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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.
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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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 others Spoken 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
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Spoken Production
Content Learning Learning Learning Learning Learning Learning
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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, to understand meaning and to read independently for enjoyment. Some Primary Year 1
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.
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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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, to communicate meaning and to use appropriate mechanical features of writing. Some
Primary Year 1 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.
ii) Demonstrate
correct posture
and pen hold grip
iii) Develop
hand-eye
coordination
through drawing
lines and
patterns
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*all children
*all children
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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Content Learning Learning Learning Learning Learning Learning
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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.
Working
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Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
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Content Learning Learning Learning Learning Learning Learning
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Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
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Content Learning Learning Learning Learning Learning Learning
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Standard Standard Standard Standard Standard Standard Standard
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