Kids’ Syllabus and Course Content
When we designed the kids’ syllabus, we wanted to find the perfect balance between two ideas:
- Flexibility for the teacher to personalise the content
- Standardisation to offer equal resources to all our students
In practice, we allow our teachers to personalise the content of the classes to meet the needs and interests of each student, whether child or adult. They manage several components to optimise the general kids’ syllabus and tailor the content of their classes using our methodology and specific resources we provide
Components that determine the kids’ syllabus
- Age can determine the basic interests of students
- CEFR level provides a guideline as to what the student should be achieving.
- Communication objectives help keep teachers focused on fomenting valuable skills.
Topics for class content depend on the age of the children
As children grow and develop, their interests and need for the language change. The kids’ syllabus adapts to this factor and we have a list of suggested topics for our teachers to use in class. Click on the toggles below to see the kids’ syllabus topics that we use according to the age of the child.
Very Young Kids
Click for topics
Toys
Colours and shapes
Emotions and feelings
Senses and body parts
Weather
Days of the week
Numbers 1-20
Months and seasons
Young Learners
Click for topics
Bigger numbers
Video games
Sports and games
Special days and holidays
The animal kingdom
Home, towns and cities
Food and healthy eating
School /office vocabulary
Pre-teen
Click for topics
Street art (Banksy etc)
Books and reading
Historic events
The galaxy
Artificial intelligence
The human body
Natural disasters
Extreme sports
Teenagers
Click for topics
The environment and pollution
Women in art
Political events (elections etc)
Poems and Song lyrics
Fashion
Pyschology personality types
Travelling and world culture
Making plans for the future
CEFR level determines grammar targets in the kids’ syllabus
Click through the tabs to see the course content for each CEFR level. By the way, you can find great grammar tips on our Grammar Index page
Click through the tabs to see the grammar content that children study in order to obtain the respective CEFR level.
| Present simple forms of ‘to be’ – am/is/are |
| Present simple – I do, I don’t, Do I? |
| Present continuous – I’m doing, I’m not doing, Are you doing? |
| Present simple or present continuous? |
| have got |
| was/were – past simple of ‘be’ |
| Past simple – regular/irregular verbs |
| Past simple – negatives and questions |
| ‘will’ and ‘shall’ – Future |
| be going to – plans and predictions |
| can, can’t – ability, possibility, permission |
| The imperative – Sit down! Don’t talk! |
| Would you like…? I’d like… |
| Verbs + to + infinitive and verbs + -ing |
| a/an, plurals – singular and plural forms |
| a/an, the, no article – the use of articles in English |
| this, that, these, those |
| Possessive adjectives and subject pronouns (I/my, you/your, etc.) |
| Object pronouns vs subject pronouns – me or I, she or her? |
| a, some, any – countable and uncountable nouns |
| much, many, a lot of, a little, a few |
| whose, possessive ‘s – Whose is this? It’s Mike’s |
| there is, there are – there was, there were |
| There or it |
| Adjectives – old, interesting, expensive, etc. |
| Adverbs of manner (slowly) – or adjectives (slow)? |
| Comparative adjectives – older than, more important than, etc. |
| Superlative adjectives – the oldest, the most important, etc. |
| Conjunctions: and, but, or, so, because |
| at, in, on – prepositions of time |
| at, in, on – prepositions of place |
| next to, under, between, in front of, behind, over, etc. |
| Questions – word order and question words |
| Adverbs of frequency with present simple |
| Present simple vs present continuous |
| Present perfect – form and use |
| Present perfect or past simple? |
| Past simple – Form and use |
| Past continuous and past simple |
| Past perfect |
| will vs be going to – future |
| Present continuous for future arrangements |
| Review of all verb tenses A2 |
| How to use the verb ‘go’ in English |
| have to, don’t have to, must, mustn’t |
| should, shouldn’t |
| might, might not – possibility |
| used to, didn’t use to – past habits and states |
| First conditional and future time clauses |
| Second conditional |
| Present and past simple passive: be + past participle |
| Reported speech – indirect speech |
| Expressing purpose with ‘to’ and ‘for’ |
| Infinitives and gerunds – verb patterns |
| Subject pronouns, object pronouns, possessive pronouns, possessive adjectives |
| Something, anything, nothing, etc. |
| much, many, little, few, some, any – quantifiers |
| too, too much, too many, enough |
| Defining relative clauses – who, which, that, where |
| so, neither – so am I, neither do I, etc. |
| Comparative and superlative adjectives and adverbs |
| however, although, because, so, and time connectors |
| Prepositions of movement – along, across, over, etc. |
| Asking questions in English – Question forms |
| Subject questions, questions with preposition |
