?
9 (I can move my) fingers.
* I can move my (arms / legs / hands / fingers / head /
10 (Can I borrow your) crayons, (please?) feet). And you?
2 Look and say Yes or No.
Point to the picture of the boy below the main image, to
show that he is the speaker. Say the following sentences
and ask children to look at the picture and say Yes or No.
1 I can touch my legs. Term 2 test
2 I can shake my hands. 1 Look and say.
3 I’m sad. Look at each picture in turn. For each item, say the
4 I can stamp my feet. prompt and encourage children to repeat the prompt
5 I can move my toes. and complete with the correct item of vocabulary.
Repeat, pointing to the picture of the girl below Answers
the main image.
1 (Where’s my) puppet? (It’s on the box.)
6 I can move my hands.
2 (I’m wearing) socks.
7 I’ve got a pencil case.
3 (I can move my) fingers.
8 I’m happy.
4 (I’ve got a) pencil case.
9 I’ve got a pencil.
5 (Where’s my bike? It’s) behind (the chair).
10 I’ve got stickers.
6 (I’m wearing) gloves.
Answers 7 (Can I borrow your) ruler, (please?)
1 No 2 Yes
3 No 4 No
5 Yes
6 Yes
7 No 8 (I’m wearing a jumper. It’s) small.
8 Yes
9 Yes
10 No 9 (Where’s my) train set? (It’s under the table.)
10 (I can touch my) head.
1 I’ve got a bag and a rubber. 2 Look and say Yes or No.
2 Can I borrow your ruler, please? Say the following sentences and ask children to look at
Yes, here you are. the pictures and say Yes or No.
3 I can touch my head and I can move my legs. (Point to picture A.)
4 I’m sad. 1 I’m tired.
5 I can stamp my feet. 2 I’m wearing a jumper.
6 Can I borrow your book and ruler, please? 3 I’m wearing a hat. It’s new.
No, sorry. 4 I can stamp my feet.
7 I can shake my arms. 5 Where’s my pencil?
8 I’m worried. (Point to picture B.)
9 I’ve got crayons and stickers. 6 I’m happy.
10 Can I borrow your coloured pencils, please? 7 I’m wearing a hat.
Yes, here you are. 8 I’ve got two arms and three legs.
9 Can I borrow your pencil, please?
Answers
10 It’s on the table.
1 b
2 c
3 b
4 a
5 c
6 a
7 a
8 c
9 b
10 a
Answers
4 Talk to your teacher. 1 No 2 No 3 Yes 4 Yes
5 No
6 No
7 No
Ask the pupil What’s your name? Then point to the picture 8 Yes
9 Yes 10 Yes
and ask him or her the following questions:
* What are these? (Point to the arms.)
* What are these? (Point to the hands.)
61
Challenge tests
3 Listen and colour. 3.35 2 Look and write.

Revise the words for colours by asking children to take out Answers
their coloured pencils. Say a colour and ask children to
hold up the correct coloured pencil. Ask the children to 1 stickers, No 2 bag, under 3 biscuits, carrots
listen to the instructions carefully as they will need to 4 milk, Yes 5 dog, behind
listen and colour. Play the audio twice.
1 I’m wearing a coat. It’s old. It’s blue. Score: 1 mark for each correct item of vocabulary.
2 Can I borrow your guitar, please?
Yes, here you are. It’s red. 3 Listen and write. 3.36
3 Where’s my teddy? It’s brown. Hello, Tony. Do you like cheese?
It’s behind the chair. No, I don’t. I don’t like cheese. I like eggs!
4 I’ve got a book. It’s yellow. I like eggs, too. Where’s the guitar, Robbie?
5 I’m wearing a hat. It’s small. It’s pink. The guitar? Hmm. It’s behind my bag.
6 Where’s my tablet? It’s purple. I like your bag.
It’s under the table. It’s new! I’m wearing a hat. It’s old.
7 I’m wearing a coat. It’s new. It’s orange. Hello! I’m Lucy. I can’t hop. I can jump.
8 I’m wearing a shirt. It’s small. It’s green. I can jump too.
9 Can I borrow your ruler, please? It’s red. Can I borrow your book, please?
No, sorry. Yes, here you are. Do you like cake, Lucy?
10 Where’s my ball? It’s yellow. Yes, I do. I like cake! Where’s my teddy?
It’s in the bag. Look! It’s on the table.
4 Talk to your teacher. Answers
Ask the pupil What’s your name? Then point to the picture 1 cheese 2 eggs 3 guitar 4 new
5 hat
6 hop
and ask him or her to answer the following questions: 7 jump 8 book 9 cake 10 on
* Where’s the train set?
* Where’s the jumper? 4 Talk to your teacher.
* Where’s the hat? You will need the following Learn with Us 1 flashcards:
* Where’s the guitar? * turtle
* Where’s the pencil case? * ball
Finally, say: * dog
* Tell me about the puppet. * shoes
* sandwiches
Answers
* scooter
It’s on the table. It’s in the bag. Ask the pupil What’s your name? Then point to the picture
It’s on the chair. It’s under the table. and ask him or her to follow the following instructions:
It’s behind the chair. It’s big. / It’s old. * Put the turtle under the table.
* Put the ball in the bag.
Score: 1 mark for each correct answer. * Put the dog on the chair.
* Put the shoes behind the bag.
Using the Units 1–4 Learn with Us 1 flashcards and the * Put the sandwiches on the table.
prompts below, elicit full sentences from the pupil. Take a
* Put the scooter under the chair.
flashcard and model the correct sentence or question.
Then give the pupil a different flashcard and elicit a
similar sentence or question.
* I’ve got a (bag / pencil / ruler / rubber / book). And you?
Using the Units 1–6 Learn with Us 1 flashcards and the
prompts below, elicit full sentences from the pupil. Take a
please?
flashcard and model the correct sentence or question.
* I’m (happy / sad / worried / tired). And you? Then give the pupil a different flashcard and elicit a
* I’m wearing (socks / shoes / trousers / a jumper / a shirt). similar sentence or question.
And you? * I’ve got a (cat / dog / hamster / rabbit / fish). And you?
* I can (sing / hop / jump / walk). And you?
* I’m wearing (socks / shoes / trousers / a jumper / a shirt).
And you?
Finally, ask the pupil the following question, encouraging
Term 3 test them to respond for his or herself:
1 Read and write. * Do you like (cake / grapes / juice / sandwiches)?
Answers
1 happy 2 arms 3 jumper
4 feet
5 cat 6 behind
7 pencil case 8 strawberries
9 walk 10 sing

62
Name Evaluation
Standard tests evaluation grids

Standard
Unit 1 test
Mark Max. mark
Activities 1 and 2 16
Activity 3 8
Total for test 24
Standard
Unit 2 test
Mark Max. mark
Activity 3 8
Total for test 24
Standard
Term 1 test
Mark Max. mark
Activity 1 8
Activity 2 8
Activity 3 8
Activity 4 8
Total for test 32
Standard
Unit 3 test
Mark Max. mark
Activity 3 8
Total for test 24
Standard
Unit 4 test
Mark Max. mark
Activity 3 8
Total for test 24
Standard
Term 2 test
Mark Max. mark
Activity 1 8
Activity 2 8
Activity 3 8
Activity 4 8
Total for test 32
63
Name Evaluation
Standard tests evaluation grids

Standard
Unit 5 test
Mark Max. mark
Activity 3 8
Total for test 24
Standard
Unit 6 test
Mark Max. mark
Activity 3 8
Total for test 24
Standard
Term 3 test
Mark Max. mark
Activity 1 8
Activity 2 8
Activity 3 8
Activity 4 8
Total for test 32
64
Name Evaluation
Challenge tests evaluation grids

Challenge
Unit 1 test
Mark Max. mark
Total for test 24
Challenge
Unit 2 test
Mark Max. mark
Total for test 24
Challenge
Term 1 test
Mark Max. mark
Activity 1 10
Activity 2 10
Activity 3 10
Activity 4 10
Total for test 40
Challenge
Unit 3 test
Mark Max. mark
Total for test 24
Challenge
Unit 4 test
Mark Max. mark
Total for test 24
Challenge
Term 2 test
Mark Max. mark
Activity 1 10
Activity 2 10
Activity 3 10
Activity 4 10
Total for test 40
65
Name Evaluation
Challenge tests evaluation grids

Challenge
Unit 5 test
Mark Max. mark
Total for test 24
Challenge
Unit 6 test
Mark Max. mark
Total for test 24
Challenge
Term 3 test
Mark Max. mark
Activity 1 10
Activity 2 10
Activity 3 10
Activity 4 10
Total for test 40
66
Speaking evaluation (optional) Assessment criteria
10: Excellent 8–9: Very good 6–7: Good
5: Adequate 1–4: Needs improvement
Unit
Name Song (Lesson 2) / Acting out Cut-out game Show and tell Total for Observations
Rhyme (Lesson 7) (Lesson 5) (Lesson 7) (Lesson 9) Speaking
Sings a song using Takes part in a Participates in a face-to-face Participates in
appropriate language. simple, rehearsed game or short conversation a rehearsed
/ Says the pronunciation dialogue using using the target language. presentation.
rhyme with appropriate appropriate Makes himself / herself
intonation. language. understood.
/ 10 / 10 / 10 / 10

/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
Notes
1 Standardizing evaluation 2 Applying the marking scheme
Be sure to assess each child on the same item. Use the marking scheme key to award marks out of 10 for each assessment opportunity.
67
Add observations on areas to improve, achievement and effort throughout the year.
Competences for 21st century learning introduction
What are the Competences for 21st century All about values themes explicitly explore positive
learning in the foreign language classroom? behaviour. Values and citizenship, interpersonal
The Competences for 21st century learning describe and social skills, codes of conduct, norms of
a range of skills, knowledge, attitudes and behaviour behaviour and customs in similar and different
developed in all subjects to serve children for life and environments are all positively modelled, helping
learning outside the classroom. children absorb socio-political concepts like
equality and diversity and spark interest in other
Social and civic competences
There are seven Competences for 21st century

people’s culture and customs.
learning:
Cultural awareness and expression
Learning to learn
Learning to learn
1 Linguistic competence
This competence encompasses the development
2 Social and civic competence
Linguistic communication
of study skills and attitudes that help children to

3 Learning to learn
Digital competence
continue learning inside and outside the

4 Digital competence
Mathematical competence and basic competences
classroom efficiently and autonomously.

in science and technology
5 Sense of initiative and entrepreneurship Lots of the activities in Learn with Us are designed
Sense of initiative and entrepreneurship
6 Cultural awareness and expression

Social and civic competences to get children thinking about how they learn,
7 Mathematical competence and basic competences
what sort of learner they are and what learning
in science and technology strategies they can adopt to become more
efficient learners. Self-evaluation plays an
Learning to learn
inguistic competence
L
important part in this, as does the development
This encompasses effective communication and
Digital competence of positive learning attitudes and self-reliance as
expression in a range of contexts, such as at
a learner.
home, during leisure time or at school, according

Learn with Us 1 offers explicit opportunities for
to the children’s age and stage of development.

self-evaluation, learning to learn and reference

Throughout the six levels of Learn with Us, input of materials to support the development of this
vocabulary and grammar essential for effective competence (see page 2 of the evaluation section
Learning to learn
communication is presented in motivating for more information on self-evaluation).

contexts and through a variety of mediums to fire

Digital competence
Digital competence
children’s curiosity and encourage a genuine

This involves the confident and critical use of
desire for communication.

information and basic skills in information and

Every activity in Learn with Us is designed with a communication technology (ICT).

linguistic outcome for children, and the course has
The blend of digital and print material in Learn with
been specially developed to provide challenging
Us means that Digital competence can be
and motivating input alongside the development

developed on a day-to-day basis. Learn with Us
of the four skills of reading, writing, listening and

recognizes that technology is a part of everyday
speaking.
Learning to learn
life, both inside and outside the classroom, and

Social and civic competence

encourages children to be safe and responsible
This competence describes the range of social, users while also providing opportunities to develop
Digital competence
interpersonal and intercultural skills and

Learning to learn
the necessary IT skills to do this effectively.
behaviour that equip individuals to participate

effectively and constructively in society.

This competence is related to Learning to learn,

Learn with Us presents language to children in
Digital competence
and also describes values and attitudes such as

different everyday contexts in which they can perseverance, self-esteem and the capacity to
broaden their social and civic knowledge and

calculate risks and identify solutions to problems,
understanding. They also learn how to be good and the ability to turn ideas into action.
citizens alongside the course characters, and the

68
Many of the communicative activities in Learn Evaluating the Competences for 21st century
with Us contribute to the development of this learning in the foreign language classroom
competence, with children working In Learn with Us, the material has been carefully
independently, in pairs or in groups to achieve a developed to ensure that the learning that takes
specific goal. These might include the Review place in every lesson supports the development of
projects, a performance of a song or chant or a the Competences for 21st century learning. (In the
communication activity, to name but a few. teaching notes of the Teacher’s Guide you will find
These activities require planning, cooperation and suggestions as to how the course material fulfils
organizational skills, such as time-management, specific competences.) The Competences for 21st
flexibility and determination.
century learning evaluation materials provided in
this section of the Teacher’s Resource Material can
be used with each of the three (termly) Review
Learn with Us offers plenty of opportunities to
Learning to learn
projects in the Class Book. These projects have

develop an appreciation of the importance of the
each been developed to ensure that the learning
creative expression of ideas, experiences and
that takes place supports the development of all
emotions in a range of media, for example,
Digital competence
the competences.
through music and song, acting out stories, and
craft and art activities.

How to administer the Competences for 21st
Children are encouraged to creatively express century learning evaluation

themselves through participation in such
The evaluation grids are provided as photocopiable
activities as singing and performing songs and
sheets in this section of the Teacher’s Resource
chants, the acting out of stories or rhymes, and
Material. The grids allow you to assess your children’s
arts and crafts such as making mini storybooks or
development of the Competences for 21st century
craft activities in the classroom, and through
learning in a practical way, by clearly detailing how

learning about the culture of English-speaking
each of the Review projects covers each competence
countries around the world. The many

Learning to learn
and with the help of an easy-to-use marking scheme
personalization tasks to be found in the course
to grade each objective against.
material also build children’s confidence in their
own creative expression.

Digital competence At the end of each project, simply print off the
relevant evaluation grid and complete for each child
athematical competence and basic
M
by filling in the name and awarding marks out of 10

competences in science and technology

for each indicator by following the guidelines
Mathematical competence is the ability to apply provided in the grid. You can then give a total mark
mathematical thinking to a range of situations, for each competence and for the whole project.
with the emphasis being placed on process, There is also space for you to add observations, in
activity and knowledge, while science and order to monitor individual students’ progress across
technology refers to the mastery and the use and the projects.
application of knowledge and methodologies
which explain the natural world. To accompany each of the evaluation grids, there are
tables that map how the activities and the
Learn with Us brings in a wide range of concepts Competences for 21st century learning developed in
from across the curriculum, including Science and each project fulfil the required Learning standards
Maths in which these competences are directly and Assessment criteria for primary education. These
applied. In addition, many other language tables are already completed for you and can be used
activities in Learn with Us require some degree as a reference tool to help you evaluate the
of mathematical thinking or the application competences and complete the evaluation grid for
of scientific knowledge, such as conducting each student.
a simple survey.

69
Competences for 21st century Assessment criteria: Total Competence mark:
10: Excellent 140–150: Excellent
learning evaluation 8–9: Very good 120–139: Very good
Social and civic competences 6–7: Good 85–119: Good
Project 1: A desk tidy 5: Adequate 61–84: Adequate
1–4: Needs improvement 0–60: Needs improvement
Name: Cultural awareness and expression
Indicators for evaluating the Competences for 21st century learning

Learning to learn
Mark Total Competence Observations
/ 10 mark
Linguistic competence
Linguistic
Social andcommunication
civic competences
Understands and uses vocabulary for making a desk tidy / 10
Understands and uses vocabulary for classroom objects / 10
Digital competence
Successfully prepares a desk tidy / 10
Successfully uses the desk tidy as part of a group / 10

Learning
in to learn
science and technology
Participates in a group activity to make a desk tidy
/ 10
Sense of initiative
Linguistic and entrepreneurship
communication
Collaborates with others in a group in project activities, and develops ideas together / 10
Participates in class discussion about the project / 10
Digital competence
Works collaboratively in a group on the project to create a desk tidy / 10
Learning to learn
Learning to learn
Learning to learn
Reflects on his / her work by colouring in the ‘I can’ star in the Class Book / 10
Learning to learn
Demonstrates a positive attitude to learning by trying his / her best / 10
Digital competence
Works with the group to divide up the tasks required to make a desk tidy / 10
Linguistic
civic competences
Digital competence
Volunteers answers to questions / 10
in
science
Digital and technology
competence
Cultural
Mathematicalawareness and expression
competence and basic competences
Expresses himself / herself creatively by making a desk tidy / 10
Mathematical competence and basic competences in science and technology
Learning
in science to
andlearn
technology
Demonstrates an understanding of shapes and containers / 10
Understands how to design and decorate a desk tidy / 10
Sense of initiative
communication
Total mark / 150
Digital competence
70
Project 1: A desk tidy
This project and civic competences
Social fulfils the following Learning standards and related Assessment criteria across the Competences for 21st century learning indicated below.
Learning to learn
Learning standards Assessment criteria
Learning to learn
Comprehension of oral texts
Understands the main points of short, simple and well-structured Knows and applies basic strategies in order to understand gist, key
discussions through making a desk tidy
information or main points
Digital competence
Production of oral texts
Participates in social conversations through making and using the desk
Digital competence
Knows and applies basic strategies in order to produce short and simple
tidy monologues and dialogues
science and
inCultural technology
awareness and expression

Participates in everyday exchanges through making suggestions in group
Learning to learn
Participates using simple language in short conversations about
work immediate needs or familiar topics
Learning to learn Knows how to use basic syntactic structures in oral communications
Learning to learn
Sense of initiative and entrepreneurship Pronunciation is generally understandable
Comprehension of instructions
Digital competence
Understands instructions and basic information for a desk tidy through Knows and applies basic strategies in order to understand gist,
successfully following the stages of the project key information or main points of instructions
Digital competence
Digital competence
Identifies the topic at hand and understands the general gist, main ideas
Learning to learn
and specific information from very short and simple written texts
Digital competence

71
Project 2: A fashion show 5: Adequate 61–84: Adequate

Learning to learn
/ 10 mark
Understands and uses vocabulary for clothes / 10
Understands and uses language for describing what he / she is wearing / 10
Digital
Social competence
and civic competences
Successfully prepares for a fashion show / 10
Successfully holds a fashion show as part of a group / 10

science
inSocial and
and technology
civic competences
Participates in a group activity to hold a fashion show
/ 10
Sense of initiative
Learning to learnand entrepreneurship
Works collaboratively in a group to decide what he / she is going to wear for a fashion show / 10
Learning to learn
Learning to learn
Learning to learn
Learning to learn
Digital competence
Digital competence
in science
competence
Digital competence
Learning to learn
Explores videography by participating in and watching a video of the fashion show / 10
Digital competence
in
Makes a decision about what he / she is going to wear for a fashion show
science
Linguistic
Social andand technology
communication
civic competences
/ 10
Digital competence
Expresses himself / herself creatively by holding a fashion show / 10
Learning
in science to
andlearn
technology
Demonstrates an understanding of different colours / 10
Total mark / 150
Sense of initiative
communication
72
Digital competence
Project 2: A fashion show
This project fulfils the following Learning standards and related Assessment criteria across the Competences for 21st century learning indicated below.
Learning to learn
Social
Cultural civic competences
andawareness and expression
Social
andawareness
Learning to learn and expression
Understands the main points of short, simple and well-structured Identifies gist and the main points in very short and simple oral texts
discussions through talking about clothes
Digital competence
Social andawareness
Understands the main points of short and simple presentations on topics Knows and applies basic strategies in order to understand gist,
Learning learn and expression
Linguistictocommunication
that are familiar or of interest key information or main points
Understands the gist and main points, and detects a change in topic,
in
Cultural
Learning and technology
awareness
scienceto learn and expression
Digital competence
in audio visual material

Learning
Linguisticto learn
communication
Digital competence
Participates in social conversations through talking about clothes Knows and applies basic strategies in order to produce short and simple
Learning and
in scienceto technology
learn
monologues and dialogues
Linguistic
Mathematicalcommunication
Makes brief, simple, previously prepared and rehearsed presentations on
Digital competence
Knows how to use basic syntactic structures in oral communications
Sense
in of initiative
science and entrepreneurship
technology
Social andand
Linguistic civic competences
communication
the clothes worn through holding a fashion show for the class to watch Pronunciation is generally understandable
Comprehension of instructions
Digital competence
Sense of initiative
in science and entrepreneurship
and technology
Cultural
Digital awareness and expression
competence
Understands instructions and basic information for a fashion show Knows and applies basic strategies in order to understand gist,
through successfully following the stages of the project key information or main points of instructions
Sense of initiative
in science and entrepreneurship
and technology
Mathematical
Learning to learn competence and basic competences Identifies the topic at hand and understands the general gist, main ideas
and specific information from very short and simple written texts
Linguistic
Sense communication
of initiative and entrepreneurship
Digital competence

73
Project 3: A food mobile 5: Adequate 61–84: Adequate

Learning to learn
/ 10 mark
Understands and uses vocabulary for food and drink / 10
Understands and uses language for expressing likes and dislikes / 10
Digital competence
Successfully prepares a food mobile / 10
Successfully asks and answers questions about the food mobile as part of a group / 10

Social
andawareness and expression
Participates in a group activity to have a discussion about food and drink likes and dislikes / 10
Sense
Social initiative
ofand and entrepreneurship
civic competences
Learning awareness
Cultural to learn and expression
Works collaboratively in a group to ask questions about others’ food and drink likes / 10
Learning learn
Linguistictocommunication
and dislikes
Learning to learn

Learning to learn
Learning to learn
Digital competence

Digital competence
Digital competence
in science
competence
Learning to learn
Uses the internet to find images of food and drink / 10
Digital competence
Sense of initiative
Mathematical and entrepreneurship
Works with others to ask and answer questions about the food mobile
Linguistic
civic competences
/ 10
Digital competence
Expresses himself / herself creatively by making the food mobile / 10
Learning
in science to
andlearn
technology
Participates in a simple food and drink survey / 10
Total mark / 150
Sense of initiative
communication
74
Digital competence
Project 3: A food mobile
This project fulfils the following Learning standards and related Assessment criteria across the Competences for 21st century learning indicated below.
Learning to learn
Understands the main points of short, simple and well-structured Identifies gist and the main points in very short and simple oral texts
discussions through making a food mobile
Understands key information in short and simple conversations, which
Digital competence
Knows and applies basic strategies in order to understand gist, key
deal with familiar topics information or main points
Learning
Social andtocivic
learncompetences

and
in scienceto
Learning technology
learn

Participates in social conversations through making and using the food Knows and applies basic strategies in order to produce short and simple
Cultural awareness
Linguistic and expression
communication
mobile monologues and dialogues
Learning to learn
Participates in everyday exchanges through making suggestions in group Participates using simple language in short conversations about
Learning to learn
work and asking about food and drink likes and dislikes
Digital competence immediate needs or familiar topics
Knows how to use basic syntactic structures in oral communications
Digital competence
Mathematical
Linguistic competence and basic competences
communication Pronunciation is generally understandable
Digital competence Makes himself / herself understood in short and simple conversations
Learning to learn
Comprehension of written texts
Sense
Digitalofcompetence
initiative and entrepreneurship
Understands instructions and basic information for a food mobile
science
inSocial and
and technology
civic competences
Knows and applies basic strategies in order to understand gist, key
through successfully following the stages of the project information or main points of instructions
Identifies the topic at hand and understands the general gist, main ideas
Cultural awareness and expression and specific information from very short and simple written texts
Digital competence
Production of written texts
Learning to learn
Composes short, simple, information-type labels when preparing a food Knows and applies basic strategies to produce simple written texts
mobile
in science and technology Fulfils the communicative function(s) of a written text
Linguistic communication Applies basic graphemes and written symbols to write words or short
Sense of initiative and entrepreneurship sentences
Digital competence

75

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Competences for 21st century learning introduction 68

Learn with Us 1 © Oxford University Press

Competences for 21st century learning

Learn with Us 1 © Oxford University Press

Learn with Us 1 © Oxford University Press

Learn with Us 1 © Oxford University Press

Learn with Us 1 © Oxford University Press

Learn with Us 1 © Oxford University Press

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and number.

Total for test / 24 marks

Point and draw.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and tick ✔.

Total for test / 24 marks

Point and draw.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and number.

Total for test / 24 marks

Point and draw.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and tick ✔.

Total for test / 24 marks

Point and draw.

1 Read and circle. /8 marks

My bird / fish can sing / jump. My hamster / turtle can

2 Look and write. can ​can’t fish ​hamster ​cat ​parrot /8 marks

3 Listen and number.

Total for test / 24 marks

Point and draw.

1 Read and circle. /8 marks

1 I like bread / cake. I don’t like carrots / biscuits.

2 Look and write. /8 marks

1 I like . 4 I don’t like .

3 Listen and number.

Total for test / 24 marks

Point and draw.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and tick ✔.

4 Talk to your teacher. /8 marks

Total for test / 32 marks

Point and draw.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and colour. 

4 Talk to your teacher. /8 marks

Total for test / 32 marks

Point and draw.

1 Read and write. /8 marks

I’m wearing a (1) .

I’ve got a rabbit. My rabbit can

in sandwiches hop turtle

hat carrots small worried

2 Look and write. /8 marks

1 Can I borrow your scissors, 5 Where’s my jumper?

3 Where’s my teddy? 7 Where’s my book?

4 Do you like sandwiches? 8 Where’s the hamster?

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and number.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and tick ✔.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and number.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and tick ✔.

1 Read and circle. /8 marks

2 Look and write. can can’t fish hamster cat parrot /8 marks

3 Listen and number.

1 Read and circle. /8 marks

2 Look and write. /8 marks

3 Listen and number.

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and tick ✔.

4 Talk to your teacher. /8 marks

1 Look and say. /8 marks

2 Look and say. /8 marks

3 Listen and colour.

4 Talk to your teacher. /8 marks

1 Read and write. /8 marks

2 Look and write. /8 marks

3 Listen and match.

4 Talk to your teacher. /8 marks

1 Look and number. /6 marks

2 Look and say. /6 marks

3 Listen and tick ✔.

4 Listen and number.

1 Look and number. /6 marks

2 Look and say. /6 marks

3 Listen and tick ✔.

4 Listen and number.

1 Look and number. /6 marks

2 Look and say. /6 marks

3 Listen and tick ✔.

4 Listen and number.

1 Look and number. /6 marks

2 Look and say. /6 marks

3 Listen and number.

4 Listen and tick ✔ or cross ✗.

1 Read and number. /6 marks

2 Look and write. /6 marks

3 Listen and tick ✔.

4 Listen and number.

1 Read and number. /6 marks

2 Look and write. /6 marks

3 Listen, number and draw or .

4 Listen and draw or .

1 Look and say. /10 marks

2 Look and say Yes or No. /10 marks

3 Listen and tick ✔.

4 Talk to your teacher. /10 marks

1 Look and say. /10 marks

2 Look and say Yes or No. /10 marks

3 Listen and colour.

4 Talk to your teacher. /10 marks

1 Read and write. /10 marks

2 Look and write. /10 marks

1 Can I borrow your , please? , sorry.

4 Talk to your teacher. /10 marks