Cambridge Primary

Scheme of Work – English as a Second Language Stage 5

Overview
This scheme of work is based on a 12 week term, with each module being covered in 4 weeks. Each unit should, therefore, be covered in 2 weeks based on the
provision of 5–6 hours of classroom English per week.

TERM 1 TERM 2 TERM 3

Module 1A: My Data Module 2A: Great Stories Module 3A: Information
 Unit 1 Talking about People  Unit 7 Famous People  Unit 13 Remembering Things
 Unit 2 Measuring Things  Unit 8 Myths and Fables  Unit 14 Investigating and Experimenting
Module 1B: Food and Health Module 2B: Where We Live Module 3B: Now and Then
 Unit 3 Let’s Eat  Unit 9 Around the House  Unit 15 Life Today
 Unit 4 Staying Healthy  Unit 10 My Area  Unit 16 Ancient Civilisations
Module 1C: Our world Module 2C: Planet earth Module 3C: End of Term
 Unit 5 Celebrations  Unit 11 Around the World  Unit 17 Free Time
 Unit 6 The Weather and Climate  Unit 12 An animal’s Life  Unit 18 Our School Year

V2 8Y02 English as a Second Language Stage 5 1

Module 1A: My Data
Unit 1: Talking About People

Framework Learning Objective Activities Resources Comments Time

Code

5Rm1 Understand the main points of
a range short simple texts by
using contextual clues
5Ld1 Understand most specific
information and detail of
supported, extended talk
5Ug9 Spell most high-frequency
vocabulary accurately when
writing independently
5Ug3 Use common participles as
adjectives and order adjectives
correctly in front of nouns
5Wc2 Write with some support factual
and imaginative descriptions at
text level which describe
people, places and objects
Looking at the type of information in a social Sample completed and blank Pre-teach vocabulary 40–50
network profile profile worksheets and prepare concept minutes
questions
Listening and completing information about Worksheet for learners to Prepare what teacher 30–40
teachers profile complete will read aloud minutes
Completing a ‘My Page’ profile about Computer or paper-based Display opportunities 30–40
themselves task minutes
Focusing on order of Adjective order 50–60
different types of adjectives before nouns matching/completion tasks minutes
Writing a poem entitled: A guided poem worksheet for Link to above display 30–40
Favourites: developing ‘my page’ favourites learners to complete with minutes
theme [favourite days, people, places, foods adjectives before nouns
etc.]

5Ug3 Use common participles as

adjectives and order adjectives
correctly in front of nouns
5Rd2 Understand with little or no Remembering details: fix profiles and poems Profiles and poems from 40–50
support specific information around class for learners read/retain as much previous task minutes
and detail in short, simple texts detail as they can.
Learners then asked questions Whose
favourite? etc. to see what they have
remembered
5Ld3 Understand more complex
supported questions which ask
for personal information

V2 8Y02 English as a Second Language Stage 5 2

5Ut2 Use questions including
questions with whose, how
often, how long

5Ut2 Use questions including Conducting a class census: learners initially Worksheet: census questions 40–50
questions with whose, how complete census questions minutes
often, how long

5Ug9 Spell most high-frequency

vocabulary accurately when
writing independently
5S2 Ask questions to find out
general information on a range
of general and curricular topics
Conducting a class census: learners take Previous worksheet and 30–40
turns to ask questions and record show of census results tally chart minutes
hands information

5Ld3 Understand more complex

supported questions which ask
for personal information
5Ld4 Understand longer sequences Interpreting census results as bar and pie Model turning data into Potential for display 50–60
of supported classroom charts graphs minutes
instructions
5Wo1 Link with little or no support Writing short paragraphs comparing personal Provide a model paragraph Link to display above 30–40
sentences into a coherent and class census data including not many few etc. minutes
paragraph using a variety of and but because
basic connectors

5Uf1 Use quantifiers including more,

little, few less, fewer not as
many, not as much
Use conjunctions if, when,
5Ut8
where, so, and, or, but,
because, before, after to link
parts of sentences in short
texts
Scheme of Work English stage 5

V2 8Y02 English as a Second Language Stage 5 3

Module1A: My Data
Unit 2: Measuring Things
Framework Learning Objective
Code
5Rm1 Understand the main points of a
range of short simple texts on
general and curricular topics by
using contextual clues
5Ld1 Understand most specific
information and detail of
supported, extended talk on a
range general and curricular
topics
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts on a
range of general and curricular
topics
5Ut2 Use questions including
questions with whose, how often,
how long
5Rg1 Recognise, identify and sound
with little or no support a wide
range of language at text level
5S1 Provide basic information about
themselves and others at
discourse level on a range of
general topics
5Ld4 Understand longer sequences of
supported classroom instructions
5Rg2 Read with little or no support a
V2 8Y02
Activities Resources Comments Time
Matching questions to ‘units of measurement’ Matching worksheet: Pre-teach words and 30–40
answers How heavy are you? abbreviations minutes
/kg etc.
Matching descriptions of length, distance, time Matching worksheet 30–40
weight and capacity they hear to other numbers 1600 g = 1.6 kg etc. minutes
48 hours = 2 days
Solving length and distance word problems Worksheet: reading word 30–40
problems to be worked out minutes
Focusing on questions about length, distance, Worksheet to complete 30–40
weight and capacity minutes
Matching worksheet:
How far is the sea?/ A long
Matching to short answers way etc.
Measuring yourself: length width of arm, palm, Learners complete 50–70
fingers, foot etc. and compare measurements diagram/worksheet minutes
Measuring height and working out average age Worksheet: tables for
and height of class and showing height/age working out average
correlation on a graph age/height graph for
plotting age/height
correlation
Researching length, height, length, weight of Different sets of research Guide learners to
English as a Second Language Stage 5 4
 range of short fiction and non- animals using the Internet and then write questions for different different primary sites 50–60
fiction texts with confidence and multiple choice questions for other groups of groups minutes
enjoyment learners to answer

5Rd2 Understand with little or no

support specific information and
detail in short, simple texts

5Wa2 Use joined-up handwriting in a

wide range of written work across
the curriculum with growing
speed and fluency
5S6 Communicate meaning clearly at Weighing common classroom objects. Learners Table for learners to note Ensure plenty of 40–50
sentence and discourse level then hold up objects and pose questions to down weights readily nameable minutes
during, pair, group and whole other learners to guess objects available
class exchanges Which is heavier? You will need to bring
set/sets of scales to class
5Ut9 Use subordinate clauses for weighing
following think know believe
hope, say, tell

5Ut10 Use subordinate clauses

following sure, certain

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to personal data and choices,
measurements, tables and charts and a range of
module learning objectives.
use a range of multiple-matching, use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and guided
speaking and writing tasks

Scheme of stage 5Module 1B: Food and

Unit 3: Let’s Eat

V2 8Y02 English as a Second Language Stage 5 5

Framework Learning Objective Activities Resources Comments Time
Code
5Rd2 Understand with little or no Reading about the classification of foods into Worksheet: table completion Pre-teach vocabulary 70–90
support specific information and type relating to what food minutes
detail in short, simple texts on a Worksheet: diagram/table contains
range of general and curricular Completing a table/diagram relating to food completion
topics classification
Matching worksheet foods to
5S3 Give an opinion at discourse Talking about typical measures/packaging of different packaging measures
level foods two sets snap cards
packets/measures and
5S2 Ask questions to find out general different foods
information
5S1 Provide basic information about Talking about my food day. Using key-words Food day template 50–70
themselves and others make a profile of a typical food/drink day. minutes

5Uf4 Use simple present forms

5S2 Ask questions to find out general Learners complete

information
5Wa2 Use joined-up handwriting in a
wide range of written work across
the curriculum with growing
speed and fluency
questionnaire questions to
put to another learner
Writing, asking and answering questions
about daily food routines

5Lo1 Recognise the opinion of the
speaker(s) in supported
extended talk
5Ld2 Deduce meaning from context in
supported extended talk
Listening to and acting out exchanges in a Worksheets: listening 40–60
variety of eating out/service situations matching/completion minutes
Worksheets: dialogue
completion

5S7 Keep interaction going in longer

exchanges

5Ld4 Understand longer sequences of Listening to short descriptions of how Picture sequencing task Pre-teach key 40–60
supported classroom instructions something is made and completing recipe vocabulary: verbs in minutes

V2 8Y02 English as a Second Language Stage 5 6

 templates Recording or teacher script recipes
5Ld1 Understand most specific
information and detail of Listening completion tasks
supported, extended talk on a
range general and curricular
topics
5Wa1 Plan, write, edit and proofread Writing a recipe using a guided writing Recipe worksheet guided Display opportunity 60–80
work at text level template writing [template] minutes

5Wa2 Use joined-up handwriting Learners write recipes in pairs then read their
recipe [without recipe name] for rest of the
5Wo3 Use appropriate layout at text class to guess
level

