The full curriculum plan, every strand, every level.
One grid for the whole course: what each strand teaches at each level, matched to ages, UK school years and the CEFR, then the 36 weeks of each level in a printable table. Print the whole plan or one level.
The map
| Level | Ages | UK years (suggested) | CEFR | Cambridge Young Learners | Time |
|---|---|---|---|---|---|
| Level 0Little Steps English | 4 to 6 | Reception | Pre-CEFR (talk and first sounds) | Before Starters | 36 weeks, 3 short sessions |
| Level 1Next Steps English | 6 to 10 | Years 1 and 2 | Pre-A1 to A1 | Starters to Movers | 36 weeks, 3 lessons of 60 minutes |
| Level 2Moving Up English | 8 to 12 | Years 3 and 4 | A1 to A2 | Movers to Flyers | 36 weeks, 3 lessons of 60 minutes |
| Level 3Bridge English | 10 to 14 | Years 5 and 6 | A2 to B1 | A2 Key for Schools to B1 Preliminary | 36 weeks, 3 lessons of 60 minutes |
The ages are the range the level suits best. The UK year match is our own suggestion: Level 1 spans Years 1 and 2, Level 2 spans Years 3 and 4, Level 3 spans Years 5 and 6. Each year page explains the pacing.
What each strand does, level by level
Read across a row to follow one strand from Level 0 to Level 3. Read down a column for everything a level uses. Links go to the lesson plans, practice and printable pages; pages still being built open when they are published.
| Strand | Level 0: Little Steps EnglishAges 4 to 6 · Pre-CEFR (talk and first sounds) | Level 1: Next Steps EnglishAges 6 to 10 · Pre-A1 to A1 | Level 2: Moving Up EnglishAges 8 to 12 · A1 to A2 | Level 3: Bridge EnglishAges 10 to 14 · A2 to B1 |
|---|---|---|---|---|
| Talk and listeningSpoken language is statutory across Years 1 to 6 (S1); Communication and Language is a prime area in the EYFS. | Songs, rhymes, simple instructions, show and tell, circle-time talk. Short, daily, joyful. | Greetings, personal information, role-play, describing pictures. Whole class together, then pairs. | Interviews, surveys, directions, retelling a legend, short presentations. | Discussion and debate, polite disagreement, three-minute talks, B1-style speaking tasks. |
| Phonics and early readingSystematic synthetic phonics first (S4). Generic phase order (S7); your school's programme may use other names. | Phase 1 listening games, then Phase 2 and 3 sound sets with blending and decodable reading. | Phase 3 to 5 sets, tricky words, decodable books, then fluent word reading. Check before Level 1 starts. | Catch-up only: children who still cannot decode follow phonics urgently, alongside Level 2 listening and talk. | Catch-up only, as in Level 2. Older readers use age-appropriate texts while decoding is rebuilt. |
| Reading fluency and comprehensionRepeated and guided oral reading builds fluency (S10). Comprehension grows from talk about texts. | Sharing picture books and rhymes, retelling stories with props, early labels and captions. | Short levelled texts with questions, read-along stories, echo reading, repeated reading. | Longer narratives and fact texts, inference questions, summarising, silent reading. | Multi-paragraph fiction and non-fiction, evidence for answers, reading for exam tasks. |
| Reading for pleasureNational Literacy Trust 2025: enjoyment of reading is at a record low (S16). The Reading Framework gives it a full section (S4). | Daily story time, a cosy book corner, favourite rhymes learnt by heart. | Audio stories, picture books, a reading log, stickers for finishing a book. | Choice of books, short series, class read-aloud, book-talk. | Reading challenges, book reviews, audiobooks alongside the text, free choice time. |
| SpellingAppendix 1 holds the spelling rules and the statutory Year 3/4 and Year 5/6 word lists (S2). | Hearing sounds in words, first name writing and sound-by-sound attempts. | Common exception words, phonics-based spelling, simple rules and endings. | Years 3 and 4 rules and the 100 statutory words, look-say-cover-write-check, spaced practice. | Years 5 and 6 rules and the 100 statutory words, tricky homophones, proof-reading. |
