Primary English as a Second Language (2020): Stage 3

Listening

Speaking

Writing

Reading

Use of English

Listening for global meaning

Listening for detail

Listening for opinion

Communication

Express opinion

Organisation

Communicative achievement

Organisation

Content

Reading for global meaning

Reading for detail

Reading for opinion

Grammatical forms

Vocabulary

Sentence structure

Understand, with support, some of the main points of short talk.

Understand a limited range of familiar instructions.

Understand, with little or no support, a limited range of questions which ask for information.

Deduce meaning from context, with support, in short talk.

Understand, with support, most specific information and detail of short talk.

Recognise, with support, the opinions of the speaker(s) in short talk.

Give basic information about themselves using sentences.

Describe people, places and objects, and routine actions and events, using sentences.

Ask questions to find out general information on a limited range of topics and respond accordingly.

Give, with support, short, simple instructions.

Pronounce familiar words and phrases so that these can generally be understood by others.

Produce sentences to maintain short exchanges, allowing for noticeable hesitation and false starts.

Use some simple grammatical structures and sentence patterns correctly, allowing for frequent, basic mistakes.

Express, with support, basic opinions and feelings.

Link words and phrases using basic connectives.

Initiate and maintain interaction, with support, in a limited range of short exchanges.

Use legible handwriting in written work.

Use upper and lower case letters accurately when writing names, places and short sentences when writing independently.

Spell most simple, high-frequency words accurately during guided writing activities.

Plan, write and check sentences, with support.

Use some simple grammatical structures and sentence patterns correctly, allowing for frequent, basic mistakes.

Use basic punctuation (e.g. exclamation mark) with some accuracy during guided writing of sentences.

Link, with little or no support, words, phrases and short sentences using basic connectives.

Write, with support, short, simple instructions.

Write, with support, short sentences which describe people, places and objects, and routine actions and events.

Express, with support, basic opinions and feelings.

Understand, with little or no support, the main point of short, simple texts.

Read, with support, a limited range of short, simple fiction and non-fiction texts with confidence and enjoyment.

Understand, with support, most specific information and detail in short, simple texts.

Read and follow a short sequence of familiar instructions.

Deduce meaning from context, with support, in short, simple, illustrated texts.

Recognise, with support, the opinions of the writer(s) in short, simple texts.

Use question words and structures to ask questions.

Use imperative forms [positive only] of common verbs for simple commands and instructions.

Use present simple forms to describe a limited range of routines, habits and states.

Use past simple regular and irregular forms to describe actions and narrate simple events.

Use present continuous forms to describe events and talk about present activities.

Begin to use present perfect forms [regular and irregular] of common verbs (e.g. have you [ever] been?) to talk about experiences.

Use shall [interrogative] to make suggestions and will to ask about future intention.

Use must to express obligation and could as a past form of can.

Use common adjectives and comparative and superlative adjectives to give personal information and opinions and describe things.

Use cardinal numbers 1–1000.

Use by and with to indicate agent and instrument and from [origin] and with/without [inclusion].

Use prepositions of location, position and direction (e.g. above, below, inside, opposite, outside, under).

Use prepositions of time (e.g. after, before) to state when things happen.

Use a range of adverbs of definite time.

Use common adverbs of frequency (e.g. never, a lot).

Use common adverbs of sequence (e.g. first, next, then) and direction (e.g. left, right).

Use adverbs of manner (e.g. slowly, quietly).

Use countable nouns as direct and indirect objects.

Use a limited range of quantifiers (e.g. no, some, any, many, much, a lot of) to refer to familiar objects.

Use common demonstrative pronouns to ask and answer simple questions.

Use direct and indirect personal pronouns in descriptions of events and actions.

Use connectives (e.g. because) to give reasons.

Use common verbs followed by infinitive (e.g. hope to do) and gerund forms (e.g. avoid doing).

Begin to use infinitive of purpose.