What does "substantial progress" look like?

The new Programme of Study for KS2 Languages requires children to have made "substantial progress in one language" by the time they reach the end of Year 6.  But what is substantial progress?  What will KS2 children have to do, and what should KS3 teachers expect their new Year 7s to have done?  I have been going through the Programme of Study document in order to make a bit more sense of it, and have arranged it by skill.  The numbers in brackets relate to notes below, where I have made some suggestions for interpreting the wording of the original PoS.  All non-spam comments welcome!

Listening

• listen attentively to spoken language and show understanding by joining in and responding
• appreciate stories, songs, poems and rhymes in the language
• understand spoken language from a variety of authentic sources (1)
• understand ideas, facts and feelings (2)
• understand familiar and routine language

Speaking

• ask and answer questions
• express opinions
• respond to others’ opinions
• seek clarification and help
• engage in conversations
• describe people, places, things and actions orally (3)
• communicate ideas, facts and feelings (2)
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• present ideas and information orally to a range of audiences (4)
• respond to spoken language from a variety of authentic sources (1)
• speak with increasing confidence, fluency and spontaneity
• develop strategies to help them to say what they want to say

Phonics

• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
• speak with accurate pronunciation and intonation
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Reading

• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• develop their ability to understand new words that are introduced into familiar written material
• understand written language from a variety of authentic sources (5)
• discover and develop an appreciation of a range of writing in the language studied
• understand ideas, facts and feelings in writing (2)
• understand writing about familiar and routine matters

Writing

• write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt (4)
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions in writing

 Grammar

• gender (masculine, feminine, neuter forms) and therefore nouns, indefinite articles, definite articles and plural forms
• conjugation of high-frequency verbs (6)
• key features and patterns of the language (7)

Language-learning skills

• explore how the patterns, grammar and words of the new language are different from or similar to English
• develop strategies to understand new words, including through using a dictionary

(1)  Authentic sources for listening and speaking: Songs, appropriate videos online such as YouTube, audio or video recordings by children in a partner school in the target language country or countries, reputable commercially available audio and video recordings

(2)  Ideas: about pictures, music and poetry?
      Facts: saying your name, saying your age, describing yourself, talking about your family, saying what the weather is like, saying the date, talking about your town, talking about your school and its timetable, healthy eating, talking about the planets, giving the prices of things
      Feelings: Saying how you feel, giving your opinions of things and reasons for those opinions, likes and dislikes

(3)  People: self, parts of the body, family members, friends, famous people, historical figures
      Places: home, school, town, countries
      Things: in the classroom, school subjects, animals, food and drink, colours, seasons
      Actions: sports, hobbies, going to places, directions

(4) A range of audiences: partner, group of classmates, own class, another class in own school, rest of school in assembly, parents, school community via newsletter, website, blog etc., children in a neighbouring school, children in partner school in another country

(5) Authentic sources for reading: children's story and non-fiction books, poems, texts from the internet, magazines, newspapers, publicity material from shops etc., adverts, leaflets, posters, letters and emails from children in schools in another country

(6) Conjugation of high-frequency verbs: to be, to have, to go, to do/make, to want, to be able.  Probably also conjugation of common regular verbs.  Realistically mostly focusing on singular people.

(7) Key features and patterns of the language: written accents and other orthographical marks such as the upside-down question mark in Spanish, word order, adjectival agreement, verb conjugations, rules for pluralisation, phonic rules, rules for capitalisation, use of apostrophes, rhythm and intonation