8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
8.1.3.1 respect differing points of view
8.1.7.1 develop and sustain a consistent argument when speaking or writing
8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics
8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics
8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics
8.6.12.1 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics
8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
8.6.15.1 use infinitive forms after a limited number of verbs and adjectives use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics
8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics
