Cambridge Primary: English Curriculum (Age 6)

ENGLISH
(Cambridge Primary: English as a Second Language Curriculum Framework Stage 2)

Reading
• Recognize, identify and sound, with support, a limited range of language at text level
• Read and follow, with support, familiar instructions for classroom activities
• Begin to read, with support, very short simple fiction and non-fiction texts with confidence and enjoyment
• Understand the main points of very short, simple texts on some familiar general and curricular topics by using contextual clues
• Understand, with support, some specific information and detail in very short, simple texts on a limited range of general and curricular topics
• Understand the meaning of very short, simple texts on familiar general and curricular topics by rereading them
• Understand the meaning of simple short sentences on familiar general and curricular topics
• Use, with more infrequent support, a simple picture dictionary

Writing
• Plan, write and check, with support, short sentences on familiar topics
• Write, with support, short sentences which give basic personal information
• Write short familiar instructions with support from their peers
• Begin to use joined-up handwriting in a limited range of written work
• Link with support words or phrases using basic coordinating connectors
• Use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities
• Spell a growing number of familiar high-frequency words accurately during guided writing activities
• Include a full stop and question mark during guided writing of short, familiar sentences

Use of English
• Use singular nouns, plural nouns – including some common irregular plural forms – and uncountable nouns, genitive ‘s/s’ to name and label things
• Use numbers 1–50 to count
• Use adjectives, including possessive adjectives, on familiar topics to give personal information and describe things
• Use determiners a, the, some, any, this, these, that to refer to familiar objects
• Use who, what, where, how many to ask questions on familiar topics; use impersonal you in the question: How do you spell that?
• Use demonstrative pronouns this, these, that, those and object pronoun one in short statements and responses
• Use personal subject and object pronouns, including possessive pronouns mine, yours to give basic personal information and describe things
• Use imperative forms [positive and negative] to give short instructions
• Use common simple present forms, including short answer forms and contractions, to give personal information; use common past simple forms [regular and irregular] to describe actions and narrate simple events including short answer forms and contractions
• Use common present continuous forms, including short answers and contractions, to talk about what is happening now on personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities
• Use there is/are to make short statements and descriptions; use Have you [ever] been? to talk about experiences
• Use adverbs of time and place now, today, over, there, to indicate when and where;
use common –ly adverbs to describe actions; use the adverb too to add information
• 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 talk about obligations; use will to talk about future intention; use What/How about + noun/-ing to make suggestions
• Use prepositions of location, position and direction:
at, 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 indicate accompaniment and instrument and for to indicate recipient; on personal and familiar topics
• Use Would you like to … to invite and use appropriate responses yes please, no thanks;
use declarative what [a/an] + adjective + noun to show feelings
• Use conjunctions and, or, but to link words and phrases
• Use when clauses to describe simple present and past actions on personal and familiar topics;
use so do I to give short answers

Listening
• Understand an increased range of short, basic, supported classroom instructions
• Understand a growing range of short supported questions which ask for personal information
• Understand an increasing range of short supported questions on general and curricular topics
• Understand the main points of short supported talk on an increasing range of general and curricular topics
• Understand some specific information and detail of short, supported talk on an increasing range of general and curricular topics
• Use contextual clues to predict content and meaning in short supported talk on an increasing range of general and curricular topics
• Understand short, supported narratives on an increasing range of general and curricular topics
• Recognize words that are spelled out in a limited range of general and curricular topics
• Identify initial, middle and final phonemes and blends

Speaking
• Make basic statements which provide personal information on a limited range of general topics
• Ask questions to find out about an increasing range of personal information
• Describe basic present and past actions on a limited range of general and curricular topics
• Use basic vocabulary for a limited range of general and curricular topics
• Give short, basic descriptions of people and objects
• Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges
• Take turns when speaking with others in a growing range of short, basic exchanges
• Relate very short, basic stories and events on a limited range of general and curricular topics