9.1.4.1 — evaluate and respond constructively to feedback from others;

9.1.5.1 —  use feedback to set personal learning objectives;

9.1.7.1 — develop and sustain a consistent argument when speaking or writing;

9.1.9.1 — use imagination to express thoughts, ideas, experiences and feelings;

9.1.10.1 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9.2.2.1 — understand most specific information in unsupported extended talk on a wide range of general and curricular topics

9.3.3.1  explain and justify their own point of view on a range of general and curricular topics;

9.3.6.1 — link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

9.3.7.1 — use appropriate subject-specific vocabulary and syntax  to talk about an increased range of general and curricular topics

9.4.2.1 — understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9.4.4.1 — read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9.4.6.1 — recognise the attitude or opinion of the writer in extended texts on a  range of familiar general and curricular topics

9.5.2.1 — write independently  about factual and imaginary past events, activities and experiences on a range of familiar general and curricular  topics;

9.5.3.1 — write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics;

9.3.6.1 — write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics

9.6.7.1 — use a variety of simple perfect forms including some passive forms, including  time adverbials on a range of familiar general and curricular topics;

9.6.8.1 — use a variety of future forms, including some passives, on a range of familiar general and curricular topics;

9.6.9.1 — use appropriately an increased variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;

9.6.1.1 — use  present continuous forms and past continuous, including a growing variety of passive forms,  on a range of familiar general and curricular topics;

9.6.11.1 — use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics;

9.6.12.1 — use an increased variety of comparative degree adverb structures with regular and irregular adverbs; use a variety of pre-verbal, post-verbal and end-position adverbs
on a range of familiar general and curricular topics;

9.6.15.1 — use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety  of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics;

9.6.16.1 — use a variety of conjunctions including  so that, (in order) to indicate purpose although, while, whereas to contrast on a range of familiar general and curricular topics

9.1.3.1 — respect differing points of view;

9.1.4.1 — evaluate and respond constructively to feedback from others;

9.1.5.1 — use feedback to set personal learning objectives;

9.1.6.1 — organise and present information clearly to others;

9.1.7.1 — develop and sustain a consistent argument when speaking or writing

9.2.2.1 — understand most specific information in unsupported extended talk on a wide range of general and curricular topics;

9.2.7.1 — recognize typical features at word, sentence and text level of a wide growing range of spoken genres

9.3.3.1 — explain and justify their own point of view on a range of general and curricular topics;

9.3.6.1 — link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

9.3.7.1 — use appropriate subject-specific vocabulary and syntax  to talk about an increased range of general and curricular topics;

9.3.8.1 — recount extended stories and events on a  range of general and curricular topics

9.4.6.1 — recognise the attitude or opinion of the writer in extended texts on a  range of familiar general and curricular topics;

9.4.9.1 — recognise inconsistencies in argument in extended texts on a range of general and curricular topics

9.5.2.1 — write independently  about factual and imaginary past events, activities and experiences on a  range of familiar general and curricular  topics;

9.5.3.1 — write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics;

9.5.4.1 — use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics;

9.5.5.1 — develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics;

9.5.8.1 — spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics

9.6.9.1 — use appropriately an increased variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;

9.6.11.1 — use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics;

9.6.12.1 — use an increased variety of comparative degree adverb structures with regular and irregular adverbs; use a variety of pre-verbal, post-verbal and end-position adverbs  on a range of familiar general and curricular topics;

9.6.13.1 — use a variety  of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics;

9.6.14.1 — use an increased variety of prepositions before  nouns and adjectives; use a growing  number of dependent prepositions following nouns, adjectives and verbs on a range of familiar general and curricular topics;

9.6.16.1 — use a variety of conjunctions including  so that, (in order) to indicate purpose although, while, whereas to contrast on a range of familiar general and curricular topics;

9.6.17.1 — use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics

9.1.6.1 — organise and present information clearly to others;

9.1.9.1 — use imagination to express thoughts, ideas, experiences and feelings

9.2.5.1 — recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics;

9.2.6.1 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9.2.7.1 — recognize typical features at word, sentence and text level of a wide range of spoken genres;

9.2.8.1 — begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects

9.3.6.1 — link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

9.3.7.1 — use appropriate subject-specific vocabulary and syntax  to talk about an increased range of general and curricular topics;

9.3.8.1 — recount extended stories and events on a  range of general and curricular topics

9.4.5.1 — deduce meaning from context in  extended texts on a range of familiar general and curricular topics;

9.4.6.1 — recognise the attitude or opinion of the writer in extended texts on a  range of familiar general and curricular topics;

9.4.9.1 — recognise inconsistencies in argument in extended texts on a range of general and curricular topics

9.5.2.1 — write independently  about factual and imaginary past events, activities and experiences on a range of familiar general and curricular  topics;

9.5.3.1 — write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics;

