Primary English as a Second Language (2020): Stage 6

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, most of the main points of short and extended talk.

Understand a range of instructions.

Understand a range of questions which ask for detailed information.

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

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

Understand, with support, most of the detail of an argument in short and extended talk.

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

Give detailed information about themselves and others.

Describe people, places and objects, and routine past and present actions and events.

Ask questions to find out information and to clarify meaning on a range of topics and respond accordingly.

Give a sequence of instructions.

Pronounce familiar words and phrases clearly; begin to use intonation and place stress at word, phrase and sentence level appropriately.

Begin to produce and maintain stretches of language comprehensibly, allowing for hesitation and reformulation, especially in longer stretches of free production.

Use grammatical structures correctly, allowing for occasional mistakes.

Express opinions, feelings and reactions.

Link sentences using an increasing range of connectives.

Briefly summarise what others say, with support, in a range of exchanges in order to achieve a shared outcome.

Use legible handwriting in written work with appropriate speed and fluency.

Spell most familiar words accurately on a range of familiar topics when writing independently.

Plan, write, edit and proofread short texts, with little or no support.

Use grammatical structures correctly, allowing for occasional mistakes.

Punctuate short texts with some accuracy when writing independently.

Link sentences using an increasing range of connectives to create a short text organised into paragraphs.

Use appropriate layout for a limited range of written genres.

Write a sequence of instructions.

Write, with support, short texts which describe people, places and objects, and routine past and present actions and events.

Express opinions and feelings.

Understand, with support, most of the main points of short and extended texts.

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

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

Read and follow instructions.

Understand, with support, most of the detail of an argument in short and extended texts.

Deduce meaning from context, with support, in short and extended texts.

Explore common idiomatic phrases and their meanings.

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

Use a limited range of verb forms to ask questions to develop ideas and extend understanding.

Use what/how about + noun/-ing to make suggestions.

Use a range of present simple active forms and begin to use passive forms.

Use a range of past simple active forms for habits and states and begin to use passive forms.

Use an increasing range of present continuous forms with present and future meaning.

Use past continuous forms for background, parallel and interrupted past actions.

Use present perfect forms to express recent, indefinite and unfinished past.

Use a range of future forms, including present continuous and present simple with future meaning.

Begin to use if clauses in first conditionals.

Use common prepositional verbs (e.g. walk away).

Begin to use simple forms of reported speech to report statements and commands.

Use an increasing range of modal forms (e.g. needn’t [lack of necessity], should [advice], ought to [advice/obligation]).

Use an increasing range of participle adjectives and a range of adjectives in the correct order in front of nouns.

Use common dependent prepositions following adjectives.

Use an increasing range of prepositions preceding nouns.

Use prepositions (e.g. as, like) to indicate manner.

Use a wide range of adverbs of definite and indefinite time.

Use comparative and superlative forms with regular and irregular adverbs.

Use collective nouns.

Use a limited range of abstract nouns and compound nouns.

Use a wide range of quantifiers (e.g. either, neither, both [of], several, plenty).

Use reciprocal pronouns (each other, one another) and a range of indefinite pronouns.

Use reflexive pronouns.

Use connectives (e.g. while, until, as soon as) in short texts.

Use an increasing range of defining relative clauses (e.g. with whose and whom) and begin to use non-defining relative clauses.

Use subordinate clauses following say and tell.

Use the patterns verb + object + infinitive (e.g. have something to do) and give/take/send/ bring/show + direct/indirect object.