Learning Outcomes:

1. Read personal blog texts and identify the emotions and experiences of the writers.

2. Answer comprehension questions about two contrasting holiday experiences.

3. Recognize and understand the use of idiomatic expressions in informal writing (e.g., 'over the moon', 'I'm stuck').

4. Compare two different types of holiday experiences: an exciting trip abroad and staying at home.

5. Identify new skills or hobbies mentioned in the text (e.g., diving, gardening).

6. Interpret and respond to image-based prompts related to the reading texts.

7. Express personal opinions about holiday experiences in a discussion with a partner.

8. Practice speaking skills by discussing holiday preferences and new hobby ideas.

9. Reflect on how to make good use of school holidays through reading and discussion.

10. Use vocabulary related to holidays, emotions, and activities in context.

Learning Outcomes:

1. Identify and describe different types of holiday destinations using adjectives (e.g., ancient, peaceful, crowded, exotic).

2. Use vocabulary related to places and travel to describe images and match them with descriptive words.

3. Read a narrative text about a holiday and sequence events chronologically.

4. Use joining words (e.g., After that, Finally, Next) to structure a story or paragraph effectively.

5. Collaborate in pairs to rewrite a jumbled text in the correct order using linking expressions.

6. Write a paragraph describing a personal travel experience using descriptive language and proper sequencing.

7. Use past simple and past continuous tenses to describe events and actions in a story.

8. Improve writing fluency through guided narrative writing about travel experiences.

9. Understand and apply vocabulary for describing places (e.g., modern, isolated, noisy, relaxing).

10. Develop discussion and peer feedback skills while working in pairs.

Learning Outcomes:

1. Identify the main characters, setting, and events in the first chapter of 'Treasure Island'.

2. Understand and summarize the sequence of events involving the Captain, Black Dog, and the blind man.

3. Infer character traits and motivations from dialogue and narrative clues (e.g., fear, secrecy, danger).

4. Recognize and use vocabulary related to adventure and seafaring (e.g., scar, sword, pale, grab, guard, owes).

5. Explain the significance of the mysterious box and its contents.

6. Demonstrate comprehension of literary text by answering questions and discussing character actions.

7. Describe emotions and reactions of characters in response to surprising or dangerous events.

8. Predict possible future events based on the ending of the chapter and characters’ behavior.

9. Analyze how setting (e.g., the inn, the beach, the village) contributes to the atmosphere of suspense.

10. Develop narrative skills by discussing or writing about what they would do in Jim's situation.

Learning Outcomes:

1. Recall key details about the narrator and main characters from the story 'Treasure Island'.

2. Define and correctly use vocabulary related to the story (e.g., scar, cliff, dare, pale, sword).

3. Demonstrate understanding of basic verbs and nouns in context (e.g., guard, owe, grab, inn, blind).

4. Match characters to descriptions and identify their roles in the story (e.g., Jim Hawkins, the Captain, Black Dog).

5. Answer comprehension questions about events and character motivations in the story.

6. Interpret and analyze character behavior and relationships (e.g., between the Captain and Black Dog).

7. Make inferences and predictions based on text events (e.g., why the Captain hides, what Black Dog wants).

8. Understand dialogue and identify who said key quotations from the story.

9. Practice expressing opinions about characters and story events through discussion.

10. Develop critical thinking by evaluating character actions and outcomes.

Learning Targets:

1. Apply proper use of articles and countable/uncountable nouns in writing about social relationships

2. Analyze friendship dynamics and anti-bullying strategies through reading and discussion

3. Use future tenses accurately when discussing technological communication trends

4. Evaluate internet safety practices and digital communication risks

5. Compare different forms of future expression (will, going to, present continuous)

6. Interpret and review poetry and biographical texts critically

7. Demonstrate understanding of verb patterns (infinitive vs. -ing) in literary analysis

8. Track character development and themes in Treasure Island chapters 4-6

Modules

Learning Outcomes:

1. Identify and understand common online dangers such as scams, phishing, cyberbullying, and malware.

2. Listen to real-life examples of internet safety issues and identify specific problems discussed by speakers.

3. Evaluate whether statements based on the listening task are true or false.

4. Recognize and explain the risks of uploading personal information or posting photos online.

5. Understand vocabulary related to online threats and use it accurately in context (e.g., scams, phishing, hacking, malware).

6. Discuss the emotional and social effects of online bullying or sharing content without caution.

7. Learn and apply safe internet practices, including when to seek adult help if something online feels wrong.

8. Write a short paragraph discussing problems children and teenagers might face when using the internet.

9. Reflect on how to use technology responsibly and respectfully.

10. Develop awareness of internet privacy and the difficulty of removing content once posted online.

Learning Outcomes:

1. Read and understand a blog post about an online scam and its consequences.

2. Identify the actions that led to an online security problem and the effects it caused.

3. List and explain three consequences of sharing personal information online.

4. Describe safe online behavior using a DOs and DON’Ts format.

5. Understand the function and importance of anti-virus software and strong passwords.

6. Use key vocabulary accurately (e.g., password, link, click, anti-virus software, lock).

7. Write a short blog post explaining how to stay safe online.

8. Role-play a conversation between a teenager and parent about online safety practices.

9. Give and respond to online safety advice using appropriate expressions and tone.

10. Conduct internet research and present five ways the internet helps young people learn.

11. Organize and deliver a short oral presentation using clear structure (e.g., introduction and conclusion).

12. Demonstrate digital citizenship by reflecting on responsible internet usage and how to protect personal information.

Learning Outcomes:

1. Describe the setting and events that lead to Jim's encounter with Ben Gun.

2. Identify and explain Ben Gun's background and why he has been alone on the island.

3. Understand the emotions and motivations of Ben Gun based on his dialogue and behavior.

4. Summarize the main ideas and events from Chapter 5 of 'Treasure Island'.

5. Analyze the relationship between Jim and Ben Gun and how it begins to build trust.

6. Interpret key vocabulary in context (e.g., sails, spade, kneel down, fight).

7. Recognize the importance of trust and alliances in a survival situation.

8. Explain how Ben Gun’s knowledge and past experiences connect to Flint’s treasure.

9. Infer the possible outcomes of the fight mentioned at the end of the chapter.

10. Use clues from the text and images to make predictions about the next events in the story.

Learning Outcomes:

1. Recall and describe key details about the character Ben Gun from the story.

2. Explain how Ben Gun ended up living alone on the island.

3. Match vocabulary words with their correct definitions and use them in context.

4. Interpret vocabulary from the story, such as 'knelt down' and 'spade', using dictionary skills.

5. Determine the truth or falsity of statements based on the story and correct the false ones.

6. Identify which characters are associated with specific events in the story.

7. Sequence key events from the story on a timeline in chronological order.

8. Analyze Ben Gun's emotional and physical state based on quotes from the story.

9. Discuss the agreement between Jim and Ben Gun and its possible consequences.

10. Make predictions and inferences based on story clues, such as the meaning of a flying flag.

11. Collaborate with a partner to share interpretations and deepen understanding of the text.

Learning Outcomes:

1. Read and understand a poem by Robert Louis Stevenson ('Bed in Summer').

2. Identify the number of verses and rhyming words in a poem.

3. Recognize and explain the rhythm in poetry using examples.

4. Analyze the mood and imagery created by descriptive language in a poem.

5. Interpret the speaker’s feelings and experiences related to the seasons and bedtime.

6. Compare and contrast different opinions about the poem using evidence from the text.

7. Identify points of agreement and disagreement between two readers' responses to a poem.

8. Discuss and express personal opinions about poetry and its themes.

9. Use comparative language structures to describe similarities and differences in viewpoints.

10. Develop fluency and communication skills by discussing literary interpretation in pairs.

Learning Outcomes:

1. Read and understand a student's personal response to the poem 'Bed in Summer'.

2. Identify and explain reasons for liking or disliking a poem.

3. Analyze rhyme patterns and explain how rhyme contributes to the rhythm and memorability of a poem.

4. Connect personal experiences and feelings to themes in poetry.

5. Identify structural elements of a poem such as number of verses and rhyme scheme.

6. Complete a mind map by extracting key information from a poem.

7. Write a short poem review using a guided structure (mind map) that includes personal opinion and literary features.

8. Distinguish between different types of poems and express preferences for rhyme or free verse.

9. Reflect on the role of the poet’s background and personal experiences in shaping the content of a poem.

10. Use descriptive and evaluative language to discuss poetry in both spoken and written form.

Learning Outcomes:

1. Identify the main events of Chapter 6 in 'Treasure Island', including Dr Livesey’s plan and actions.

2. Explain why the characters chose to move supplies and people to the fort on the island.

3. Recognize the advantages and disadvantages faced by Dr Livesey and his group during their escape to the fort.

4. Understand and use vocabulary from the story in context (e.g., defended, contact, advantage, supplies, cannon).

5. Describe how the fort provided safety and a strategic position for the characters.

6. Analyze the impact of losing supplies in the water and how it affected the group’s survival.

7. Evaluate Captain Smollett’s leadership decisions, such as keeping the flag raised.

8. Summarize the conflict between the pirates and the captain’s group during the boat journey and at the fort.

9. Infer characters’ emotions and reactions from their dialogue and behavior (e.g., worry for Jim, sadness for Redruth).

10. Reflect on the reunion with Jim Hawkins and its importance to the storyline.

Learning Outcomes:

1. Recall the key events of Chapter 6 in 'Treasure Island', including Dr Livesey's decision to move to the fort.

2. Explain the reasons why the group's final journey on the boat was dangerous.

3. Use new vocabulary words from the story in context (e.g., advantage, contact, defended, get to, supplies).

4. Determine whether statements about the chapter are true or false, and correct false statements.

5. Identify the location or fate of each character at the end of Chapter 6 by categorizing them in a table.

6. Choose correct answers to comprehension questions that assess understanding of motives and consequences in the plot.

7. Discuss and evaluate the characters' decisions, such as moving to the fort and losing supplies in the water.

8. Interpret key phrases from the text, such as 'It's a race to get there first', and explain their significance.

9. Make predictions about what might happen next in the story based on current events.

10. Collaborate with a partner to express ideas and justify opinions about the story’s developments.