TEACHER'S KIT (SOW)

TOPIC Introduction LESSON 4

CONTENT LEARNING LEARNING OUTLINE
STANDARD(S) STANDARD(S)
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time
Listen and respond BI 1.2.2  Greetings and a hello song
appropriately BI 1.2.3  Register
BI 1.2.4  English today

BI 1.3 BI 1.3.1 Lesson development
Listen, understand and i) exchange greetings ENCOUNTER/ENGAGE
respond in a variety of iii) introduce oneself Circle time
contexts iv) express feelings  Sing / Recite rhyme
 Remembering activity 1 (emotions)
 Engage activity 1 (emotions)
 Engage activity 2 (emotions)
 Encounter activity 3 (emotions)
 Engage activity 4 (emotions)

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

2

MAIN SKILL(S) FOCUS: Listening and Speaking 3

MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
REFERENCES STRATEGIES REMARKS

(Puppet) Differentiate by outcome – allow
Hello song children to respond to the topic
Class register in different ways:
Time line images a) by miming only
b) by mouthing the new

language
c) by repeating the new

language after or with you

1)Rhyme: Ring a ring o’ Differentiate with support
roses a) Offering options, e.g.
2) Flashcards (emotions)
Are you happy or

surprised?

b) Say first letter sound, e.g.
It’s sss; It’s ccc

c) Prompt with mime

Time line images
Goodbye song

bold are Complementary Skills

24

TOPIC Introduction LESSON 5

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 Tim
BI 1.2.4  English today

BI 1.3 BI 1.3.1 Lesson development
Listen, understand and i) exchange greetings ENGAGE
respond in a variety of iii) introduce oneself Circle time
contexts iv) express feelings  Sing / Recite rhyme
 Remembering activity 2
BI 3.1 BI 3.1.1 1)
Develop prewriting skills BI 3.1.2 (emotions) 2)
 Engage activity 1 (emotions) 3)
BI 3.2 BI 3.2.1  Engage activity 2 (emotions) tod
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

2

MAIN SKILL(S) FOCUS: Listening and Speaking 4

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song
ass register a) Offering options, e.g.
me line images Are you happy or
surprised?

b) Say first letter sound, e.g.
It’s sss; It’s ccc

c) Prompt with mime

Rhyme: Ring a ring o’ roses Differentiate by outcome – allow
Flashcards (emotions) children to respond to the topic
Worksheets (How do you feel in different ways:
day?) a) by miming only
b) by mouthing the new

language
c) by repeating the new

language after or with you

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

25

TOPIC Introduction 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 Tim
BI 1.2.4  English today Rh
BI 1.2.5  Sing / Recite rhyme

BI 1.3 BI 1.3.1 Lesson development
Listen, understand and i) exchange greetings ENGAGE
respond in a variety of iii) introduce oneself Circle time
contexts iv) express feelings
 Story book pre-listening 1
BI 2.1 BI 2.1.2  Story book reading 1)
 Story book post listening 1 to
Show appropriate book  Engage activity 6 2)
 Calm breathing activity 3)
handling skills  Engage activity 5

BI 2.4 BI 2.4.1
Develop interest in
reading independently Post-lesson routines
for information and Closing time
enjoyment
 Reflecting on learning
 Goodbye and song Tim
Go

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

2

MAIN SKILL(S) FOCUS: Reading 1

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support

ello song a) Offering options, e.g.
Are you happy or
ass register surprised?

me line images b) Say first letter sound, e.g.
hyme: Ring a ring o’ roses It’s sss; It’s ccc

c) Prompt with mime

Story book (with a connection
emotions)
Flashcards (emotions)
Calm breathing activity

me line images
oodbye song

bold are Complementary Skills

26

TOPIC Introduction 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 Tim
BI 1.2.4  English today Rh
BI 1.3 BI 1.2.5  Sing / Recite rhyme
Listen, understand and
respond in a variety of BI 1.3.1
contexts i) exchange greetings
iii) introduce oneself
iv) express feelings

BI 2.2 BI 2.2.1 Lesson development 1)
ENGAGE/EXPLOIT to
Apply sounds of letters BI 2.2.2 Circle time 2)
 Story book pre-listening 3)
to recognise words BI 2.2.3  Story book reading 4)
 Story book post listening
BI 2.3 BI 2.3.2  Exploit 1 Tim
Demonstrate  Calm breathing activity Go
understanding of a  Alphabet activity
variety of texts in the  Engage activity 5
form of print and digital
materials 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

2

MAIN SKILL(S) FOCUS: Reading 2

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support

ello song a) Offering options, e.g.
Are you happy or
ass register surprised?

me line images b) Say first letter sound, e.g.
hyme: Ring a ring o’ roses It’s sss; It’s ccc

c) Prompt with mime

Story book (with a connection
emotions)
Flashcards (emotions)
Alphabet visuals
Word cards (topic +)

me line images
oodbye song

bold are Complementary Skills

27

TOPIC Introduction LESSON 8

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.1 Opening time
Listen and respond BI 1.2.2  Greetings and a hello song He
appropriately BI 1.2.3  Register
BI 1.2.4  English today Cla
BI 1.2.5  Sing / Recite rhyme
Tim
Rh

BI 1.3 BI 1.3.1 Lesson development 1)
Listen, understand and i) exchange greetings EXPLOIT cal
respond in a variety of iii) introduce oneself Circle time 2)
contexts iv) express feelings  Exploit activity 2 bre
 Set up table time em
BI 2.3 BI 2.3.2
Demonstrate Table time
understanding of a BI 3.1.1  Transition chant
variety of texts in the BI 3.1.2  Manual activity
form of print and digital  Tidy up
materials BI 3.2.1  Show and tell
BI 3.2.2
BI 3.1 BI 3.2.3 Post-lesson routines Tim
Develop prewriting BI 3.2.4 Closing time Go
skills  Reflecting on learning
 Goodbye and song
BI 3.2
Develop early writing
skills

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

2

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
me line images Are you happy or
hyme: Ring a ring o’ roses surprised?
b) Say first letter sound, e.g.
Flashcards (happy, sad, It’s sss; It’s ccc
lm, angry, scared, surprised) c) Prompt with mime
Worksheets (Take 5
eathing activity – copy the Differentiate by learning
motion word they feel) preferences
a) What medium to use, (e.g.

crayon, paint, collage)
b) Which hand to draw around

(left or right)

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

finishers

me line images
oodbye song

in bold are Complementary Skills

28

TOPIC My weather LESSON SCHEME OF WORK:
1

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.1 BI 1.1.1 Opening time He
Listen to and identify  Greetings and a hello song Cla
sounds BI 1.2.1  Register Em
BI 1.2.2  Emotions routine So
BI 1.2 BI 1.2.3  Sing a song Tim
Listen and respond BI 1.2.4  English today
appropriately

BI 1.3 BI 1.3.1 Lesson development 1)
Listen, understand and i) exchange greetings ENCOUNTER (Ho
respond in a variety of ii) introduce oneself Circle time sun
contexts iv) express feelings  Encounter activity 1 ima
 Encounter activity 2 2)
 Encounter activity 3 thu
 Listen! What can you hear? 3)

(with weather sounds)
 Pre-song activity:
 Sing a Song (I hear thunder)
 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

2

: THE WEATHER (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:
motions flashcards a) by miming only
ong: I hear thunder b) by mouthing the new
me line
language
c) by repeating the new

language after or with you

Flashcards of weather
ot, rainy, windy, cloudy,
nny, stormy - additional
ages of thunder, lightning)
Sound files of rain, wind and
under
Song: I hear thunder

me line images
oodbye song

bold are Complementary Skills
OR GUIDANCE
OR GUIDANCE
FOR GUIDANCE

29

TOPIC My weather LESSON 2

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.1 BI 1.1.1 Opening time He
Listen to and identify  Greetings and a hello song Cla
sounds  Register Em
 Emotions routine So
BI 1.2 BI 1.2.1  Sing a song Tim
Listen and respond BI 1.2.2  English today
appropriately BI 1.2.3 1)
BI 1.2.4 Lesson development (Ho
ENGAGE sun
BI 1.3 BI 1.3.1 Circle time col
Listen, understand and i) exchange greetings  Remembering activity 1
respond in a variety of ii) introduce oneself  Engage activity 1
contexts iv) express feelings  Engage activity 2
 Engage activity 3
 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

