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1
KSSR
English Language
Curriculum Framework
FOR TRAINING PURPOSES ONLY
2
Primary
Content and Learning Standards
3
Listening Content and Learning Standards
The thinking behind the Primary Listening Content and Learning Standards
The Primary Listening Content Standards focus on learners’ ability to recognise individual sounds, to understand meaning, and to use strategies to help their listening. The
Learning Standards move from learners being able to understand globally to being able to understand details.
The order in which the Content and Learning standards appear does not reflect a chronological sequence of classroom learning which starts with 1.1.1 and finishes with
1.3.1. Children need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different listening skills in varied sequences in
their English lessons.
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
1.1
Recognise and
reproduce
target language
sounds
Recognise and
reproduce
target language
phonemes
intelligibly
1.1.1
Recognise and
reproduce with
support a limited
range of high
frequency target
language
phonemes
1.1.1
Recognise and
reproduce with
support a range
of high frequency
target language
phonemes
1.1.1
Recognise and
reproduce with
support a range
of target
language
phonemes
1.1.1
Recognise and
reproduce with
support a wide
range of target
language
phonemes
1.1.1
Recognise and
reproduce with
little or no
support a wide
range of target
language
phonemes
1.1.1
Recognise and
reproduce
independently a
wide range of
target language
phonemes
4
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
1.2
Understand
meaning in a
variety of
familiar
contexts
Understand the
main idea when
listening to
texts on familiar
topics
1.2.1
Understand with
support the main
idea of very
simple phrases
and sentences
1.2.1
Understand with
support the main
idea of simple
sentences
1.2.1
Understand with
support the main
idea of short
simple texts
1.2.1
Understand with
support the main
idea of longer
simple texts
1.2.1
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
1.2.1
Understand with
little or no
support the main
idea of longer
simple texts on a
range of familiar
topics
5
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
1.2
Understand
meaning in a
variety of
familiar
contexts
Understand
specific details
when listening
to texts on
familiar topics
1.2.2
Understand with
support specific
information and
details of very
simple phrases
and sentences
1.2.2
Understand with
support specific
information and
details of simple
sentences
1.2.2
Understand with
support specific
information and
details of short
simple texts
1.2.2
Understand with
support specific
information and
details of longer
simple texts
1.2.2
Understand with
support specific
information and
details of longer
simple texts on
arange of familiar
topics
1.2.2
Understand with
little or no
support specific
information and
details of longer
simple texts on a
range of familiar
topics
6
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
1.2
Understand
meaning in a
variety of
familiar
contexts
Understand
narratives on
familiar topics
1.2.3
Understand with
a high degree of
support very
short simple
narratives
1.2.3
Understand with
support very
short simple
narratives
1.2.3
Understand with
support short
simple narratives
1.2.3
Understand with
support short
simple narratives
on a range of
familiar topics
1.2.3
Understand with
support longer
simple narratives
on arange of
familiar topics
1.2.3
Understand with
little or no
support longer
simple narratives
on a range of
familiar topics
7
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
1.2
Understand
meaning in a
variety of
familiar
contexts
Understand
classroom
instructions
1.2.4
Understand short
basic supported
classroom
instructions
1.2.4
Understand an
increased range
of short basic
supported
classroom
instructions
1.2.4
Understand a
wide range of
short basic
supported
classroom
instructions
1.2.4
Understand
longer supported
classroom
instructions
1.2.4
Understand a
sequence of
supported
classroom
instructions
1.2.4
Understand
longer
sequences of
supported
classroom
instructions
8
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
1.2
Understand
meaning in a
variety of
familiar
contexts
Understand
questions on
familiar topics
1.2.5
Understand short
supported
questions
1.2.5
Understand an
increased range
of short
supported
questions
1.2.5
Understand a
wide range of
short supported
questions
1.2.5
Understand
longer supported
questions
1.2.5
Understand a
sequence of
supported
questions
1.2.5
Understand more
complex
supported
questions
9
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
1.3
Use appropriate
listening
strategies in a
variety of
contexts
Use appropriate
strategies to
understand
meaning
1.3.1
Predict words
they will hear by
using knowledge
of a topic
1.3.1
Understand the
message the
teacher or
classmate is
communicating
by using visual
clues when they
are speaking
1.3.1
Guess the
meaning of
unfamiliar words
by using visual
clues when a
teacher or
classmate is
speaking
1.3.1
Guess the
meaning of
unfamiliar words
from clues
provided by
knowledge of the
topic
1.3.1
Guess the
meaning of
unfamiliar words
from clues
provided by other
known words
1.3.1
Guess the
meaning of
unfamiliar words
from clues
provided by other
known words
and by context
on familiar topics
10
Speaking Content and Learning Standards
The thinking behind the Primary Speaking Content and Learning Standards
The Primary Speaking Content Standards focus on the learner’s ability to communicate to others, their ability to use strategies when interacting with others, and their ability to
communicate alone to a group. We have called interacting with othersSpoken Interaction, and speaking alone to a group Spoken Production. Most learning standards focus
on spoken interaction, as we think that this is a learner’s main need in Primary School.
The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 2.1.1 and finishes with
2.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different speaking skills in varied sequences
in their English lessons.