| Present simple or present continuous |
| Past simple or present perfect? |
| Present perfect simple and present perfect continuous |
| Past simple, past continuous, past perfect |
| Future forms – will, be going to, present continuous |
| Review of all verb tenses B1 |
| have to, must, should – obligation, prohibition, necessity, advice |
| Can, could, be able to – ability and possibility |
| Modal verbs of deduction – must, might, could, can’t |
| usually, used to, be used to, get used to |
| had better… it’s time |
| First conditional, future time clauses |
| Second conditional – unreal situations |
| First and second conditionals |
| Third conditional – past unreal situations |
| Passive verb forms |
| Active and passive voice |
| Indirect speech – reported speech |
| Gerund or infinitive – do, to do, doing |
| A(n), the, no article |
| Reflexive pronouns – myself, yourself |
| much, many, a lot, little, few, some, any, no – quantifiers |
| all, both – quantifiers |
| both, either, neither – quantifiers |
| any, no, none – quantifiers |
| Another, other, others, the other, the others |
| Defining and non-defining relative clauses |
| Question tags – aren’t you? don’t you? |
| Comparative and superlative adjectives and adverbs |
| -ed/-ing adjectives – adjectives from verbs |
| so, such, such a, so much, so many |
| Clauses of contrast, purpose and reason |
| Verb + preposition |
| Adjective + preposition |
| during, for, while |
| Narrative tenses – used to, would |
| Future forms – expressing future time |
| Other ways to express future – be about to, be due to, etc. |
| Future in the past |
| Modal verbs – permission, obligation, prohibition, necessity |
| Speculation and deduction – modal verbs and expressions |
| Verbs of the senses |
| get – different meanings |
| All conditionals – mixed conditionals, alternatives to if, inversion |
| Wish, rather, if only, it’s time – unreal uses of past tenses |
| Distancing – expressions and passive of reporting verbs |
| Verb + object + infinitive/gerund – verb patterns |
| Gerunds and infinitives – complex forms |
| Reflexive and reciprocal pronouns |
| Generic pronouns – common-gender pronouns |
| Compound nouns and possessive forms |
| Relative clauses – defining and non-defining |
| There and it – preparatory subjects |
| have – auxiliary or main verb |
| Ellipsis and substitution |
| Inversion with negative adverbials – adding emphasis |
| Clauses of contrast, purpose, reason and result |
| Discourse markers – linking words |
| Participle clauses |
| Cleft sentences – adding emphasis |
| Adjective – different meaning depending on the context |
| The use & example of Past Perfect Continuous Tense |
| The use of modal verbs to express the past |
| Simple Present – special usage of “do” |
| Modal verbs in the past – use & examples |
| Prepositional phrases – usage & examples |
| Perfect infinitive, passive infinitive & gerund |
| Plural form of foreign origin’s nouns |
| Adverb – advanced usage & inversion after adverbs |
| His, hers, their or one’s – usage & examples |
Communication objectives promote valuable language skills.
We take pride in our methodology which focuses on communication and producing language; that is speaking and writing language skills.
Our kids’ syllabus includes communication objectives and aims for each CEFR level, click through the tabs to read more.
To understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
To introduce him/herself and others and to ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
To interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
To understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).
To communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
To describe matters of immediate need in simple terms.
To understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
To understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
To deal with most situations likely to arise whilst travelling in an area where the language is spoken.
To produce simple connected text on topics, which are familiar, or of personal interest.
To describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
To understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
To understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
To interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
To can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
To understand a wide range of demanding, longer texts, and recognise implicit meaning.
To understand a wide range of demanding, longer texts, and recognise implicit meaning.
To express him/herself fluently and spontaneously without much obvious searching for expressions.
To use language flexibly and effectively for social, academic and professional purposes.
To produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
To understand with ease virtually everything heard or read.
To understand with ease virtually everything heard or read.
To summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
To express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.