Syllab

us Learning objectives
Code

Grade 8 Grade 9
Grade 6 Grade 7

Listening High A1 Listening Low A2

Listening Low A1 Listening Mid A1

L1
Understand an increasing range Understand a short sequence of Understand a sequence of Understand longer sequences of
of short, basic, supported supported classroom instructions supported classroom classroom instructions with little or no
classroom instructions instructions support

L2
Understand a limited range of Understand an increasing Understand more complex
Understand a growing range of
unsupported basic questions which range of unsupported basic unsupported questions which ask for
short supported questions which
ask for personal information questions which ask for personal information
ask for personal information
personal information

L3
Understand a limited range of Understand an increasing Understand more complex questions
Understand an increasing range
unsupported basic questions on range of unsupported basic on a range of general and curricular
of short supported questions on
general and curricular topics questions on general and topics with little or no support
general and curricular topics
curricular topics

L4
Understand the main points of Understand the main points of Understand the main points Understand the main points in both
short supported talk on an short, supported talk on a range of supported extended talk on short and extended talk with little or
increasing range of general and general and curricular topics a range of general and no support on a range of general and
curricular topics curricular topics curricular topics

L5
Understand some specific Understand most specific Understand most specific Understand specific information and
information and detail of short, information and detail of short, information and detail of detail in both short and extended talk
supported talk on an increasing supported talk on a range of short, supported talk on a on a range of general and curricular
range of general and curricular
 topics general and curricular topic wide range of familiar topics topics with little or no support

L6 Use contextual clues to predict

Guess meaning from context in Deduce meaning from Deduce meaning from context in both
content and meaning in short
short, supported talk on a limited context in short, supported short and extended talk on a range of
supported talk on an increasing
range of general and curricular talk on a range of general general and curricular topics with little
range of general and curricular
topics and curricular topics or no support
topics
L7
Recognise the opinion of the Recognise the opinion of the Recognise the attitude or opinion of
Understand short, supported
speaker(s) in basic, supported talk speaker(s) in basic, the speaker(s) in both short and
narratives on an increasing
on a limited range of general and supported talk on an extended talk on a range of general
range of general and curricular
curricular topics increasing range of general and curricular topics with little or no
topics
and curricular topics support

L8
Understand supported narratives Understand supported Understand both short and extended
Recognise words that are on a limited range of general and narratives, including some narratives with little or no support on a
spelled out on a limited range of curricular topics extended talk, on an range of general and curricular topics
general and curricular topics increasing range of general
and curricular topics

L9
Understand short song and Identify rhyming words Identify rhymes, and Identify rhymes, onomatopoeia and
rhymes repetition rhythm

Speaking Low A1 Speaking Mid A1 Speaking High A1 Speaking Low A2

S1
Make basic statements which
provide personal information on
a limited range of general topics
Provide basic information about
themselves at sentence level on a
limited range of general topics
Provide basic information Provide detailed information about
about themselves and others themselves and others at discourse
at sentence level on an level on a wide range of general
increasing range of general topics
topics

S2
Ask questions to find out about Ask questions to find out general Ask questions to find out Ask questions to clarify meaning on a
 personal information on an information on a limited range of general information on an range of general and curricular topics
increasing range general and curricular topics increasing range of general
and curricular topics

S3
Give an opinion at sentence level Give an opinion at sentence Give an opinion at discourse level on
Describe basic present and past
on a limited range of general and level on an increasing range a range of general and curricular
actions on limited range of
curricular topics of general and curricular topics
general and curricular topics
topics

S4
Use basic vocabulary for an Respond with limited Respond with increasing flexibility at
Use basic vocabulary for a increasing range of general and flexibility at sentence level both sentence and discourse level to
limited range of general and curricular topics to unexpected comments on unexpected comments on a range of
curricular topics an increasing range of general and curricular topics
general and curricular topics

S5
Organise talk at sentence level
Give short, basic descriptions of using basic connectors on a limited
people and objects range of general and curricular
topics
Organise talk at sentence Summarise what others have said on
level using connectors on an a range of general and curricular
increasing range of general topics
and curricular topics

S6 Contribute a growing range of

Communicate meaning clearly Communicate meaning Link comments to what others say at
suitable words, phrases, and
using phrases and simple clearly at sentence level sentence and discourse level in pair,
sentences during short pair,
sentences during pair, group and during pair, group and whole group and whole class exchanges
group and whole class
whole class exchanges class exchanges
exchanges
S7
Keep interaction going in short, Keep interaction going in Keep interaction going in longer
Take turns when speaking with
basic exchanges on a limited basic exchanges on a exchanges on a wide range of
others in a growing range of
range of general and curricular growing range of general general and curricular topics
short, basic exchanges
topics and curricular topics
S8
Relate very short, basic stories Relate basic stories and events on Relate basic stories and Relate extended stories and events
and events on a limited range of a growing range of general and events on a range of general on a growing range of on general and
general and curricular topics curricular topics and curricular topics curricular topics

