2018-03-09
610Education aims in the programme are presented by the codes. The first number in the code is a grade, the second one is the number of the strand, the third one is the number of the aim.
| Grade 7 | Grade 7 | Grade 7 | Grade 7 | Grade 7 | Grade 7 |
| low B1 | low B1 | low B1 | low B1 | low B1 | low B1 |
| strand 1 «content»: | strand 2 «listening»: | strand 3 «speaking»: | strand 4 «reading»: | strand 5«writing»: | strand 6 «use of English»: |
| 7.1.1.1 -use speaking and listening skills to solve problems creatively and cooperatively in groups | 7.2.1.1- understand with little support the main points in extended talk on a limited range of general and curricular topics | 7.3.1.1- use formal and informal registers in their talk on a limited range of general and curricular topics | 7.4.1.1- understand the main points in texts on a limited range of unfamiliar general and curricular topics | 7.5.1.1-plan, write, edit and proofread work at text level with some support on a range of general and curricular topics | 7.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics |
| 7.1.1.2 -use speaking and listening skills to provide sensitive feedback to peers | 7.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics | 7.3.2.1 - ask complex questions to get information about a limited range of general topics and some curricular topics | 7.4.2.1 --understand specific information and detail in texts on a range of familiar general and curricular topics - | 7.5.2.1-write with some support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics | 7.6.2.1-use a growing variety of quantifiers for countable and uncountable nouns including too much, too many, none any, enough |
| 7.1.1.3-respect differing points of view | 7.2.3.1- understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics | 7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics | 7.4.3.1-understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts | 7.5.3.1- write with moderate grammatical accuracy on a limited range of familiar general and curricular topics | 7.6.3.1- use a growing variety of compound adjectives and adjectives as participles |
| 7.1.1.4-evaluate and respond constructively to feedback from others | 7.2.4.1- understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics | 7.3.4.1- respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics | 7.4.4.1 -read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics | 7.5.4.1- use with some support style and register appropriate to a limited variety of written genres on general and curricular topics | 7.6.4.1-use a variety of determiners including neither, either, on a range of familiar general and curricular topics |
| 7.1.1.5- -use feedback to set personal learning objectives | 7.2.5.1-recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics | 7.3.5.1- keep interaction with peers to negotiate, agree and organise priorities and plans for completing classroom tasks | 7.4.5.1- deduce meaning from context in short texts on a growing range of familiar general and curricular topics | 7.5.5.1-develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics | 7.6.5.1-use questions which include a variety of different tense on a range of familiar general and curricular topics |
| 7.1.1.6-organize and present information clearly to others | 7.2.6.1-deduce meaning from context with little support in extended talk on a limited range of general and curricular topics | 7.3.6.1- begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges - | 7.4.6.1- recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics | 7.5.6.1- link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics | 7.6.5.1 - use a variety of possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his, myself, yourself, themselves on a growing range of familiar general and curricular topics |
| 7.1.1.7-develop and sustain a consistent argument when speaking or writing | 7.2.7.1- begin to recognize typical features at word, sentence and text level of a limited range of spoken genres | 7.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics | 7.4.7.1-recognise typical features at word, sentence and text level in a range of written genres | 7.5.7.1-use with minimal support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics | 7.6.7.1-use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics |
| 7.1.1.8-develop intercultural awareness through reading and discussion | 7.2.1.8- understand supported narratives on a wide range of general and curricular topics | 7.3.8.1- recount some extended stories and events on a growing range of general and curricular topics | 7.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding | 7.5.8.1-spell most high-frequency vocabulary accurately for a growing range of familiar general topics and some curricular topics | 7.6.8.1- use a growing variety of future forms including present continuous with future meaning on a range of familiar general and curricular topics |
| 7.1.1.9-use imagination to express thoughts, ideas, experiences and feelings | 7.4.9.1 - recognise inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects | 7.5.9.1- punctuate written work at text level on a growing range of familiar general and curricular topics with some accuracy | 7.6.9.1-use appropriately a variety of active and passive simple present and past forms and past perfect simple forms on a range of familiar general and curricular topics | ||
| 7.1.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world | 7.6.10.1 -use present continuous forms for present and future meaning and past continuous on a range of familiar general and curricular topics | ||||
| 7.6.11.1-use some reported speech forms for statements on a range of familiar general and curricular topics | |||||
| 7.6.12.1-use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics | |||||
| 7.6.13.1 - use a variety of modal forms for different functions on a range of familiar general and curricular topics | |||||
| 7.6.14.1- use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics | |||||
| 7.6.15.1- use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions on a growing range of familiar general and curricular topics | |||||
| 7.6.16.1 - use a growing variety of conjunctions including because, since, as to explain reasons on a range of familiar general and curricular topics | |||||
| 7.6.17.1- use if / unless in first conditional clauses; use defining relative clauses with which who that where on a wide range of familiar general and curricular topics |