5Ug6 Use prepositions of location and

direction

5Ug7 Use with to denote instrument

5Rg1 Recognise, identify and sound at

text level
5Ug1 Begin to use compound nouns
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Wa2 Use joined-up handwriting in a
wide range of written work across
the curriculum with growing
speed and fluency
Focusing on compound nouns e.g. seafood, Matching and completion Choose compound 70–90
dairy products worksheets: common food nouns relating to minutes
compound nouns foods already known
Making a world food bazaar poster. Assign
each group of learners a region of the world Worksheet: reading task
and they design a stall with labelled items on relating to cut up glossy
it. magazines and/or internet Display opportunity
research

V2 8Y02 English as a Second Language Stage 5 7

5Uf4 Use past simple active and some Focusing on the passive e.g. where/how Worksheets: matching and Guide to primary 80–100
passive forms something was made/was found/kept etc. transformation appropriate sites minutes

5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Ld3 Understanding more complex
questions
Reading about the history of … [chocolate Group internet or print-out
rice pizza, kebab, crisp, bread] research
Completing a fact- file with a number of facts Worksheet: fact-file
relating to their food’s history completion task
Asking/answering questions in a class quiz Quiz template for learners to
around the facts they find complete in relation fact-file
above

Scheme 5

V2 8Y02 English as a Second Language Stage 5 8

Module 1B: Food and Health
Unit 4: Staying Healthy
Framework Learning Objective
Code
5S3 Give an opinion at discourse
level
5S6 Communicate meaning clearly at
sentence and discourse level
5Ut4 Use pronouns including
someone somebody
Use conjunctions if, when to link
5Ut8 parts of sentences
5Rm1 Understand the main points of a
range short simple texts
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Uf1 Use quantifiers including more,
little, few less, fewer not as
many, not as much
5Ld1 Understand most specific
information and detail of
supported
5Lg1 Understand supported narratives
Use subordinate clauses
V2 8Y02
Activities Resources Comments Time
Talking about common health problems and Flashcards/slides of common 50–60
what to do about them problems minutes
Talking about how to get or make something Good/Bad Remedy quiz
better Multiple-choice: quiz A B C
Talking about what not to do in different Worksheet completion task: Display opportunity if
circumstances when s/o ___ don’t turned into an advice
poster
Reading about what our bodies need to stay Yes/no/doesn’t say task ton 60–80
healthy staying healthy minutes
Reading about in what foods vitamins,
proteins, minerals, fats are found Multiple matching and table
completion reading tasks
Focusing on the amounts of vitamins, Food labels/slides with
proteins, minerals, fats in foods. completion task worksheet
Listening on how a cure/cures were found. Picture matching, Prepare pre-listening 50–70
e.g. cure for scurvy sequencing, labelling tasks activities e.g. pre- minutes
teaching vocabulary
Listening worksheet tasks
Listening in stages completion/matching/
- background to problem speculation tasks
- investigating/researching the problem
English as a Second Language Stage 5 9
5Ut9 following think, know, believe,
sure, certain
5Uf3 Use future will to make
predictions
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5Rm1 Understand the main points of a
range short simple texts on
general and curricular topics by
using contextual clues
5Uf6 Use modal forms including
need (necessity)
5Wc2 Write imaginative descriptions at
text level which describe people
5Wo1 Link sentences into a coherent
paragraph using a variety of
basic connectors
5Uf2 Use simple perfect forms to
express what has happened
5Uf6 Use modal forms including
mustn’t (prohibition), need
(necessity), should (for advice)
Use conjunctions if, when,
5Ut8 where, so, and, or, but, because,
before, after to link parts of
sentences in short texts
Spell most high-frequency
5Ug9 vocabulary accurately
V2 8Y02
- outcome of investigation
Before and between stages learners
speculate about problems/solutions
Focusing on the use of will to make Table/chart completion Bring various 60–80
predictions in the context of talking about most – least samples of foods minutes
teeth and chewing experiment predicting To class for
food that will need the most chewing/use of experiment
different teeth
Visuals of different teeth
Reading about what we need different teeth diagram completion/matching
are used for task: types of teeth and foods
Writing short notes and emails about not Use flashcards/slides from Display opportunity 50–70
feeling well and writing short responses opening what’s wrong? incorporating visuals minutes
above to prompt ideas. notes and responses
Guided writing for excuse
notes and short note
responses
Creating a visually appealing health poster Flashcards/slides for health Opportunity to 50–70
[collage] built around warnings [mustn’t don’t] problems integrate ICT design minutes
and advice [need/should] skills
Template of sections of the
poster
English as a Second Language Stage 5 10
5Ug9 Spell most high-frequency
vocabulary accurately
5S2 Ask questions to find out general
information on a range of general
and curricular topics
5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Lg2
Identify rhymes
Writing ‘Staying Healthy’ quiz questions
Asking and answering questions in a class
quiz
Templates/models for writing Opportunity to 60–80
different types of quiz monitor/assess minutes
question for different rounds question formation
name 3 types of/
Listening/miming: what’s
wrong?/If the answer is
____/What’s the question?
What rhymes with ___ ?

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to types of food, eating well, staying
healthy and keeping fit and a range of module learning
objectives.
use a range of multiple-matching, use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and guided
speaking and writing tasks

V2 8Y02 English as a Second Language Stage 5 11

Module 1C: Our World
Unit 5: Celebrations
Framework Learning Objective
Code
5S1 Provide basic information about
themselves and others at
discourse level on a range of
general topics
5Ug6 Use a growing range of
prepositions of time
5Ug2 Use a growing range of noun
phrases describing times and
location
5Rd1 Recognise the difference
between fact and opinion in
short, simple texts on a range of
general and curricular topics
5Rg3 Recognise the attitude or opinion
of the writer in short texts on a
range of general and curricular
topics
5Wc2 Write with some support factual
and imaginative descriptions at
text level which describe people,
places and objects
5Ut11 Use a growing range of defining
relative clauses with which who
that where
5Ut4
V2 8Y02
Activities Resources Comments Time
Talking about what you celebrate when. Worksheet: timeline activity Pre-teach names of 40–50
Learners plot on a year timeline what they major celebrations minutes
celebrate at different times of the year and Worksheet: table completing and festivals
share this with another learner. when they: go to parties, see
fireworks, parade, give
presents, get cards etc.
Multiple-matching 70–90
Reading two short texts on two different Yes/no/doesn’t say Reading minutes
celebrations around the world e.g. tasks
Thanksgiving in American/Chinese New Year
Summary completion task on
one text
Guided model based on task
above
Writing a short description of a festival,
special event in learners’ country using
previous task as model
Focusing on relative clauses in talking about Worksheet/flashcards: 50–70
parties and celebratory events objects/people/places minutes
connected to different types
of celebration
e.g. karaoke machine.
English as a Second Language Stage 5 12
 Use a growing range of
quantitative pronouns including
someone somebody, something,
everybody, no-one
on a growing range of general
and curricular topics
5S4 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Wo3 Use with little or no support
appropriate layout at text level for
a limited range of written genres
on familiar general and curricular
topics
5S6 Respond with limited flexibility at
both sentence and discourse
level to unexpected comments
on a range of general and
curricular topics
5S4 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Lg1 Understand supported narratives,
including some extended talk, on
a range of general and curricular
topics
5Lo1 Recognise the opinion of the
speaker(s) in supported
extended talk on a range of
general and curricular topics
5S3 Give an opinion at discourse
V2 8Y02
Learners complete
definition/description
It’s something that you sing
with
Worksheet: clause
matching/text completion
Writing and making a school Worksheet: poster layout Display opportunity 50–70
anniversary/birthday poster. Learners talk with types of information: minutes
about what to include on a poster like this tickets/date/event/food and
and produce a poster for display drink/contact etc. to arrange
Focusing on short greeting wish exchanges: Matching tasks/mingling and 50–60
Congratulations, Have fun, Happy New Year finding a partner tasks minutes
etc.
Multiple-matching of
Listening to the greeting, wish exchanges. appropriate response to what
Learners then build short exchange they hear
dialogues to act out.
Short exchange dialogue
building tasks
Listening to stories about parties that Multiple-choice picture task: 50–60
went wrong which scenario minutes
Speaker attitude task: circle
face that corresponds to
speaker ‘s feeling
Talking about things that can go wrong at
English as a Second Language Stage 5 13
 level on an increasing range of
general and curricular topics
5Uf3 Use future will and shall: to make
offers, promises, predictions
5Uf5 Use present continuous forms
with present and future meaning
5Wo3 Use with little or no support
appropriate layout at text level for
a limited range of written genres
on familiar general and curricular
topics
V2 8Y02
parties. Learners make list of ‘Top Ten’ party
disasters.
Guided writing: prompts Pre-teach/check 70–90
language for minutes
greeting/inviting/
accepting/declining
Display opportunity if
Writing an invitation to a Guided writing: prompts presented in card
party/barbeque/sleepover at your house. format
Each learner receives an invitation from two
different classmates and writes back
accepting one and declining the other.
English as a Second Language Stage 5 14
Module 1C: Our World

Unit 6: The Weather and Climate

Framework Learning Objective Activities Resources Comments Time

Code
5Ug4 Use a growing range of adverbs, Talking about ways of describing What’s the Worksheets: map/weather 50–60
including adverbs of degree too, weather like? symbols minutes
not enough, quite, rather
too cold. too hot to Worksheet: order of weather
5Ug2 Use a growing range of noun adjectives before nouns
phrases describing times and In the north of the country...
location
Quite a cold frosty morning
5Ug3 Order adjectives correctly in front
of nouns on a growing range of
general and curricular topics

5Ld1 Understand most specific
information and detail of
supported, extended talk
5Lo1 Recognise the opinion of the
speaker(s) in supported
extended talk on a range of
general and curricular topics
Listening to a weather report and matching Worksheet: map/symbols 40–50
weather symbols to a map minutes
Worksheet: questions about
people’s attitude
Listening to people’s reactions to weather
news

5Rm1 Understand the main points of a Researching weather online and making Outline format of Guide to primary 50–60
range short simple texts on short weather presentation on a particular presentation appropriate weather minutes
general and curricular topics by country/area sites
using contextual clues Use symbols from previous
activity
5Rd3 Use with little or no support
familiar paper and digital
reference resources to check
meaning and extend
understanding

V2 8Y02 English as a Second Language Stage 5 15

5S5 Organise talk at discourse level
using appropriate connectors
5S8 Relate some extended stories
and events on a limited range of
general and curricular topics
5Lo1 Recognise the opinion of the
speaker(s) in supported
extended talk on a range of
general and curricular topics
5Uf6 Use modal forms including need
(necessity), should (for advice)
5Rm1 Understand the main points of a
range short simple texts by using
contextual clues
understand with little or no
support
5Ut5 Use common impersonal
structures with: it, there
5Ld1 Understand most specific
information and detail of
supported, extended talk
5Lm1 Understand with limited support
the main points of extended talk
5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Rg2 Read with little or no support a
range of short fiction and non-
V2 8Y02
Listening to and talking about Listening 40–50
protection/precautions in different weather minutes
scenarios
You’ll need/won’t need Worksheet: dialogue
You should take building/completion
Reading about climate and matching Matching and T/F reading Pre-teach some 40–60
countries to climate types task type worksheet climate related minutes
adjectives
Learners look at the map of the globe and Cloze completion tasks using
speculate about what climate is like weather words
Listening on weather extremes. world’s Multiple – matching Pre-teach words 50–70
hottest, coldest, driest worksheet relating to weather minutes
and natural disasters
Table completion task
Listening on weather disasters and what
people did Multiple-choice picture
matching
Talking about sending aid after disasters
Worksheet: pictures of aid
items. Learners select top
five items for different
scenarios
Researching rainforests Flat representation of globe/ 60–90
Task each group to look up information about worksheet for use with minutes
English as a Second Language Stage 5 16
 fiction texts with confidence and
enjoyment
5Rm1 Understand the main points of a
range short simple texts by using
contextual clues
one particular rainforest. internet or web print-outs
Provide template for
subsequent presentation
slides

5Wa1 Plan, write, edit and proofread Using representation of globe as opening
work at text level with support on slide, learners prepare short presentation on
an increasing range of general their rainforest
and curricular topics

5S5 Organise talk at discourse level

using appropriate connectors on
a range of general and curricular
topics

5Wo1 Link with little or no support Writing a paragraph about a rainforest animal Worksheet/model of Display opportunity 40–50
sentences into a coherent linked to previous research paragraph linked to above minutes
paragraph using a variety of
basic connectors

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to special days, celebrations and
parties, types of weather and climate conditions and a
range of module learning objectives.
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and guided
speaking and writing tasks

V2 8Y02 English as a Second Language Stage 5 17

Module 2A: Great Stories
Unit 7: Famous People

Framework Learning Objective Activities Resources Comments Time

Code

5Rd2 Understand with little or no
support specific information and
detail in short, simple texts on a
range of general and curricular
topics
5Rg1 Recognise, identify and sound
with little or no support a wide
range of language at text level
Reading a short biography about a famous
local or national hero.
Learners do follow-up internet research to
find out five more facts about this person
Worksheet for pre-reading to 50–60
write down best guess of minutes
biographical details
Reading tasks: multiple-
choice/true/false/doesn’t say

5Uf4 Use growing range of past Focusing on simple past and past continuous Worksheet: text completion 50–60
simple active and some passive in context of biographical information and sentence matching tasks minutes
forms relating to famous lives

5Uf5 Use past continuous forms for

background and interrupted past
actions

5Ut8 Use conjunctions if, when,

where, so, and, or, but, because,
before, after to link parts of
sentences in short texts

5S2 Ask questions to find out general
information on a range of general
and curricular topics
5Rm1 Understand the main points of a
range short simple texts on
general and curricular topics by
using contextual clues
Sorting jumbled biographies. Groups of Jumbled sentences of three 40–60
learners send a delegate to teacher to ask short biographies minutes
Did/Was questions about details they need to
confirm
Groups take turns to read aloud complete
biographies

V2 8Y02 English as a Second Language Stage 5 18

5Ld2 Deduce meaning from context in
supported extended talk on a
range of general and curricular
topics
5Wc1 Write with support about factual
and imaginary past events,
activities and experiences in a
paragraph on a limited range of
general and curricular topics
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts on a
range of general and curricular
topics
5Ug6 Use a growing range of
prepositions of time
5Ut8 Use conjunctions if, when,
where, so, and, or, but, because,
before, after to link parts of
sentences in short texts
5Lg1 Understand supported
narratives, including some
extended talk, on a range of
general and curricular topics
5Ld2 Deduce meaning from context in
supported extended talk on a
range of general and curricular
topics
5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
V2 8Y02
Learners listen to teacher giving further
details about these lives and speculate who List of further biographical
each detail is about details to read out
Writing a short biography text on famous Worksheet: order of Display opportunity 60–80
person [deceased]. Learners complete information in a biography/ minutes
biographical data table from internet
research and write biography Worksheet: biographical data
table to complete
Focusing on past time phrases and practising Worksheet: short texts in 40–60
in a game where learners are asked ‘round which learners underline time minutes
about when famous people did something’. phrases
Worksheet:
completing/matching time
phrase tasks
Listening to a narrative in two stages about Worksheet: timeline 50–60
the voyage and adventures of the first ordering/picture matching minutes
Europeans to settle in America tasks
Worksheet: names in text
that learners can deduce
meaning of
Describing someone famous. From the Model the activity by You might prompt 40–50
perspective of the last time they saw them, preparing descriptive facts of learners by providing minutes
learners [in pairs] write eight descriptive a celebrity well-known to the images of someone
facts, class. Reveal each fact one they know
He was wearing blue and white/He was at a time, for learners to
English as a Second Language Stage 5 19
5S8 Relate some extended stories celebrating etc. guess who you are.
and events on a limited range of Other learners guess who the celebrity is.
general and curricular topics

5Uf5 Use past continuous forms for

background and interrupted past
actions

5Rg2 Read with little or no support a
range of short fiction and non-
fiction texts with confidence and
enjoyment
5Rg3 Recognise the attitude or opinion
of the writer in short texts on a
range of general and curricular
topics
Reading and spotting incongruous facts.
Learners read to underline incongruous
details and suggest what was probably
written originally.
Modifying a text in a similar way and reading
aloud to other groups to spot incongruities
Adapt a number of short texts 60–80
on well-know celebrities minutes
changing each to include 3 or
4 incongruous facts, details,
opinions.

5Rg1 Recognise, identify and sound

with little or no support a wide
range of language at text level

V2 8Y02 English as a Second Language Stage 5 20

Module 2A: Great Stories
Unit 8: Myths and Fables
Framework Learning Objective
Code
5Lg1 Understand supported
narratives, including some
extended talk
5Lm1 Understand with limited support
the main points of extended talk
5Ld2 Deduce meaning from context in
supported extended talk on a
range of general and curricular
topics
5Wc2 Write with some support factual
and imaginative descriptions at
text level which describe people,
places and objects
5Rg2 Read with little or no support a
range of short fiction and non-
fiction texts with confidence and
enjoyment
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Ut8 Use conjunctions if, when,
where, so, and, or, but, because,
before, after to link parts of
sentences in short texts on a
growing range of general and
curricular topics
V2 8Y02
Activities Resources Comments Time
Listening to a well-known fable e.g. ‘The Story picture cards for Pre-teach key 50–70
Tortoise and the Hare’ and focusing on the learners to sequence as they language e.g. minutes
thoughts and feelings of the characters listen tortoise, hare, forest
Worksheet: on message of
fable, learners match Display and acting
message to their out opportunities
understanding of the story
Worksheet: character
thought/feeling captions for
learners to complete and
Writing character thought/feeling captions arrange within picture story
sequence
Reading a myth e.g. native Indian myth Multi-matching tasks: Possibly present 70–90
‘Coyote Brings Fire’ and putting a jumbled learners match different story as a slide minutes
summary of events into the correct order animals to actions in the sequence with native
story music/chanting
Learners complete drawings Teacher could read
of animals to match story slides aloud
descriptions
Jigsaw summary of the story
with conjunctions in bold for
learners to complete
English as a Second Language Stage 5 21
5Lg1 Understand supported
narratives, including some
extended talk, on a range of
general and curricular topics
5Uf4 Use growing range of past
simple active and some passive
forms on a growing range
general and curricular topics
5Uf5 Use past continuous forms for
background and interrupted past
actions on a growing range of
general and curricular topics
5Wc1 Write with support about factual
and imaginary past events,
activities and experiences in a
paragraph on a limited range of
general and curricular topics
5Lg2 Identify rhymes, repetition and
alliteration
5Lg1 Understand supported
narratives, including some
extended talk, on a range of
general and curricular topics
5Rg2 Read with little or no support a
range of short fiction and non-
fiction texts with confidence and
enjoyment
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Rf1 Read and follow with little or no
support familiar instructions for
classroom activities
V2 8Y02
Listening to short fable e.g. The Lion and the Listening task: 80–120
Mouse’ order picture story sequence minutes
Worksheet: story summary
skeleton: main actions of a
Focusing on the difference between main and story. Learners complete
background actions in a story in previous background descriptions.
story
Worksheet: model story
opening complete with past
simple/continuous
Prompts for guided writing
Writing the opening of a well known story,
fairytale, fable etc. Other learners guess
which story.
Listening to a story/stories written in rhyme Pre-listening worksheets: 40–50
and/or using alliteration matching words which minutes
rhyme/matching animals to
Learners shout out rhyming/alliteration word adjectives [alliteration]
when teacher pauses
Reading a story about spells/magic/a Worksheet: yes/no/doesn’t Bring props needed 70–90
magician e.g. a story about a genie or Merlin say task for tricks minutes
Reading how to perform a simple trick. Give
different learners different instructions for Instructions with pictures on
tricks and props. performing trick Create ambiance for
trick performing
music, audience
participation
English as a Second Language Stage 5 22
5S7 Keep interaction going in longer
exchanges on a range of general
and curricular topics
5Rg2 Read with little or no support a
range of short fiction and non-
fiction texts with confidence and
enjoyment
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts on a
range of general and curricular
topics
Learners perform trick to class as magic
character with assistants
Reading a well-know myth e.g. ‘Theseus and Yes/no/doesn’t say reading 50–70
the Minotaur’. Learners read one version task minutes
without direct speech for comprehension and
then a second version including direct speech
between characters which they have to write
out/punctuate correctly. Task in which learners have
to punctuate unpunctuated
sequences of direct speech

5Wo2 Punctuate written work at text

level on an increasing range of
general and curricular topics with
some accuracy when writing
independently

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to famous people and their lives,
stories myths and fables and a range of module
learning objectives.
Use a range of multiple-matching, Use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and guided
speaking and writing tasks

Scheme

V2 8Y02 English as a Second Language Stage 5 23

Module 2B: Where We Live
Unit 9: Around the House

Framework Learning Objective Activities Resources Comments Time

Code

5Ld1 Understand most specific Listening to descriptions of Worksheet: house/flat Pre-teach rooms 40–50
information and detail of houses/apartments, labelling diagrams to diagrams parts of houses minutes
supported, extended talk on a identify different parts
range general and curricular
topics

5Ug6 Use a growing range of

prepositions of time, location and
direction

5S6 Communicate meaning clearly at Describing the layout of your home. Learner Refer to sample 30–40
sentence and discourse level draws house layout [not visible to other layouts/diagrams minutes
during, pair, group and whole learner] and describes at same time for from previous task
class exchanges another learner to draw.

5S7 Keep interaction going in longer

exchanges

5Ug6 Use a growing range of

prepositions of time, location and
direction

5Ut3 Use a growing range of tag
questions
5Ld3 Understand more complex
supported questions which ask
for personal information
5S2 Ask questions to find out general
information on a range of
general and curricular topics
Focusing on the form of tag questions Worksheets: tag question 40–50
Your TV is in the lounge, isn’t it? minutes
You don’t have a TV in the kitchen, do you?
Learners put/draw the household items on Single floor flat layout Pre-teach less 30–40
their diagram [not visible to other learner]. diagram common household minutes
Learners take turns to ask [tag] questions to items
find out where items are. Images of common and less
common household items

V2 8Y02 English as a Second Language Stage 5 24

5S1 Provide basic information about
themselves and others at
discourse level
5Rm1 Understand the main points of a Reading signs and notices about Worksheet: multiple- 50–60
range short simple texts on rubbish/litter/recycling./using things choice/text completion items minutes
general and curricular topics by
using contextual clues Worksheet: signs/public
notices
5Ut9 Use subordinate clauses Speculating about where they might see
following think, know, believe, signs
hope, say, tell

5Ut10 Use subordinate clauses

following sure, certain

5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Wa1 Plan, write, edit and proofread
work at text level with support on
an increasing range of general
and curricular topics
Discussing in groups things they can do at Worksheet: what can be re- Opportunity for 50–70
home to limit rubbish and recycle, leading to used/recycled display minutes
production of a poster what people
must/mustn’t do at home
Worksheet: discussion
questions and guide to
poster format layout

5Wo3 Use with little or no support

appropriate layout at text level

5Uf6 Use modal forms including must

and mustn’t (prohibition)

5Ug1 Begin to use basic abstract Focusing on common compound nouns for Worksheet: matching words Pre-teach vocabulary 50–70
nouns and compound nouns things in the house e.g. washing machine, to make compounds and of household jobs minutes
clothes hanger matching to pictures

5Ld1 Understand most specific Listening to who does what tasks at home
information and detail of Worksheet: multiple matching
supported, extended talk on a task
range general and curricular

V2 8Y02 English as a Second Language Stage 5 25

 topics
5S1 Provide basic information about Talking about what jobs you do and other Worksheet: household jobs: 60–90
themselves and others at people do at home me/someone else minutes
discourse level on a range of
general topics
Worksheet: matching
5S2 Ask questions to find out general Asking other learners using tag questions questions to answers
information on a range of what they do around the house Oh yes I do/I do sometimes
general and curricular topics
Template for guided
5Ut3 Use a growing range of tag paragraph writing
questions

5Wc2 Write with some support factual Writing a paragraph about the jobs I do at
and imaginative descriptions at home
text level which describe people,
places and objects

V2 8Y02 English as a Second Language Stage 5 26

Module 2B: Where we Live
Unit 10: My Area

Framework Learning Objective Activities Resources Comments Time

Code

5Rm1 Understand the main points of a Reading local signs and thinking about Worksheet: with signs and 30–40
range short simple texts on what they tell you about an area, where multiple choice interpretations minutes
general and curricular topics by you might see them
using contextual clues

5S2 Ask questions to find out general Talking about signs you might see in your A set of signs for learners to Select signs 20–30
information on a range of general area and where you have seen them. mark with a tick or a cross learners should be minutes
and curricular topics Learners discuss in groups. able to respond to

5S4 Respond with limited flexibility at

both sentence and discourse
level to unexpected comments

5Ld4 Understand longer sequences of
supported classroom instructions
5S7 Keep interaction going in longer
exchanges on a range of general
and curricular topics
Describing how to get to your house. Street map of area around Pre-teach any 30–40
Learners plot their route home on the map school (paper or online) direction vocabulary minutes
and describe to others who mark the route learners may need
on the map.