Reading Low A1 Reading Mid A1 Reading High A1 Reading Low A2

R1
Recognise, identify and sound Recognise, identify and sound with Recognise, identify and Recognise, identify and sound
with support a limited range of support an increasing range of sound with some support a independently a wide range of
language at text level language at text level range of language at text language at text level
level
Recognise the English alphabet
print

R2
Read and follow with some support Read and follow with Read and follow independently
Read and follow with support
familiar instructions for classroom supported familiar familiar instructions for classroom
familiar instructions for
activities instructions for classroom activities
classroom activities
activities

R3
Read with support a limited range Read with some support a Read independently a range of short
Begin to read with support very
short simple fiction and non-fiction an increasing range of short simple fiction and non-fiction texts
short, simple, fiction and non-
texts with confidence and fiction and non-fiction texts with confidence and enjoyment
fiction texts with confidence and
enjoyment with confidence and
enjoyment
enjoyment

R4
Understand the main points of Understand the main points Understand the main points of a wide
Understand the main points of
short simple texts on a limited of an increasing range of range of short, simple texts on
very short, simple texts on some
range of general and curricular short, simple texts on general and curricular topics by using
familiar general and curricular
topics by using contextual clues general and curricular topics contextual clues
topics by using contextual clues
by using contextual clues

R5
Understand with support some Understand with support some Understand with little or no Understand independently specific
 specific information and detail in
very short, simple texts on
limited range of general and
curricular topics
specific information and detail in
a short, simple texts on a limited
range of general and curricular
topics
support specific information
and detail in short, simple
texts on an increasing range
of general and curricular
topics
information and detail in short, simple
texts on a range of general and
curricular topics

R6
Recognise the difference between Recognise the difference Recognise the difference between
Understand the meaning of very
fact and opinion in short, simple between fact and opinion in fact and opinion in short, simple texts
short, simple texts on familiar
texts on a limited range general short, simple texts on an on a wide range of general and
general and curricular topics by
and curricular topics increasing range of general curricular topics
rereading them
and curricular topics

R7
Recognise the attitude or opinion Recognise the attitude or Recognise the attitude or opinion of
Understand the meaning of
of the writer in short texts on a opinion of the writer in short the writer in short texts on a wide
simple short sentences on
limited range of general and texts on an increasing range range of general and curricular topics
familiar general and curricular
curricular topics of general and curricular
topics
topics

R8
Find with support books, Use with some support Use independently familiar paper and
Use with more infrequent worksheets and other print familiar paper and digital digital reference resources to check
support a simple picture materials in a class or school reference resources to meaning and extend understanding
dictionary library according to classification check meaning and extend
understanding

Writing Low A1 Writing Mid A1 Writing High A1 Writing Low A2

W1
Plan, write and check short Plan, write and check sentences Plan, write, edit and Plan, write, edit and proofread work at
sentences with support on with support on a limited range of proofread work at text level text level with some support on a
familiar topics general and curricular topics with support on a limited range of general and curricular topics
range of general and
 curricular topics

W2
Write, with support, short Write with support longer Write with some support a Write with some support about factual
sentences which give basic sentences on a limited range of sequence of short sentences and imaginary past events, activities
personal information general and curricular topics in a paragraph on a limited and experiences on a growing range
range of general and of general and curricular topics
curricular topics

W3 Write short familiar instructions

Write with support short sentences Write with support factual Write with some support about
with support for their peers
which describe people, places and and imaginative descriptions personal feelings and opinions on a
objects at text level which describe limited range of general and curricular
people, place and objects topics

W4
Begin to use joined-up Use joined-up handwriting in a Use joined-up handwriting in Use joined-up handwriting in all
handwriting in a limited range of growing range of written work a range of written work written work across the curriculum
written work across the curriculum some with appropriate speed and fluency
speed and fluency

W5
Link with support words or Link with some support sentences Link with some support Link sentences into coherent text
phrases using basic coordinating using basic coordinating sentences into a coherent using a variety of basic connectors on
connectors connectors paragraph using a variety of a range of general and curricular
basic connectors on a topics when writing independently
limited range of general and
curricular topics

W6 Use upper and lower case letters

Use upper and lower case letters Use with some support Use independently appropriate layout
accurately when writing names,
accurately when writing names, appropriate layout at text at text level for a growing range of
places and short sentences
places and short sentences when level for a limited range of written genres on familiar general and
during guided writing activities
writing independently written genres on familiar curricular topics
general and curricular topics
W7
Spell a growing number of Spell most familiar high-frequency Spell most high-frequency Spell most high-frequency vocabulary
familiar high-frequency words words accurately during guided words accurately for a accurately for a range of familiar
accurately during guided writing writing activities limited range of general and general and curricular topics when
activities curricular topics when writing writing independently
independently