3

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:
motions flashcards a) by miming only
ong: I hear thunder b) by mouthing the new
me line
language
c) by repeating the new

language after or with you

Flashcards of weather
ot, rainy, windy, cloudy,
nny, stormy, warm, cool,
ld,)

me line images
oodbye song

bold are Complementary Skills

30

TOPIC My weather LESSON 3

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.1 BI 1.1.1 Opening time He
Listen to and identify  Greetings and a hello song Cla
sounds  Register Em
 Emotions routine So
BI 1.2 BI 1.2.1  Sing a song Tim
Listen and respond BI 1.2.2  English today
appropriately BI 1.2.3 1)
BI 1.2.4 Lesson development (Ho
ENGAGE sun
BI 1.3 BI 1.3.1 Circle time 2)
Listen, understand and i) exchange greetings  Remembering activity 2 we
respond in a variety of ii) introduce oneself  Introduce weather routine 3)
contexts iv) express feelings  Encounter activity 3 rep
 Acting out ‘I hear thunder’ rice
of
with child made sounds 4)
 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

3

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
motions flashcards Is it sunny or is it rainy?
ong: I hear thunder b) Say first letter sound, e.g.
me line
It’s sss; It’s rrr
Flashcards of weather c) Prompt with mime
ot, rainy, windy, cloudy,
nny, stormy, warm, cool, cold) Differentiate by outcome – allow
A weather chart for the children to respond to the topic
eather routine in different ways:
Objects to make sounds that a) by miming only
present rain and thunder e.g. b) by mouthing the new
e in plastic containers, sheets
card language
Song: I hear thunder c) by repeating the new

language after or with you

me line images
oodbye song

bold are Complementary Skills

31

TOPIC My weather LESSON 4

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

BI 1.1 BI 1.1.1 Pre-lesson routines
Listen to and identify Opening time
sounds  Greetings and a hello song (Pu
 Register He
BI 1.2 BI 1.2.1  Emotions routine Cla
Listen and respond BI 1.2.2  Weather routine Em
appropriately BI 1.2.3  English today We
BI 1.2.4 Tim

BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and
respond in a variety of Lesson development 1)
contexts ENGAGE (Ho
Circle time sun
BI 3.1 BI 3.1.1  Remembering activity 2 2)
Develop prewriting skills BI 3.1.2  Engage activity 3 son
BI 3.1.3  Song (I hear thunder) 3)
BI 3.2  Set up table time he
Develop early writing BI 3.2.1
skills BI 3.2.2 Table time Tim
BI 3.2.3  Transition chant Go
BI 3.2.4  Manual activity
 Tidy up
 Show and tell

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

3

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:
motions flashcards a) by miming only
eather chart b) by mouthing the new
me line
language
c) by repeating the new

language after or with you

Flashcards of weather Differentiate with support
a) Offering options, e.g.
ot, rainy, windy, cloudy,
Is it sunny or is it rainy?
nny, stormy, warm, cool, cold) b) Say first letter sound, e.g.

Objects to make sounds for It’s sss; It’s rrr
c) Prompt with mime
ng
Worksheets (sequencing ‘I Differentiate by time
ear thunder’ song) a) Allow child longer to finish
b) Set up activities for fast

finishers

me line images
oodbye song

bold are Complementary Skills

32

TOPIC My weather LESSON 5

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

BI 1.1 BI 1.1.1 Pre-lesson routines
Listen to and identify Opening time
sounds  Greetings and a hello song (Pu
 Register He
BI 1.2 BI 1.2.1  Emotions routine Cla
Listen and respond BI 1.2.2  Weather routine Em
appropriately BI 1.2.3  Song (I hear thunder) We
BI 1.2.4  English today Ob
son
Tim

BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and
respond in a variety of Lesson development 1)
contexts ENGAGE to
Circle time 2)
BI 2.1 BI 2.1.2  Story book pre-listening (Ho
Show appropriate book  Story book reading sun
handling skills  Story book post listening
 Engage activity 6 Tim
BI 2.2 BI 2.2.1  Engage activity 5 Go
Apply sounds of letters to BI 2.2.2
recognise words BI 2.2.3 Post-lesson routines
BI 2.2.4 Closing time
BI 2.3  Reflecting on learning
Demonstrate BI 2.3.1  Goodbye and song
understanding of a BI 2.3.2
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

3

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
motions flashcards Is it sunny or is it rainy?
eather chart b) Say first letter sound, e.g.
bjects to make sounds for
ng It’s sss; It’s rrr
me line c) Prompt with mime

Story book (with a connection Differentiate by outcome – allow
the weather) children to respond to the topic
Flashcards of weather in different ways:
ot, rainy, windy, cloudy, a) by miming only
nny, stormy, warm, cool, cold) 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

33

TOPIC My weather LESSON 6

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

BI 1.1 BI 1.1.1 Pre-lesson routines
Listen to and identify Opening time
sounds  Greetings and a hello song (Pu
 Register He
BI 1.2 BI 1.2.1  Emotions routine Cla
Listen and respond BI 1.2.2  Weather routine Em
appropriately BI 1.2.3  Song (I hear thunder) We
BI 1.2.4  English today Ob
son
Tim

BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and
respond in a variety of Lesson development
contexts ENGAGE/EXPLOIT
Circle time
BI 2.1 BI 2.1.2 1)
Show appropriate book  Pre- song activity 2)
handling skills  Sing a song 2)
 Story book pre-listening 2 to
BI 2.2 BI 2.2.1  Story book reading 3)
Apply sounds of letters BI 2.2.2  Story book post listening 2 (Ho
to recognise words BI 2.2.3  Exploit 1 sun
BI 2.2.4

BI 2.3 BI 2.3.1 Post-lesson routines Tim
Demonstrate BI 2.3.2 Closing time Go
understanding of a  Reflecting on learning
variety of texts in the  Goodbye and song
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

3

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
motions flashcards Is it sunny or is it rainy?
eather chart
bjects to make sounds for b) Say first letter sound, e.g.
ng It’s sss; It’s rrr
me line
c) Prompt with mime

Song: Ten little rain clouds
Number flashcards 1-10
Story book (with a connection
the weather)
Weather flashcards
ot, rainy, windy, cloudy,
nny, stormy, warm, cool, cold)

me line images
oodbye song

bold are Complementary Skills

34

TOPIC My weather LESSON 7

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.2 BI 1.2.2 Opening time He
Listen and respond BI 1.2.3  Greetings and a hello song Cla
appropriately BI 1.2.4  Register Em
BI 1.2.5  Emotions routine We
BI 1.3  Weather routine Ob
Listen, understand and BI 1.3.1 (i), (ii), (iv)  Song (I hear thunder) son
respond in a variety of  English today Tim
contexts

BI 2.2 BI 2.2.1 Lesson development 1)
Apply sounds of letters BI 2.2.2. EXPLOIT 2)
to recognise words BI 2.2.3 Circle time 3)
BI 2.2.4  Sing a song 4)
 Counting activity - clouds and 3)
BI 2.3 4)
Demonstrate rain drops
understanding of a BI 2.3.2  Alphabet activity
variety of texts in the  Engage activity 5
form of print and digital
materials Post-lesson routines
Closing time
 Reflecting on learning Tim
 Goodbye and song Go

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

3

MAIN SKILL(S) FOCUS: Reading 2

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song
ass register a) Offering options, e.g.
motions flashcards Is it sunny or is it rainy?
eather chart
bjects to make sounds for b) Say first letter sound, e.g.
ng It’s sss; It’s rrr
me line
c) Prompt with mime

Song: Ten little rain clouds
Flashcards of numbers 1 -10
55 card rain drops
Flashcards (weather)
Alphabet visuals
Word cards (topic +)

me line images
oodbye song

bold are Complementary Skills

35

TOPIC My weather 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 Em
BI 1.2.4  Emotions routine We
BI 1.3  Weather routine Te
Listen, understand and BI 1.3.1 (i), (ii), (iv)  One little rain cloud song Tim
respond in a variety of  English today
contexts

BI 2.3 BI 2.3.2 Lesson development 1)
Demonstrate EXPLOIT (Ho
understanding of a BI 3.1.1 Circle time sun
variety of texts in the BI 3.1.2  Exploit activity 2 2)
form of print and digital BI 3.1.3  Set up table time chi
materials we
Table time wo
BI 3.1  Transition chant
Develop prewriting  Manual activity
skills  Tidy up
 Show and tell

BI 3.2 BI 3.2.1 Post-lesson routines Tim
Develop early writing BI 3.2.2 Closing time Go
skills BI 3.2.3  Reflecting on learning
BI 3.2.4  Goodbye and song

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

3

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
motions flashcards Is it sunny or is it rainy?
eather chart b) Say first letter sound, e.g.
en rain clouds
me line It’s sss; It’s rrr
c) Prompt with mime
Flashcards of weather
ot, rainy, windy, cloudy, Differentiate by learning
nny, stormy, warm, cool, cold) preferences
Worksheets (My weather – a) What medium to use, e.g.
ildren draw their favourite
eather and copy the weather crayon, paint, collage
ord)
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

36

TOPIC My colours LESSONS SCHEME OF WORK:
1

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

BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Pu
identify sounds Opening time He
BI 1.2.1  Greetings and a hello song Cla
BI 1.2 Listen and BI 1.2.2  Register Em
respond appropriately BI 1.2.3  Emotions routine Tim
BI 1.2.4  English today

BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development 1)
Listen, understand and ENCOUNTER 2)
respond in a variety of Circle time
contexts
 Pre-song activity
 Sing song
 Encounter activity 1
 Encounter activity 3
 Encounter 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

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

3

: MY COLOURS (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:
motions flashcards
me line images a) By miming only
b) By mouthing the new
Song: A hello song
Flashcards of colours language
(red, orange, yellow, green, c) By repeating the new
blue, pink, black, brown,
white) language after or with you

me line images
oodbye song

bold are Complementary Skills
OR GUIDANCE
OR GUIDANCE
FOR GUIDANCE

37

TOPIC My colours LESSONS 2

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

BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Pu
identify sounds He
BI 1.2.1 Opening time Cla
BI 1.2 Listen and BI 1.2.2 Em
respond appropriately BI 1.2.3  Greetings and a hello song Tim
BI 1.2.4  Register
 Emotions routine
 English today

BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development 1)
Listen, understand and 2)
respond in a variety of ENGAGE
contexts
Circle time

 Remembering activity 1
 Introduce weather routine
 Engage activity 1
 Pre-song activity
 Acting out ‘I can sing a

rainbow’
 Engage activity 2

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

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

3

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:
motions flashcards
me line images a) By miming only
b) By mouthing the new

language
c) By repeating the new

language after or with you

Flashcards of colours
(red, orange, yellow, green,
blue, pink, black, brown,
white)
Song: I can sing a rainbow

me line images
oodbye song

bold are Complementary Skills

38

TOPIC My colours LESSONS 3

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

BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Pu
identify sounds He
BI 1.2.1 Opening time Cla
BI 1.2 Listen and BI 1.2.2 Em
respond appropriately BI 1.2.3  Greetings and a hello song Tim
BI 1.2.4  Register
 Emotions routine
 Weather routine
 English today

BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development
Listen, understand and
respond in a variety of ENGAGE 1)
contexts
Circle time 2)
BI 3.1 BI 3.1.1 3)
Develop prewriting skills BI 3.1.2  Remembering activity 2
BI 3.1.3  Engage activity 3
 Sing a song (I can sing a
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 rainbow)
skills BI 3.2.4  Set up table time

Table time

 Transition chant
 Manual activity
 Tidy up
 Show and tell

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

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

3

MAIN SKILL(S) FOCUS: Listening and Speaking 2

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song
ass register a) Offering options, e.g.
motions flashcards Is it blue or is it red?
me line images
b) Say first letter sound, e.g.
Its’s bbb. It’s rrr.

Flashcards of colours Differentiate by outcome – allow
(red, orange, yellow, green, children to respond to the new
blue, pink, black, brown, topic in different ways:
white)
Song: I can sing a rainbow a) By miming only
Dice 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

39

TOPIC My colours LESSONS 4

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

BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Pu
identify sounds He
BI 1.2.1 Opening time Cla
BI 1.2 Listen and BI 1.2.2 Em
respond appropriately BI 1.2.3  Greetings and a hello song Tim
BI 1.2.4  Register
 Emotions routine
 Weather routine
 English today

BI 1.3 BI 1.3.1 (i), (ii), (iv), Lesson development
Listen, understand and
respond in a variety of ENGAGE
contexts
Circle time
BI 3.1 Develop prewriting BI 3.1.1
BI 3.1.2  Remembering activity 2
skills  Engage activity 3 1)
BI 3.1.3  Sing a song (I can sing a
2)
BI 3.2 Develop early BI 3.2.1 rainbow) 3)
writing skills BI 3.2.2  Set up table time
BI 3.2.3
BI 3.2.4 Table time

 Transition chant
 Manual activity
 Tidy up
 Show and tell

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

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

4

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 new
ass register topic in different ways:
motions flashcards
me line images a) By miming only
b) By mouthing the new

language
c) By repeating the new

language after or with you

Flashcards of colours Differentiate with support
(red, orange, yellow, green,
blue, pink, black, brown, a) Offering options, e.g.
white) Is it blue or is it red?
Song: I can sing a rainbow
Worksheets b) Say first letter sound, e.g.
Its’s bbb. It’s rrr

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

40

TOPIC My colours LESSONS 5

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

BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Pu
identify sounds He
BI 1.2.1 Opening time Cla
BI 1.2 Listen and BI 1.2.2 Em
respond appropriately BI 1.2.3  Greetings and a hello song Tim
BI 1.2.4  Register
 Emotions routine
 Weather routine
 English today

BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development
Listen, understand and
respond in a variety of ENGAGE 1)
contexts 2)
Circle time
BI 2.1 Show appropriate BI 2.1.2
book handling skills  Story book pre-listening
BI 2.2.1  Story book reading
BI 2.2 Apply sounds of BI 2.2.2  Story book post listening
letters to recognize BI 2.2.3  Engage activity 3
words BI 2.2.4  Engage activity 5

BI 2.3 Demonstrate BI 2.3.1 Table time
understanding of a BI 2.3.2
variety of texts in the  Transition chant
form of print and digital  Manual activity
materials  Tidy up
 Show and tell

BI 2.4 Develop interest in BI 2.4.1 Post-lesson routines Tim
reading independently Go
for information and Closing time
enjoyment  Reflecting on learning
 Goodbye and song

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

4

MAIN SKILL(S) FOCUS: Listening and Speaking 4

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:
motions flashcards
me line images a) By miming only
b) By mouthing the new

language
c) By repeating the new

language after or with you

Story book (with a Differentiate with support
connection to the colours)
Flashcards of colours d) Offering options, e.g.
(red, orange, yellow, green, Is it blue or is it red?
blue, pink, black, brown,
white) e) Say first letter sound, e.g.
Its’s bbb. It’s rrr

f) Prompt with mime

me line images
oodbye song

bold are Complementary Skills

41

TOPIC My colours LESSONS 6

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.1 Listen to and BI 1.1.1 He
identify sounds Opening time Cla
BI 1.2.1 Em
BI 1.2 Listen and BI 1.2.2  Greetings and a hello song Tim
respond appropriately BI 1.2.3  Register
BI 1.2.4  Emotions routine
 Weather routine
 English today

BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development
Listen, understand and
respond in a variety of ENGAGE 1)
contexts 2)
Circle time
3)
 Pre-song acitvity
BI 2.1 Show appropriate BI 2.1.2  Sing a song
book handling skills  Story book pre-listening 2
 Story book reading
BI 2.2 Apply sounds of BI 2.2.1  Story book post listening 2
letters to recognize BI 2.2.2  Engage activity 5
words BI 2.2.3
BI 2.2.4

BI 2.3 Demonstrate BI 2.3.1 Post-lesson routines Tim
understanding of a BI 2.3.2 Go
variety of texts in the Closing time
form of print and digital  Reflecting on learning
materials  Goodbye and song

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

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

4

MAIN SKILL(S) FOCUS: Reading 1

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song
ass register a) Offering options, e.g.
motions flashcards Is it blue or is it red?
me line images
b) Say first letter sound, e.g.
Its’s bbb. It’s rrr

c) Prompt with mime

Song (Roses are red)
Story book (with a
connection to the colours)
Flashcards of colours
(red, orange, yellow, green,
blue, pink, black, brown,
white)

me line images
oodbye song

bold are Complementary Skills

42

TOPIC My colours LESSONS 7

CONTENT LEARNING LEARNING OUTLINE M
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pu
BI 1.1 Listen to and BI 1.1.1 Opening time He
identify sounds Cla
BI 1.2.1  Greetings and a hello song Em
BI 1.2 Listen and BI 1.2.2  Register Tim
respond appropriately BI 1.2.3  Emotions routine
BI 1.2.4  Weather routine 1)
 English today 2)
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development 3)
respond in a variety of EXPLOIT 4)
contexts Circle time

BI 2.1 Show appropriate BI 2.1.2  Sing a song
book handling skills  Alphabet activity
BI 2.2.1  Engage activity 5
BI 2.2 Apply sounds of BI 2.2.2
letters to recognize BI 2.2.3 Post-lesson routines Tim
words BI 2.2.4 Go
Closing time
BI 2.3 Demonstrate BI 2.3.1  Reflecting on learning
understanding of a BI 2.3.2  Goodbye and song
variety of texts in the
form of print and digital
materials

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

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

4

MAIN SKILL(S) FOCUS: Reading 2

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song
ass register a) Offering options, e.g.
motions flashcards Is it blue or is it red?
me line images
b) Say first letter sound, e.g.
Its’s bbb. It’s rrr

c) Prompt with mime

Song: Roses are red
Flashcards of colours
(red, orange, yellow, green,
blue, pink, black, brown,
white)
Alphabet visuals
Word cards

me line images
oodbye song

bold are Complementary Skills

43

TOPIC My colours LESSONS 8

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

BI 2.3 Demonstrate BI 2.3.1 EXPLOIT 1)
understanding of a BI 2.3.2 2)
variety of texts in the Circle time
form of print and digital BI 3.1.1
materials BI 3.1.2  Exploit activity 2
BI 3.1.3  Set up table time
BI 3.1 Develop
prewriting skills Table time

BI 3.2 Develop early BI 3.2.1  Transition chant
writing skills BI 3.2.2  Manual activity
BI 3.2.3  Tidy up
BI 3.2.4  Show and tell

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

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

4

MAIN SKILL(S) FOCUS: Reading and Writing

MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

uppet) Differentiate with support
ello song
ass register a) Offering options, e.g.
motions flashcards Is it blue or is it red colour?
eather chart
me line images b) Say first letter sound, e.g.
Its’s bbb. It’s rrr.

c) Prompt with mime

Flashcards of colours Differentiate by learning
(red, orange, yellow, green, preferences
blue, pink, black, brown,
white) a) What medium to use, (e.g.
Worksheets crayon, paint, collage)

b) Which colour to use (red or
blue)

Differentiate by time

a) Allow pupil longer to finish
b) Set up activities for fast

finishers

me line images
oodbye song

bold are Complementary Skills

44

TOPIC My classroom LESSON SCHEME OF WORK: M
1

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

BI 1.1 BI 1.1.2 (iii) Pre-lesson routines (Pup
Listen to and identify sounds Opening time Hello
BI 1.2.1  Greetings and a hello song Clas
BI 1.2 BI 1.2.2  Register Emo
Listen and respond BI 1.2.3  Emotions routine Wea
appropriately  Weather routine Song
 Sing a song Time
BI 1.3 BI 1.3.1 (i)  English today

Listen, understand and

respond in a variety of contexts

Lesson development 1) Re
ENCOUNTER 2) Fl
Circle time 3) So

 Encounter activity 1
 Encounter activity 2
 Encounter activity 4
 Sing song (Wind the Bobbin

up)

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

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

4

MY CLASSROOM (4+)
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:
otion flashcard a) by miming only
ather Chart b) by mouthing the new
g: Wind the Bobbin up
e line images language
c) by repeating the new

language after or with you

ealia
lashcards
ong: Wind the Bobbin up

e line images
dbye song

old are Complementary Skills
NT (SECTION 4) FOR GUIDANCE
R GUIDANCE

45

TOPIC My classroom LESSON 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.2 BI 1.2.2 Pre-lesson routines Hell
Listen and respond BI 1.2.3 Opening time Clas
appropriately  Greetings and a hello song Emo
 Register Wea
BI 1.3 BI 1.3.1 (i)  Emotions routine Son
 Weather Routine Tim
Listen, understand and  Sing a song
 English today 1) R
respond in a variety of contexts 2) F
3) S
Lesson development
ENGAGE Tim
Circle time Goo
 Remembering activity 1
 Engage activity 1
 Engage activity 2
 Engage activity 4
 Engage activity 6

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

4

MAIN SKILL(S) FOCUS: Listening and Speaking 1

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
lo song children to respond to the new
ss register topic in different ways:
otion flashcard a) by miming only
ather Chart b) by mouthing the new
ng: Wind the Bobbin up
me line images language
c) by repeating the new

language after or with you

Realia
Flashcards
Song: Wind the Bobbin up

me line images
odbye song

old are Complementary Skills

46

TOPIC My classroom LESSON 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.2 BI 1.2.2 Pre-lesson routines Hello
Listen and respond BI 1.2.3 Opening time Clas
appropriately  Greetings and a hello song Emo
 Register Wea
BI 1.3 BI 1.3.1 (i)  Emotions routine Song
 Weather routine Time
Listen, understand and  Sing a song
 English today
respond in a variety of contexts

Lesson development 1) Re
ENGAGE 2) Fl
Circle time
 Remembering activity 2
 Encounter 3 (ASL signs)
 Engage activity 3
 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

4

MAIN SKILL(S) FOCUS: Listening and Speaking 2

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support– allow
o song children to respond to the topic
ss register in different ways:
otion flashcard a) by miming only
ather Chart b) by mouthing the new
g: Wind the Bobbin up
e line images language
c) by repeating the new
ealia
lashcards language after or with you

Differentiate with support
a) Offering options
b) Prompt with mime

e line images
dbye song

old are Complementary Skills

47

TOPIC My classroom LESSON 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MA
STANDARD(S)
(Pup
BI 1.2 BI 1.2.2 Pre-lesson routines Hello
Listen and respond BI 1.2.3 Opening time Clas
appropriately  Greetings and a hello song Emo
 Register Wea
BI 1.3 BI 1.3.1 (i)  Emotions routine Song
 Weather routine Time
Listen, understand and  Days of the week routine
 Sing a song
respond in a variety of contexts  English today

Lesson development 1) Re
ENGAGE 2) Fl
Circle time 3) Co
 Remembering activity 2 objec
 Engage activity 4 (in pair) Lego
 Engage activity 8
 Set up table time

Table time
 Transition chant
 Manual activity
 Tidy up
 Show and tell

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

4

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:
otion flashcard a) by miming only
ather Chart b) by mouthing the new
g: Wind the Bobbin up
e line images language
c) by repeating the new

language after or with you

Differentiate with support
a) Offering options, e.g.
b) Say first letter sound
c) Prompt with mime

ealia Differentiate by time
lashcards a) Allow child longer to finish
ompleting puzzle/ build b) Set up activities for fast
cts in the classroom using
o/recycled materials/blocks finishers

e line images
dbye song

old are Complementary Skills

48