"The school, through its distinctive Christian character, is outstanding at meeting the needs of all learners." (SIAMS)
Content | Phonics | Grammar | Skill level practised | |
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Autumn 1 :A New Start
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Ask and answer name Ask and answer simple feelings |
Key listen out activity based on: numbers |
Exploration of |
Sound Spelling: Can identify specific sound/phonemes |
6 colours |
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Autumn 2:Calendar and Celebrations
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Days |
Key listen out activity based on: days of the week |
Exploration of: recognising and understanding simple commands |
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Celebrating Christmas |
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Spring 1:Animals I like and don’t like
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Celebrating Epiphany Names of domestic animals |
Key listen out activity based on: Key sounds in animal nouns |
Exploration of: recognising nouns asking a question |
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Ask and answer a |
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like/dislike |
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Spring 2:Carnival colours ,playground |
Colours |
Key listen out activity based on: Key sounds/words in practising commands |
Exploration of: |
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games
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Ask what colour |
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Likes and dislikes |
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Celebrating Easter |
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Summer 1: Breakfast, fruit nouns and |
Fruit and vegetables |
Key listen out activity |
Exploration of: |
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a hungry giant
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Breakfast foods |
based on: Key sounds in |
nouns and beginning to |
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likes/dislikes |
nouns |
masculine/feminine nouns |
Ask for a food item | ce/za | Reading: Can recognise and read out a few familiar words and phrases Writing: Can write or copy a few simple words or phrases or symbols as emergent writers of the target language |
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Summer 2: Going on a picnic
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Foods for a picnic Asking politely Colours Commands |
Key listen out activity based on: Key sounds/words in picnic story |
Exploration of: practising forming and structuring a polite response |
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DFE ATS and skill level |
Language Learning Skill level practise |
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Listen attentively to spoken language and show understanding by joining in and responding |
listen and respond to rhymes/songs/stories |
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Explore the patterns and sounds of language through songs, rhymes and link spelling of sound and meaning of words |
recognise and respond to sound patterns/words identify specific sounds/phonemes/words |
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Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help |
perform simple communicative tasks using single words/phrases/short sentences |
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Speak in sentences, using familiar vocabulary, phrases and basic language structures |
perform simple communicative tasks using single |
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Develop accurate pronunciation and intonation, so that others understand …. |
recognise and respond to sound patterns and words identify specific sounds, phonemes, words. Imitate |
perform simple communicative tasks using single words/phrases and sentences focus on correct pronunciation |
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Present ideas and information orally to a range of audiences |
perform simple communicative tasks using single words/phrases and sentences |
Read carefully and show understanding of words, phrases and simple writing |
recognise some familiar words in written form recognise and respond to sound patterns and words identify specific sounds phoneme and words. Imitate pronunciation |
Appreciate stories, songs, poems and rhymes in the language |
listen and respond to rhymes/songs/stories recognise some familiar words in written form |
Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through the use of a dictionary |
recognise and respond to sound patterns and words identify specific sounds phoneme and words. Imitate pronunciation |
Write phrases from memory and adapt these to create new sentences to express ideas clearly |
experiment with the writing of simple words |
Describe people, places, things and actions orally and in writing |
perform simple communicative tasks using single words/phrases and sentences |
Understand basic grammar |
Use question forms Begin to explore nouns |
Content | Phonics | Grammar | Skill level practised and progress made | |
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Autumn 1 :Welcome to our school- |
Asking who someone is Asking someone’s age Have you ...? I have Numbers 0-31 |
Key listen out activity based on: numbers and colours |
Exploration of |
Sound Spelling: Can match sounds to familiar written words can pronounce familiar words and some new words accurately. Listening: Can understand a range of familiar spoken phrases and is able to listen for specific words and |
super learners
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nouns: masculine/feminine |
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Autumn 2: My local area, your local |
Where is ….?( + shops) |
Key listen out activity based on: shop nouns ía/qui |
Exploration of: |
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area
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Here is ( +shops) Left/ |
recognising and using |
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Spring 1: Family tree and faces
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Asking who someone is? This is................. mum/ |
Key listen out activity based on: numbers vei/ie |
Exploration of: identifying parts of language which are |
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grandma / granddad / |
adjectives |
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friend |
recognising and using “I |
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Who are you? |
have “ |
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Parts of the face I have |
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Giving hair and eye colour |
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Spring 2:Celebrating carnival/body |
Parts of the body and |
Key listen out activity based on: parts of the body i/illa |
Exploration of: |
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parts
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simple descriptions |
identifying / producing |
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There is / there are ..... |
language which are |
adjectives | phrases | |||
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Summer 1: Feeling unwell/ Jungle animals
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How are you feeling? Simple everyday illnesses statements |
Key listen out activity based on: questions cuá |
Exploration of: |
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identifying/producing |
Speaking: Can ask and |
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singular and plural |
answer simple questions |
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and give basic |
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masculine/feminine nouns |
information and can |
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pronounce familiar words |
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and some new words |
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accurately. |
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Summer 2: Summer time
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Asking /answering simple weather phrases |
Key listen out activity based on: weather qué/hace |
Exploration of: |
Reading: Can understand simple written phrases. |
flavour |
Can match sounds to |
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Asking the price |
polite requests :¬”I would |
familiar written words |
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Asking politely for an item |
like …. |
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Instructions to make a |
Writing: Can spell some |
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fantastical ice cream |
familiar written words |
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and phrases accurately |
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and can write simple |
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sentences with limited |
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mistakes so the message |
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is understood. |
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DFE ATS and skill level |
Language Learning Skill level practise |
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Listen attentively to spoken language and show understanding by joining in and responding |
listen attentively and understand more complex phrases |