W8 Include a full stop and question

Use full stops, commas, question
mark during guided writing of
marks, and speech marks
short, familiar sentences
sentence level with some accuracy
when writing independently
Punctuate written work at
at text level on a limited range
of general and curricular
topics with some accuracy
when writing independently
Punctuate written work at text level for
a range of general and curricular
topics with some accuracy when
writing independently

Use of English Low A1

Use of English Mid A1 Use of English High A1 Use of English Low A2

UE1
Use singular nouns, plural nouns
– including some
irregular plural forms – and
uncountable nouns, genitive ‘s/
s’ to name and label things
Use nouns as direct and indirect Use a growing range of Use a limited range of abstract nouns
common objects in describing events and countable and uncountable and compound nouns
actions on a limited range of nouns, including common
Use double genitive structures : a
general and curricular topics noun phrases describing
friend of theirs on a range of general
times and location, on a
and curricular topics
range of general and
curricular topics

UE2
Use numbers 1 – 100 to count Use numbers 1 – 100 to count , Use a quantifiers many, Use a growing range of quantifiers
use basic quantifiers many , much, much, a lot of, on a limited and cardinal, ordinal numbers and
not many, a lot of on a limited range of general and fractions on a range of general and
range of general and curricular curricular topics curricular topics
topics

UE3
Use adjectives, including Use common comparative and Use a growing range of Use a growing range of participle
possessive adjectives, on superlative adjectives to give adjectives and a adjectives and a growing range of
 familiar topics to give personal personal information and on a comparative and superlative adjectives in the correct order in front
information and to describe limited range of general and adjectives [both regular and of nouns on a range general and
things curricular topics irregular] on a range of curricular topics
general and curricular topics

UE4
Use determiners a, the, some,
any , this, these, that to refer to
familiar objects
Use determiners a, the, some, any
, this, these, that , those to give
personal information and on a
limited range of general and
curricular topics
Use determiners including Use a range of determiners including
any no each every on a neither, both on a range of general
limited range of general and and curricular topics
curricular topics

UE5
Use who what and where , how Use who what where how many Use questions including tag Use a growing range of questions
many to ask questions on how much to ask questions on a questions to seek including how far , how many times,
familiar topics limited range of general and agreement, and clarify use what + noun on a range of general
curricular topics questions What time/what and curricular topics
Impersonal you in the question
else/next? on a limited
Use why to ask for explanations
How do you spell that?
range of general and
Use when to ask when something
curricular topics
happens/happened

Use What is/was the weather like?

Use What’s the matter?

UE6
Use demonstrative pronouns Use demonstrative pronouns to Use basic personal and Use a range of pronouns including
this, these, that, those and ask and answer basic questions on demonstrative pronouns and relative pronouns who which that
object pronoun one in short personal and familiar topics quantitative pronouns some, whom whose on a range of general
statements and responses any, something, nothing and curricular topics
anything on a range of
general and curricular topics

