Grade 6 long term
| Unit | Strands | Learning objectives |
| Term 1 | ||
| 1 Our Class | Content | 6.1.1.1 — use speaking and listening skills to solve problems
creatively and cooperatively in groups; 6.1.3.1 — respect differing points of view |
| Listening | 6.2.1.1 — understand a longer sequence of supported classroom
instructions; 6.2.2.1- understand more complex supported questions which ask for personal information; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics |
|
| Speaking | 6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics; 6.3.2.1- ask simple questions to get information about a growing range of general topics |
|
| Reading | 6.3.1.1- understand the main points in a growing range of short,
simple texts on general and curricular topics; 6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.3.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.3.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.3.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics |
|
| Writing | 6.5.1.1- plan, write, edit and proofread work at text level with
some support on a growing range of general and curricular topics; 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics |
|
| Use of
English |
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.12.1- use an increased variety of adverbs, including adverbs of degree too, not enough, quite , rather on a growing range of familiar general and curricular topics; |
|
| 6.6.13.1 — use modal forms including mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and curricular topics; 6.6.15.1 — use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics |
||
| 2 Helping and
Heroes |
Content | 6.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups; 6.1.3.1- respect differing points of view; 6.1.8.1- develop intercultural awareness through reading and discussion |
| Listening | 6.2.1.1- understand a longer sequence of supported classroom
instructions; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics; 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics |
|
| Speaking | 6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics |
|
| Reading | 6.4.1.1 — understand the main points in a growing range of short,
simple texts on general and curricular topics; 6.4.2.1 — understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.4.4.1 — read independently a limited range of short simple fiction and non-fiction texts; 6.4.6.1 — recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics |
|
| Writing | 6.5.1.1 — plan, write, edit and proofread work at text level with
some support on a growing range of general and curricular topics; 6.5.2.1 — write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1 — write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics |
|
| Use of
English |
6.6.1.1 — begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.3.1 — use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; |
| 6.6.5.1 — use questions including questions with whose, how often,
how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.6.12.1 — use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics; 6.6.15.1 — use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics |
||
| Term 2 | ||
| 3 Our
Countryside |
Content | 6.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
| Listening | 6.2.1.1- understand a longer sequence of supported classroom
instructions; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics |
|
| Speaking | 6.3.2.1- ask simple questions to get information about a growing
range of general topics; 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics |
|
| Reading | 6.4.2.1-understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics; 6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding |
|
| Writing | 6.5.1.1 plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics; 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics |
|
| Use of
English |
6.6.3.1- use common participles as adjectives and order adjectives
correctly in front of nouns on a growing range of familiar general and curricular topics; |
|
| 6.6.9.1- use appropriately an increased variety of present and past
simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.11.1- use common impersonal structures with: it, there on a growing range of familiar general and curricular topics; 6.6.14.1 — use an increased variety of prepositions of time, location and direction; use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics; 6.6.16.1- use conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics; 6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics |
||
| 4 Drama and
Comedy |
Content | 6.1.3.1 — respect differing points of view;
6.1.6.1 — organise and present information clearly to others; 6.1.9.1 — use imagination to express thoughts, ideas, experiences and feelings; 6.1.10.1 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
| Listening | 6.2.1.1- understand a longer sequence of supported classroom
instructions; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics |
|
| Speaking | 6.3.2.1 — ask simple questions to get information about a growing
range of general topics; 6.3.4.1 — respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 6.3.5.1 — keep interaction going in longer exchanges on a range of general and curricular topics; 6.3.7.1 — use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.3.8.1 — recount some extended stories and events on a limited range of general and curricular topics |
|
| Reading | 6.4.2.1- understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics 6.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts |
|
| Writing | 6.5.2.1- write with some support about real and imaginary past
events, activities and experiences on a limited range of familiar general topics and some curricular topics; 6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; 6.5.5.1- develop with support coherent arguments supported when |
| necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics |
||
| Use of
English |
6.6.7.1 — use simple perfect forms to express indefinite and
unfinished past [with for and since] on a growing range of familiar general and curricular topics; 6.6.12.1 — use an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of familiar general and curricular topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics |
|
| Term 3 | ||
| 5 Our Health | Content | 6.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups; 6.1.8.1- develop intercultural awareness through reading and discussion; 6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
| Listening | 6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics curricular topics; 6.2.7.1- recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics |
|
| Speaking | 6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics; 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.4.1- respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 6.3.5.1- keep interaction going in longer exchanges on a range of general and curricular topics; 6.3.6.1- communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics |
|
| Reading | 6.4.4.1- read independently a limited range of short simple fiction
and non-fiction texts; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding |
|
| Writing | 6.5.1.1- plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent |
|
| paragraphs using basic connectors on a growing range of familiar
general topics; 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; 6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy |
||
| Use of
English |
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.2.1- use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics |
|
| 6 Holidays and
Travel |
Content | 6.1.2.1- use speaking and listening skills to provide sensitive
feedback to peers; 6.1.3.1- respect differing points of view; 6.1.5.1- use feedback to set personal learning objectives; 6.1.6.1- organise and present information clearly to others |
| Listening | 6.2.1.1- understand a longer sequence of supported classroom
instructions; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics; 6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics; 6.2.8.1- understand supported narratives including some extended talk, on a range of general and curricular topics |
|
| Speaking | 6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to |
| talk about a limited range of general topics, and some curricular
topics |
||
| Reading | 6.4.2.1- understand independently specific information and detail
in short, simple texts on a limited range of general and curricular topics; 6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres; 6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics |
|
| Writing | 6.5.3.1- write with some support about personal feelings and
opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; 6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics |
|
| Use of
English |
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.2.1- use quantifiers including more, little, few, less, fewer not as many, not as much on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.7.1- use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and curricular topics; 6.6.8.1 — use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; 6.6.10.1 — use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics |
|
| 7 Reading for
Pleasure |
Content | 6.1.4.1- evaluate and respond constructively to feedback from
others; 6.1.7.1- develop and sustain a consistent argument when speaking or writing |
| Speaking | 6.2.5.1- keep interaction going in basic exchanges on a growing
range of general and curricular topics |
|
| Reading | 6.3.1.1.- understand the main points in a growing range of short,
simple texts on general and curricular topics; 6.3.2.1- understand independently specific information and detail in |
| short, simple texts on a limited range of general and curricular
topics; 6.3.3.- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts; 6.3.4.1.-read independently a limited range of short simple fiction and non-fiction texts; 6.3.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; 6.3.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.3.7.1-recognise typical features at word, sentence and text level in a range of written genres; 6.3.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding; 6.3.9.1-recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics |
||
| Writing | 6.5.4.1-write with some support topics with some paragraphs to
give basic personal information; 6.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics |
|
| Term 4 | ||
| 8 Our
Neighbourhood |
Content | 6.1.2.1- use speaking and listening skills to provide sensitive
feedback to peers4 6.1.3.1-respect differing points of view |
| Listening | 6.2.4.1- understand with limited support the main points of
extended talk on a range of general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics |
|
| Speaking | 6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics; 6.3.2.1- ask simple questions to get information about a growing range of general topics; |
|
| Reading | 6.4.6.1 — recognise the attitude or opinion of the writer in short texts
on a growing range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres |
|
| Writing | 6.5.3.1- write with some support about personal feelings and
opinions on a limited range of familiar general and curricular topics; 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; 6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy |
|
| Use of
English |
6.6.1.1- begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of familiar general and curricular topics; 6.6.6.1- use a variety of personal, demonstrative and quantitative |
|
| pronouns including someone, somebody, everybody, no-one on a
growing range of familiar general and curricular topics; 6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics; 6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics; 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics; 6.6.14.1- use an increased variety of prepositions of time, location and direction; use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics |
||
| 9 Transport | Content | 6.1.8.1- develop intercultural awareness through reading and
discussion; 6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
| Listening | 6.2.3.1- understand more complex supported questions on a
growing range of general and curricular topics; 6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics; 6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics |
|
| Speaking | 6.3.2.1- ask simple questions to get information about a growing
range of general topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics |
|
| Reading | 6.4.2.1- understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics; 6.4.1.1- read independently a limited range of short simple fiction and non-fiction texts; 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; 6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding |
|
| Writing | 6.5.6.1- link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar |
| general topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; 6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy |
||
| Use of
English |
6.6.2.1- use quantifiers including more, little, few, less, fewer not as
many , not as much on a growing range of familiar general and curricular topics; 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.6.4.1- use a variety of determiners including all, other on a growing range of familiar general and curricular topics; 6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics; 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics; 6.6.17.1- use subordinate clauses following think know believe hope, say , tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics |
