Programmes of study
The Progression Map shows how pupil foreign language learning across each of the key skills of SPEAKING, LISTENING, READING, WRITING and GRAMMAR progresses within each Language Angels Teaching Type. It also shows how the level of learning and progression of each pupil is increased as pupils move across each subsequently more challenging Language Angels Teaching Type from Early Language to Intermediate and on to Progressive.
It is a visual demonstration of the progression that takes place in each of the key language learning skills in TWO ways: 1. WITHIN a Teaching Type
2. ACROSS each Teaching Type.
Progression WITHIN a Teaching Type is demonstrated by the downward pointing arrows in the Progression Map. These show how each skill develops and increases in level of challenge WITHIN a Teaching Type. This effectively shows how each skill is developed within each primary school year.
Progression ACROSS a Teaching Type is demonstrated by the arrows pointing to the right in the Progression Map. These show how each skill develops and increases in level of challenge ACROSS a Teaching Type. This effectively shows how each skill is developed as pupils move through the various primary school years.
(Assuming at least 1 year of previous
foreign language learning)
(Assuming at least 2 years of previous
foreign language learning)
(Assuming at least 3 years of previous
foreign language learning)
Listen to and enjoy short stories, nursery rhymes & songs. Recognise familiar words
and short phrases covered in the units
Learn to listen to longer passages and understand more of what we hear by
picking out key words and phrases covered
in current and previous units.
Listen more attentively and for longer. Understand more of what we hear even
when some of the language may be unfamiliar by using the decoding skills we
Listen to longer text and more authentic foreign language material. Learn to pick
out cognates and familiar words and learn to 'gist listen' even when hearing language
that has not been taught or covered.
Communicate with others using simple words and short phrases covered in the
Communicate with others with improved confidence and accuracy. Learn to ask and answer questions based on the language
covered in the units and incorporate a negative reply if and when required.
Communicate on a wider range of topics and themes. Remember and recall a range of vocabulary with increased knowledge,
confidence and spontaneity.
Learn to recall previously learnt language and recycle / incorporate it with new language with increased speed and
spontaneity. Engage in short conversations on familiar topics, responding with opinions and justifications where
Read familiar words and short phrases accurately by applying knowledge from
'Phonics Lesson 1'. Understand the
meaning in English of short words I read in
the foreign language.
Read aloud short pieces of text applying knowledge learnt from 'Phonics Lessons 1
& 2'. Understand most of what we read in the foreign language when it is based on
Understand longer passages in the foreign language and start to decode meaning of
unknown words using cognates and context. Increase our knowledge of phonemes and letter strings using
knowledge learnt from 'Phonics Lessons 1
Be able to tackle unknown language with increased accuracy by applying knowledge
learnt from 'Phonics Lessons 1 to 4' including awareness of accents, silent letters etc. Decode unknown language
using bilingual dictionaries.
Write familiar words & short phrases using a model or vocabulary list. EG: 'I play the
piano'. 'I like apples'.
Write some short phrases based on
familiar topics and begin to use
connectives/conjunctions and the negative
form where appropriate. EG: My name,
where I live and my age.
Write a paragraph using familiar language incorporating connectives/conjunctions, a
negative response and adjectival agreement where required. Learn to
manipulate the language and be able to substitute words for suitable alternatives. EG: My name, my age, where I live, a pet I
have, a pet I don't have and my pet's
Write a piece of text using language from a variety of units covered and learn to adapt
any models provided to show solid understanding of any grammar covered. Also start to incorporate conjugated verbs
and learn to be comfortable using connectives/conjunctions, adjectives and possessive adjectives. EG: A presentation
or description of a typical school day including subjects, time and opinions.
Start to understand the concept of noun gender and the use of articles. Use the first person singular version of high frequency verbs. EG: 'I like…' 'I play…' 'I am called…'
Better understand the concept of gender
and which articles to use for meaning (EG: 'the', 'a' or 'some'). Introduce simple adjectival agreement (EG: adjectival
agreement when describing nationality),
the negative form and possessive
adjectives. EG: 'In my pencil case I have…'
or 'In my pencil case I do not have...'
Revision of gender and nouns and learn to use and recognise the terminology of articles (EG: definite, indefinite and
partitive). Understand better the rules of adjectival agreement and possessive adjectives. Start to explore full verb conjugation (EG: 'I wear...', 'he/she wears...' and also be able to describe clothes in terms of colour EG: 'My blue
Consolidate our understanding of gender and nouns, use of the negative, adjectival agreement and possessive adjectives (EG:
which subjects I like at school and also which subjects I do not like). Become
familiar with a wider range of connectives/conjunctions and more
confident with full verb conjugation ‐ both
regular and irregular. EG: 'to go', 'to do',
'to have' and 'to be'.