9.5.5.1 — develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics;

9.5.6.1 — write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics;

9.5.8.1 — spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics

9.6.3.1 — use a variety of compound adjectives and adjectives as participles and  a variety of comparative structures to indicate degree on a range of familiar general and curricular topics;

9.6.4.1 — use a wide variety of determiners and pre-determiner structures on a range of familiar general and curricular topics;

9.6.7.1 — use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics;

9.6.8.1 — use a variety of future forms, including some passives, on a range of familiar general and curricular topics;

9.6.1.13 — use a variety  of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics

9.1.2.1 — use speaking and listening skills to provide sensitive feedback to peers;

9.1.3.1 — respect differing points of view;

9.1.4.1 — evaluate and respond constructively to feedback from others;

9.1.5.1 — use feedback to set personal learning objectives;

9.1.6.1- organise and present information;

9.1.8.1- develop intercultural awareness through reading and discussion clearly to others;

9.1.9.1 — use imagination to express thoughts, ideas, experiences and feelings;

9.1.10.1 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9.2.2.1 — understand most specific information in unsupported extended talk on a wide range of general and curricular topics;

9.2.3.1 — understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics;

9.2.5.1 — recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics;

9.2.6.1 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9.2.7.1 — recognize typical features at word, sentence and text level of a wide range of spoken genres

9.3.2.1 — ask complex questions to get information on a range of general and curricular topics;

9.3.3.1 — explain and justify their own point of view on a range of general and curricular topics;

9.3.5.1 — interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks;

9.3.6.1 — link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

9.4.2.1 — understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9.4.3.1 — understand the detail of an argument in extended texts on a range of familiar general and curricular topics;

9.4.4.1 — read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9.4.6.1 — recognise the attitude or opinion of the writer in extended texts on a  range of familiar general and curricular topics;

9.4.7.1 — recognise typical features at word, sentence and text level in a wide range of written genres;

9.4.8.1 — use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

9.5.3.1 — write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics;

9.5.4.1 — use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics;

9.5.6.1 — write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics;

9.5.7.1 — use independently  appropriate layout at text level on a growing range of general and curricular topics;

9.5.9.1 — punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy

9.6.5.1 — use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics;

9.6.6.1 — use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures
on a range of familiar general and curricular topics;

9.6.7.1 — use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics;

9.6.8.1 — use a variety of future forms, including some passives, on a range of familiar general and curricular topics;

9.6.9.1 — use appropriately an increased variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;

9.6.10.1 — use present continuous forms and past continuous, including a growing variety of passive forms,  on a range of familiar general and curricular topics;

9.6.17.1 — use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics

9.1.4.1 evaluate and respond constructively to feedback from others;

9.1.6.1 — organise and present information clearly to others

9.2.7.1 — recognize typical features at word, sentence and text level of a wide range of spoken genres;

9.2.8.1 — begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects

9.3.5.1 — interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks;

9.3.7.1 — use appropriate subject-specific vocabulary and syntax  to talk about an increased range of general and curricular topics;

9.3.8.1 — recount extended stories and events on a  range of general and curricular topics

9.4.2.1 — understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9.4.3.1 — understand the detail of an argument in extended texts on a range of familiar general and curricular topics, including some extended texts;

9.4.4.1 — read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9.4.5.1 — deduce meaning from context in  extended texts on a range of familiar general and curricular topics;

9.4.7.1 — recognise typical features at word, sentence and text level in a wide range of written genres;

9.4.8.1 — use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding;

9.4.9.1 — recognise inconsistencies in argument in extended texts on a range of general and curricular topics

9.5.7.1 — use independently appropriate layout at text level on a growing range of general and curricular topics;

9.5.8.1 — spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics;

9.5.9.1 — punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy

9.6.10.1 — use present continuous forms and past continuous, including a growing variety of passive forms,  on a range of familiar general and curricular topics;

9.6.11.1 — use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics;

9.6.15.1 — use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety  of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics;

9.6.16.1 — use a variety of conjunctions including  so that, (in order) to indicate purpose although, while, whereas to contrast on a range of familiar general and curricular topics

9.1.8.1 — develop intercultural awareness through reading and discussion;

9.1.9.1 — use imagination to express thoughts, ideas, experiences and feelings;

9.1.10.1 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9.2.2.1 — understand most specific information in unsupported extended talk on a wide range of general and curricular topics;

9.2.5.1 — recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics;

9.2.6.1 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics

9.3.2.1 — ask complex questions to get information on a range of general and curricular topics;

9.3.3.1 — explain and justify their own point of view on a range of general and curricular topics;

9.3.6.1 — link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

9.3.7.1 — use appropriate subject-specific vocabulary and syntax  to talk about an increased range of general and curricular topics;

9.3.8.1 — recount extended stories and events on a  range of general and curricular topics

