Status: DRAFT for adult review only. Nothing here has been published. Terms (Tutor, human tutor, safeguarding lead) are defined in parent-in-the-loop-design.md, section 1. "Tutor" below means Tutor, or the safeguarding lead using Tutor.
Level and age: a consolidation course for children who already place at A2 (use the level check; do not use it to teach children who place below A2), children aged 9-10, non-native speakers ([country]). Format: live group lessons on the lesson platform, 4 weeks x 2 lessons = 8 lessons, 45 minutes each (assumption) = 6 hours in total. Suggested group size 4-6. It consolidates and practises A2 skills; 6 hours does not move a child up a CEFR level. Originality: all content is original. The "A2 skills task" in each lesson is a short practice of reading, listening, speaking and writing at A2; no exam material is reproduced and the course does not prepare for any named exam. Published courseware can be paired with this scheme but has not been copied or closely paraphrased.
Safeguarding and privacy in this scheme
- Adult in the room: as set in
parent-in-the-loop-design.md, section 3 (Option A / Option B, to be chosen by the programme lead). This scheme does not restate the rule.- Camera and recording only with consent (parent/guardian) and as set in
parent-in-the-loop-design.md, section 7 (Option A / Option B, to be chosen by the programme lead; recording consent is a separate checkbox); check local data-protection rules before launch.- First names or nicknames/avatars only. Never request or store full names, addresses, school names, photos, contact details or social handles.
- Activities use invented characters (Robo-Ray, Nessa, the town of Larkbay), not real children's details. "About me" tasks are optional and made up. Never ask for home address, school or contact. Children never describe real classmates or family members in writing tasks.
- No contact outside the lesson channel. Tutor does not arrange, accept or reply to private contact.
- Children and the adult in the room know where the leave button is; show it in Lesson 1. (Say "the leave button" until it is confirmed whether the lesson platform shows children a report button; this is an open question.)
- Safeguarding: follow
child-session-rules-and-escalation.md(the master file). Check its preconditions before any session (named channel to the safeguarding lead, "without delay" defined, named deputy safeguarding lead). Path A (distress, "Pause please", unwell): tell the adult in the room. Path B (harm, fear, unsafe, or an adult or older person asking for secrets, pictures or off-platform contact): end neutrally, do not repeat the child's words to the adult in the room, write the incident note, tell the safeguarding lead at once. Tutor does not question or promise secrecy, and gives no medical, legal or counselling advice. Tutor may miss distress; the adult in the room is the first line.
Each lesson is 45 min: warm-up (5), presentation (10), practice (10), skills task (10), game (6), review/wrap-up (4). To trim to 30 min, merge the skills task and practice into one 12-minute task; to stretch to 60, add a 10-minute extended writing or speaking project and a second game of 5 minutes.
| Week | Lesson | Theme | Skill focus |
|---|---|---|---|
| 1 | 1 | Daily routines and time | Reading, speaking |
| 1 | 2 | Frequency and timetables | Listening, writing |
| 2 | 3 | Regular past simple | Listening, speaking |
| 2 | 4 | Irregular past simple | Reading, writing |
| 3 | 5 | Describing people and places | Speaking, writing |
| 3 | 6 | Can / must / should | Listening, speaking |
| 4 | 7 | Storytelling | Speaking, writing |
| 4 | 8 | Skills circuit and celebration | All four |
Lesson-platform features named below (whiteboard, drag-and-drop objects, rewards/stickers, timer, breakout rooms if used) are assumed; confirm what your lesson platform supports.
A2 (CEFR) | Ages 9-10 | 45 min | Week 1
Objective (can-do): - I can say what a character does every day, with times. - I can ask and answer "What time does he/she ...?" - I can read a short text about a daily routine and tick true/false.
Target language: get up, have breakfast, go to school, do homework, have a shower, go to bed; present simple he/she (-s); o'clock, half past, quarter past, quarter to; "at seven o'clock".
Skill focus: Reading (short text, true/false) and speaking (information gap).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Greeting, then a mime game: Tutor mimes a routine verb, children guess in English. Quick review of numbers and clock faces. |
| 10 | Presentation | Introduce Robo-Ray, an invented robot, with a clock-face timeline on the whiteboard. Present the routine verbs and times with drag-and-drop pictures. Highlight he/she + -s (gets up, has, goes). |
| 10 | Practice | Drag-and-drop matching: clock to sentence. Pairs: ask-and-answer "What time does Ray get up?" using two different timelines (information gap). |
| 10 | A2 skills task | Reading: a 40-60 word text about Ray's day (Tutor-written), 5 true/false statements, then correct the false ones orally. Speaking: child tells a partner Ray's day in 3 sentences. |
| 6 | Game | Clock Race: Tutor shows a time, children say the sentence "Ray ... at ... ". |
| 4 | Review and wrap-up | Recap the 6 verbs and 3 time patterns. Rewards. Optional (invented only): choose a routine for your avatar character. |
| 45 | Total |
Materials: lesson-platform whiteboard with a clock-face timeline, drag-and-drop clocks/pictures, timer, rewards/stickers, a short on-screen reading text, printable true/false sheet. No real clocks needed.
Game: Clock Race. Two teams (cooperative variant: the class beats Ray's timer). Tutor shows a clock time; children drag the correct routine picture and say "Ray gets up at seven o'clock." Correct answers add a point to the class total.
End-of-lesson check: Child makes 3 correct sentences about Ray (verb with -s, time) and answers 2 "What time ...?" questions.
A2 (CEFR) | Ages 9-10 | 45 min | Week 1
Objective (can-do): - I can say how often something happens (always, usually, sometimes, never). - I can read a simple timetable to answer questions. - I can write 3-4 sentences about a character's week.
Target language: always, usually, sometimes, never; days of the week; "How often ...?" "On Mondays ..."; present simple questions with do/does.
Skill focus: Listening (tick the box) and writing (3-4 sentences).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Quick review of Lesson 1: Tutor says a time, children say Ray's action. Revise days of the week with a chant. |
| 10 | Presentation | Frequency scale on the whiteboard (100% to 0%). Present always, usually, sometimes, never with example sentences about invented Ray and Nessa. Point out word order: before main verb, after "is/are". |
| 10 | Practice | Gap-fill and drag-and-drop with frequency words. Pairs: ask "How often does Nessa play football?" using a made-up weekly timetable. |
| 10 | A2 skills task | Listening: Tutor reads 6 short statements about Nessa's week; children tick the matching picture/day. Writing: 3-4 sentences about Nessa's or Ray's week using frequency words. |
| 6 | Game | Always, Sometimes, Never: Tutor says a statement about an invented character; children move to a zone on the whiteboard (or stand up/sit/crouch as a TPR version). |
| 4 | Review and wrap-up | Recap the scale. Tutor gives 2 tips from the writing task (capital letters, -s). Rewards. |
| 45 | Total |
Materials: lesson-platform whiteboard with a frequency scale, a made-up timetable for Nessa, drag-and-drop words and ticks, timer, rewards/stickers. Printable: writing frame.
Game: Always, Sometimes, Never. Tutor reads statements about an invented character ("Nessa never eats breakfast at midnight"). Children choose the frequency zone and justify with a full sentence if they can.
End-of-lesson check: Child writes or says 3 correct sentences with frequency words and answers 2 questions from a timetable.
A2 (CEFR) | Ages 9-10 | 45 min | Week 2
Objective (can-do): - I can say what happened yesterday using regular verbs. - I can make negatives and questions: didn't, Did ...? - I can pronounce -ed endings clearly.
Target language: played, walked, visited, watched, helped, danced; yesterday, last week, two days ago; didn't + base verb; "Did you ...? Yes, I did. / No, I didn't."
Skill focus: Listening (match) and speaking (pair question-answer).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Mime and guess: "What did I do?" Tutor mimes an action, children respond with a past phrase ("You played football!") after a model. |
| 10 | Presentation | Show an invented weekend for Ray. Present the -ed rule with examples; spelling note (dance-danced, study-studied) and three pronunciations (/t/ played-walked, /d/ played, /id/ visited). |
| 10 | Practice | Sorting drag-and-drop: verbs into three sound buckets (/t/ /d/ /id/). Gap-fill sentences with did/didn't. Pair question chain: "Did Ray visit his friend?" |
| 10 | A2 skills task | Listening: Tutor reads a short story about Nessa's weekend in 6 sentences; children match each sentence with a picture or number the pictures in order. Speaking: partner asks 3 "Did ...?" questions about the pictures. |
| 6 | Game | Time Machine Ticket: children pick a ticket (a time + verb), say a past sentence, and drag the ticket into the machine. |
| 4 | Review and wrap-up | Recap the three -ed sounds. Short quick-check: spell 2 verbs. Rewards. |
| 45 | Total |
Materials: lesson-platform whiteboard with a timeline and sound buckets, drag-and-drop verb cards and pictures, timer, rewards/stickers, Tutor-read audio/live reading script, printable verb list.
Game: Time Machine Ticket. Children pick an invented-character ticket and say a past sentence. A correct sentence "powers" the class time machine one step; 10 steps = launch (cooperative).
End-of-lesson check: Child changes 5 regular verbs to the past and answers 2 "Did ...?" questions.
A2 (CEFR) | Ages 9-10 | 45 min | Week 2
Objective (can-do): - I can use 8 common irregular past verbs. - I can ask and answer "What did she do?" about an invented character. - I can write a short postcard about a made-up trip.
Target language: go-went, have-had, see-saw, eat-ate, make-made, take-took, come-came, get-got; "What did he do?" "Did you see ...?"
Skill focus: Reading (short postcard) and writing (4-6 sentences).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Verb relay: Tutor says base verb, children say the past form (regular review, then new irregulars). Quick -ed recap. |
| 10 | Presentation | Introduce the 8 irregular verbs in pairs on the whiteboard with a memory trick for each (Tutor-made). Model in sentences about Ray's trip to a made-up city called Larkbay. |
| 10 | Practice | Matching and gap-fill: base-to-past drag-and-drop. Pairs: "What did Nessa do at the market?" using picture cards. |
| 10 | A2 skills task | Reading: a 50-70 word postcard from Nessa (Tutor-written) with 4 comprehension questions. Writing: a 4-6 sentence postcard from an invented character using 4 of the verbs. |
| 6 | Game | Irregular Memory Match: flip-card pairs on the whiteboard (go/went, etc.) in two teams or cooperatively against the timer. |
| 4 | Review and wrap-up | Recap the 8 verbs, ask each child for their hardest verb. Rewards. |
| 45 | Total |
Materials: lesson-platform whiteboard with flip-card pairs (drag-and-drop), picture cards for Larkbay, timer, rewards/stickers, on-screen postcard. Printable: postcard frame without an address area (no real addresses).
Game: Irregular Memory Match. Face-down cards on the board; turn two at a time to find base + past pairs. When a pair is found, say a sentence using the past verb.
End-of-lesson check: Child says the past of 8 verbs on request (at least 6 correct) and writes 2 correct sentences.
A2 (CEFR) | Ages 9-10 | 45 min | Week 3
Objective (can-do): - I can describe an invented person: hair, eyes, size, clothes. - I can describe a place: there is/there are, next to, opposite, between. - I can describe a character so a partner can draw it.
Target language: tall, short, curly/straight hair, wearing, has got; library, park, cinema, bridge, shop; there is / there are; next to, opposite, between, behind.
Skill focus: Speaking (describe and draw) and writing (3-4 sentences).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Quick description game: Tutor describes a hidden cartoon (colours, hair), children guess; review colours and clothes. |
| 10 | Presentation | Present describing words with cartoon characters (all invented). Present town vocabulary and prepositions with an invented map of Larkbay. Model: "There is a bridge between the park and the library." |
| 10 | Practice | Drag-and-drop: place buildings on a map from spoken instructions. Pair turn: one child describes, the other drags/draws on the whiteboard. |
| 10 | A2 skills task | Speaking: describe-and-draw: partner describes a character card (Tutor-supplied invented cards); the other draws on the whiteboard. Writing: 3-4 sentences describing a character or a place in Larkbay. |
| 6 | Game | Mystery Character: Tutor secretly chooses a character from a grid; children ask yes/no questions ("Is it tall?") until they guess. |
| 4 | Review and wrap-up | Recap with 3 key sentences each from the lesson. Reminder: describe only invented characters, not real classmates or family. Rewards. |
| 45 | Total |
Materials: lesson-platform whiteboard with a Larkbay map, character grid (invented), drag-and-drop buildings, timer, rewards/stickers. Printable: character cards.
Game: Mystery Character. Grid of 12 invented characters. Tutor (then children, taking turns) picks one secretly; others ask yes/no questions about appearance until they can say "It's the tall one with curly hair."
End-of-lesson check: Child describes one character in 3 sentences and places 2 buildings using prepositions.
A2 (CEFR) | Ages 9-10 | 45 min | Week 3
Objective (can-do): - I can say what a character can and can't do. - I can talk about rules with must/mustn't. - I can give simple advice with should/shouldn't.
Target language: can/can't (ability, permission); must/mustn't (rules); should/shouldn't (advice); base verb after modals; "You should ..." "You mustn't ..."
Skill focus: Listening (match rules to signs) and speaking (give advice to a made-up problem).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Quick "I can" mime game: children mime what they can do, others say "You can swim." Review the verb forms. |
| 10 | Presentation | Contrast the three modals using a made-up Space Park with signs. Examples: "You must wear a helmet." "You mustn't feed the robots." "You should bring a hat." Highlight: no -s, no to. |
| 10 | Practice | Drag-and-drop: sort sentences into can / must / should groups. Gap-fill on rules for the park. Pair turn: give advice to cards (e.g. "I lost my ball."), using "You should ..." |
| 10 | A2 skills task | Listening: Tutor reads 5 rules; children choose the matching sign. Speaking: 3 advice sentences for an invented problem card (non-medical, non-personal). |
| 6 | Game | Park Rules Planet: children invent a rule for a made-up planet using must/mustn't/should and drag the sign to the planet. |
| 4 | Review and wrap-up | Recap the three modals in a sentence each. Rewards. |
| 45 | Total |
Materials: lesson-platform whiteboard with sign pictures and Space Park scene, drag-and-drop sentence strips, timer, rewards/stickers. Printable: modal sorting grid.
Game: Park Rules Planet. Children take turns inventing one rule or one piece of advice for the planet. A funny but correct sentence earns the class a planet sticker.
End-of-lesson check: Child makes 1 sentence with can, 1 with must/mustn't and 1 with should/shouldn't; all with a base verb.
A2 (CEFR) | Ages 9-10 | 45 min | Week 4
Objective (can-do): - I can tell a short story in order with past simple verbs. - I can use story words like first, then, suddenly, in the end. - I can write 5-6 connected sentences.
Target language: characters, place, problem, solution; first, then, next, after that, suddenly, in the end; past simple (regular and irregular from Lessons 3-4).
Skill focus: Speaking (story relay), listening (follow a story) and writing.