| HandwritingTaught from Reception in the Writing Framework (S5); letter families in Year 1 and joins from Year 2 (S1). | Pre-writing patterns, grip and posture, first letter shapes in letter families. | Print in letter families, capitals and digits, spacing, then the first joins. | Joined handwriting as the norm, legibility and consistency. | Fluent, legible, quicker writing; choosing the right style for the task. |
| Touch typingOur suggestion, not a statutory requirement: the DfE writing framework landing page does not mention typing (S5). | Not yet. Mouse and tablet familiarity only. | Not usually before about age 7. Optional first home-row lessons for confident children. | Home row to full keyboard, 24 lessons, accuracy before speed. | Speed building, UK symbols, copying and composing on a keyboard. |
| Writing compositionSay it, then write it: oral rehearsal and sentence work (S5, S6, S9, S10). | Mark-making, a name, labels, a caption, a list. | Sentences with capitals and full stops, a recount, a postcard, instructions. | Descriptions, paragraphs, instructions, a fact file, a story with a problem. | Dialogue, persuasion, balanced argument, news report, biography, poetry. |
| Grammar and punctuationTerminology by year is set in Appendix 2 and the glossary (S1, S3). KS2 GPS test format (S11, S12). | Through talk only: sentence patterns in songs and routines. | Core sentence patterns inside the weekly topics; Year 1 and 2 terminology. | Tenses, linking words, clauses; Year 3 and 4 terminology. | Modal verbs, relative clauses, passive voice; Year 5 and 6 terminology and GPS-style practice. |
| VocabularyCambridge Young Learners lists guide topic choice only (S13); we do not republish them. | Concrete words for objects, family, body, colours, numbers, animals, food. | Starters-level topics, with pictures; word sorting and matching. | Movers and Flyers topics, word families, a word of the day. | Tier 2 academic words, morphology, shades of meaning. |
| Games and classroom toolsCalm tools for one-board classrooms; picture games for the youngest. | Picture and sound games with no timers. | Word detective, memory pairs, sentence train. | Word ladders, sort-it, quiz show. | Punctuation pop, quiz show, word ladder. |
| PrintablesA4, ink-light, with PDFs; offline packs for low-bandwidth schools. | Pre-writing sheets, colouring with words, certificates. | Flashcards, bingo, board games, reading log. | Dominoes, activity packs, checklists, bookmarks. | Revision packs, checklists, classroom display. |
| Short video lessonsShort, captioned, self-hosted, with transcripts. | How to hold a pencil; what is blending (for the grown-up). | Digraphs, tricky words, capitals and full stops. | Joining ideas, paragraphs, nouns, verbs and adjectives. | The past tense, apostrophes, speech marks. |
| Checks and assessmentOur checks are for teaching decisions, not for reporting. National tests are covered on the year pages. | Observation checks each term; a short one-to-one at the end of the year. | Termly review weeks, a formal reading and writing check, Starters and Movers style preparation. | Review weeks, mock speaking, Movers and Flyers style preparation. | A2 Key and B1-style speaking, mock exam week, paired speaking assessment. |
Terms, projects and weeks
Each level has three terms of twelve weeks, with a review week at the end of each term. The week tables below link to the matching week on the level page.
Level 0: Little Steps English
Ages 4 to 6 · Pre-CEFR (talk and first sounds) · UK Reception · Open the level page with every week, lesson outline and free resource
Three terms, three projects
Term 1: Hello, me and my class
Weeks 1 to 12 · listening, joining in and first wordsAll About Me book. One page a week: a self-portrait, family, a favourite toy, a colour, numbers, the weather. Children draw, stick and trace their name. Adults scribe what each child says about the page.
Term 2: My world
Weeks 13 to 24 · phrases, first letter sounds, oral blendingOur World class big book. Each child makes one page about food, clothes, pets, home or transport, says one sentence about it, and the class reads the book together. Finish by singing two songs for another class or for families.
Term 3: Stories and adventures
Weeks 25 to 36 · retelling, reading first words, writing namesStory show for families. The class acts out a traditional tale with masks and props, sings three songs, and each child shows the zigzag book they made. Every child has one sentence to say.
All 36 weeks
| Week | Topic | Language focus | Speaking and listening |
|---|---|---|---|
| Wk 1 | Hello and goodbye | Hello. Goodbye. I'm Ana. | Song: Hello, hello, hello; Talk: wave, say hello and your name |
| Wk 2 | Our classroom | Sit down. Stand up. Look. Listen. | Song: Let's tidy up; Talk: follow one-step instructions with actions |
| Wk 3 | Colours | It's red. Red, please. | Song: I can sing a rainbow; Talk: point to, name and ask for colours |
| Wk 4 | Numbers 1 to 5 | One, two, three. How many? | Song: Dinosaur 1-10, counting to five on fingers; Talk: count claps, jumps and toys to five |
| Wk 5 | My body | Touch your nose. This is my hand. | Song: Head, shoulders, knees and toes and the Hokey cokey; Talk: point to and name body parts |
| Wk 6 | Feelings | I'm happy. I'm sad. | Song: If you're happy and you know it; Talk: show a feeling with your face, name it |
| Wk 7 | Toys | What's this? It's a ball. | Song: Old scruffy teddy; Talk: show and tell one toy |
| Wk 8 | My family | This is my mum. This is my brother. | Song: What is a family?; Talk: name people in a family photo or drawing |
| Wk 9 | Numbers 6 to 10 | How many? Six. | Song: Ten little aeroplanes; Talk: count objects, show numbers on fingers |
| Wk 10 | Shapes | It's a circle. It's big. It's small. | Song: Twinkle twinkle little star; Talk: shape hunt around the room |
| Wk 11 | Weather | It's sunny. It's raining. | Song: Incy Wincy spider; Talk: the daily weather chart |
| Wk 12 | Review: All About Me | Term 1 language | Song: a favourite-songs concert; Talk: say your name, age and one thing you like |
| Wk 13 | Food | I like apples. I don't like fish. | Song: Snack time; Talk: a tasting circle, yes please and no thank you |
| Wk 14 | Picnic food | Can I have a banana, please? | Song: Pizza and chips; Talk: picnic role-play, asking and thanking |
| Wk 15 | Clothes | I'm wearing a hat. Put on your coat. | Song: Don't put your trousers on your head; Talk: dressing-up game, what are you wearing? |
| Wk 16 | Pets | I've got a cat. It's small. | Song: Animal house; Talk: describe a toy pet, its size and colour |
| Wk 17 | Farm animals | A cow says moo. | Song: Old MacDonald had a farm; Talk: guess the animal from its noise |
| Wk 18 | At home | This is the kitchen. Where's Teddy? | Song: Hickory dickory dock; Talk: tour a toy house or a picture of a house |
| Wk 19 | Actions | I can jump. Can you hop? | Song: I can run; Talk: Robot says, a listening game like Simon says |
| Wk 20 | Transport | It's a bus. Beep beep! | Song: The wheels on the bus; Talk: ride the class bus, buy a ticket |
| Wk 21 | Outdoors | Let's go outside. Up the slide. | Song: Let's go outside; Talk: playground words, up, down, in, on |
| Wk 22 | My day | Wake up. Brush your teeth. Go to bed. | Song: Brush bus; Talk: put three routine pictures in order |
| Wk 23 | Birthdays | Happy birthday! How old are you? | Song: Happy birthday and Chocolate cake; Talk: party role-play, giving and saying thank you |
| Wk 24 | Review: Our World | Term 2 language | Song: perform two songs for another class; Talk: show a page of the class book and say one sentence |
| Wk 25 | Wild animals | A lion is big. Can a monkey climb? | Song: We're going to the zoo; Talk: guess the animal from three clues |
| Wk 26 | Under the sea | A fish can swim. | Song: Everything beneath the sea; Talk: what can you see in the sea picture? |
| Wk 27 | Minibeasts | A spider has got eight legs. | Song: Can a flea climb a tree?; Talk: a bug hunt, count the legs |
| Wk 28 | Growing | Plant the seed. It's growing. | Song: The leaves on the trees; Talk: plant a bean and talk about it every day |
| Wk 29 | Big and small: Goldilocks | It's too big. It's just right. | Song: The Goldilocks song; Talk: compare bowls, chairs and beds by size |
| Wk 30 | Where is it? | It's in the box. It's under the chair. | Song: The hokey cokey for in and out; Talk: hide Teddy, then find Teddy |
| Wk 31 | People who help us | She's a doctor. He's a farmer. | Song: People work; Talk: role-play the clinic and the fire station |
| Wk 32 | Shopping | Can I have an apple, please? Here you are. | Song: Shopping and Ten shiny coins; Talk: run the class shop |
| Wk 33 | Jack and the beanstalk | Fee, fi, fo, fum! Up, up, up. | Song: Twinkle twinkle and the Goldilocks song again; Talk: retell the story from a story map |
| Wk 34 | Our own story | Once upon a time... The end. | Song: the class's favourite story song; Talk: invent a class story with toys as characters |
| Wk 35 | Getting ready for the show | My name is... I like... | Song: rehearse three songs and two rhymes; Talk: practise one sentence each for the show |
| Wk 36 | Review: the story show | Term 3 language | Song: the show; Talk: each child says their sentence and answers one question |
Strand pages that go with this level
- Talk and listening: Songs, rhymes and stories, Listen
- Phonics and early reading: Phonics practice, Phases explained, Phonics for EFL learners
- Reading fluency and comprehension: Listen
- Reading for pleasure: Reading at home
- Spelling: Phonics practice
- Handwriting: Handwriting, Pre-writing sheets
- Writing composition: Writing
- Vocabulary: Vocabulary
- Games and classroom tools: Kids, Games
- Printables: Printables
- Short video lessons: Watch
- Checks and assessment: Level 0 checks
Level 1: Next Steps English
Ages 6 to 10 · Pre-A1 to A1 · UK Years 1 and 2 · Open the level page with every week, lesson outline and free resource
Three terms, three projects
Term 1: Building foundations
Weeks 1 to 12 · familiar words to complete sentencesAll About Me booklet. A personal introduction, family, favourite foods, pets, school, home and daily routine.
Term 2: Communication and comprehension
Weeks 13 to 24 · simple sentences to connected ideasMy World poster or presentation. Where they live, hobbies, daily life, favourite season, clothes, nearby places and something they would like to buy.
Term 3: Storytelling and fluency
Weeks 25 to 36 · more independent EnglishIllustrated storybook and presentation. A title, characters, a setting, a simple problem, events and an ending. Each child presents, reads a section aloud and answers questions.
All 36 weeks
| Week | Topic | Language focus | Speaking and listening |
|---|---|---|---|
| Wk 1 | Greetings and introductions | I am / you are | Name, age, feelings and greetings |
| Wk 2 | Family | he / she / they | Describe family members |
| Wk 3 | School and classroom | this / that / these / those | Ask about objects; follow instructions |
| Wk 4 | Colours, numbers, adjectives | is / are | Describe and compare objects |
| Wk 5 | Food and drinks | like / don't like | Order food; ask about preferences |
| Wk 6 | Animals | have got / has got | Describe animals and pets |
| Wk 7 | Body and feelings | I have / I feel | Explain simple feelings and needs |
| Wk 8 | Action verbs | can / can't | Talk about abilities |
| Wk 9 | Home and furniture | there is / there are | Describe rooms |
| Wk 10 | Position and location | prepositions of place | Say where things are |
| Wk 11 | Daily routines | present simple | Talk about daily activities |
| Wk 12 | Review and assessment | Term 1 grammar | Answer questions; give an introduction |
| Wk 13 | Hobbies and free time | present simple | Ask what friends enjoy doing |
| Wk 14 | Time and schedules | telling the time | Ask and tell the time |
| Wk 15 | Weather and seasons | because | Describe weather; explain preferences |
| Wk 16 | Clothes and appearance | is wearing | Describe what people are wearing |
| Wk 17 | Things happening now | present continuous | Explain actions happening now |
| Wk 18 | Habits or right now? | present simple vs continuous | Discuss habits and current activities |
| Wk 19 | Places around town | there is / there are, for | Name places and what they are for |
| Wk 20 | Directions | imperatives | Ask for and give directions |
| Wk 21 | Comparing | comparatives | Compare animals, objects and places |
| Wk 22 | Shopping and prices | How much is...? | Customer and shopkeeper role-play |
| Wk 23 | Questions and answers | who, what, where, when, why, how | Ask and answer question words |
| Wk 24 | Review and assessment | Term 2 grammar | Interview a partner; present a topic |
| Wk 25 | Story structure | beginning, middle, end | Retell an illustrated story |
| Wk 26 | Yesterday | past tense: was / were | Talk about yesterday |
| Wk 27 | What we did | past tense: common irregular verbs | Describe past activities |
| Wk 28 | Telling it in order | first, next, then, finally | Retell events in order |
| Wk 29 | Feelings and opinions | because | Explain how characters feel |
| Wk 30 | Future plans | going to | Talk about weekend plans |
| Wk 31 | Invitations and suggestions | Would you like...? Let's... | Invite friends and reply politely |
| Wk 32 | Problems and solutions | should, could | Explain a problem and suggest a fix |
| Wk 33 | Describing experiences | mixing known tenses | Talk about personal experiences |
| Wk 34 | Creative story writing | planning a story | Plan characters, places and events |
| Wk 35 | Edit and present | reading aloud | Practise reading aloud and presenting |
| Wk 36 | Final assessment and celebration | Term 3 grammar | Give a presentation, answer questions |
Strand pages that go with this level
- Talk and listening: Level 1 weeks, Listen, Dialogues
- Phonics and early reading: Phonics practice, Common exception words, Phonics check guide
- Reading fluency and comprehension: Reading practice, Listen
- Reading for pleasure: Reading log, Listen
- Spelling: Common exception words, Spelling game
- Handwriting: Letter formation, Sheet maker
- Touch typing: Typing
- Writing composition: Writing course, Picture prompts
- Grammar and punctuation: Level 1 weeks, Grammar quiz
- Vocabulary: Word match, Vocabulary
- Games and classroom tools: Games, Classroom tools
- Printables: Printables
- Short video lessons: Watch
- Checks and assessment: Level 1 assessment, Cambridge guide
Level 2: Moving Up English
Ages 8 to 12 · A1 to A2 · UK Years 3 and 4 · Open the level page with every week, lesson outline and free resource
Three terms, three projects
Term 1: Strong foundations
Weeks 1 to 12 · consolidating Movers, from sentences to short textsOur Class Magazine. Every child contributes four pages: a "Meet the class" profile from an interview and a weekend recount (weeks 1 to 3), an animal or health fact page with comparatives (4 to 6), a "How to" page (7 to 9) and "Jobs in our town" with who, which and where (10 to 11). Week 12: edit, assemble and read a page aloud.
Term 2: Our world
Weeks 13 to 24 · Flyers grammar through facts, science and the planetExplorer's Guide to Our World. Small groups research one place, animal or natural wonder: plan the trip with going to, write explorer's diary entries in the past continuous, add fact boxes ("Have you ever seen...?", "It is made of...", "If you..."), then a "Protect it" page with should and will. Week 24: a 3-minute presentation and two audience questions.
Term 3: Stories and voices
Weeks 25 to 36 · narrative, opinion and exam readinessStory Anthology and Storytelling Show. Weeks 25 to 30 build genre skills (postcard, email, review, biography). Then story openings, a story from three pictures, a legend, planning and drafting, peer editing with a checklist, and a storytelling show for families in week 36.
All 36 weeks
| Week | Topic | Language focus | Speaking and listening |
|---|---|---|---|
| Wk 1 | Getting to know you again | present simple and continuous; adverbs of frequency | Interview a classmate about habits and today |
| Wk 2 | Describing people | What's he like? / What does she look like? | Describe a person for others to guess |
| Wk 3 | Last weekend | past simple: regular, irregular, questions | Ask and answer about last weekend |
| Wk 4 | Health | What's the matter? should / shouldn't | Doctor and patient role-play |
| Wk 5 | Rules at home and school | must / mustn't, have to / had to | Discuss and agree class rules |
| Wk 6 | Wild animals | comparatives and superlatives | Compare wild animals; quiz game |
| Wk 7 | Sports and talents | be good at + noun / -ing; like + -ing | Talk about what you are good at |
| Wk 8 | How we do things | adverbs; comparative adverbs (more quickly) | Mime-and-guess with adverbs; describe how people move |
| Wk 9 | Food and cooking | countable and uncountable; much / many; some / any | Plan a class picnic |
| Wk 10 | Around town | infinitive of purpose (to buy...); directions | Explain why you go to places; give directions |
| Wk 11 | People and jobs | relative clauses: who, which, where | Guess-the-job game |
| Wk 12 | Review and assessment | Term 1 grammar | Interview a partner; describe a picture story |
| Wk 13 | Weather and seasons | will / won't for predictions | Give a weather forecast |
| Wk 14 | Plans and arrangements | going to; present continuous for arrangements | Make weekend plans with a partner |
| Wk 15 | Maybe, maybe not | might / may for possibility | What might be in the mystery box? |
| Wk 16 | What were you doing? | past continuous | "Where were you at 7 o'clock?" detective game |
| Wk 17 | Suddenly... | past continuous + past simple with when / while | Tell a story with an interruption |
| Wk 18 | Have you ever...? | present perfect for experiences: ever / never | "Have you ever...?" class survey |
| Wk 19 | Just, already, yet | present perfect with just / already / yet | Talk about a to-do list |
| Wk 20 | What is it made of? | be made of; materials | Describe objects by material; guessing game |
| Wk 21 | Science and nature | zero conditional (If you..., ...) | Explain what happens if... |
| Wk 22 | Space | too / not ... enough; superlatives in facts | Present a planet |
| Wk 23 | Friends and advice | could / should for advice; tag questions | Problem-page role-play |
| Wk 24 | Review and assessment | Term 2 grammar | Present the Explorer's Guide; answer questions |
| Wk 25 | Travel and transport | before / after clauses; first, then | Plan a journey and explain the route |
| Wk 26 | Festivals and celebrations | past simple and past continuous in a recount | Talk about a celebration you remember |
| Wk 27 | Senses and opinions | look / sound / feel / taste / smell like; make + adjective | Describe mystery objects with the senses |
| Wk 28 | Inspiring people | past simple with time phrases (in 1907, when she was...) | Talk about a hero |
| Wk 29 | Staying safe online | should / shouldn't, must / mustn't | Discuss online rules and agree top tips |
| Wk 30 | The future | will, might, going to together | Predict life in 2050 |
| Wk 31 | Setting the scene | past continuous for background; adjectives | Describe a setting from a picture |
| Wk 32 | Story from pictures | linking: so, because, then, when, before, after | Tell a story from 3 pictures |
| Wk 33 | Myths and legends | mixed narrative tenses; direct speech | Retell a legend in pairs |
| Wk 34 | Plan and draft | planning a story in paragraphs | Plan characters, problem and events with a partner |
| Wk 35 | Edit and rehearse | editing: tenses, linking words, speech marks | Rehearse reading aloud with expression |
| Wk 36 | Final assessment and celebration | Year grammar | Storytelling show; mock Flyers speaking |
Strand pages that go with this level
- Talk and listening: Level 2 weeks, Dialogues
- Phonics and early reading: Phonics practice
- Reading fluency and comprehension: Reading practice, Listen
- Reading for pleasure: Reading log, Reading at home
- Spelling: Years 3 and 4 spelling, Spelling rules
- Handwriting: Joins, Sheet maker
- Touch typing: Typing course, Speed test
- Writing composition: Writing course, Sentence skills
- Grammar and punctuation: Grammar, Past tense game
- Vocabulary: Vocabulary, Prefixes and suffixes
- Games and classroom tools: Games, Classroom tools
- Printables: Printables
- Short video lessons: Watch
- Checks and assessment: Level 2 assessment, Cambridge guide
Level 3: Bridge English
Ages 10 to 14 · A2 to B1 · UK Years 5 and 6 · Open the level page with every week, lesson outline and free resource
Three terms, three projects
Term 1: My world, online and off
Weeks 1 to 12 · consolidating A2 KeyThe class newspaper. Four to eight pages, print or digital: school news, an interview, a review, a "stay safe online" column, a puzzle and a captioned photo.
Term 2: Voices and ideas
Weeks 13 to 24 · A2+ moving to B1Our Voices podcast. One 3 to 4 minute episode per pair or trio on a topic from the term: future jobs, environment, friendship or healthy habits.
Term 3: Ready for B1
Weeks 25 to 36 · narrative, argument and presenting"One thing I would change" presentation. 3 to 4 minutes with slides or a poster, then two questions from the audience.
All 36 weeks
| Week | Topic | Language focus | Speaking and listening |
|---|---|---|---|
| Wk 1 | Getting to know you | present simple and continuous; question forms | Interview a new classmate and ask follow-up questions |
| Wk 2 | School life and organisation | adverbs of frequency; have to / don't have to | Compare school days and rules in different countries |
| Wk 3 | Free time and interests | verb + -ing or to-infinitive | Say what you enjoy, hate and want to try, and why |
| Wk 4 | Weekend stories | past simple, regular and irregular | Tell a partner about last weekend in order |
| Wk 5 | What was happening? | past continuous with when and while | Describe an event that was interrupted |
| Wk 6 | Life experiences | present perfect with ever, never, just, already, yet | Run a "Have you ever...?" class survey |
| Wk 7 | Our digital lives | present perfect with for and since; How long...? | Discuss apps, screen time and online habits; practise polite online comments |
| Wk 8 | Staying safe online | must, mustn't, should, shouldn't | Give advice about privacy, passwords and strangers |
| Wk 9 | Towns and cities | comparatives, superlatives, (not) as ... as | Compare two places and choose the better one for a visit |
| Wk 10 | News and reports | past simple passive (was built, were found) | Interview someone for a news story with who, what, where, when, why |
| Wk 11 | Reviews and recommendations | -ed and -ing adjectives; because, so, although | Recommend a film, game or book and react to a partner's choice |
| Wk 12 | Review and assessment | Term 1 grammar | A2 Key-style speaking: personal questions, then discuss five pictures |
| Wk 13 | Plans and arrangements | going to, present continuous for arrangements, will for quick decisions | Make weekend plans and change them politely |
| Wk 14 | Our future world | will, might, may for predictions; probably, definitely | Predict life in 2050 and say how sure you are |
| Wk 15 | The environment | first conditional; unless | Discuss solutions to a local problem and agree on the best one |
| Wk 16 | Health and wellbeing | should, ought to; too and enough | Ask for and give advice about sleep, stress and exercise |
| Wk 17 | Friends and people we admire | relative clauses: who, which, that, where, whose | Describe a person you admire without saying their name |
| Wk 18 | Jobs and skills | be able to, could; good at, interested in + -ing | Talk about future jobs and the skills they need |
| Wk 19 | The art of the interview | indirect questions: Could you tell me...? Do you know...? | Interview a partner with follow-up questions; listen to a model podcast |
| Wk 20 | How things are made | present simple passive; first, then, after that, finally | Explain a simple process to a partner |
| Wk 21 | Passing it on | reported speech: said, told, asked | Tell a partner who has not read it what an article says |
| Wk 22 | Agreeing and disagreeing | so do I / neither do I; however, on the other hand | Discuss both sides of a school issue politely |
| Wk 23 | Numbers and charts | comparatives with numbers; fractions and percentages | Present the results of a class survey |
| Wk 24 | Review and assessment | Term 2 grammar | B1-style speaking Parts 1 and 3; podcast listening session |
| Wk 25 | Stories that grip | past perfect for narrative | Retell a story that starts in the middle |
| Wk 26 | Then and now | used to; didn't use to | Talk about how your life and your town have changed |
| Wk 27 | Imagine if... | second conditional; If I were you | Discuss what you would do in tricky situations |
| Wk 28 | Travel and adventure | present perfect or past simple | Solve problems at a station or airport (role-play) |
| Wk 29 | Media and advertising | modals of deduction: must, might, can't | Describe a photo for one minute and guess what is happening |
| Wk 30 | Digital footprint and sources | question tags; formal and informal register | Hold a moderated online-style discussion; check facts with question tags |
| Wk 31 | Study skills | phrasal verbs for study (look up, go over, catch up) | Share revision strategies; take notes from a talk |
| Wk 32 | Making a case | linking: firstly, in addition, however, in conclusion | Hold a short class debate |
| Wk 33 | Presenting with confidence | signposting language; review of reported speech | Plan and rehearse a 3-minute talk with feedback |
| Wk 34 | Mock exam week | mixed B1 review | B1 Speaking Parts 2 and 4 practice |
| Wk 35 | Presentations | all Level 3 grammar | Deliver presentations; answer audience questions |
| Wk 36 | Final assessment and celebration | Term 3 grammar | Paired speaking assessment |
Strand pages that go with this level
- Talk and listening: Level 3 weeks, Exam-style listening
- Phonics and early reading: Reading preferences
- Reading fluency and comprehension: Reading practice, Listen
- Reading for pleasure: Reading log, Printables
- Spelling: Years 5 and 6 spelling, Spelling rules
- Handwriting: Handwriting
- Touch typing: Typing course, Speed test
- Writing composition: Writing course, Checklists
- Grammar and punctuation: Grammar, GPS-style practice
- Vocabulary: Vocabulary, Prefixes and suffixes
- Games and classroom tools: Games
- Printables: Printables
- Short video lessons: Watch
- Checks and assessment: Level 3 assessment
How this plan was built
The weekly content comes from the four level pages. The strand grid was written to cover phonics, reading, writing, grammar, spelling, handwriting, spoken language and the other areas set out in the English programmes of study, the early years framework, the Reading Framework and the Writing Framework. Statutory content by year is on the year pages.
Sources
- National curriculum in England: English programmes of study (DfE, 2013, updated 2014)
- The reading framework (DfE, 2021, updated 2023)
- The writing framework (DfE, 2025)
- Early years foundation stage (EYFS) statutory framework (DfE, effective 1 September 2026)
- EEF, Improving Literacy in Key Stage 1
- EEF, Improving Literacy in Key Stage 2