From Starters to C2, see how ability grows at every step
Choose a level to see its common cycle, entry evidence, learning priorities and completion evidence. Age only explains a common rhythm; learning history, recent work, teacher judgement and real assessment determine the starting point.
Every stage has entry evidence, a learning rhythm and completion evidence
These rhythms follow the current programme brochure and explain long-term pacing. Actual entry and sessions depend on recent work, teacher judgement, assessment and the campus plan.
01Ages 3–5.5 foundations144-session design example
From oral language and themes to phonics and picture-book expression
02Ages 4.5–6 bridge15-session bridge example
Check instructions, letter sounds, sentences and learning routines
03StartersCommon one-year cycle
Complete a first full four-skill task set
04MoversCommon one-year cycle
Move from sentences to short texts and connected expression
05Flyers → KETCommon 1.5–2-year bridge
Bridge young-learner A2 to practical A2 without age-based promotion
06PETCommon one-year cycle
Build B1 longer reading, complete writing and sustained interaction
07FCECommon 1.5–2-year cycle
Move into B2 complex reading, multi-genre writing and discussion
08CAE → C2Personalised by real use
Set the endpoint around academic, professional and precision needs
How each unit connects both pathways
Not two parallel courses, but five connected moves
01
Original themes
Build language through meaningful contexts
02
Four-skill building
Turn input into usable language
03
School connection
Connect school vocabulary, grammar, reading and writing
04
Task transfer
Add format and timing after the goal is clear
05
Stage review
Use evidence to set the next priorities
FROM PRE A1 TO C2
Find the next learning priority by ability
Every level has its own ability goals, learning priorities and exam format; age is not a level.