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Story sequence warm-up: Tutor gives 5 jumbled pictures, children say the order using ordinal words and first/then. |
| 10 | Presentation | Tutor tells a short original story aloud (about 80 words; e.g. a robot finds a lost kite) and shows the structure: character, place, problem, solution. Highlight sequencing words and past verbs. |
| 10 | Practice | Drag-and-drop: order sentence strips; pair the story word to the right event. Tutor and children co-create a 4-sentence story on the whiteboard. |
| 10 | A2 skills task | Speaking and writing: each child receives a picture strip (3-4 pictures, invented characters) and tells it aloud, then writes 5-6 sentences using at least 3 sequencing words and 4 past verbs. |
| 6 | Game | Story Relay: the first child begins a story with a picture prompt, each next child adds one sentence in the past simple. Tutor records key words on the board. |
| 4 | Review and wrap-up | Recap: Tutor reads one or two student sentences aloud (with permission and first name only). Rewards. |
| 45 | Total |
Materials: lesson-platform whiteboard with 3-4 picture strips (invented characters, Tutor-made or free-to-use images), drag-and-drop sentence strips, timer, rewards/stickers. Printable: story planner (character, place, problem, solution).
Game: Story Relay. Cooperative storytelling: children add one sentence each, using the picture prompt; each sentence must use a past verb and one sequencing word. Tutor stays neutral and corrects gently afterward.
End-of-lesson check: Child tells a 4-sentence story in order and writes a 5-sentence version with at least 3 sequencing words.
A2 (CEFR) | Ages 9-10 | 45 min | Week 4
Objective (can-do): - I can read a short text and answer questions. - I can listen and choose the right answer. - I can speak about a picture and write a short paragraph.
Target language: Revision of the scheme: routines and times, frequency words, past simple (regular/irregular), describing people/places, can/must/should, story sequencing.
Skill focus: all four skills (reading, listening, speaking, writing) in short low-stakes tasks, at A2 level in short low-stakes form, with original content.
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up | Greeting. Quick revision relay: Tutor says a trigger word ("yesterday", "must", "between") and children respond with a sentence. |
| 10 | Presentation | Walk through the circuit format on the whiteboard: four mini tasks with stars for trying; no scores compared between children. |
| 10 | Practice | Reading station: a short original text about Larkbay with 4 questions (multiple choice and short answer). Children work in turn or in breakouts if available. |
| 10 | A2 skills task | Listening and speaking: Tutor reads a short dialogue, children choose answers; then picture-prompt speaking (3 questions: "What is she doing?" "What did she do yesterday?"). Writing: a 25-30 word description or mini story from a picture. |
| 6 | Game | Challenge Quiz Show: picture and sentence prompts from all 8 lessons; children pick a category and score as a class. |
| 4 | Review and wrap-up | Self-assessment: children colour/tick "I can ..." stars (routines, past, describing, modals, story). Tutor gives each child a specific positive comment. Digital certificate with first name or nickname only. |
| 45 | Total |
Materials: lesson-platform whiteboard, on-screen reading text and answer options, drag-and-drop quiz categories, timer, rewards/stickers, a digital "I can" star chart. Printable: writing frame and self-assessment sheet.
Game: Challenge Quiz Show. Categories (Time, Past, People and Places, Rules, Story). The class chooses a category, Tutor reads a clue, children answer in a full sentence. Class-level scoring only.
End-of-lesson check: Tutor records on the private checklist: one reading answer, one listening answer, one spoken sentence about a picture and one written line per child; drafts a 3-line parent note (strengths, 1 focus, suggested practice). The safeguarding lead checks it and sends it.
Aspirational only; not part of the 4-week scheme and not yet planned. A B1-prep strand for ages 11-12 would need more contact time, realistically 3 lessons a week (about 3-4 hours including independent work) over a 12-16 week cycle, rather than the 2 lessons a week used here. It would extend this scheme with present perfect and past continuous, first conditional, comparatives/superlatives and reported-speech basics. It would also build the skills of the A2 course into longer tasks: 120-150 word reading texts with inference questions, note-taking from longer listening passages, 2-minute spoken monologues, and 80-100 word informal emails and stories. It could differentiate the course by tracking progress against CEFR can-do statements and giving parents a short termly report. It would need a placement check, a separate scope of assessment (no exam materials reproduced), and a review of capacity (the safeguarding lead, or a human Tutor if one is added) and safeguarding for older children's online contact.
Draft teaching and safeguarding resources. Not legal advice. Check local law before use.