5Ld1 Understand most specific Listening to young people talking about Worksheet: tick/cross activity 30–40
information and detail of what there is in their area minutes
supported, extended talk on a
range general and curricular
topics

5S1 Provide basic information about Telling another learner what there is in your Worksheet: adapted from 20–30
themselves and others at local area and how you get there previous activity with local minutes
discourse level places + bus car foot icons

V2 8Y02 English as a Second Language Stage 5 27

5Wa2 Use joined-up handwriting in a
wide range of written work
across the curriculum with
growing speed and fluency
5Uf2 Use simple perfect forms to
express what has happened
[indefinite past]
5Uf1 Use quantifiers including more,
little, few less, fewer not as
many, not as much
5Ut4 Use a growing range of personal,
demonstrative and quantitative
pronouns including everybody,
no-one
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Rg3 Recognise the attitude or opinion
of the writer in short texts
Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Wo3 Use with little or no support
appropriate layout at text level
for a limited range of written
genres on familiar general and
curricular topics
V2 8Y02
Writing questions to survey learners about Worksheet: tally keeping 40–50
popular places in the area. worksheet on which learners minutes
Have you been to? write questions about local
How many times this year? places and record answers
from other learners
Learners mingle and ask each other
questions and record tally information
Focusing on quantifiers and quantitative Worksheet: entitled ‘Local Display opportunity 40–50
pronouns in agreeing on how to summarise Places We Go’ with visuals from minutes
information from tally survey in previous local area
activity Everyone has
A few people have
Most people have
Reading short text/texts about living in an Reading tasks: yes/no/doesn’t 50–70
isolated area say minutes
Text summary completion task
Talk about the most isolated place learners
have been to Worksheet: learners tick/cross
the things the place has and
tells another
Writing an e-mail describing your town/area Guided writing task prompts Opportunity for 60–70
to a friend from another country coming to learners to send minutes
stay with you for the first time each other emails
and reply
English as a Second Language Stage 5 28
5Wo1 Link with little or no support
sentences into a coherent
paragraph using a variety of
basic connectors on a growing
range of general and curricular
topics

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to home, layout of and objects in the
home, your local area, local facilities and places to go
and a range of module learning objectives.
use a range of multiple-matching, use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and guided
speaking and writing tasks

stag
e5

V2 8Y02 English as a Second Language Stage 5 29

Module 2C: Planet Earth
Unit 11: Around the World
Framework Learning Objective Activities Resources Comments Time
Code

5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5Ut9 Use subordinate clauses
following think, know, believe,
hope, say, tell
5Ut10 Use subordinate clauses
following sure, certain
Discussing which countries are which and Worksheet: silhouette 60–80
in which continent they are. Pinpoint a countries/match to continents minutes
country they would like to go to on the atlas on an atlas
and researching it on the internet. Draw its
silhouette and complete a country fact file. Worksheet: space for
silhouette and
questions to complete country
fact file

5Rd2 Understand with little or no

support specific information and
detail in short, simple texts

5Rd3 Use with little or no support

familiar paper and digital
reference resources to check
meaning and extend
understanding

5Wa2 Use joined-up handwriting in a

wide range of written work
across the curriculum with
growing speed and fluency

5Rm1 Understand the main points of a Reading postcards to work out where they Activity: matching postcard 40–60
range short simple texts on were sent from and the attitude/opinion of descriptions to places minutes
general and curricular topics by the writers on various things
using contextual clues Worksheet: multiple matching

5Rg3 Recognise the attitude or opinion

V2 8Y02 English as a Second Language Stage 5 30

 of the writer in short texts on a
range of general and curricular
topics
5Uf5 Use present continuous forms
with present and future meaning
5Uf2 Use simple perfect forms to
express what has happened
[indefinite and unfinished past
with for and since] on a growing
range of general and curricular
topics
5Wa1 Plan, write, edit and proofread
work at text level with support on
an increasing range of general
and curricular topics
5Wo2 Punctuate written work at text
level on an increasing range of
general and curricular topics with
some accuracy when writing
independently
5Lm1 Understand with limited support
the main points of extended talk
on a range of general and
curricular topics
5Ut6 Use common verbs followed by
infinitive verb/verb + ing patterns
5S2 Ask questions to find out general
information on a range of general
5S3 and curricular topics
V2 8Y02
Focusing on present continuous [doing at Worksheets: completing 40–60
the moment], present perfect [indefinite and postcards with correct verb minutes
unfinished past with for/since] in the context forms and adverbial phrases of
of postcards time
Writing a postcard to a friend at home and Provide postcard picture to Display opportunity 60–80
exchanging cards with another learner to each learner minutes
guess where you are
Guided writing task
encouraging learners to give
clues [food places activities
etc.] as to where they are
Listening to what people like/enjoy doing Images of people experiencing Display opportunity 40–60
when they travel and matching a places and activities abroad minutes
destination/activity to them
Focusing on verbs followed by infinitive Learners pin their sentences to
verb/verb + ing patterns. Learners write suitable destinations on an
sentences about themselves image of world.
Discussing where things grow and where Worksheet: What grows in our Prior to lesson ask 40–60
different food comes from country? learners to bring in minutes
one food item which
Map to label with food items comes from abroad
passed round the class
English as a Second Language Stage 5 31
5Uf2 Use simple perfect forms to
express what has happened
[indefinite and unfinished past
with for and since]
5Rm1 Understand the main points of a
range of short simple texts on
general and curricular topics by
using contextual clues
5Rd1 Recognise the difference
between fact and opinion in
short, simple texts on a range of
general and curricular topics
5Ld5 Understand more complex
supported questions on a
growing range of general and
curricular topics
5Ug9 Spell most high-frequency
vocabulary accurately for a
growing range of familiar general
and curricular topics when
writing independently
V2 8Y02
Reading about where different foods Worksheet: link to previous 50–60
originally grew and how they were focus minutes
discovered by people from other countries Have potatoes always grown in
Europe?
Reading tasks:
multiple-choice and fact or
opinion tasks
Competing in a quiz about the world using Plan different quiz rounds. e.g. 40–60
words, information, places seen in previous country silhouettes minutes
activities. continents countries are in,
capitals, name two countries
this grows in etc.
Learners write some questions themselves.
English as a Second Language Stage 5 32
Module 2C: Planet Earth
Unit 12: An Animal’s Life
Framework Learning Objective Activities Resources Comments Time
Code

5Rm1 Understand the main points of a Reading about characteristics of desert Worksheet: yes/no/doesn’t say 50–60
range short simple texts on plants and animals task type minutes
general and curricular topics by
using contextual clues Learners complete a summary text of Worksheet: with summary text
above
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts

5Ut9 Use subordinate clauses Talking about which animals could live in a Worksheets: images of animals 30–40
following think, know, believe, desert and talking about which animals to sort minutes
hope, say, tell are herbivores/carnivores

5Ut10 Use subordinate clauses

following sure, certain

5S3 Give an opinion at discourse

level on an increasing range of
general and curricular topics

5Rd3 Use with little or no support
familiar paper and digital
reference resources to check
meaning and extend
understanding
Reading digital reference material Worksheet: writing down Guide to primary 40–50
explaining simple habitat and food chain definitions reference sites or minutes
words. Learners then match words in use primary paper
groups to images/diagrams. Worksheet: matching words to reference material
pictures

5S6 Communicate meaning clearly at

sentence and discourse level
during, pair, group and whole
class exchanges

V2 8Y02 English as a Second Language Stage 5 33

5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5Ld2 Deduce meaning from context in
supported extended talk on a
range of general and curricular
topics
5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Uf6 Use modal verbs: need
(necessity)
5Ut7 Use infinitive of purpose
5Wc2 Write with some support factual
and imaginative descriptions at
text level which describe people,
places and objects
5S5 Organise talk at discourse level
using appropriate connectors on
a range of general and curricular
topics
5Ut5 Use common impersonal
structures with: it, there
5S2 Ask questions to find out general
information on a range of
general and curricular topics
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
V2 8Y02
Discussing and completing food Diagrams of different food 30–40
chains/and food chain webs through chains and food chain webs to minutes
diagram completion complete
Listening to descriptions to animals Worksheet: images of animals 40–50
without hearing the name of the animal minutes
and then classifying animals into groups Worksheet: classification of
animals
Focusing on the needs of pets and why Worksheet: what you need/don’t 30–40
you do things for them need to do minutes
Activities: matching/cards etc.
on reasons/purpose
Preparing a short talk on a pet you or a Provide short guide for Possible display 60–90
friend has and what you do for them and structure/slides of presentation minutes
why and presenting it to class
Ask learners to bring photos of
pets for projection
Talking about things that it’s fun, safe, Worksheet: focusing on different 30–40
dangerous to do with animals in different verbs: feed, walk, brush, swim minutes
situations etc.
Worksheet: showing different
places children can interact with
animals
English as a Second Language Stage 5 34
5Wo3 Use with little or no support Writing a poster to advertise a children’s Use visual from previous activity Display opportunity 60–90
appropriate layout at text level farm, zoo and wildlife park. As a lead-in to prompt whole group or assign minutes
for a limited range of written elicit common it’s, there’s short sentences a group particular areas of the
genres on familiar general and you might see on posters: e.g. animal park
curricular topics It’s free/amazing. There’s so much to see
etc.
5Ug9 Spell most high-frequency
vocabulary accurately for a
growing range of familiar general
and curricular topics when
writing independently

5Ut5 Use common impersonal

structures with: it, there

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to places around the world, reasons to
go and what comes from there, animals, interacting
with animals and places you can see them and a range
of module learning objectives.
use a range of multiple-matching, use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and guided
speaking and writing tasks

V2 8Y02 English as a Second Language Stage 5 35

Module 3A: Information
Unit 13: Remembering Things
Framework Learning Objective
Code
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5S4 Respond with limited flexibility at
both sentence and discourse
level to unexpected comments
on a range of general and
curricular topic
5Lg2 Identify rhymes, repetition and
alliteration
5Rm1 Understand the main points of a
range short simple texts on
general and curricular topics by
using contextual clues
5Ut8 Use conjunctions if, when,
where, so, and, or, but, because,
before, after to link parts of
sentences in short texts on a
growing range of general and
curricular topics
5S8 Relate some extended stories
and events on a limited range of
general and curricular topics
V2 8Y02
Activities Resources Comments Time
Talking about information you need Worksheet: How many can you 50–70
To remember and how you remember it remember? phone numbers, minutes
passwords, birthdays etc.
Worksheet: matching types of
information to places you keep
it; mobile phones, message
boards etc.
Twelve questions on i.e.
Learning the rhymes, spellings and days of the
Thirty days have September… month to test learners’ memory
I before E except after c
or when sounding like A
in neighbour and weigh
Reading jokes and matching jokes to a Worksheet: short joke texts 80 –100
punch line and jumbled punch lines minutes
Worksheet: completing short
jokes with missing conjunctions
Focusing on conjunctions and linking ideas Worksheet: sorting jumbled
jokes
Learners practise in pairs telling a joke then
telling to the whole class
English as a Second Language Stage 5 36
5Lm1 Understand with limited support
the main points of extended talk
on a range of general and
curricular topics
5Ut6 Use common verbs followed by
infinitive verb/verb + ing patterns
5Wa2 Use joined-up handwriting in a
wide range of written work
across the curriculum with
growing speed and fluency
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Rd1 Recognise the difference
between fact and opinion in
short, simple texts
5Wc2 Write with some support factual
and imaginative descriptions at
text level which describe people,
places and objects
5Rg1 Recognise, identify and sound
with little or no support a wide
range of language at text level
5Ld5 Understand more complex
supported questions on a
growing range of general and
curricular topics
5Rf1 Read and follow with little or no
support familiar instructions for
classroom activities
5S1 Communicate meaning clearly at
V2 8Y02
Listening about animals that remember Multiple-matching and picture Visuals of animals for 70–90
things matching listening task possible display minutes
Worksheet: completion and
dialogue matching
Focusing on verbs followed by infinitive;
forget, remember, remind
Writing imaginative captions of what the
animals that remember things above might
say to each other using remember, forget
remind
Finding out information about unusual Internet research/short text Pre-teach words 50–70
animals. Each group of learners is given print-outs on usual animals e.g. related to animals minutes
the names of one or two unusual animals robber crab, flying frogs. e.g. feed, nest, lay
to research. Learners are asked to record eggs
two unusual facts about them.
Guide to primary
sites
Writing the two true facts down and
inventing an untrue one
Learners read out their facts to other teams Visuals of animals to
and learners guess which one is untrue project
Jumble all the facts and see which group
remembers the most when you ask Which
animals?
Reading instructions for how to play Sets of cards for memory 70–90
different memory games: go fish, games minutes
remember the sequence etc.
You might organise
Listening to different sounds, noises, all these games into
English as a Second Language Stage 5 37
 sentence and discourse level voices Worksheet: a class memory
during, pair, group and whole I heard someone championship.
class exchanges Visual memory games where you I heard something… and then Keeping team scores
flash/project pictures and ask questions everyone…
5Ut4 Use a growing range of personal, about details
demonstrative and quantitative Set of images to project
pronouns including someone,
somebody, everybody, no-one Set of memory questions

Keep interaction going in longer

S7 exchanges on a range of general
and curricular topics

Respond with limited flexibility at

5S4 both sentence and discourse
level to unexpected comments
on a range of general and
curricular topics

5S1 Provide basic information about Talking about things you need to remember Worksheet: learners choose 10 50–70
themselves and others at to do when you stay away from home of 20 things to put in an minutes
discourse level on a range of overnight bag
general topics

5Wo1 Link with little or no support
sentences into a coherent
paragraph using a variety of
basic connectors on a growing
range of general and curricular
topics
Writing short notes/emails to friends Guided writing prompts:
reminding them to do things reminding learners of three
things
Learners write short reply

V2 8Y02 English as a Second Language Stage 5 38

Module 3A: Information
Unit 14: Investigating and Experimenting

Framework Learning Objective Activities Resources Comments Time

Code
5Ld4 Understand longer sequences of Listening about how to make a finger Picture sequencing listening Bring puppet making 90–120
supported classroom instructions puppet task materials small minutes
bags, cloth, match
5Rf1 Read and follow with little or no Reading: instructions for making a specific sticks etc.
support familiar instructions for puppet. Ensure that at least 2 or 3 different Short texts on different stages
classroom activities characters are made.

5Rd2 Understand with little or no
support specific information and
detail in short, simple texts on a
range of general and curricular
topics
5Wa2 Use joined-up handwriting in a
wide range of written work
across the curriculum with
growing speed and fluency
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
Learners write down short dialogues for two
different puppets and act them out
Prompt learners with different Display opportunity
scenarios
Keep puppets safe
for next lesson
Talking about passports and the Worksheet: jumbled words for ICT/design 50–70
information then have in them sections in a passport opportunity minutes

5Wc2 Write with some support factual Learners complete puppet passport details Paper/digital passport pro
and imaginative descriptions at and incorporate visuals e.g. visas, stamps forma
text level which describe people, writing a long distinguishing features
places and objects description
5Ug3
Order adjectives correctly in front
of nouns

V2 8Y02 English as a Second Language Stage 5 39

5Ut2 Use questions including Focusing on questions that you ask in Completion/matching 50–60
questions with whose, how investigating and making things worksheet: questions on minutes
often, how long? how far/long/heavy/wide?

5S3 Give an opinion at discourse Best guess quiz: in groups learners discuss Selection of questions
level on an increasing range of answers to questions: nearest answer gets
general and curricular topics a point

5Ut9 Use subordinate clauses

following think, know, believe
hope, say, tell

5Ut10 Use subordinate clauses

following sure, certain
5Rm1 Understand the main points of a Reading about doing ‘fair tests’ Multiple-choice/completion Bring objects to 80–120
range short simple texts on reading tasks class such as minutes
general and curricular topics by blindfolds/velvet
using contextual clues Picture matching/ bags for hiding
sequencing tasks things
5Rf1 Read and follow with little or no Reading instructions on simple tests on the
support familiar instructions for five senses Learners then follow Jars/containers for
classroom activities instructions smells/taste etc.

5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Wc1 Write about factual and
imaginary past events on a
limited range of general and
curricular topics
Conducting simple tests in groups on the Cotton wool to put in
five senses Worksheet for simple recording ears
of test results
Template for writing up a report
Completing an observation report on their on procedure/results
favourite test

5S2 Ask questions to find out general
information on a range of general
and curricular topics
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
Talking about and conducting a ‘test’ on Worksheet: prompts for Bring bags from at 50–70
which supermarket has the strongest bag questions to ask least 4 minutes
supermarkets
Grid for recording observations
Range of light
Template for writing up a report heavy objects to put
on procedure/results in them

V2 8Y02 English as a Second Language Stage 5 40

 Write with some support factual
5Wc2 and imaginative descriptions at
text level which describe people,
places and objects
5Uf3 Use future will to make
predictions on a growing range
of general and curricular topics
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5Ut9 Use subordinate clauses
following think know believe
hope, say, tell
5Ut10 Use subordinate clauses
following sure, certain
5Ut8 Use conjunctions if, when,
where, so, and, or, but, because,
before, after to link parts of
sentences in short texts
Module Review
Learning Objective
Listening, Reading, Use of English, Speaking and
Writing tasks on a range and blend of topics and
themes relating to what you need to remember and
how to remember it and how to make things and doing
tests and a range of module learning objectives.
V2 8Y02
Writing up the test results and comparing Display opportunity
results with other groups with bags
Focusing on making predictions about what Worksheet: images of light Bring small objects 50–70
will/won’t happen in the context of doing sources and common objects. and a light source minutes
scientific experiments This is an opportunity Learners discuss the
to link to recent study in Science. For experiments.
example, predicting how to change the size
of a shadow. Learners record results on
worksheet above as they do
experiment
Worksheet: sentences to
complete to describe how they
do an experiment, If you put
_______ etc.
Activities Assessment Time
use a range of multiple-matching, use tasks to assess core module learning 90–120
multiple-choice, yes no doesn’t say, objectives and monitor progress hours
sentence and text completion and
guided speaking and writing tasks
English as a Second Language Stage 5 41
Module 3B: Now and Then
Unit 15: Life Today
Framework Learning Objective
Code
5S1 Provide basic information about
themselves and others at
discourse level
5S2 Ask questions to find out general
information on a range of
general and curricular topics
5Ut7 Use infinitive of purpose
Activities Resources Comments Time
Talking about things you use everyday and Worksheet: pictures of 30–40
what you use them for common modern items minutes
Worksheet: ranking in
importance the items above
and asking another learner
what is most important to
them

5Ug5 Use pre-verbal, post-verbal and
end-position adverbs on a
growing range of general and
curricular topics
5Uf4 Use growing range of present
simple active and some passive
forms
5S2 Ask questions to find out general
information on a range of
general and curricular topics
Focusing on the position of adverbs in
talking about when and how often you do
things
Learners ask each other when and how
often questions
Worksheet: prepositional Pre-teach vocabulary 80–100
phrases for different times of for routine activities minutes
the day/week/year
Worksheet: typical activities.
Learners write sentences
about themselves including a
frequency and time adverb.
Worksheet: short texts/notices
with adverbs in wrong places

