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Pupils are able to:
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Pupils are able to:
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| Knowing about language |
develop an awareness of and be able to use, in English language, terms such as rhyme, rhythm and sound within the context of appropriate activities and these will be reinforced through regular use.
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focus on a few key features of language that help them understand meaning, e.g. items of vocabulary that are already known, the use of intonation to indicate certain kinds of questions, gestures or movements, and silences; recognise common words indicating that a sequence is to follow (e.g. d'abord, ensuite, zuerst, danach, después) as a means of retaining the overall coherence of the text; bring their own knowledge of the context, including their own knowledge of the world, to the listening activities in which they are engaged as their understanding of effective listening strategies develops. Knowing about aspects of grammar will also help with the problem-solving nature of foreign language acquisition, e.g. recognising a verb and the noun or pronoun that goes with it, markers of tense, adjectival endings, cases (where appropriate) and word order.
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Level A |
Level B |
Level C |
Level D |
Level E |
Level F |
| Listening for information and instructions |
show that they can listen to what the teacher tells them or asks them to do; listen to a short, straight-forward text that gives an item of information, instruction or direction, and show that they understand and, where appropriate, can use what has been heard |
listen to short, straight-forward texts that contain more than one item of information, instruction or direction and show that they understand and, where appropriate, can use what has been heard |
listen and respond verbally and non-verbally to a range of instructions and information in largely familiar contexts, supported by gesture, mime, facial expression and repetition at a standard rate of speech |
listen and respond to familiar language in an increasing range of contexts, with longer sentences and involving one or more speakers, with less teacher support |
listen and respond to familiar
language in unfamiliar contexts and to some unfamiliar language in familiar contexts. Texts may be longer and more complex. If it helps the pupils to remember words or phrases for future use, they may make notes in their own language or in the foreign language |
listen and respond to an increasing range of unfamiliar language that has a greater degree of unpredictability and more complex sentence structure; show understanding of a longer sequence of ideas by making notes in the foreign language |
| Listening and reacting to others |
listen quietly while other children or the teacher are talking; listen to others in a group or in one-to-one activities in order to establish relationships; and respond by contributing with support to the purpose of the activity. |
show an awareness of the need to listen and to be heard when working with others. |
listen and react to others using simple language and/or non-verbally. |
listen and react to others using simple language and/or non-verbally and take the initiative on occasion, for instance by asking for repetition and clarification. |
listen and react to others, including native-speakers, non-verbally and verbally; try to extend the conversation by asking for more information and follow-up details and by seeking repetition and clarification. |
listen and react to others verbally and non-verbally; frequently take the initiative in a widening range of circumstances and contexts; listen to native-speaker visitors and mediate for others.
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