TEACHER'S KIT (SOW)

TOPIC My body LESSON 6

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.3 Pre-lesson routines Hello
Listen to and identify sounds Opening time Clas
 Greetings and a hello song Emo
BI 1.2 BI 1.2.1  Register Wea
 Emotions routine Rhym
Listen and respond appropriately BI 1.2.3  Weather routine and
 Recite a rhyme Time
BI 1.3  English today
1) So
Listen, understand and respond in BI 1.3.1 (i), (ii), Lesson development 2) St
ENGAGE/EXPLOIT
a variety of contexts (iv) Circle time to
 Sing a song 3) Fl
BI 2.1 BI 2.1.1  Story book reading 4) W
Show appropriate book BI 2.1.2  Story book post listening
handling skills BI 2.1.3  Engage activity 8 Time
 Exploit activity 4 Good
BI 2.2 BI 2.2.5
Apply sounds of letters to Post-lesson routines
recognise words Closing time
 Reflecting on learning
BI 2.3 BI 2.3.3  Goodbye and song
Demonstrate understanding of
a variety of texts in the form of
print and digital materials

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

7

MAIN SKILL(S) FOCUS: Reading 1

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song
ss register a) Offering options, e.g.
otions flashcard
ather chart Is this my arm or my leg?
me: Head shoulders knees b) Say first letter sound, e.g. It’s
toes a fff; It’s a hhh
e line images
c) Prompt with mime

ong: Hokey Pokey
tory book (related to the
opic)
lashcards
Word cards

e line images
dbye song

old are Complementary Skills

74

TOPIC My body LESSON 7

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.3 Pre-lesson routines Hello
Listen to and identify sounds Opening time Clas
 Greetings and a hello song Emo
BI 1.2 BI 1.2.1  Register Wea
 Emotions routine Rhym
Listen and respond appropriately BI 1.2.3  Weather routine and
 Recite a rhyme Time
BI 1.3  English today

Listen, understand and respond in BI 1.3.1 (i), (ii),

a variety of contexts (iv)

BI 2.2 BI 2.2.5 Lesson development 1) So
Apply sounds of letters to BI 2.2.6 EXPLOIT 2) Fl
recognise words Circle time
BI 2.3.3 3) W
BI 2.3  Sing a song 4) Di
Demonstrate understanding of  Sounds activity gam
a variety of texts in the form of  Exploit activity 6* boar
print and digital materials

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo
** Handa’s surprise board game would work well here. See resources documentation.

7

MAIN SKILL(S) FOCUS: Reading 2

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song
ss register a) Offering options, e.g.
otions flashcard
ather chart Is this my arm or my leg?
me: Head shoulders knees b) Say first letter sound, e.g. It’s
toes a fff; It’s a hhh
e line images
c) Prompt with mime

ong: Hokey Pokey
lashcards

Word cards and letter cards
ice / counters for glory

me OR Handa’s surprise
rd game**

e line images
dbye song

old are Complementary Skills

75

TOPIC My body LESSON 8

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.3 Pre-lesson routines Hello
Listen to and identify sounds Opening time Clas
 Greetings and a hello song Emo
BI 1.2 BI 1.2.1  Register Wea
 Emotions routine Rhym
Listen and respond appropriately BI 1.2.3  Weather routine and
 Recite a rhyme Time
BI 1.3  English today
1) So
Listen, understand and respond in BI 1.3.1 (i), (ii), and
2) Fl
a variety of contexts (iv) body
3) W
BI 2.2 BI 2.2.5 Lesson development 4) Co
Apply sounds of letters to BI 2.2.6 EXPLOIT
recognise words BI 2.3.3 Circle time Time
 Sing a song Good
BI 2.3 BI 3.1  Exploit activity 5
Demonstrate understanding of BI 3.2.1  Set up table time
a variety of texts in the form of
print and digital materials Table time
 Transition chant
BI 3.1  Manual activity
Develop prewriting skills  Tidy up
 Show and tell
BI 3.2
Develop early writing skills Post-lesson routines
Closing time
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

7

MAIN SKILL(S) FOCUS: Reading and Writing

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is this my arm or my leg?
otions flashcard b) Say first letter sound, e.g. It’s
ather chart a fff; It’s a hhh
me: Head shoulders knees c) Prompt with mime
toes
e line images Differentiate by learning
preferences
a) What to do (e.g. worksheet or
puzzle)

ong: Head shoulders knees Differentiate by time
toes a) Allow child longer to finish
lashcards (parts of the b) Set up activities for fast
y) finishers
Worksheets
ompleting a puzzle

e line images
dbye song

old are Complementary Skills

76

TOPIC My toys LESSON SCHEME OF WOR
1

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.1 Opening time He
Listen and respond BI 1.2.2  Greetings and a hello song Cla
appropriately BI 1.2.3  Register Rh
BI 1.2.4  Emotions routine Tim
 Weather routine
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme
Listen, understand and  English today
respond in a variety of
contexts

Lesson development 1)
ENCOUNTER 2)
Circle time be
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3
 Pre-rhyme activity
 Recite a rhyme
 Encounter activity 5

Post-lesson routines Tim
Closing time Go

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FO
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FO
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) F

7

RK: MY TOYS (4+)
MAIN SKILL(S) FOCUS: Listening

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate by outcome – allow
ello song children to respond to the new
ass register topic in different ways:
hyme: Teddy bear, teddy bear a) by miming only
me line images b) by mouthing the new
language
c) by repeating the new
language after or with you

Flashcards or realia (six toys)
Rhyme: Teddy bear, teddy
ear

me line images
oodbye song

bold are Complementary Skills
OR GUIDANCE
OR GUIDANCE
FOR GUIDANCE

77

TOPIC My toys LESSON 2

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.1 Opening time He
Listen and respond BI 1.2.2  Greetings and a hello song Cla
appropriately BI 1.2.3  Register Rh
BI 1.2.4  Emotions routine Tim
 Weather routine
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme
Listen, understand and  English today
respond in a variety of
contexts

Lesson development 1)
ENGAGE
Circle time
 Remembering activity 1
 Encounter activity 3
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines Tim
Closing time Go
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

7

MAIN SKILL(S) FOCUS: Listening and Speaking 1

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate by outcome – allow
ello song children to respond to the new
ass register topic in different ways:
hyme: Teddy bear, teddy bear a) by miming only
me line images b) by mouthing the new
language
c) by repeating the new
language after or with you

Flashcards or realia (six toys)

me line images
oodbye song

old are Complementary Skills

78

TOPIC My toys LESSON 3

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.1 Opening time He
Listen and respond BI 1.2.2  Greetings and a hello song Cla
appropriately BI 1.2.3  Register Rh
BI 1.2.4  Emotions routine Tim
 Weather routine
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme
Listen, understand and  English today
respond in a variety of
contexts

Lesson development 1)
ENGAGE 2)
Circle time
 Remembering activity 2
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Tim
Closing time Go
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

7

MAIN SKILL(S) FOCUS: Listening and Speaking 2

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song a) Offering options, e.g.
ass register Is it a train or is it a car?
hyme: Teddy bear, teddy bear
me line images b) Say first letter sound(s,) e.g.
It’s a ccc; It’s a trtrtr

c) Prompt with mime

Flashcards or realia (all toys) Differentiate by outcome – allow
Song: I’ve got a ball. children to respond to the topic
in different ways:
a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

me line images
oodbye song

bold are Complementary Skills

79

TOPIC My toys LESSON 4

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
(Pu
BI 1.2 BI 1.2.1 Pre-lesson routines He
Listen and respond BI 1.2.2 Opening time Cla
appropriately BI 1.2.3  Greetings and a hello song We
BI 1.2.4  Register Rh
 Emotions routine Tim
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine
Listen, understand and  Recite a rhyme 1)
respond in a variety of  English today 2)
contexts 3)
Lesson development toy
BI 3.1 BI 3.1.1 ENGAGE
Develop prewriting skills BI 3.1.2 Circle time
BI 3.1.3  Remembering activity 2
 Sing a song
BI 3.2 BI 3.2.1  Engage activity 4
Develop early writing BI 3.2.2  Set up table time
skills BI 3.2.3
BI 3.2.4 Table time
 Transition chant
 Manual activity
 Tidy up
 Show and tell

Post-lesson routines Tim
Closing time Go

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

8

MAIN SKILL(S) FOCUS: Listening and Speaking 3

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate by outcome – allow
ello song children to respond to the topic
ass register in different ways:
eather chart a) by miming only
hyme: Teddy bear, teddy bear b) by mouthing the new
me line images language
c) by repeating the new
language after or with you

Flashcards or realia (toys) Differentiate with support
Song: I’ve got a ball. a) Offering options, e.g.
Is it a train or is it a car?
Worksheets (My favourite b) Say first letter sound(s,) e.g.
It’s a ccc; It’s a trtrtr
y) c) Prompt with mime

Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

me line images
oodbye song
bold are Complementary Skills

80

TOPIC My toys LESSON 5

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)

BI 1.2 BI 1.2.1 Pre-lesson routines (Pu
Listen and respond BI 1.2.2 Opening time He
appropriately BI 1.2.3  Greetings and a hello song Cla
BI 1.2.4  Register We
 Emotions routine Rh
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Weather routine Tim
Listen, understand and  Recite a rhyme
respond in a variety of  English today
contexts

BI 2.1 BI 2.1.2 Lesson development
Show appropriate book ENGAGE
handling skills Circle time

BI 2.2 BI 2.2.1  Sing a song 1)
Apply sounds of letters to BI 2.2.2  Post-song activity 2)
recognise words BI 2.2.3  Story book pre-listening 1 toy
BI 2.2.4  Story book reading 3)
 Story book post listening 1
BI 2.3 BI 2.3.1  Engage activity 3
Demonstrate BI 2.3.2  Engage activity 5
understanding of a
variety of texts in the Post-lesson routines
form of print and digital Closing time
materials  Reflecting on learning
 Goodbye and song
BI 2.4 BI 2.4.1 Tim
Develop interest in Go
reading independently
for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

8

MAIN SKILL(S) FOCUS: Listening and Speaking 4

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song a) Offering options, e.g.
ass register Is it a train or is it a car?
eather chart b) Say first letter sound(s), e.g.
hyme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
me line images c) Prompt with mime

Song: I’ve got a ball. Differentiate by outcome – allow
Story book (topic related / children to respond to the topic
ys) in different ways:
Flashcards or realia (toys) a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

me line images
oodbye song

bold are Complementary Skills

81

TOPIC My toys LESSON 6

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.1 Opening time He
Listen and respond BI 1.2.2  Greetings and a hello song Cla
appropriately BI 1.2.3  Register We
BI 1.2.4  Emotions routine Rh
 Weather routine Tim
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Recite a rhyme
Listen, understand and  English today 1)
respond in a variety of 2)
contexts Lesson development toy
ENGAGE/EXPLOIT 3)
BI 2.1 BI 2.1.2 Circle time 4)
 Sing a song
Show appropriate book  Story book pre-listening 2 Tim
 Story book reading Go
handling skills  Story book post listening 2
 Engage activity 3 (word and
BI 2.2 BI 2.2.1
Apply sounds of letters BI 2.2.2 image)
to recognise words BI 2.2.3  Exploit activity 4
BI 2.2.4
Post-lesson routines
BI 2.3 BI 2.3.1 Closing time
Demonstrate BI 2.3.2  Reflecting on learning
understanding of a  Goodbye and song
variety of texts in the
form of print and digital
materials

BI 2.4 BI 2.4.1
Develop interest in
reading independently
for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

8

MAIN SKILL(S) FOCUS: Reading 1

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song a) Offering options, e.g.
ass register Is it a train or is it a car?
eather chart
hyme: Teddy bear, teddy bear b) Say first letter sound(s), e.g.
me line images It’s a ccc; It’s a trtrtr

c) Prompt with mime

Song; I’ve got a ball
Story book (topic related /
ys)
Flashcards or realia (toys)
Word cards (toys)

me line images
oodbye song

bold are Complementary Skills

82

TOPIC My toys LESSON 7

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.1 Opening time He
Listen and respond BI 1.2.2  Greetings and a hello song Cla
appropriately BI 1.2.3  Register We
BI 1.2.4  Emotions routine Rh
BI 1.3  Weather routine Tim
Listen, understand and BI 1.3.1 (i), (ii), (iii), (iv)  Recite a rhyme
respond in a variety of  English today
contexts

BI 2.3 BI 2.3.2 Lesson development
Demonstrate EXPLOIT
understanding of a Circle time 1)
variety of texts in the  Sing a song 2)
form of print and digital  Alphabet activity 3)
materials  Exploit activity 4 (words and 4)

pictures)

Post-lesson routines Tim
Closing time Go
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

8

MAIN SKILL(S) FOCUS: Reading 2

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song a) Offering options, e.g.
ass register Is it a train or is it a car?
eather chart
hyme: Teddy bear, teddy bear b) Say first letter sound(s), e.g.
me line images It’s a ccc; It’s a trtrtr

c) Prompt with mime

Song: I’ve got a ball
Flashcards or realia (toys)
Alphabet visuals
Word cards (topic +)

me line images
oodbye song

bold are Complementary Skills

83

TOPIC My toys LESSON 8

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.1 Opening time He
Listen and respond BI 1.2.2  Greetings and a hello song Cla
appropriately BI 1.2.3  Register We
BI 1.2.4  Emotions routine Rh
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Tim
Listen, understand and  Say a rhyme
respond in a variety of BI 2.3.2  English today
contexts
BI 3.1.1 Lesson development 1)
BI 2.3 BI 3.1.2 EXPLOIT 2)
Demonstrate BI 3.1.3 Circle time 3)
understanding of a BI 3.2.1  Sing a song 4)
variety of texts in the BI 3.2.2  Exploit activity 2 (words and
form of print and digital BI 3.2.3
materials BI 3.2.4 pictures)
 Set up table time
BI 3.1
Develop prewriting Table time
skills  Transition chant
 Manual activity
BI 3.2  Tidy up
Develop early writing  Show and tell
skills

Post-lesson routines Tim
Closing time Go
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

8

MAIN SKILL(S) FOCUS: Reading and Writing

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song a) Offering options, e.g.
ass register Is it a train or is it a car?
eather chart b) Say first letter sound(s), e.g.
hyme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
me line images c) Prompt with mime

Differentiate by learning
preferences
a) What medium to use, e.g.
crayon, paint, collage

Song: I’ve got a ball Differentiate by time
Flashcards or realia a) Allow child longer to finish
Word cards (topic +) b) Set up activities for fast
Worksheets (toys mini-book) finishers

me line images
oodbye song

bold are Complementary Skills

84

SCHEME O
PRESCHOO

8

OF WORK
OL YEAR 5+

85

8

86

TOPIC Introduction LESSON SCHEME OF WORK:
1

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MA
STANDARD (S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv) Opening time Clas
BI 1.1.3  Greetings and a hello song Wea
BI 1.2  Register Song
Listen and respond BI 1.2.6  Emotions routine Time
appropriately  Weather routine
BI 1.3.2  Sing / say a favourite song / 1) Fl
BI 1.3 BI 1.3.3 2) AS
Listen, understand and BI 1.3.4 rhyme 3) Rh
respond in a variety of contexts  English today

Lesson development
ENCOUNTER
Circle time
1. Encounter activity 1
2. Encounter activity 2
3. Encounter activity 3
4. Pre-rhyme activity
5. Recite a rhyme
6. Encounter activity 4

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo
** The days of the week flashcards should be different colours, so the children can refer to them by
*** Mouthing: imitating the movement of the mouth associated with a word or words which is/are be
recently been introduced. This may or may not always be accompanied by the production of the sou

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMEN
SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

8

INTRODUCTION (5+)
MAIN SKILL(S) FOCUS: Listening

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the new
ss register topic in different ways:
ather chart a) by miming only
g / rhyme b) by mouthing*** the new
e line images language
c) by repeating the new
language after or with you

lashcards (week days)**
SL signs for week days
hyme: Days of the week

e line images
dbye song

old are Complementary Skills
colour as well. You can also play different association games if you use different colours.
eing learned. This is often associated with accompanying a song or a rhyme which has
und.
NT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER

87

TOPIC Introduction LESSON 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv) Opening time Clas
BI 1.1.3  Greetings and a hello song Wea
BI 1.2  Register Song
Listen and respond BI 1.2.6  Emotions routine Time
appropriately  Weather routine
BI 1.3.2  Sing / say a favourite song / 1) Fl
BI 1.3 BI 1.3.3 2) AS
Listen, understand and BI 1.3.4 rhyme 3) Rh
respond in a variety of contexts  English today 4) So
5) Fl
Lesson development imag
ENGAGE
Circle time
 Remembering activity 1
 Encounter activity 3
 Engage activity 1
 Engage activity 4
 Pre-song activity
 Recite a rhyme
 Sing a song
 Engage activity 5

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

8

MAIN SKILL(S) FOCUS: Listening and Speaking 1

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the new
ss register topic in different ways:
ather chart a) by miming only
g / rhyme b) by mouthing the new
e line images language
c) by repeating the new
language after or with you

lashcards (week days)*
SL signs for week days
hyme: Days of the week
ong: One for sorrow
lashcards (One for sorrow
ges)

e line images
dbye song

old are Complementary Skills

88

TOPIC Introduction LESSON 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv), Opening time Clas
BI 1.1.3  Greetings and a hello song Wea
BI 1.2  Register Rhym
Listen and respond BI 1.2.6  Emotions routine Time
appropriately  Weather routine
BI 1.3.2  Days of the week routine 1) Fl
BI 1.3 BI 1.3.3  Recite a rhyme colou
Listen, understand and BI 1.3.4  English today 2) So
respond in a variety of contexts 3) Fl
Lesson development imag
ENGAGE 4) Fl
Circle time / em
 Remembering activity 2
 Encounter 3
 Engage activity 3 (colour

flashcards + week days)
 Sing a song
 Sequence song images
 Engage activity 8 (numbers,

colours, emotions)

Post-lesson routines Time
Closing time Good

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

8

MAIN SKILL(S) FOCUS: Listening and Speaking 2

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it sunny or is it rainy?
ather chart b) Say first letter sound, e.g. It’s
me: Days of the week sss; It’s www
e line images c) Prompt with mime

lashcards (week days / Differentiate by outcome – allow
urs) children to respond to the topic
ong: One for sorrow in different ways:
lashcards (One for sorrow a) by miming only
ges) b) by mouthing the new
lashcards (colours / number language
motions) c) by repeating the new
language after or with you

e line images
dbye song

old are Complementary Skills

89

TOPIC Introduction LESSON 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv) Opening time Clas
BI 1.1.3  Greetings and a hello song Wea
BI 1.2 BI 1.2.6  Register Rhym
Listen and respond  Emotions routine Time
appropriately BI 1.3.2  Weather routine
BI 1.3.3  Recite a rhyme 1) Fl
BI 1.3 BI 1.3.4  English today week
Listen, understand and BI 2.2.5 2) So
respond in a variety of contexts Lesson development 3) Fl
BI 2.3.3 ENGAGE imag
BI 2.2 Circle time 3) W
Apply sounds of letters to (BI 3.1  Remembering activity 2
recognise words +4 standards)  Sing a song images Time
BI 3.2.1  Sequence song Good
BI 2.3  Set up table time
Demonstrate understanding of a
variety of texts in the form of print Table time
and digital materials  Transition chant
 Manual activity
BI 3.1  Tidy up
Develop prewriting skills  Show and tell

BI 3.2 Post-lesson routines
Develop early writing skills Closing time
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

9

MAIN SKILL(S) FOCUS: Listening and Speaking 3

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song
ss register a) Offering options, e.g.
ather chart
me: Days of the week Is it sunny or is it rainy?
e line images b) Say first letter sound, e.g. It’s
sss; It’s www

c) Prompt with mime

lashcards (days of the Differentiate with support
k) a) Offering options e.g.
ong: One for sorrow Is it a train or is it a car?
lashcards (One for sorrow b) Say first letter sound(s) e.g.
ges) It’s a ccc; It’s a trtrtr
Worksheets (One for sorrow) c) Prompt with mime

Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

e line images
dbye song
old are Complementary Skills

90

TOPIC Introduction LESSON 5

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv) Opening time Clas
BI 1.1.3  Greetings and a hello song Wea
BI 1.2 BI 1.2.6  Register Rhym
Listen and respond  Emotions routine Time
appropriately BI 1.3.2  Weather routine
BI 1.3.3  Days of the week routine 1) So
BI 1.3 BI 1.3.4  Recite a rhyme 2) Fl
Listen, understand and  English today imag
respond in a variety of contexts BI 2.1.1 3) St
BI 2.1.2 Lesson development Mice
BI 2.1 BI 2.1.3 ENGAGE 4) Fl
Show appropriate book handling BI 2.2.5 Circle time
skills  Sing a song Time
BI 2.3.3  Sequence song images Good
BI 2.2  Story book pre-listening
Apply sounds of letters to (BI 2.4  Story book reading
recognise words +4 standards)  Story book post listening
 Engage activity 7 (colours)
BI 2.3
Demonstrate understanding of a Post-lesson routines
variety of texts in the form of print Closing time
and digital materials  Reflecting on learning
 Goodbye and song
BI 2.4
Develop interest in reading
independently for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo
** A story that revises colours / numbers / emotions.

9

MAIN SKILL(S) FOCUS: Listening and Speaking 4

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it sunny or is it rainy?
ather chart b) Say first letter sound, e.g. It’s
me: Days of the week sss; It’s www
e line images c) Prompt with mime

ong: One for sorrow Differentiate by outcome – allow
lashcards (One for sorrow children to respond to the topic
ges) in different ways:
tory book (Seven Blind a) by miming only
e)** b) by mouthing the new
lashcards (colours) language
c) by repeating the new
language after or with you

e line images
dbye song

old are Complementary Skills

91

TOPIC Introduction LESSON 6

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv) Opening time Clas
 Greetings and a hello song Wea
BI 1.1.3  Register Rhym
 Emotions routine Time
BI 1.2.6  Weather routine
 Days of the week routine 1) So
BI 1.2 BI 1.3.2  Say a rhyme 2) St
Listen and respond appropriately BI 1.3.3  English today Mice
BI 1.3.4 3) Fl
BI 1.3 Lesson development reso
Listen, understand and respond in BI 2.1.1 ENGAGE/EXPLOIT
a variety of contexts BI 2.1.2 Circle time Time
BI 2.1.3  Sing a song Good
BI 2.1  Story book pre-listening
Show appropriate book BI 2.2.5  Story book reading
handling skills  Story book post listening
 Engage / exploit activities
BI 2.2 BI 2.3.3
Apply sounds of letters to (related or not to the story)
recognise words
Post-lesson routines
BI 2.3 (BI 2.4 Closing time
Demonstrate understanding of +4 standards)  Reflecting on learning
a variety of texts in the form of  Goodbye and song
print and digital materials

BI 2.4
Develop interest in reading
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

9

MAIN SKILL(S) FOCUS: Reading 1

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song
ss register a) Offering options, e.g.
ather chart
me: Days of the week Is it sunny or is it rainy?
e line images b) Say first letter sound, e.g. It’s
sss; It’s www

c) Prompt with mime

ong: One for sorrow
tory book (Seven Blind
e)*
lashcards OR Story book
ources

e line images
dbye song

old are Complementary Skills

92

TOPIC Introduction LESSON 7

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Pup
Listen to and identify sounds (iv) Opening time Hello
BI 1.1.3  Greetings and a hello song Clas
 Register Wea
BI 1.2  Emotions routine Rhym
Listen and respond appropriately BI 1.2.6  Weather routine Time
 Days of the week routine
BI 1.3 BI 1.3.2  Recite a rhyme 1) So
Listen, understand and respond in BI 1.3.3  English today 2) Al
a variety of contexts BI 1.3.4 3) So
Lesson development 4) Fl
BI 2.2 BI 2.2.5 EXPLOIT 5) W
Apply sounds of letters to Circle time 6) Le
recognise words  Sing a song
 Alphabet activity
BI 2.3 BI 2.3.3  Sing a song
Demonstrate understanding of  Sounds activity (topic related
a variety of texts in the form of
print and digital materials or story related)

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

9

MAIN SKILL(S) FOCUS: Reading 2

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song
ss register a) Offering options, e.g.
ather chart
me: Days of the week Is it sunny or is it rainy?
e line images b) Say first letter sound, e.g. It’s
sss; It’s www

c) Prompt with mime

ong: One for sorrow
lphabet visuals
ong: Alphabet song
lashcards (intro topics)
Word cards (intro topics)
etter cards

e line images
dbye song

old are Complementary Skills

93

TOPIC Introduction LESSON 8

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv) Opening time Clas
BI 1.1.3  Greetings and a hello song Wea
BI 1.2  Register Rhym
Listen and respond appropriately BI 1.2.6  Emotions routine Time
 Weather routine
BI 1.3 BI 1.3.2  Days of the week routine 1) So
Listen, understand and respond in BI 1.3.3  Recite a rhyme Alph
a variety of contexts BI 1.3.4  English today 2) Fl
3) W
BI 2.2 BI 2.2.5 Lesson development thing
Apply sounds of letters to EXPLOIT the s
recognise words Circle time
 Sing a song
BI 2.3 BI 2.3.3  Exploit activity 5
Demonstrate understanding of a  Set up table time
variety of texts in the form of print
and digital materials Table time
 Transition chant
BI 3.1 (BI 3.1  Manual activity
Develop prewriting skills +4 standards)  Tidy up
 Show and tell
BI 3.2 BI 3.2.1
Develop early writing skills

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

9

MAIN SKILL(S) FOCUS: Reading and Writing

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it sunny or is it rainy?
ather chart b) Say first letter sound, e.g. It’s
me: Days of the week sss; It’s www
e line images c) Prompt with mime

ong: One for sorrow / Differentiate by learning
habet song preferences
lashcards (intro topics) a) What medium to use, (e.g.
Worksheets (My favourite crayon, paint, collage)
gs OR something related to
story) Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

e line images
dbye song

old are Complementary Skills

94

TOPIC My School LESSON SCHEME OF WORK
1

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MA
STANDARD (S)
(Pup
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Hello
Listen to and identify sounds (iv) Opening time Clas
BI 1.1.3  Greetings and a hello song Song
BI 1.2  Register Time
Listen and respond BI 1.2.6  Emotions routine
appropriately  Weather routine 1) Fl
BI 1.3.2  Days of the week routine 2) Rh
BI 1.3 BI 1.3.3  Sing / say a favourite song / your
Listen, understand and BI 1.3.4
respond in a variety of contexts rhyme
 English today

Lesson development
ENCOUNTER
Circle time
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3**
 Pre-rhyme activity
 Say a rhyme
 Encounter activity 5

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

**Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMEN
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR

9

K: MY SCHOOL (5+)
MAIN SKILL(S) FOCUS: Listening

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the new
ss register topic in different ways:
g / rhyme a) by miming only
e line images b) by mouthing the new
language
c) by repeating the new
language after or with you

lashcards (school places)
hyme: Wash, wash, wash
r hands

e line images
dbye song

old are Complementary Skills
memorisation of the actions in this topic.
NT (SECTION 4) FOR GUIDANCE
R GUIDANCE

95

TOPIC My School LESSON 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Pup
Listen to and identify sounds (iv) Opening time Hello
BI 1.1.3  Greetings and a hello song Clas
BI 1.2  Register Rhym
Listen and respond BI 1.2.6  Emotions routine hand
appropriately  Weather routine Time
BI 1.3.2  Days of the week routine
BI 1.3 BI 1.3.3  Recite a rhyme 1) Fl
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts
Lesson development
ENGAGE
Circle time
 Remembering activity 1
 Encounter activity 3
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4 (use Where

is ...)

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

9

MAIN SKILL(S) FOCUS: Listening and Speaking 1

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the new
ss register topic in different ways:
me: Wash, wash, wash your a) by miming only
ds b) by mouthing the new
e line images language
c) by repeating the new
language after or with you

lashcards (school places)

e line images
dbye song
old are Complementary Skills

96

TOPIC My School LESSON 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
Pre-lesson routines (Pup
BI 1.1 BI 1.1.2 (ii), (iii), Opening time Hello
Listen to and identify (iv)  Greetings and a hello song Clas
sounds BI 1.1.3  Register Rhym
 Emotions routine hand
BI 1.2 BI 1.2.6  Weather routine Time
Listen and respond  Days of the week routine
appropriately BI 1.3.2  Recite a rhyme 1) Fl
BI 1.3.3  English today and
BI 1.3 BI 1.3.4 2) So
Listen, understand and Lesson development playg
respond in a variety of ENGAGE
contexts Circle time
 Remembering activity 2
 Encounter 3
 Engage activity 3 (room +

action)
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time
Closing time Good
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

9

MAIN SKILL(S) FOCUS: Listening and Speaking 2

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it sunny or is it rainy?
me: Wash, wash, wash your b) Say first letter sound, e.g. It’s
ds sss; It’s www
e line images c) Prompt with mime

lashcards (school spaces Differentiate by outcome – allow
actions) children to respond to the topic
ong: Playing in the in different ways:
ground a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

e line images
dbye song
old are Complementary Skills

97

TOPIC My School LESSON 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
Pre-lesson routines (Pup
BI 1.1 BI 1.1.2 (ii), (iii), Opening time Hello
Listen to and identify (iv)  Greetings and a hello song Clas
sounds BI 1.1.3  Register Wea
 Emotions routine Rhym
BI 1.2 BI 1.2.6  Weather routine hand
Listen and respond  Days of the week routine Time
appropriately BI 1.3.2  Recite a rhyme
BI 1.3.3  English today 1) Fl
BI 1.3 BI 1.3.4 2) So
Listen, understand and Lesson development playg
respond in a variety of BI 2.2.5 ENGAGE 3) W
contexts Circle time
 Remembering activity 2 Time
BI 2.2  Sing a song Good
Apply sounds of letters to  Engage activity 4
recognise words  Set up table time

BI 2.3 BI 2.3.3 Table time
Demonstrate understanding of  Transition chant
a variety of texts in the form of  Manual activity
print and digital materials  Tidy up
 Show and tell
BI 3.1 (BI 3.1
Develop prewriting skills +4 standards) Post-lesson routines
Closing time
BI 3.2 BI 3.2.1  Reflecting on learning
Develop early writing skills  Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

9

MAIN SKILL(S) FOCUS: Listening and Speaking 3

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the topic
ss register in different ways:
ather chart a) by miming only
me: Wash, wash, wash your b) by mouthing the new
ds language
e line images c) by repeating the new
language after or with you

lashcards (school spaces) Differentiate with support
ong: Playing in the a) Offering options, e.g.
ground Is it sunny or is it rainy?
Worksheets (My school) b) Say first letter sound, e.g. It’s
sss; It’s www
c) Prompt with mime

Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

e line images
dbye song

old are Complementary Skills

98