5Wa1 Plan, write, edit and proofread

work at text level with support
5Wa2 Use joined-up handwriting in a
wide range of written work
across the curriculum with
growing speed and fluency
Editing short texts by moving adverbs
around
Display opportunity
Writing notices advertising the opening
hours of their favourite places

5Lo1 Recognise the opinion of the Listening to a young people talking about Worksheet: feel Pre-teach key 70–90
speaker(s) in supported different shopping experiences same/different about list of vocabulary for minutes
extended talk things mentioned different places you
go shopping

V2 8Y02 English as a Second Language Stage 5 42

5Lm1 Understand with limited support
the main points of extended talk
5S5 Organise talk at discourse level
using appropriate connectors on
a range of general and curricular
topics
5Ut6 Use common verbs followed by
infinitive verb/verb + ing patterns
5Rm1 Understand the main points of a
range short simple texts on
general and curricular topics by
using contextual clues
5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Uf5 Use present continuous forms
with present and future meaning
5Wa1 Plan, write, edit and proofread
work at text level with support
5Wo3 Use with little or no support
appropriate layout at text level
for a limited range of written
genres
5Wo2 Punctuate written work at text
level on an increasing range of
general and curricular topics with
some accuracy when writing
independently
V2 8Y02
Listening to young people talking about Multiple-matching listening
their most important possessions task Encourage learners to
give signs of verbal
Preparing and giving a short talk on approval/disapproval
something you love doing Guide for notes/what to then explain why
include
Reading short advertisements for similar Multiple-matching reading 50–60
products/events and deciding which one is task minutes
the better offer/option
Ranking reading task:
learners rate best value
Talking about your ranking decisions
Focusing on using the present continuous Worksheet: diary grid for 50–70
for things you have arranged to do learners to pencil in minutes
arrangements
Writing and replying to emails to a friend. Guided writing prompts for 60–80
giving information about: sending minutes
- something new you’ve got
- a new shop you’ve been to Guided writing prompts for
- something you are planning to do replying
- a change in your routine
- something you want to know about the
friend
English as a Second Language Stage 5 43
5Uf3 Use future will and shall: to make
offers, promises,
5S4 Respond with limited flexibility at
both sentence and discourse
level to unexpected comments
V2 8Y02
Talking about swapping things. Learners Worksheet: two sets of young Pre-teach swap 30–40
offer to swap their customised items for person things that learners minutes
another learner’s things. cut out and customise [add
accessory/add brand
name/model type etc.
English as a Second Language Stage 5 44
Module 3B: Now and Then
Unit 16: Ancient Civilizations
Framework Learning Objective Activities Resources Comments Time
Code

5S3 Give an opinion at discourse Talking about what we know of ancient Worksheet: matching 30–40
level on an increasing range of civilisations as an introduction to the topic headwear to ancient minutes
general and curricular topics civilisations

5S4 Respond with limited flexibility at Worksheet: putting

both sentence and discourse civilisations on a timeline.
level to unexpected comments
True/False quiz

5Rd2 Understand with little or no Reading about the success of the Roman Worksheet: labelling soldier 50–60
support specific information and army in a series of short texts image task minutes
detail in short, simple texts
Multiple-choice/sentence
5Rg3 Recognise the attitude or completion reading tasks
opinion of the writer in short
texts

5S2 Ask questions to find out Talking about things the Romans Worksheet: Rome timeline: 40–50
general information on a range introduced to the world and asking tick things Romans minutes
of general and curricular topics questions to confirm opinions introduced

5Ut3 Use a growing range of tag Statement cards about

questions Rome given to different
groups e.g.
5S3 Give an opinion at discourse The Romans had slaves.
level on an increasing range of Learners turn into tag
general and curricular topics questions to ask whole
class.

5Ld1 Understand most specific Listening and identifying Roman Worksheet: learners match 40–50
information and detail of numerals roman numerals to numbers minutes
supported, extended talk on a

V2 8Y02 English as a Second Language Stage 5 45

 range general and curricular
topics
5Ld2 Deduce meaning from context in
supported extended talk on a
range of general and curricular
topics
5S6 Communicate meaning clearly
at sentence and discourse level
during, pair, group and whole
class exchanges
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5Ut9 Use subordinate clauses
following think, know, believe
hope, say, tell
5Ut10 Use subordinate clauses
following sure, certain
Worksheet: various strings
of Roman numerals for
Listening and working out what numbers learners to decipher
strings of Roman numerals represent
Image of clock face for
learners to complete
Working together to put Roman numerals
on a clock face
Talking and reading about the kind of Worksheet: looking at 50–60
food that was eaten in ancient Egypt and map/images of ancient minutes
how farming worked Egypt and predicting what
was eaten
Worksheet:
True/False/Doesn’t say/Text
summary completion
reading tasks

5Rm1 Understand the main points of a

range short simple texts by
using contextual clues

5Rg3 Recognise the attitude or

opinion of the writer in short
texts

V2 8Y02 English as a Second Language Stage 5 46

5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5Ut9 Use subordinate clauses
following think, know, believe,
hope, say, tell
5Ut10 Use subordinate clauses
following sure, certain
5Lm1 Understand with limited support
the main points of extended talk
5Ld1 Understand most specific
information and detail of
supported, extended talk
5Uf4 Use growing range of past
simple active and some passive
forms on a growing range
general and curricular topics
5Ug7 Use by and with to denote agent
and instrument
5Wc1 Write with support about factual
and imaginary past events,
activities and experiences in a
paragraph on a limited range of
general and curricular topics
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts
5Wo1 Link with little or no support
sentences into a coherent
paragraph using a variety of
V2 8Y02
Listening and talking about what we Pre-listening worksheet: tick Display opportunity 50–60
know about ancient Egyptian fashion in items you think ancient minutes
clothing, make-up and jewellery. Egyptians wore
As a follow-up learners draw and label
typical Egyptian fashion items
Listening worksheet:
tick the fashion you hear
described/
Table completion:
men/women/children
Focusing on the passive using the Sentence matching tasks Link to previous display 70–90
context of the previous two tasks on opportunity minutes
ancient Egyptian food/farming and Sentence and text
fashion e.g. completion tasks
Make-up was worn by men and women.
Fish was caught in the Nile. Quiz: passive questions
Model for guided writing task
Learners write a short description about
one aspect of Egyptian life to go with
visuals for display
Reading about the ancient Olympic Reading tasks: table 50–60
games completion/true/false/doesn’t minutes
say
Writing down 6 facts about ancient
games and comparing them to the Table grid: Ancient/Modern
modern games and working this into a games
English as a Second Language Stage 5 47
 basic connectors paragraph

5Ut8 Use conjunctions if, when,

where, so, and, or, but,
because, before, after to link
parts of sentences in short texts
5Ld2 Deduce meaning from context in Listening to characters talking in different Tape script if you plan for Opportunity to extend to 30–40
supported extended talk on a situations. Learners decide whether they learners to act out short sketches that learners minutes
range of general and curricular are in ancient Rome, Egypt or Greece. act out
topics

5Lg1 Understand supported

narratives, including some
extended talk, on a range of
general and curricular topics

Module Review
Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and use a range of multiple-matching, multiple-choice, yes no use tasks to assess 90–120
Writing tasks on a range and blend of topics and doesn’t say, sentence and text completion and guided speaking core module learning hours
themes relating to modern life and things people have and writing tasks objectives and
and do today, ancient civilisations, how things worked monitor progress
and life then and a range of module learning objectives.

V2 8Y02 English as a Second Language Stage 5 48

Module 3C: End of Term
Unit 17: Free Time
Framework Learning Objective
Code
5Ug1 Begin to use basic abstract
nouns and compound nouns
use a growing range of noun
phrases describing times and
location
5S1 Provide basic information about
themselves and others at
discourse level on a range of
general topics
5S2 Ask questions to find out
general information
5Wa2 Use joined-up handwriting in a
wide range of written work
across the curriculum with
growing speed and fluency
5Ut1 Use a growing range of
determiners including all, other
5Rd2 Understand with little or no
support specific information and
detail in short, simple texts on a
range of general and curricular
topics
5S3 Give an opinion at discourse
level
5Ug3 Use common participles as
adjectives
V2 8Y02
Activities Resources Comments Time
Talking about what free-time activities Worksheet: learners match 70–80
you like to do, play, go and when you common free-time minutes
typically do them collocations:
e.g. mountain biking,
sleep late, ice-skating
Learners tell another learner what they Worksheet: learners match
like doing when activities to play, do or go
Worksheet: activities by
matching to time phrases e.g.
at weekends after school, in
the holidays
Learners write ten questions to ask about Worksheet: All boys ____ .
free-time and conduct a quick boys and Most girls, but a few
girls tally survey through mingling ____________ .
Learners write short tally report
statements
Reading short advertisements for Multiple-matching reading 70–90
different free-time attractions/places to tasks minutes
go
Worksheet: learners rate
attractions in reading 1–5 star
Giving opinions about different activities and label with adjectives: e.g.
fun but quite tiring
English as a Second Language Stage 5 49

5Ug4 Use a growing range of
adverbs, including adverbs of
degree too, not enough, quite,
rather
5Uf2
Use simple perfect forms to
express what has happened
[indefinite]
5S4
Keep interaction going in longer
exchanges on a range of
general and curricular topics
5S7
Respond with limited flexibility
at both sentence and discourse
level to unexpected comments
5Wo1 Link with little or no support
sentences into a coherent
paragraph using a variety of
basic connectors
5Wo3 Use with little or no support
appropriate layout at text level
for a limited range of written
genres on familiar general and
curricular topics
Worksheet: images of
events/places learners tick or
x if they have been
Talking about where I’ve been/haven’t
been
Game: One learner starts... I’ve been to
the circus. It was fun. [Next learner] I’ve
been there too or I haven’t been to the
circus but I have been skiing etc.
See how quickly you can go round the
class.
Writing an email to a friend inviting them Guided writing prompts Set up so that 60–70
to join you in an activity learners send emails minutes
and receive emails
from different
Guided writing prompts: learners
Writing a response email asking three Sounds fun but I have a few
specific questions questions
Writing back, answering the questions Guided writing prompts

5Ut8 Use conjunctions if, when,

where, so, and, or, but,
because, before, after to link
parts of sentences in short texts

V2 8Y02 English as a Second Language Stage 5 50

5Ld2 Deduce meaning from context
in supported extended talk on a
range of general and curricular
topics
Recognise the opinion of the
5Lo1 speaker(s) in supported
extended talk on a range of
general and curricular topics
5S6 Communicate meaning clearly
at sentence and discourse level
during, pair, group and whole
class exchanges
5Ut7 Use infinitive of purpose
5Uf6 Use modal forms including
mustn’t (prohibition), need
(necessity), should (for advice)
on a growing range of general
and curricular topics
5Uf2 Use simple perfect forms to
express unfinished past with for
and since] on a growing range
of general and curricular topics
5S2 Ask questions to find out
general information
5S1 Provide basic information about
themselves and others at
discourse level
5Ld1 Understand most specific
information and detail of
supported, extended talk
V2 8Y02
Listening to safety advice and working Multiple matching listening Pre-teach vocabulary 70–90
out which activity is being talked about tasks relating to equipment minutes
Listening to different people giving their Multiple-choice listening
opinions about safety tasks focusing on opinions ICT design and
display opportunity
Matching different
items/equipment to different
Talking about safety and rules when activities and saying what
doing they are
activities used for
Making a safety poster on what to do/not
to do when doing activities
Focusing on perfect simple forms with for Worksheet: matching for and 60–80
and since and question How long? since to different times: last minutes
year/November/a long time
etc. and completion tasks
Asking and answering questions about Worksheet: How long have
possessions, things they have you had?
trainers/bike/computer/screen
saver/email etc.
Learners write time
and indicate whether they
want to keep or change
Listening about how long people/the
world has had things Worksheet: timeline for
plotting when things first
appeared e.g. bicycles,
English as a Second Language Stage 5 51
5S3
Give an opinion at discourse
level
5Wa1 Plan, write, edit and proofread
work at text level with support
5Ug9 Spell most high-frequency
vocabulary accurately when
writing independently
5S5 Organise talk at discourse level
using appropriate connectors
5S8 Relate some extended stories
and events on a limited range
of general and curricular topics
V2 8Y02
Talking about what people did before email, skateboards, personal
they got these things computers, ipods
Preparing to give a short presentation to Guided structure for ICT power point 60–80
the class on something you enjoy doing presentation/prompts presentation minutes
outside school opportunity
Encourage learners to use
visuals of places/equipment
and mention particular
events, competitions etc.
Learners give short presentation using
notes/slides/visuals
English as a Second Language Stage 5 52
Module 3C: End of Term
Unit 18: Our School Year
Framework Learning Objective
Code
5Rm1 Understand the main points of a
range short simple texts on
general and curricular topics by
using contextual clues
5Rg3 Recognise the attitude or opinion
of the writer in short texts on a
range of general and curricular
topics
5Uf5 Use present continuous forms
with present and future meaning
5Uf3 Use future will and shall: to make
predictions on a growing range of
general and curricular topics
5S7 Keep interaction going in longer
exchanges on a range of general
and curricular topics
5S3 Give an opinion at discourse
level on an increasing range of
general and curricular topics
5Ut5 Use common impersonal
structures with: it, there on a
growing range of general and
curricular topics
5Wc2 Write, with some support, factual
and imaginative descriptions at
text level which describe people,
places and objects
V2 8Y02
Activities Resources Comments Time
Reading about holiday activities, projects Multiple-matching and 50–70
and adventures multiple-choice reading minutes
tasks
Talking about holiday predictions/plans
Worksheet: images of
holiday objects to
prompt discussion of
plans/predictions e.g.
I’m going to Spain
This holiday I think I’ll
_____ .
Talking about things people do on holidays Worksheet: postcard Pre-teach 60–80
images, learners holiday/seaside etc. minutes
Focusing on impersonal it, there structures complete ideas: They vocabulary
in telling people about places in context of go/sit/lie/stay/eat/get
postcards up/visit etc.
Worksheet: learners
complete it/there short
Writing imaginary ‘Dear English Teacher’ sentences e.g.
holiday postcards about how learners are There’s so ___ to do.
spending their holiday etc.
Learners select a
English as a Second Language Stage 5 53

5Uf5 Use present continuous forms
with present and future meaning
5Uf2 Use simple perfect forms to
express what has happened
[indefinite time]
5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Ug9 Spell most high-frequency
vocabulary accurately when
writing independently
5Wo2 Punctuate written work at text
level with some accuracy when
writing independently
5Rg1 Recognise, identify and sound
with little or no support a wide
range of language at text level
5S6 Communicate meaning clearly at
sentence and discourse level
during, pair, group and whole
class exchanges
5Rg2 Read with little or no support a
range of short fiction and non-
fiction texts with confidence and
enjoyment
5Uf6
Use modal forms including
mustn’t (prohibition), need
(necessity), should (for advice
V2 8Y02
postcard image from
above worksheet and
write to the teacher as
if there: Here I am.
Talking about what we’ve done in English Worksheet: learners 70–90
this year tick/x things they minutes
remember doing e.g.
We’ve tested shopping
bags etc.
Talk about their favourite things/activities
from the year Worksheet: my Display opportunity
favourite word/moment with class photos
in class/project etc.
learners complete
Writing a poem entitled ‘My year in English’
Guided poem template
Learners read out poems
Talking about preparing for the last class Worksheet: learners Guide learners to 50–70
party tick the party activities primary English minutes
they would like to sources
prepare e.g. make an
English cake [recipe],
Researching their song, recipe, joke, magic sing an English song,
trick etc. on the Internet and print out tell an English joke,
perform a short sketch.
Discussing in small groups what they need etc.
to do
Worksheet: preparing a
list of what they need to
do
English as a Second Language Stage 5 54
5Rg1 Recognise, identify and sound Participating in an end of year ‘spelling bee’ Class team Spelling Prepare different 60–80
with little or no support a wide involving spelling of vocabulary from Bee in rounds e.g. spelling bee rounds minutes
range of language at text level throughout the year Your word is ____ .
Your word is a fruit that
5Lg2 Identify rhymes, repetition and rhymes with chair.
alliteration Opposites: A fat frog a
s ____ snake

5S7 Keep interaction going in longer Attending last day party and performing or 60–90
exchanges on a range of general telling learners about what they have made minutes
and curricular topics

Module Review

Learning Objective Activities Assessment Time

Listening, Reading, Use of English, Speaking and use a range of multiple-matching, use tasks to assess core module learning 90–120
Writing tasks on a range and blend of topics and multiple-choice, yes no doesn’t say, objectives and monitor progress hours
themes relating to free-time activities, holidays and sentence and text completion and guided
parties and a range of module learning objectives. speaking and writing tasks

V2 8Y02 English as a Second Language Stage 5 55

Notes:
 The current model of nine units per stage is recommended – three per term. Fewer would give too large a group of objectives to address in one unit.
More would be too fragmented to give coherence to the overall scheme.
 Terminology can vary although consistency is recommended within a school.
 An audit of the learning objectives for the whole stage is recommended to ensure coverage. 1
 Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts.
 Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended. 2
 Detail of the ongoing objectives may be given in an outline plan. 3

1
See audit tool.
2
See table of ongoing objectives.
3
See table of ongoing work.

V2 8Y02 English as a Second Language Stage 5 56