9.4.4.1 — read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9.4.5.1 — deduce meaning from context in  extended texts on a range of familiar general and curricular topics;

9.4.7.1 — recognize typical features at word, sentence and text level in a wide range of written genres;

9.4.8.1 — use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

9.5.3.1 — write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics;

9.5.6.1 — write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics;

9.5.8.1 — spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics;

9.5.9.1 — punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy

9.6.3.1 — use a variety of compound adjectives and adjectives as participles and  a variety of comparative structures to indicate degree on a range of familiar general and curricular topics;

9.6 — use relative, demonstrative, indefinite, quantitative pronouns  and a variety  of reflexive pronoun structures
on a range of familiar general and curricular topics;

9.9 — use appropriately an increased variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;

9.13 — use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics

9.1.6.1 organise and present information clearly to others;

9.1.8.1 develop intercultural awareness through reading and discussion;

9.2.4.1 — understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics;

9.2.6.1 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres;

9.2.8.1 — begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects

9.3.3.1 — explain and justify their own point of view on a range of general and curricular topics;

9.3.7.1 — use appropriate subject-specific vocabulary and syntax  to talk about an increased range of general and curricular topics

9.4.5.1 — deduce meaning from context in  extended texts on a range of familiar general and curricular topics;

9.4.6.1 — recognise the attitude or opinion of the writer in extended texts on a  range of familiar general and curricular topics;

9.4.7.1 — recognise typical features at word, sentence and text level in a wide range of written genres

9.5.3.1 — write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics;

9.5.4.1 — use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics;

9.5.5.1 — develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics;

9.5.6.1 — write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics;

9.5.7.1 — use independently appropriate layout at text level on a growing  range of general and curricular topics;

9.5.8.1 — spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics;

9.5.9.1 — punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy

9.5.2.1 — use a variety of quantifiers for countable  and uncountable nouns and some noun phrases on a range of  familiar general and curricular topics including majority of, minority of, a great deal of, a great number of;

9.5.3.1 — use a variety of compound adjectives and adjectives as participles and  a variety of comparative structures to indicate degree on a range of familiar general and curricular topics;

9.5.4.1 — use a wide variety of determiners and pre-determiner structures on a range of familiar general and curricular topics;

9.5.6.1 — use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures
on a range of familiar general and curricular topics;

9.5.7.1 — use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics;

9.5.14.1 — use an increased variety of prepositions before  nouns and adjectives; use a growing  number of dependent prepositions following nouns, adjectives and verbs on a range of familiar general and curricular topics;

9.5.17.1 — use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics

9.1.5.1 — use feedback to set personal learning objectives;

9.1.7.1 — develop and sustain a consistent argument when speaking or writing;

9.1.10.1 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9.2.4.1 — understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics;

9.2.5.1 — recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics;

9.2.6.1 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9.2.7.1 — recognize typical features at word, sentence and text level of a wide range of spoken genres

9.3.4.1 — respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

9.3.7.1 — use appropriate subject-specific vocabulary and syntax  to talk about an increased range of general and curricular topics;

9.3.8.1 — recount extended stories and events on a  range of general and curricular topics

9.4.7.1 — recognise typical features at word, sentence and text level in a wide range of written genres;

9.4.8.1 — use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

9.5.3.1 — write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics;

9.5.7.1 — use independently appropriate layout at text level on a growing  range of general and curricular topics

9.6.4.1 — use a wide variety of determiners and pre-determiner structures on a range of familiar general and curricular topics;

9.6.12.1 — use an increased variety of comparative degree adverb structures with regular and irregular adverbs; use a variety of pre-verbal, post-verbal and end-position adverbs  on a range of familiar general and curricular topics;

9.6.14.1 — use an increased variety of prepositions before  nouns and adjectives; use a growing  number of dependent prepositions following nouns, adjectives and verbs on a range of familiar general and curricular topics;

9.6.17.1 — use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics

9.1.3.1 —  respect differing points of view;

9.1.7.1 — develop and sustain a consistent argument when speaking or writing;

9.1.9.1 — use imagination to express thoughts, ideas, experiences and feelings

9.2.3.1 — understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics;

9.2.4.1 — understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics;

9.2.5.1 — recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics

9.2.6.1 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9.2.8.1 — begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects

9.3.4.1 — respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

9.3.5.1 — interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks;

9.3.6.1 — link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

9.3.8.1 — recount extended stories and events on a  range of general and curricular topics

9.4.4.1 — read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9.4.5.1 — deduce meaning from context in  extended texts on a range of familiar general and curricular topics;

9.4.7.1 — recognise typical features at word, sentence and text level in a wide range of written genres;

9.4.8.1 — use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

9.5.6.1 — write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics;

9.5.8.1 — spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics