Building foundations
From familiar words to complete sentences. Basic communication, sentence building and core grammar: be, pronouns, can, have got, present simple.
Final projectAll About Me booklet
Free curriculum · Ages 6 to 10 · No login
Phonics is done. Now the talking starts.
Children who can decode words still need to understand, speak and write English. Next Steps English is a complete 36-week programme for that stage: everyday conversation, reading for meaning, connected writing and the grammar that holds it together. Use it in a classroom, a small group or online.
36weeks
108lessons
3 × 60minutes a week
Pre-A1 → A1target level
The whole year. Tap a week to open it.
Term 1Term 2Term 3Review and assess
By week 36
Children hold simple everyday conversations, read and understand short stories, write connected sentences and short paragraphs, and speak English with more confidence. The progression follows the Cambridge English Pre A1 Starters and A1 Movers levels, which make better checkpoints than age alone.
How the year fits together
Three terms, one big project each
Communication and comprehension
From simple sentences to connected ideas. Longer conversations, reading for meaning and descriptive writing.
Final projectMy World poster or presentation
Storytelling and fluency
More independent English. Story structure, past and future, opinions, practical language and presenting to others.
Final projectIllustrated storybook and spoken
presentation
Every week has three lessons
A
Vocabulary, listening and speaking, plus the week's main grammar pattern.
B
Reading comprehension, spelling and building written sentences.
C
Conversation, games and review, finished with a mini-project.
Before week 1
Check where each child really is
Finishing phonics does not mean a child understands spoken English or reads on their own. Spend a few minutes with each child, one to one.
-
Introduce yourselfName, age, one thing they like.
-
Describe a pictureAny busy scene. Listen for sentences, not just words.
-
Follow five instructions"Stand up. Touch your nose. Pick up the red pencil..."
-
Read a short passageThen ask two questions about it.
-
Write three sentencesAbout themselves or the picture.
Supported track
For children who struggle to form basic sentences. Use picture prompts, sentence starters and shorter tasks. Keep the same weekly topics so the class stays together.
Extended track
For stronger children. Add longer reading, more writing and "why" questions. Move children between tracks whenever assessment shows they are ready.
Ability, not age
A confident seven-year-old can be ahead of a beginner ten-year-old. Group by what children can do.
Scope and sequence
All 36 weeks
Open any week for its three lessons and matching free resources. Print the whole plan with every week expanded.
Same shape every time
The 60-minute lesson
Children settle faster when every lesson follows the same pattern. Shift the weight to suit the day: Lesson A leans on speaking, B on reading and writing, C on role-play and projects.
Worked example
Week 5, Lesson A: Food, likes and dislikes
- Objective
- Children name common foods, say what they like or don't like, and ask a partner about their preferences.
- You need
- Food picture cards, whiteboard, paper and pencils. Toy food if you have it.
- Free cards
- British Council food flashcards
- Adapt it
- Younger children: picture prompts and sentence starters. Stronger children: ask for reasons, "Why do you like apples?"
| Time | Teacher | Children |
|---|---|---|
| 0 to 10 | Quick picture game reviewing last week's words | Name familiar items, answer questions |
| 10 to 20 | Introduce apple, banana, rice, bread, chicken, fish, milk, water | Repeat, point, match words to pictures |
| 20 to 30 | Model "I like apples." "I don't like fish." "Do you like rice?" | Practise yes, no and question forms |
| 30 to 40 | Set up a partner interview | Ask a partner three food questions |
| 40 to 50 | Show the short reading passage | Read, then answer the questions |
| 50 to 60 | Ask for three sentences to write and share | Write likes and explain one choice |
- How old is Ben?
- What food doesn't he like?
- Who likes bananas?
- What do Ben and his sister both like?
Know who needs what
Assessment and progress
A short baseline at the start, quick checks every week, and formal assessments in weeks 12, 24 and 36. At the end of each term keep one speaking recording, one reading comprehension and one piece of independent writing per child.
Suggested weighting
One four-point scale for every skill
1Needs a lot of support
2Developing, with prompts
3Meets the objective on their own
4Goes beyond, uses it in new situations
What to expect at the end of each term
| Skill | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| Speaking | Simple introductions, short answers | Short conversations and descriptions | Longer conversations and presentations |
| Reading | Short, familiar passages | Short stories and information texts | Longer passages with inference questions |
| Writing | 3 to 5 connected sentences | Short descriptive paragraphs | A short illustrated story or recount |
| Grammar | Be, pronouns, can, present simple | Present continuous, comparisons, questions | Common past tense, future plans, linking words |
These are checkpoints, not promises. 108 hours will not take every child to A1: progress depends on starting point, attendance and how much English they hear and use outside class.
Beyond the lesson
Homework, families and mixed ages
Small, regular homework
- Reading10 minutes of English at the right level, about four times a week.
- WordsPractise 5 to 8 words from this week with pictures and talk.
- SpeakingA short spoken task: describe dinner, a pet or today's weather.
- WritingOne small task a week, growing from sentences to paragraphs.
Send families the week's words and sentence patterns so they can help without fluent English themselves. For online classes, keep live time for talking and collect a photo of written work or a short voice recording instead.
Adjusting for ages 6 to 10
| Ages 6 to 7 | Ages 8 to 10 | |
|---|---|---|
| Words | 5 to 6 per lesson | 7 to 10 per lesson |
| Reading | Short picture texts | Longer stories and non-fiction |
| Writing | Sentence frames, short answers | Paragraphs, explaining, editing |
| Speaking | Picture prompts, games, pairs | Interviews, role-play, short talks |
| Activities | Short cycles with movement | Longer projects, guided independence |
Two questions
Which materials should you start with?
Free to use, checked November 2026
The free resource library
Everything below is free from the publisher's own site. Some need a free account, and each site sets its own terms for copying and sharing.
Optional: one coursebook, if you want one
You do not need a coursebook. If you buy one, buy one series only: several full courses mostly repeat each other. Pick the level by ability, not age.
Paid · Weaker beginnersSuper Minds Starter, 2nd editionFor children who decode
through phonics but cannot yet make spoken sentences. Classroom
language, numbers, colours, first speaking.
Cambridge shop
ISBN 9781108812184Cambridge shop
Paid · Best overall matchSuper Minds Level 1, 2nd editionVocabulary, grammar,
stories, video and projects. A close fit for this programme once
greetings and everyday words are secure.
Cambridge shop
ISBN 9781108812214Cambridge shop
Paid · Moving onSuper Minds Level 2, 2nd editionFor children who have
mastered Level 1 patterns and read short passages.
Cambridge shop
ISBN 9781108812245Cambridge shop
Getting ready
Classroom checklist
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From the people behind Litlings
Teaching this to a whole class? Litlings does the admin.
This programme is free and always will be. Litlings is our classroom app for phonics and early English, and it is free for up to 40 pupils.
- Plan these weeks in a timetable and reuse lessons with any class.
- Teach live lessons online, with games pushed to every child's screen.
- Mark photo and voice homework in seconds.
- Share progress with families automatically.