UE7
Use personal subject and object Use direct and indirect object Use simple perfect forms of Use simple perfect forms to express [
 pronouns, including possessive
pronouns mine, yours to give
basic personal information and
describe things
UE8 Use imperative forms [positive
and negative] to give short
instructions
UE9
Use common simple present
forms, including short answer
forms and contractions, to give
personal information
Use common past simple forms
[regular and irregular ]
describe actions and narrate
simple events including short
answer forms and contractions
UE10
Use common present continuous
forms, including short answers
and contractions, to talk about
what is happening now
personal and familiar topics
Use –ing forms Swimming ,
Spelling … as nouns to describe
familiar and classroom activities
personal pronouns in descriptions
of events and actions on a limited
range of general and curricular
topics
Use imperative forms with direct
and indirect object forms to give a
short sequence of instructions
Use simple present forms
Use simple past regular
irregular forms to describe actions
and narrate simple events on a
limited range of general
to curricular topics
Use present continuous forms to
describe events and talk about
what is happening now
on
Use present continuous forms to
talk about future arrangements on
a limited range of general and
curricular topics
common verbs to express recent, indefinite and unfinished past ]
what has happened on a range of general and curricular
[indefinite time]on a limited topics
range of general and
curricular topics
Use future forms will for Use a growing range of future forms
predictions and be going to including be going to [predictions
talk about already decided based on present evidence] and will
plans on a limited range of for predictions on a range of general
general and curricular topics and curricular topics
Use simple present forms Use a range of active and passive
and simple past regular and simple present and past forms and
and
irregular forms to describe used to/didn’t use to for past
routines, habits, and states habits/states on a range of general
on a limited range of general and curricular topics
and
and curricular topics
Use present continuous Use present continuous forms with
forms to talk about present present and future meaning and past
activities and with future continuous forms for background,
meaning parallel and interrupted past actions
on a range of general and curricular
Use past continuous forms
topics
for background, on a limited
range of general and
curricular topics
UE11
Use there is / are to make short
statements and descriptions
Use Have you... [ever]…been?
to talk about experiences
UE12
Use adverbs of time and place
now today over there
indicate when and where
Use common –ly adverbs to
describe actions
Use the adverb too to add
information
UE13
Use can to make requests and
ask permission and use
appropriate responses here you
are OK ,
Use must to express obligation
Use have + object + infinitive to
Use I think... I know... to express
basic opinions on a limited range
of general and curricular topics
Use a limited range of simple
perfect forms …[regular and
irregular] to talk about experiences
Use common adverbs of frequency
to never, a lot
Use adverbs of sequence first next
then and direction left right
Use common comparative and
superlative adverbs to describe
and compare things …more
quickly ...best on a limited range
of general and curricular topics
Use could as a past form of can
Use have (got) to/ had to to
express obligation
Use shall [interrogative] to make
offers and will to ask about future
intention on a limited range of
Use Begin to use simple forms of reported
be/look/sound/feel/taste/sme speech to report statements and
ll like commands on a range of general and
curricular topics.
Use be made of
Make
somebody/something+adj
on a limited range of general
and curricular topics.
Use a growing range of Use a range of adverbs [simple and
common adverbs [both comparative forms] including adverbs
regular and irregular] simple of manner
and comparative forms and
Use pre-verbal, post-verbal and end-
adverbs of frequency
position adverbs on a range general
Use adverbs of indefinite and curricular topics
time yet ever already always
Use adverbs of definite time
last week, yesterday on a
range general and curricular
topics
Use might may could to Use a growing range of modal forms
express possibility including
would [polite requests] could [polite
Use shall [for suggestions]
requests] needn’t [lack of necessity]
on a limited range of general
should, ought to [ obligation] on a
and curricular topics
range of general and curricular topics
 talk about obligations general and curricular topics

Use will to talk about future

intention

Use What/How about + noun / -

ing to make suggestions
UE14
Use prepositions of location,
position and direction:
behind, between, in, in front of,
near, next to, on, to
Use prepositions of time : on, in
at to talk about days and times
Use with to
accompaniment and instrument
and for to indicate recipient on
personal and familiar topics
Use common prepositions of time
at, on, in, at, after, before to state
when things happen
Common prepositions of location,
position and direction: at, above,
below, behind, between, in, in front
of, inside, near, next to, on,
indicate
opposite, outside, to, under
Use from [origin] with / without
[inclusion]
Use be good at + n use go for +
n on a limited range of general
and curricular topics
Use a limited range of Use a growing range of prepositions
prepositions to talk about preceding nouns and adjectives in
time and location prepositional phrases
Use preposition like to Begin to use dependent prepositions
describe things and about to following adjectives on a range of
denote topic general and curricular topics
Use preposition of direction
to, into, out of, from, towards
phrases on a limited range
of general and curricular
topics

UE15
Use Would you like to ... to , Use common verbs followed by Use common verbs followed Use the pattern verb + object +
invite and use appropriate infinitive verb / verb + ing patterns by infinitive verb /verb+ ing infinitive give/take/send/bring/show +
responses yes please , no patterns direct/ indirect object
Begin to use infinitive of purpose
thanks
Use infinitive of purpose on Begin to use some common
Use want/ask someone to do
Use declarative what [a/an] + a limited range of general prepositional verbs on a range of
something
adjective + noun to show and curricular topics general and curricular topics
Use be called + n on a limited
feelings
range of general and curricular
 topics

UE16
Use conjunctions and or but to
link words and phrases
Use conjunction because to give
reasons on a limited range of
general and curricular topics
Use conjunctions so,
when, where, before, after to
link parts of sentences on a
limited range of general and
curricular topics
if, Use conjunctions while, until, as soon
as in relating narratives and if /unless
in conditional sentences on a range of
general and curricular topics

UE17
Use when clauses to describe Use defining relative clauses with Use if clauses (in zero Use if /unless in zero and first
simple present and past actions which who where to give personal conditionals) conditional clauses
on personal and familiar topics information
Use where clauses Use a range of defining and non-
defining relative clauses with which
Use So do I to give short Use before/after clauses
who that whose whom on a range of
answers (with past reference)
general and curricular topics
Use defining relative clauses
with which who that where to
give details on a limited
range of general and
curricular topics