Spoken Interaction
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.1
Communicate
simple
information
intelligibly
Communicate
simple
information
about
themselves
clearly
2.1.1
Give very basic
personal
information using
fixed phrases
2.1.1
Give simple
personal
information using
basic statements
2.1.1
Ask about and
express basic
opinions
2.1.1
Explain and give
reasons for basic
opinions
2.1.1
Give detailed
information about
themselves
2.1.1
Give detailed
information about
themselves and
others
11
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.1
Communicate
simple
information
intelligibly
Find out simple
information
from others
2.1.2
Find out about
very basic
personal
information using
fixed phrases
2.1.2
Find out about
personal
information by
asking basic
questions
2.1.2
Find out about
and describe
basic everyday
routines
2.1.2
Find out about
and describe
experiences in
the past
2.1.2
Find out about
and describe
experiences up
to now
2.1.2
Ask about and
express rules
and obligations
12
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.1
Communicate
simple
information
intelligibly
Communicate
simple
information
clearly
2.1.3
Express basic
likes and dislikes
2.1.3
Give a short
sequence of
basic instructions
2.1.3
Give a short
sequence of
basic directions
2.1.3
Give a longer
sequence of
basic instructions
or directions
2.1.3
Ask for, give and
respond to
simple advice
2.1.3
Explain and give
reasons for
simple advice
13
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.1
Communicate
simple
information
intelligibly
Communicate
simple
information
clearly
2.1.4
Greet, say
goodbye, and
express thanks
using suitable
fixed phrases
2.1.4
Ask about and
express ability
2.1.4
Ask about, make
and respond to
simple
predictions
2.1.4
Give reasons for
simple
predictions
2.1.4
Ask about and
describe future
plans
2.1.4
Ask about and
describe future
plans or events
14
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.1
Communicate
simple
information
intelligibly
Describe people
and things
clearly
2.1.5
Name or
describe objects
using suitable
words from word
sets
2.1.5
Describe objects
using suitable
words and
phrases
2.1.5
Describe people
and objects
using suitable
words and
phrases
2.1.5
Describe people,
and objects
using suitable
statements
2.1.5
Describe people,
places and
objects using
suitable
statements
2.1.5
Ask about and
describe
personality
15
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.2
Use appropriate
communication
strategies
Manage
interaction
appropriately
2.2.1
No learning
standard
2.2.1
Keep interaction
going in short
exchanges by
using suitable
non-verbal
responses
2.2.1
Keep interaction
going in short
exchanges by
repeating key
words from the
other speaker
2.2.1
Keep interaction
going in short
exchanges by:
using suitable
words
(i) to show
understanding
(ii) to ask for
clarification
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions
2.2.1
Keep interaction
going in short
exchanges by
checking
understanding of
what a speaker
is saying
16
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.2
Use appropriate
communication
strategies
Manage
classroom
tasks
appropriately
2.2.2
Ask for attention
or help from a
teacher or
classmate using
one word or a
fixed phrase
2.2.2
Ask for attention
or help from a
teacher or
classmate by
using suitable
statements and
questions
2.2.2
Ask for attention
or help from a
teacher or
classmate by
using suitable
questions
2.2.2
Check steps
needed to
complete short
classroom tasks
2.2.2
Agree a set of
basic steps
needed to
complete short
classroom tasks
2.2.2
Agreea set of
basic steps
needed to
complete
extended
classroom tasks
17
Spoken Production
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
2.3
Communicate
appropriately to
a small or large
group
Communicate
information,
events and
stories clearly
to an audience
2.3.1
Introduce self to
an audience
using fixed
phrases
2.3.1
Introduce self
and others to an
audience using
fixed phrases
2.3.1
Narrate very
short basic
stories and
events
2.3.1
Narrate short
basic stories
2.3.1
Narrate short
basic stories and
events
2.3.1
Narrate short
stories, events
and experiences
18
Reading Content and Learning Standards
The thinking behind the Primary Reading Content and Learning Standards
The Primary Reading Content Standards focus on learners’ ability to learn to read (3.1), to understand meaning (3.2), and to read independently for enjoyment (3.3). Some
Year 1 Primary children will be preliterate, and some not. We have therefore included separate learning to read Learning Standards for these children. Learning Standards for
understanding meaning move from children being able to understand globally to being able to understand details
Preliterate children need to learn to read before they can focus on other Learning Standards. However, the order in which the other Content and Learning Standards appear
does not reflect a chronological sequence of classroom learning which starts with 3.1.1 and finishes with 3.3.1. Learners need to develop these skills simultaneously over the
school year, and so will learn from opportunities to practise different reading skills in varied sequences in their English lessons.
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.1
Recognise
words in linear
and non-linear
texts by using
knowledge of
sounds of
letters
Identify and
distinguish the
letters of the
alphabet*
*Preliterate children
will need more
support to achieve
this Learning
Standard, literate
children more
challenge and less
support
3.1.1
Identify and
recognise the
shapes of the
letters in the
alphabet
3.1.1
Identify,
recognise and
name the letters
of the alphabet
3.1.1
No learning
standard
3.1.1
No learning
standard
3.1.1
No learning
standard
3.1.1
No learning
standard
19
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.1
Recognise
words in linear
and non-linear
texts by using
knowledge of
sounds of
letters
Distinguish and
articulate
beginning,
medial and final
sound words*
*Preliterate children
will need more
support to achieve
this Learning
Standard, literate
children more
challenge and less
support
3.1.2
Recognise and
sound out with
support
beginning,
medial and final
sounds in a word
3.1.2
Recognise and
sound out with
some support
beginning,
medial and final
sounds in a word
3.1.2
No learning
standard
3.1.2
No learning
standard
3.1.2
No learning
standard
3.1.2
No learning
standard
20
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.1
Recognise
words in linear
and non-linear
texts by using
knowledge of
sounds of
letters
Blend
phonemes to
recognise
words*
*Preliterate children
will need more
support to achieve
this Learning
Standard, literate
children more
challenge and less
support
3.1.3
Blend phonemes
(CVC, CCVC)
3.1.3
Blend phonemes
(CVC, CCVC,
CVCV, CCV)
3.1.3
No learning
standard
3.1.3
No learning
standard
3.1.3
No learning
standard
3.1.3
No learning
standard
21
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.1
Recognise
words in linear
and non-linear
texts by using
knowledge of
sounds of
letters
Segment words
into phonemes
to spell*
*Preliterate children
will need more
support to achieve
this Learning
Standard, literate
children more
challenge and less
support
3.1.4
Segment
phonemes (CVC,
CCVC)
3.1.4
Segment
phonemes (CVC,
CCVC, CVCV,
CCV)
3.1.4
No learning
standard
3.1.4
No learning
standard
3.1.4
No learning
standard
3.1.4
No learning
standard
22
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading
strategies
Understand the
main idea in a
variety of text
types on
familiar topics
3.2.1
Understand the
main idea of very
simple phrases
and sentences
3.2.1
Understand the
main idea of
simple sentences
3.2.1
Understand the
main idea of
short simple
texts
3.2.1
Understand the
main idea of
simple texts of
one or two
paragraphs
3.2.1
Understand the
main idea of
simple texts of
two paragraphs
or more
3.2.1
Understand the
main idea of
simple longer
texts
23
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading
strategies
Understand
specific details
in a variety of
text types on
familiar topics
3.2.2
Understand
specific
information and
details of very
simple phrases
and sentences
3.2.2
Understand
specific
information and
details of simple
sentences
3.2.2
Understand
specific
information and
details of short
simple texts
3.2.2
Understand
specific
information and
details of simple
texts of one or
two paragraphs
3.2.2
Understand
specific
information and
details of two
paragraphs or
more
3.2.2
Understand
specific
information and
details of simple
longer texts
24
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading
strategies
Use appropriate
word attack
skills to
understand
specific
meaning
3.2.3
i) Use visuals on
the page to help
understand a
word or phrase
ii) Identify and
remember high
frequency sound
and letter
patterns
3.2.3
i) Reread a word,
phrase or
sentence to
understand
meaning
ii) Ignore
unknown words
in order to
understand a
phrase or
sentence
3.2.3
Guess the
meaning of
unfamiliar words
from clues
provided by
visuals and the
topic
3.2.3
Guess the
meaning of
unfamiliar words
from clues
provided by title
and topic
3.2.3
Guess the
meaning of
unfamiliar words
from clues
provided by title,
topic, and other
known words
3.2.3
Guess the
meaning of
unfamiliar words
from clues
provided by other
known words
and by context
25
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading
strategies
Use appropriate
basic dictionary
skills
3.2.4
Use with support
a simple picture
dictionary to find,
list and
categorise
words from Year
1 topics and
themes
3.2.4
Use a picture
dictionary to find,
list and
categorise
words from Year
2 topics and
themes
3.2.4
Recognise and
use with support
key features of a
simple
monolingual
dictionary
3.2.4
Recognise and
use with little or
no support key
features of a
simple
monolingual
dictionary
3.2.4
Use with support
familiar print and
digital resources
to check
meaning
3.2.4
Use with some
support familiar
print and digital
resources to
check meaning
26
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
3.3
Read
independently
for information
and enjoyment
Read and
understand a
variety of fiction
and non-fiction
texts with
confidence and
enjoyment
3.3.1
Read and enjoy
simple print and
digital games at
word level
3.3.1
Read and enjoy
simple print and
digital games at
sentence level
3.3.1
Read and enjoy
A1 fiction/non-
fiction print and
digital texts of
interest
3.3.1
Read and enjoy
A1 fiction/non-
fiction print and
digital texts of
interest
3.3.1
Read and enjoy
A2 fiction/non-
fiction print and
digital texts of
interest
3.3.1
Read and enjoy
A2 fiction/non-
fiction print and
digital texts of
interest
27
Writing Content and Learning Standards
The thinking behind the Primary Writing Content and Learning Standards
The Primary Writing Content Standards focus on learners’ ability to learn to write (4.1), to communicate meaning (4.2), and to use appropriate mechanical features of writing
(4.3). Some Year 1 Primary School children will be preliterate, and some not. We have therefore included separate learning to write Learning Standards for these children.
Learning Standards for communicating meaning move from children being able to communicate information, to describing people and things, to being able to organise what
they write.
Preliterate children need to learn to write before they can focus on other learning standards. However, the order in which the other Content and Learning Standards appear
does not reflect a chronological sequence of classroom learning which starts with 4.1.1 and finishes with 4.3.3. Children need to develop these skills simultaneously over the
school year, and so will learn from chances to practise different writing skills in varied sequences in their English lessons.
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.1
Form letters
and words in
neat legible
print using
cursive writing
Develop
prewriting
skills*
*Preliterate children
only
4.1.1
i) Demonstrate
fine motor control
of hands and
fingers by using
pen or pencil
correctly
ii) Demonstrate
correct posture
and pen hold grip
iii) Develop
hand-eye
coordination
through drawing
lines and
patterns
4.1.1
No learning
standard
4.1.1
No learning
standard
4.1.1
No learning
standard
4.1.1
No learning
Standard
4.1.1
No learning
standard
28
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.1
Form letters
and words in
neat legible
print using
cursive writing
Develop early
writing skills*
*all children
4.1.2
i) Form upper
and lower case
letters of regular
size and shape**
**preliterate children
only
ii) write letters
and words in a
straight line from
left to right with
regular spaces
between words
and spaces*
*all children
iii) copy letters
and familiar high
frequency words
and phrases
correctly*
*all children
4.1.2
No learning
standard
4.1.2
Begin to use
cursive
handwriting in a
limited range of
written work*
*all children
4.1.2
Use cursive
writing in written
work*
*all children
4.1.2
No learning
standard
4.1.2
No learning
standard
29
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.2
Communicate
basic
information
intelligibly for a
range of
purposes in
print and digital
media
Communicate
basic personal
information
clearly
4.2.1
Give very basic
personal
information using
fixed phrases
4.2.1
Ask for and give
basic personal
information using
basic questions
and statements
4.2.1
Express simple
opinions
4.2.1
Explain and give
reasons for
simple opinions
4.2.1
Give detailed
information about
themselves
4.2.1
Give detailed
information about
themselves and
others
30
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.2
Communicate
basic
information
intelligibly for a
range of
purposes in
print and digital
media
Communicate
basic
information
clearly
4.2.2
Greet, say
goodbye, and
express thanks
using suitable
fixed phrases
4.2.2
Express simple
ability
4.2.2
Make and give
reasons for
simple
predictions
4.2.2
Make and
respond to
simple offers and
invitations
4.2.2
Ask for, give and
respond to
simple advice
4.2.2
Describe future
plans or events
31
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.2
Communicate
basic
information
intelligibly for a
range of
purposes in
print and digital
media
Communicate
basic
information
clearly
4.2.3
Express basic
likes and dislikes
4.2.3
Write short
familiar
instructions
4.2.3
Give simple
directions
4.2.3
Describe basic
everyday
routines
4.2.3
Narrate factual
events and
experiences of
interest
4.2.3
Narrate factual
and imagined
events and
experiences
32
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.2
Communicate
basic
information
intelligibly for a
range of
purposes in
print and digital
media
Describe people
and things
clearly
4.2.4
Name or
describe objects
using suitable
words from word
sets
4.2.4
Describe objects
using suitable
words and
phrases
4.2.4
Describe people
and objects
using suitable
words and
phrases
4.2.4
Describe people
and objects
using suitable
statements
4.2.4
Describe people,
places and
objects using
suitable
statements
4.2.4
Describe
personality
33
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.2
Communicate
basic
information
intelligibly for a
range of
purposes in
print and digital
media
Organise basic
information
appropriately
4.2.5
Connect words
and proper
names using
‘and’
4.2.5
Connect words
and phrases
using basic
coordinating
conjunctions
4.2.5
Connect
sentences using
basic
coordinating
conjunctions
4.2.5
Connect
sentences into a
coherent
paragraph using
basic
coordinating
conjunctions and
reference
pronouns
4.2.5
Connect
sentences into
one or two
coherent
paragraphs using
basic
coordinating
conjunctions
and reference
pronouns
4.2.5
Connect
sentences into
two coherent
paragraphs or
more using basic
coordinating
conjunctions
and reference
pronouns
34
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.3
Communicate
with
appropriate
language form
and style for a
range of
purposes in
print and digital
media
Punctuate texts
appropriately
4.3.1
Use capital
letters
appropriately in
personal and
place names
4.3.1
Use capital
letters and full
stops
appropriately in
guided writing at
sentence level
4.3.1
Use capital
letters, full stops
and question
marks
appropriately in
guided writing at
sentence level
4.3.1
Use capital
letters, full stops,
question marks
and commas in
lists
appropriately in
guided writing at
discourse level
4.3.1
Use capital
letters, full stops,
commas in lists
and question
marks
appropriately in
independent
writing at
discourse level
4.3.1
Use capital
letters, full stops,
commas in lists,
question marks,
and speech
marks
appropriately at
discourse level
35
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.3
Communicate
with
appropriate
language form
and style for a
range of
purposes in
print and digital
media
Spell high
frequency
words
accurately
4.3.2
Spell familiar
high frequency
words accurately
4.3.2
Spell a narrow
range of familiar
high frequency
words accurately
in guided writing
4.3.2
Spell an
increased range
of familiar high
frequency words
accurately in
guided writing
4.3.2
Spell most high
frequency words
accurately in
guided writing
4.3.2
Spell a range of
high frequency
words accurately
in independent
writing
4.3.2
Spell most high
frequency words
accurately in
independent
writing
36
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
4.3
Communicate
with
appropriate
language form
and style for a
range of
purposes in
print and digital
media
Plan, draft and
edit work
appropriately
on familiar
topics
4.3.3
Plan, and write
words and
phrases
4.3.3
Plan, draft and
write simple
sentences
4.3.3
Plan, draft and
write an
increased range
of simple
sentences
4.3.3
Produce a plan
or draft of one
paragraph for a
familiar topic and
modify this
appropriately in
response to
feedback
4.3.3
Produce a plan
or draft of one or
two paragraphs
for a familiar
topic and modify
this appropriately
in response to
feedback
4.3.3
Produce a plan
or draft of two
paragraphs or
more for a
familiar topic and
modify this
appropriately in
response to
feedback
37
Language Arts Content and Learning Standards
The thinking behind the Primary Language Arts Content and Learning Standards
The Primary Language Arts Content Standards focus on learners’ ability to enjoy and appreciate different text types, to express a personal response to texts, and to respond
imaginatively to texts.
The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 5.1.1 and finishes with
5.3.1. Learners need to develop Language Arts skills simultaneously over the school year, and so will learn from opportunities to practise different Language Arts skills in
varied sequences in their English lessons.
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
5.1
Enjoy and
appreciate
rhymes, poems
and songs
Demonstrate
appreciation
through non-
verbal
responses to:
5.1.1
i) simple chants
and raps
ii) simple rhymes
iii) simple action
songs
5.1.1
In addition to
Year 1 text
types: simple
songs
5.1.1
In addition to
Year 2 text
types: simple
poems
5.1.1
No learning
standard
5.1.1
No learning
standard
5.1.1
No learning
standard
38
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
5.1
Enjoy and
appreciate
rhymes, poems
and songs
Say the words
in simple texts,
and sing simple
songs with
intelligible
pronunciation,
rhythm and
intonation
5.1.2
i) simple chants
and raps
ii) simple rhymes
iii) simple action
songs
5.1.2
In addition to
Year 1 text
types: simple
songs
5.1.2
In addition to
Year 2 text
types: simple
poems
5.1.2
No learning
standard
5.1.2
No learning
standard
5.1.2
No learning
standard
39
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
5.2
Express
personal
responses to
literary texts
Identify,
analyse and
respond to
elements in
texts
5.2.1
Name people,
things or places
of interest in
illustrations
accompanying
texts
5.2.1
Name people,
things, actions,
or places of
interest in texts
5.2.1
Ask and answer
simple questions
about characters,
actions and
events of interest
in a text
5.2.1
Say in simple
words and
phrases how a
text makes them
feel
5.2.1
Explain in simple
language why
they like or
dislike an event,
description or
character in a
text
5.2.1
Describe in
simple language
a character’s
actions or
feelings and
explain the
reasons for them
40
Content
Standard
Focus
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Learning
Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1
A1
Low
A1
Mid
A1
High
A2
Low
A2
Mid
5.3
Express an
imaginative
response to
literary texts
Plan, prepare
and produce
creative work
with a focus on
language use
5.3.1
Respond
imaginatively and
intelligibly
through creating
simple art and
craft products
Other
imaginative
responses as
appropriate
5.3.1
Respond
imaginatively and
intelligibly
through creating
simple short
chants or raps
Other
imaginative
responses as
appropriate
5.3.1
Respond
imaginatively and
intelligibly
through creating
simple action
songs on familiar
topics
Other
imaginative
responses as
appropriate
5.3.1
Respond
imaginatively and
intelligibly
through
creatingsimple
picture stories
and cartoon
stories
Other
imaginative
responses as
appropriate
5.3.1
Respond
imaginatively and
intelligibly
through
creatingsimple
role-plays
Other
imaginative
responses as
appropriate
5.3.1
Respond
imaginatively and
intelligibly
through creating
simple stories
Other
imaginative
responses as
appropriate

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testing

  • 3. 3 Listening Content and Learning Standards The thinking behind the Primary Listening Content and Learning Standards The Primary Listening Content Standards focus on learners’ ability to recognise individual sounds, to understand meaning, and to use strategies to help their listening. The Learning Standards move from learners being able to understand globally to being able to understand details. The order in which the Content and Learning standards appear does not reflect a chronological sequence of classroom learning which starts with 1.1.1 and finishes with 1.3.1. Children need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different listening skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.1 Recognise and reproduce target language sounds Recognise and reproduce target language phonemes intelligibly 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes 1.1.1 Recognise and reproduce with support a range of target language phonemes 1.1.1 Recognise and reproduce with support a wide range of target language phonemes 1.1.1 Recognise and reproduce with little or no support a wide range of target language phonemes 1.1.1 Recognise and reproduce independently a wide range of target language phonemes
  • 4. 4 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand the main idea when listening to texts on familiar topics 1.2.1 Understand with support the main idea of very simple phrases and sentences 1.2.1 Understand with support the main idea of simple sentences 1.2.1 Understand with support the main idea of short simple texts 1.2.1 Understand with support the main idea of longer simple texts 1.2.1 Understand with support the main idea of longer simple texts on a range of familiar topics 1.2.1 Understand with little or no support the main idea of longer simple texts on a range of familiar topics
  • 5. 5 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand specific details when listening to texts on familiar topics 1.2.2 Understand with support specific information and details of very simple phrases and sentences 1.2.2 Understand with support specific information and details of simple sentences 1.2.2 Understand with support specific information and details of short simple texts 1.2.2 Understand with support specific information and details of longer simple texts 1.2.2 Understand with support specific information and details of longer simple texts on arange of familiar topics 1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar topics
  • 6. 6 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand narratives on familiar topics 1.2.3 Understand with a high degree of support very short simple narratives 1.2.3 Understand with support very short simple narratives 1.2.3 Understand with support short simple narratives 1.2.3 Understand with support short simple narratives on a range of familiar topics 1.2.3 Understand with support longer simple narratives on arange of familiar topics 1.2.3 Understand with little or no support longer simple narratives on a range of familiar topics
  • 7. 7 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand classroom instructions 1.2.4 Understand short basic supported classroom instructions 1.2.4 Understand an increased range of short basic supported classroom instructions 1.2.4 Understand a wide range of short basic supported classroom instructions 1.2.4 Understand longer supported classroom instructions 1.2.4 Understand a sequence of supported classroom instructions 1.2.4 Understand longer sequences of supported classroom instructions
  • 8. 8 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.2 Understand meaning in a variety of familiar contexts Understand questions on familiar topics 1.2.5 Understand short supported questions 1.2.5 Understand an increased range of short supported questions 1.2.5 Understand a wide range of short supported questions 1.2.5 Understand longer supported questions 1.2.5 Understand a sequence of supported questions 1.2.5 Understand more complex supported questions
  • 9. 9 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 1.3 Use appropriate listening strategies in a variety of contexts Use appropriate strategies to understand meaning 1.3.1 Predict words they will hear by using knowledge of a topic 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking 1.3.1 Guess the meaning of unfamiliar words from clues provided by knowledge of the topic 1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words 1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context on familiar topics
  • 10. 10 Speaking Content and Learning Standards The thinking behind the Primary Speaking Content and Learning Standards The Primary Speaking Content Standards focus on the learner’s ability to communicate to others, their ability to use strategies when interacting with others, and their ability to communicate alone to a group. We have called interacting with othersSpoken Interaction, and speaking alone to a group Spoken Production. Most learning standards focus on spoken interaction, as we think that this is a learner’s main need in Primary School. The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 2.1.1 and finishes with 2.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different speaking skills in varied sequences in their English lessons. Spoken Interaction Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information about themselves clearly 2.1.1 Give very basic personal information using fixed phrases 2.1.1 Give simple personal information using basic statements 2.1.1 Ask about and express basic opinions 2.1.1 Explain and give reasons for basic opinions 2.1.1 Give detailed information about themselves 2.1.1 Give detailed information about themselves and others
  • 11. 11 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Find out simple information from others 2.1.2 Find out about very basic personal information using fixed phrases 2.1.2 Find out about personal information by asking basic questions 2.1.2 Find out about and describe basic everyday routines 2.1.2 Find out about and describe experiences in the past 2.1.2 Find out about and describe experiences up to now 2.1.2 Ask about and express rules and obligations
  • 12. 12 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information clearly 2.1.3 Express basic likes and dislikes 2.1.3 Give a short sequence of basic instructions 2.1.3 Give a short sequence of basic directions 2.1.3 Give a longer sequence of basic instructions or directions 2.1.3 Ask for, give and respond to simple advice 2.1.3 Explain and give reasons for simple advice
  • 13. 13 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Communicate simple information clearly 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases 2.1.4 Ask about and express ability 2.1.4 Ask about, make and respond to simple predictions 2.1.4 Give reasons for simple predictions 2.1.4 Ask about and describe future plans 2.1.4 Ask about and describe future plans or events
  • 14. 14 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.1 Communicate simple information intelligibly Describe people and things clearly 2.1.5 Name or describe objects using suitable words from word sets 2.1.5 Describe objects using suitable words and phrases 2.1.5 Describe people and objects using suitable words and phrases 2.1.5 Describe people, and objects using suitable statements 2.1.5 Describe people, places and objects using suitable statements 2.1.5 Ask about and describe personality
  • 15. 15 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.2 Use appropriate communication strategies Manage interaction appropriately 2.2.1 No learning standard 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses 2.2.1 Keep interaction going in short exchanges by repeating key words from the other speaker 2.2.1 Keep interaction going in short exchanges by: using suitable words (i) to show understanding (ii) to ask for clarification 2.2.1 Keep interaction going in short exchanges by asking suitable questions 2.2.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying
  • 16. 16 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.2 Use appropriate communication strategies Manage classroom tasks appropriately 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase 2.2.2 Ask for attention or help from a teacher or classmate by using suitable statements and questions 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions 2.2.2 Check steps needed to complete short classroom tasks 2.2.2 Agree a set of basic steps needed to complete short classroom tasks 2.2.2 Agreea set of basic steps needed to complete extended classroom tasks
  • 17. 17 Spoken Production Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 2.3 Communicate appropriately to a small or large group Communicate information, events and stories clearly to an audience 2.3.1 Introduce self to an audience using fixed phrases 2.3.1 Introduce self and others to an audience using fixed phrases 2.3.1 Narrate very short basic stories and events 2.3.1 Narrate short basic stories 2.3.1 Narrate short basic stories and events 2.3.1 Narrate short stories, events and experiences
  • 18. 18 Reading Content and Learning Standards The thinking behind the Primary Reading Content and Learning Standards The Primary Reading Content Standards focus on learners’ ability to learn to read (3.1), to understand meaning (3.2), and to read independently for enjoyment (3.3). Some Year 1 Primary children will be preliterate, and some not. We have therefore included separate learning to read Learning Standards for these children. Learning Standards for understanding meaning move from children being able to understand globally to being able to understand details Preliterate children need to learn to read before they can focus on other Learning Standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 3.1.1 and finishes with 3.3.1. Learners need to develop these skills simultaneously over the school year, and so will learn from opportunities to practise different reading skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Identify and distinguish the letters of the alphabet* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.1 Identify, recognise and name the letters of the alphabet 3.1.1 No learning standard 3.1.1 No learning standard 3.1.1 No learning standard 3.1.1 No learning standard
