English FAL Grade 6 ATP 2026

English First Additional Language (FAL) in Grade 6 is a critical year that focuses on developing practical communication, critical reading, and formal language structures. The curriculum balances four core areas: Listening and Speaking, Reading and Viewing, Writing and Presenting, and Language Structures and Conventions.

This article outlines the 2026 English FAL Grade 6 ATP, detailing the focus areas for each term.

English FAL Grade 6 ATP 2026

The Annual Teaching Plan is divided into four terms, with formal assessment tasks strategically placed to assess progress across the core language skills.

Term 1: News, Novelle, and Persuasive Texts

Focus: The term focuses on news and literary analysis, persuasive writing, and basic language conventions.

• Listening and Speaking:
  • Listens to radio or newspaper reports and discusses current issues, including identifying how stereotypes are created.
  • Develops a balanced argument on relevant issues and supports it with solid evidence.
  • Discusses a novelette/novel, staying on topic and explaining logically.
  • Listens to and discusses a persuasive text (e.g., radio advertisement), contrasting opposing perspectives and giving reasons.
  • Listens to a short story and a dialogue.
• Reading and Viewing:
  • Reads newspaper articles and uses reading strategies like skimming for main ideas and scanning for supporting details.
  • Reads a novel or reader daily (at least 30 minutes) and discusses the structure, suspense, and twist.
  • Reads and understands graphic media texts (advertisements and posters), identifying and discussing design features (colour and font).
  • Reads a simple play/drama.
• Writing and Presenting:
  • Uses the writing process (Planning, Drafting, Revising, Editing, Proofreading, Presenting) for all tasks.
  • Writes a summary of the newspaper article in own words.
  • Writes an essay (Narrative or Descriptive, 4–6 paragraphs) on characters/themes of the novel.
  • Writes a persuasive text (e.g., a speech with visuals/advertisement) that evokes emotional responses.
  • Writes a friendly letter/diary entry related to the short story.
  • Writes a dialogue, establishing tone/mood and creating or adding to existing conflict.
• Language Structures and Conventions:
  • Word level work: Common and abstract nouns, personal and demonstrative pronouns, conjunctions, articles, adverbs (manner, time).
  • Sentence level work: Subject-verb agreement, simple tenses (past, present, future), direct and indirect speech, sentence types (Statements, Questions, Commands).
  • Word meaning: Idioms and proverbs, synonyms and antonyms.
• Formal Assessment:
  • FORMAL ASSESSMENT TASK 1: ORAL (Read Aloud, 20 marks) (Commences Term 1, concludes Term 2).
  • FORMAL ASSESSMENT TASK 2: WRITING (Essay, 20 marks) (During the term).
  • FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 marks) (Literary/non-literary (20), Visual text (10), Language structures (20)).

Term 2: Instructions, Story, Poem, and Information Text

Focus: The focus shifts to instructional and informational texts, as well as the study of stories and poems, culminating in the June Controlled Test.

• Listening and Speaking:
  • Listens to and discusses an instructional text (e.g., recipe/directions), giving clear instructions and commenting on clarity.
  • Listens to and discusses a story and a poem, using presentation skills (volume, pace, posture).
  • Listens to and discusses an information text (e.g., a weather report), justifying own opinion and identifying features of the report.
• Reading and Viewing:
  • Reads and analyses the characteristics of instructional texts (organisation and conventions) and orders jumbled instructions.
  • Reads a story and a simple poem, inferring meaning and understanding the effect of figurative and rhetorical devices.
  • Reads an information text with visuals (e.g., a map), interpreting and discussing complex visual texts.
  • Novel/reader to be read daily for at least 30 minutes.
• Writing and Presenting:
  • Writes an instructional text (e.g., how to make a cup of tea), sequencing instructions logically and using imperatives.
  • Writes a story, creating believable characters and plotting main events using a flow chart (beginning, middle, ending).
  • Writes a poem using alliteration, metaphor, and simile.
  • Writes an information text (e.g., a weather chart), selecting appropriate visuals and content and presenting information using a map, chart, graph, or diagram.
• Language Structures and Conventions:
  • Word level work: Possessive and reflexive pronouns, stems, prefixes, suffixes, auxiliary verbs, determiners, prepositions, adverbs.
  • Sentence level work: Subject, object, present/past/future continuous tenses, simple sentences, noun phrases/clauses.
  • Word meaning: Idioms, homophones, synonyms/antonyms, and Elements of poetry (personification, onomatopoeia).
• Formal Assessment:
  • FORMAL ASSESSMENT TASK 1: ORAL (Read Aloud, 20 marks) (Concludes and is recorded).
  • FORMAL ASSESSMENT TASK 4: WRITING (Transactional writing, 10 marks) (Written before the controlled test).
  • FORMAL ASSESSMENT TASK 5: JUNE CONTROLLED TEST (RESPONSE TO TEXTS, 50 marks) (Question 1: Literary/non-literary (20), Question 2: Visual text (10), Question 3: Summary (5), Question 4: Language structures (15)).

Term 3: Creative Writing Project (CWP)

Focus: The term is dominated by the Creative Writing Project (CWP), involving research, writing, and preparation for an oral presentation based on a chosen literary genre.

• Listening and Speaking:
  • Listens to and discusses folklore (myth, legend, fable), identifying stereotypes and reflecting on cultural customs/values.
  • Participates in a conversation on the CWP (Stage 1: Research), discussing the development of a driving question/topic.
  • Listens to and discusses a drama and a cartoon/comic strip.
• Reading and Viewing:
  • Reads folklore and discusses the elements, characters, and messages.
  • Reads for research purposes for the CWP (Stage 1), focusing on note-taking and referencing.
  • Reads a simple play/drama and reviews of a play.
  • Reads a cartoon/comic strip, examining the text for hidden messages and interpreting graphical texts.
• Writing and Presenting:
  • Writes a character sketch, using descriptive words and focusing on improving language/tenses.
  • CWP – Stage 1: Research (10 marks): Uses graphic organisers (mind map, sequence chart) to collate research findings, focusing on note-taking and referencing conventions.
  • CWP – Stage 2: Writing (30 marks): Writes the final draft of the project, applying appropriate language/conventions for the chosen genre.
  • Writes a dialogue/short play script and a cartoon/comic script, using correct layout and format.
• Language Structures and Conventions:
  • Word level work: Adjectives, verbs (gerunds), verb tenses, nouns, stems, prefixes, suffixes, adverbs.
  • Sentence level work: Active and passive voice, negative form, simple/compound/complex sentences, interrogative form, direct/indirect speech.
  • Spelling and punctuation: Contractions, colon, semi-colon, word division, and reinforcement of referencing conventions.
• Formal Assessment:
  • FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT (40 marks) (Stage 1: Research (10), Stage 2: Writing (30)).
  • FORMAL ASSESSMENT TASK 7: ORAL (Presentation of CWP, 20 marks) (Commences Term 3, concludes Term 4).

Term 4: Folklore, Instructions, and Poetry

Focus: Completion of the Oral Presentation and final revision of all core skills for the End-of-the-Year Controlled Test.

• Listening and Speaking:
  • FORMAL ASSESSMENT TASK 7: ORAL (Presentation of CWP, 20 marks) is completed and recorded.
  • Listens to and discusses folklore (myth/legend), instructional texts, and poems.
  • Performs a Role-play interview or Oral presentation and gives balanced/constructive feedback.
• Reading and Viewing:
  • Reads folklore, discussing alternate endings and elements of folklore.
  • Reads an instructional text (e.g., recipe/directions) and summarises instructions.
  • Reads a poem, discussing the structure, interpreting figurative meaning, and identifying poetic devices (alliteration, repetition, simile).
  • Novel/reader to be read daily for at least 30 minutes.
• Writing and Presenting:
  • Writes a folklore (myth/legend) that includes a moral lesson and uses superhuman characters.
  • Writes a summary of an instructional text (point form/paragraph form), using conventions like first, then.
  • Writes a poem, using figurative language (metaphor, onomatopoeia, symbol, theme).
  • FORMAL ASSESSMENT TASK 8: WRITING (Transactional writing, 10 marks) (Written before the controlled test).
• Language Structures and Conventions:
  • Word level work: Adjectives (descriptive, quantitative, degrees of comparison), adverbs (manner, time, place, degree, duration, frequency).
  • Sentence level work: Simple and complex sentences, sentence types, Active and passive voice, Subject, Object.
  • Figurative language in context (Simile, personification, metaphor, onomatopoeia).
• Formal Assessment:
  • FORMAL ASSESSMENT TASK 7: ORAL (Presentation of CWP, 20 marks) is completed and recorded.
  • FORMAL ASSESSMENT TASK 8: WRITING (Transactional writing, 10 marks).
  • FORMAL ASSESSMENT TASK 9: END-OF-THE-YEAR CONTROLLED TEST (RESPONSE TO TEXTS, 50 marks) (Question 1: Literary/non-literary (20), Question 2: Visual text (10), Question 3: Summary (5), Question 4: Language structures (15)).