  • 19. 19 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Distinguish and articulate beginning, medial and final sound words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word 3.1.2 No learning standard 3.1.2 No learning standard 3.1.2 No learning standard 3.1.2 No learning standard
  • 20. 20 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Blend phonemes to recognise words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.3 Blend phonemes (CVC, CCVC) 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) 3.1.3 No learning standard 3.1.3 No learning standard 3.1.3 No learning standard 3.1.3 No learning standard
  • 21. 21 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Segment words into phonemes to spell* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.4 Segment phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) 3.1.4 No learning standard 3.1.4 No learning standard 3.1.4 No learning standard 3.1.4 No learning standard
  • 22. 22 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Understand the main idea in a variety of text types on familiar topics 3.2.1 Understand the main idea of very simple phrases and sentences 3.2.1 Understand the main idea of simple sentences 3.2.1 Understand the main idea of short simple texts 3.2.1 Understand the main idea of simple texts of one or two paragraphs 3.2.1 Understand the main idea of simple texts of two paragraphs or more 3.2.1 Understand the main idea of simple longer texts
  • 23. 23 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Understand specific details in a variety of text types on familiar topics 3.2.2 Understand specific information and details of very simple phrases and sentences 3.2.2 Understand specific information and details of simple sentences 3.2.2 Understand specific information and details of short simple texts 3.2.2 Understand specific information and details of simple texts of one or two paragraphs 3.2.2 Understand specific information and details of two paragraphs or more 3.2.2 Understand specific information and details of simple longer texts
  • 24. 24 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Use appropriate word attack skills to understand specific meaning 3.2.3 i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic 3.2.3 Guess the meaning of unfamiliar words from clues provided by title and topic 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic, and other known words 3.2.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context
  • 25. 25 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Use appropriate basic dictionary skills 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes 3.2.4 Recognise and use with support key features of a simple monolingual dictionary 3.2.4 Recognise and use with little or no support key features of a simple monolingual dictionary 3.2.4 Use with support familiar print and digital resources to check meaning 3.2.4 Use with some support familiar print and digital resources to check meaning
  • 26. 26 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 3.3 Read independently for information and enjoyment Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment 3.3.1 Read and enjoy simple print and digital games at word level 3.3.1 Read and enjoy simple print and digital games at sentence level 3.3.1 Read and enjoy A1 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A1 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A2 fiction/non- fiction print and digital texts of interest 3.3.1 Read and enjoy A2 fiction/non- fiction print and digital texts of interest
  • 27. 27 Writing Content and Learning Standards The thinking behind the Primary Writing Content and Learning Standards The Primary Writing Content Standards focus on learners’ ability to learn to write (4.1), to communicate meaning (4.2), and to use appropriate mechanical features of writing (4.3). Some Year 1 Primary School children will be preliterate, and some not. We have therefore included separate learning to write Learning Standards for these children. Learning Standards for communicating meaning move from children being able to communicate information, to describing people and things, to being able to organise what they write. Preliterate children need to learn to write before they can focus on other learning standards. However, the order in which the other Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 4.1.1 and finishes with 4.3.3. Children need to develop these skills simultaneously over the school year, and so will learn from chances to practise different writing skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.1 Form letters and words in neat legible print using cursive writing Develop prewriting skills* *Preliterate children only 4.1.1 i) Demonstrate fine motor control of hands and fingers by using pen or pencil correctly ii) Demonstrate correct posture and pen hold grip iii) Develop hand-eye coordination through drawing lines and patterns 4.1.1 No learning standard 4.1.1 No learning standard 4.1.1 No learning standard 4.1.1 No learning Standard 4.1.1 No learning standard
  • 28. 28 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.1 Form letters and words in neat legible print using cursive writing Develop early writing skills* *all children 4.1.2 i) Form upper and lower case letters of regular size and shape** **preliterate children only ii) write letters and words in a straight line from left to right with regular spaces between words and spaces* *all children iii) copy letters and familiar high frequency words and phrases correctly* *all children 4.1.2 No learning standard 4.1.2 Begin to use cursive handwriting in a limited range of written work* *all children 4.1.2 Use cursive writing in written work* *all children 4.1.2 No learning standard 4.1.2 No learning standard
  • 29. 29 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic personal information clearly 4.2.1 Give very basic personal information using fixed phrases 4.2.1 Ask for and give basic personal information using basic questions and statements 4.2.1 Express simple opinions 4.2.1 Explain and give reasons for simple opinions 4.2.1 Give detailed information about themselves 4.2.1 Give detailed information about themselves and others
  • 30. 30 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic information clearly 4.2.2 Greet, say goodbye, and express thanks using suitable fixed phrases 4.2.2 Express simple ability 4.2.2 Make and give reasons for simple predictions 4.2.2 Make and respond to simple offers and invitations 4.2.2 Ask for, give and respond to simple advice 4.2.2 Describe future plans or events
  • 31. 31 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic information clearly 4.2.3 Express basic likes and dislikes 4.2.3 Write short familiar instructions 4.2.3 Give simple directions 4.2.3 Describe basic everyday routines 4.2.3 Narrate factual events and experiences of interest 4.2.3 Narrate factual and imagined events and experiences
  • 32. 32 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Describe people and things clearly 4.2.4 Name or describe objects using suitable words from word sets 4.2.4 Describe objects using suitable words and phrases 4.2.4 Describe people and objects using suitable words and phrases 4.2.4 Describe people and objects using suitable statements 4.2.4 Describe people, places and objects using suitable statements 4.2.4 Describe personality
  • 33. 33 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Organise basic information appropriately 4.2.5 Connect words and proper names using ‘and’ 4.2.5 Connect words and phrases using basic coordinating conjunctions 4.2.5 Connect sentences using basic coordinating conjunctions 4.2.5 Connect sentences into a coherent paragraph using basic coordinating conjunctions and reference pronouns 4.2.5 Connect sentences into one or two coherent paragraphs using basic coordinating conjunctions and reference pronouns 4.2.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns
  • 34. 34 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Punctuate texts appropriately 4.3.1 Use capital letters appropriately in personal and place names 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level 4.3.1 Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level 4.3.1 Use capital letters, full stops, commas in lists and question marks appropriately in independent writing at discourse level 4.3.1 Use capital letters, full stops, commas in lists, question marks, and speech marks appropriately at discourse level
  • 35. 35 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Spell high frequency words accurately 4.3.2 Spell familiar high frequency words accurately 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing 4.3.2 Spell most high frequency words accurately in guided writing 4.3.2 Spell a range of high frequency words accurately in independent writing 4.3.2 Spell most high frequency words accurately in independent writing
  • 36. 36 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Plan, draft and edit work appropriately on familiar topics 4.3.3 Plan, and write words and phrases 4.3.3 Plan, draft and write simple sentences 4.3.3 Plan, draft and write an increased range of simple sentences 4.3.3 Produce a plan or draft of one paragraph for a familiar topic and modify this appropriately in response to feedback 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback 4.3.3 Produce a plan or draft of two paragraphs or more for a familiar topic and modify this appropriately in response to feedback
  • 37. 37 Language Arts Content and Learning Standards The thinking behind the Primary Language Arts Content and Learning Standards The Primary Language Arts Content Standards focus on learners’ ability to enjoy and appreciate different text types, to express a personal response to texts, and to respond imaginatively to texts. The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which starts with 5.1.1 and finishes with 5.3.1. Learners need to develop Language Arts skills simultaneously over the school year, and so will learn from opportunities to practise different Language Arts skills in varied sequences in their English lessons. Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.1 Enjoy and appreciate rhymes, poems and songs Demonstrate appreciation through non- verbal responses to: 5.1.1 i) simple chants and raps ii) simple rhymes iii) simple action songs 5.1.1 In addition to Year 1 text types: simple songs 5.1.1 In addition to Year 2 text types: simple poems 5.1.1 No learning standard 5.1.1 No learning standard 5.1.1 No learning standard
  • 38. 38 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.1 Enjoy and appreciate rhymes, poems and songs Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation 5.1.2 i) simple chants and raps ii) simple rhymes iii) simple action songs 5.1.2 In addition to Year 1 text types: simple songs 5.1.2 In addition to Year 2 text types: simple poems 5.1.2 No learning standard 5.1.2 No learning standard 5.1.2 No learning standard
  • 39. 39 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.2 Express personal responses to literary texts Identify, analyse and respond to elements in texts 5.2.1 Name people, things or places of interest in illustrations accompanying texts 5.2.1 Name people, things, actions, or places of interest in texts 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text 5.2.1 Say in simple words and phrases how a text makes them feel 5.2.1 Explain in simple language why they like or dislike an event, description or character in a text 5.2.1 Describe in simple language a character’s actions or feelings and explain the reasons for them
  • 40. 40 Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid 5.3 Express an imaginative response to literary texts Plan, prepare and produce creative work with a focus on language use 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple short chants or raps Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creatingsimple picture stories and cartoon stories Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creatingsimple role-plays Other imaginative responses as appropriate 5.3.1 Respond imaginatively and intelligibly through creating simple stories Other imaginative responses as appropriate