RPT Bahasa Inggeris Tahun 1

KSSR

English Language
Year 1

Scheme of Work

2020

Scheme of Work Lessons 1 – 15 & Lesson 45

LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?
I’m (name)
He’s, She’s (name)
Bye

Primary Year 1 Scheme of Work

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson None needed ELEMENT Strategies 3 and 4 may
1. Introduce target language (Hi, I’m be suitable.
Speaking Speaking Values (Friendship)
2.1 2.1.4 … What’s your name?) using Use other strategies if
Communicate simple Greet, say goodbye, and yourself and pupils as examples. appropriate.
information intelligibly express thanks using
suitable fixed phrases 2. Pupils report back (I’m… He’s… If appropriate, select
She’s…) … suitable activities for your
pupils from LINUS
COMPLEMENTARY COMPLEMENTARY Lesson delivery Module 1 to be added in
SKILL SKILL to this lesson, to work
3. Pupils practise target language in towards Content
Speaking Speaking pairs. Standard:
2.3 2.3.1
Communicate Introduce self to an 4. Pupils report back to the whole Writing 4.1
appropriately to a small audience using fixed class e.g. I’m … he’s/she’s … Form letters and words in
or large group phrases neat legible print using
5. Divide pupils into groups of about cursive writing.
6: they repeat step 3.

6. Make larger groups of about 12:
pupils report names within the
larger group.

7. Pupils report back to whole class

Post lesson
8. Ask pupils to stand in a line in

alphabetical order of their first
names.

9. In pairs, pupils remember as many
names as they can (e.g. He’s
Ahmed, She’s Regina).

Primary Year 1 Scheme of Work

10. Finish by eliciting the names of
everyone in the line.

11. Teach pupils Bye!

12. Divide pupils into groups Pupils
say Bye! to each other (e.g. Bye
Nur!Bye. Amir!). and Bye! to you.

LESSON: 2 (Listening 1)

Primary Year 1 Scheme of Work

MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Point to something (green) …
Colours: blue, green, yellow, red, white

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES / REMARKS

ELEMENT Strategies 1 and 2 may
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Flashcards for colours Language
Use other strategies if
Listening Listening 1. Introduce and teach pupils appropriate.
1.2 1.2.4 names of colours.
Understand meaning in Understand short
a variety of familiar supported classroom basic
contexts instructions
Lesson delivery
COMPLEMENTARY
SKILL COMPLEMENTARY SKILL 2. Give pupils instructions’
Point to something
Writing (red/green etc) - pupils point
4.1 to things inside or outside
Form letters and words the classroom.
in neat legible print
using cursive writing Writing 3. Pupils do step 2 in small
4.1.2 groups.
i) Form upper and lower
case letters of regular size and 4. Play Simon says. If your
shape** instruction is Simon says
point to something green,
**preliterate pupils only pupils do this. If you just say
Point to something green,
ii) write letters and words they don’t do it.
in a straight line from left to right
with regular spaces between 5. Pupils do step 4 in groups.
words and spaces*

*all pupils 6. Pupils write the names of
the colours.
iii) copy letters and familiar
high frequency words and Post lesson
phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g. Point
*all pupils to something red and
something blue.
NB Learning standard 4.1.1 also
applies to preliterate pupils here, 8. Pupils do step 7 in groups.
and in all other lessons in the
first few school weeks which
involve writing. Please use your

Primary Year 1 Scheme of Work

own judgement on this, as
appropriate to the needs of your
pupils.

Primary Year 1 Scheme of Work

LESSON: 3 (Reading 1) 8
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Colour words

Primary Year 1 Scheme of Work

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be
Review colour words by playing Simon available, or alphabet suitable.
Reading Reading Says (the same as Lesson 2). cards
3.1 3.1.1 Use other strategies if
Recognise words in Identify and recognise Lesson delivery Flashcards of colours appropriate
linear and non-linear the shapes of the letters 1. Have pupils sit or stand in a
texts by using knowledge in the alphabet circle. Ask the pupils their names and Colour word cards, If appropriate, select
of sounds of letters practise any other spoken language divided into sounds, suitable activities for your
they may know at this point (e.g. How e.g. pupils from LINUS
COMPLEMENTARY COMPLEMENTARY are you? How old are you?). Card 1 – gr Module 1 to be added in
SKILL SKILL Card 2 – ee to this lesson, to work
2. Show each letter/letter card Card 3 – n towards Content
Reading Reading and ask pupils which letter is it. Elicit Standard:
3.1 3.1.2 the sound of the letter, too, as One set of three or four
Recognise words in Recognise and sound out appropriate. Put the letters in the middle colours for each pair or Writing 4.1
linear and non-linear with support beginning, of the circle. group = one set for Form letters and words in
texts by using knowledge medial and final sounds modelling neat legible print using
of sounds of letters in a word cursive writing.
3. Show pupils the colour
flashcards and ask them to tell you the Alphabet song: e.g.
colour in English. What colour is this? https://www.youtube.co
m/watch?v=A7InEgfPG
4. Next ask them which sound xc
the colour starts with e.g. green starts
with g-. Nominate pupils to take the
letter from the circle. Repeat.

5. Have pupils sit down at their
desks. Show pupils a set of colour word
sound cards and elicit the sounds on
them.

6. On the board, show them how
to put together the colour word sounds
cards to make the colour word.

7. In pairs or small groups, pupils
put together the colour words.

9

Primary Year 1 Scheme of Work

8. Next, pupils take their
notebooks. They copy the colour words
into their book using the appropriate
colour pencil/pen.

Post lesson
Sing or play the alphabet song or other
appropriate song.

10

Primary Year 1 Scheme of Work

LESSON: 4 (Writing 1) 11
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Alphabet, pupils’ names

Primary Year 1 Scheme of Work

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Strategy 5 may be 12
suitable.
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language
Task 7 using a colour word appropriate to your Use other strategies if
Writing Writing lesson content appropriate.
4.1 4.1.2 Lesson delivery
Form letters and words in i) Form upper and 1. Play or sing the alphabet song Card for name cards for
neat legible print lower case letters of as in previous lesson.
using cursive writing regular each pupil. If possible,
size and shape** 2. Ask pupils What’s your name?
like a worksheet, with
3. Have pupils ask each other the sentence stem: I’m
what their names are.
_____.
4. Ask pupils how to spell their
**preliterate pupils only name: What’s your name? How do you
spell that? (this may be a new question
ii) write letters and for pupils, but they only need to
words in a straight line understand it. Make the meaning clear
from left to right with by miming writing and eliciting the letter
regular spaces between names)
words and spaces*
5. Give each pupil a piece of
*all pupils card. Ask them to write their name on
the card to complete the sentence.
iii) copy letters and
familiar high frequency
words and phrases
correctly*

*all pupils 6. When pupils are finished.
Collect the name cards, mix them up
and give them back to different pupils.

COMPLEMENTARY COMPLEMENTARY 7. Pupils read the name on the
SKILL SKILL cards and try to find the pupil whose
card it is. At this point, they can say
Reading Reading simply A: Alia?
3.1 3.1.1 B: Yes / No
Recognise words in Identify and recognise
linear and non-linear the shapes of the letters 8. Make sure pupils all have their
in the alphabet own name cards. Tell them to keep
them in their books so that they can put
them on their desks for English classes.

Primary Year 1 Scheme of Work

texts by using knowledge Post lesson
of sounds of letters Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)

13

Primary Year 1 Scheme of Work

LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet

14

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL ELEMENT

Language Arts MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
5.1 gives pupils a chance to enjoy appropriate to your appropriate to your
Enjoy and appreciate Language Arts responding to and using language in a lesson content lesson.
rhymes, poems and chant, rap, rhyme or action song.
songs 5.1.1
Once pupils can respond with
COMPLEMENTARY Demonstrate confidence and enjoyment, you can If your focus is on colours,
SKILL help them to develop entrepreneurial one possibility is the rainbow
appreciation through skills by encouraging them to create song.
Language Arts their own gestures.
5.1 nonverbal responses to:
Enjoy and appreciate
rhymes, poems and i) simple chants and raps See
songs ii) simple rhymes
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/FJ/sing_a_rainbow

COMPLEMENTARY for the tune and words.
SKILL

Language Arts
5.1.2
Say the words in simple
texts, and sing simple
songs with intelligible
pronunciation, rhythm
and intonation

i) simple chants and
raps ii) simple rhymes
iii) simple action songs

15

Primary Year 1 Scheme of Work

LESSON: 6 (Listening 2) 16
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?
I’m (name)

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 ELEMENT Strategy 2 may be
See Teacher’s Book suitable.
Language
Lesson delivery Use other strategies if
Listening Listening See Teacher’s Book appropriate.
1.2 1.2.2
Understand meaning in Understand with support If appropriate, select
a variety of familiar specific information and suitable activities for your
contexts details of very simple pupils from LINUS
phrases and sentences Module 1 to be added in
to this lesson, to work
COMPLEMENTARY COMPLEMENTARY Post lesson towards
SKILL SKILL See Teacher’s Book.
Content Standard:
Speaking Speaking Writing 4.1
2.1 2.1.1
Communicate simple Give very basic personal Form letters and words in
information intelligibly information using fixed neat legible print using
phrases cursive writing

17

Primary Year 1 Scheme of Work

LESSON: 7 (Writing 2) 18
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Numbers 1 - 10
How old are you?
I’m (age)

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
Writing Writing See Teacher’s Book appropriate.
4.1 4.1.2
Form letters and words ii) Lesson delivery If appropriate, select
in neat legible print write letters and words in See Teacher’s Book suitable activities for your
using cursive writing a straight line from left to pupils from LINUS
right with regular spaces Module 1 to be added in
between words and to this lesson, to work
spaces towards Content
Standard:
COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book Writing 4.1
Form letters and words in
Writing Writing neat legible print using
4.2 4.2.1 cursive writing
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media

19

Primary Year 1 Scheme of Work

LESSON: 8 (Reading 2) 20
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Names of letters of the alphabet

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.6 ELEMENT Strategies 2, 6, and 7
may be suitable.
Language
Use other strategies if
Reading Reading See Teacher’s Book appropriate.
3.1 3.1.1
Recognise words in Identify and recognise the Lesson delivery
linear and non-linear shapes of the letters in See Teacher’s Book
texts by using the alphabet
knowledge of sounds of
letters

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book

Writing Writing 4.1.2
4.1 ii) write letters and words
Form letters and words in a straight line from left
in neat legible print to right with regular
using cursive writing spaces between words
and spaces

21

Primary Year 1 Scheme of Work

LESSON: 9 (Speaking 2) 22
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Colours
My hat is (colour)

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 ELEMENT Strategies 1, 2 and 3 may
be suitable.
Language
Use other strategies if
Speaking Speaking See Teacher’s Book appropriate.
2.1 2.1.5 Lesson delivery
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book
SKILL SKILL
Post lesson
Reading Reading See Teacher’s Book
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters

23

Primary Year 1 Scheme of Work

LESSON: 10 (Language Arts 2) 24
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language: letters of the alphabet

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL ELEMENT Strategies 2, 3, 4 and 7
may be suitable.
Language Arts MAIN SKILL Pre-lesson Choose a number song Entrepreneurship
5.1 you know and like, or Use other strategies if
Enjoy and appreciate Language Arts 1. Your choice, as appropriate to your create your own. appropriate.
rhymes, poems and lesson.
songs 5.1.1 10 little numbers
Lesson delivery https://www.youtube.co
COMPLEMENTARY Demonstrate m/watch?v=dk9Yt1PqQ
SKILL iw is one
appreciation through possibility.
Language Arts
5.1 nonverbal responses to
Enjoy and appreciate
rhymes, poems and i) simple chants and raps 2. Design a lesson in which pupils
songs ii) simple rhymes develop and share gestures to
iii) simple action songs accompany a numbers song.

COMPLEMENTARY 3. Body numbers: small groups of
SKILL pupils represent numbers with their
bodies: all group members are
involved in representing each
number.

Language Arts Post lesson
5.1.2
Say the words in simple 4. Your choice, as appropriate to your
texts, and sing simple lesson.
songs with intelligible
pronunciation, rhythm
and intonation

i) simple chants and raps
ii) simple rhymes iii)
simple action songs

25

Primary Year 1 Scheme of Work

LESSON: 11 (Listening 3) 26
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 6 – 10:
What’s your name…? How
old are you?
I’m (years old)
How do you spell?
Names of the letters of the alphabet

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Paper and something to Values (Friendship) Strategies 2 and 7 may
stick pictures on the be suitable.
1. Pre-lesson task 1: Work at the wall if appropriate
Listening Listening word.
1.2 1.2.5 Use other strategies if
Understand meaning in Understand short 2. Introduce and teach the fixed appropriate.
a variety of familiar supported questions phrase How do you spell….?
contexts If appropriate, select
suitable activities for your
Lesson development pupils from LINUS
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY 3. In groups of 6-8, pupils do a survey to this lesson, to work
SKILL SKILL of names, ages, and ask how to towards Content
spell their classmates’ names. Standard:
Writing Writing
4.2 4.2.2 4. In pairs, they draw their neighbour Writing 4.1
Communicate basic Greet, say goodbye, and and write about him/her (E.g. Form letters and words in
information intelligibly express thanks using Lukman/Mira. He’s/She’s 7 years neat legible print using
for a range of purposes suitable fixed phrases old). cursive writing
in print and digital
media 5. Pupils put their work on the wall to
create a class profile.

Post lesson

6. Post-lesson task 4: Correct the
error.

27

Primary Year 1 Scheme of Work

LESSON: 12 (Speaking 3) 28
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 6 – 10
What’s your name…?
How old are you?
I’m (years old)

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to ELEMENT Strategies 2 and 7 may
screw up into a ball be suitable.
Language
Use other strategies if
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher appropriate.
2.3 2.3.1
Communicate Introduce self to an Lesson delivery
appropriately to a small audience using fixed
or large group phrases 2. Pupils stand in groups of about 5 or
6.

COMPLEMENTARY COMPLEMENTARY 3. They throw a ball of paper to each
SKILL SKILL other to practise target language in
a chain activity.
Writing
4.3 Writing 4. E.g. Pupil 1 starts: Hi, I’m X …, I’m
Communicate with
appropriate language 4.3.1 years old and throws the ball of
form and style for a
range of purposes in Use capital letters paper to pupil 2 in the circle who
print and digital media
appropriately in personal repeats this information, and adds

and place names their own information to make a

chain. i.e. He’s/ she’s X, he’s

/she’s … years old. I’m Y… I’m

years old.

5. Each pupil repeats previous
information and adds their own
information to the chain.

6. Pupils write about themselves and
a classmate.

Post lesson

7. Post lesson task 6: Whisper and
write

29

Primary Year 1 Scheme of Work

LESSON: 13 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers

30

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Letter cards or plastic ELEMENT Strategies 2 and/or 4 may
Play Find Something- pupils listen to letters. be suitable.
Reading Reading you say Find something red, and go to Language
3.1 3.1.1 touch something red in the classroom. Colour pencils Use other strategies as
Recognise words in Identify and recognise the Write the colour words on the board as appropriate to your pupils.
linear and non-linear shapes of the letters in you use them. Worksheet – one per
texts by using the alphabet pupil (see below) If appropriate, select
knowledge of sounds of Lesson delivery suitable activities for your
letters COMPLEMENTARY 1. Pupils sit in small groups. Give pupils from LINUS
SKILL each group some letters (cards or Module 1 to be added in
COMPLEMENTARY plastic ones). Call out a letter; pupils to this lesson to focus
SKILL Writing have to try to grab the correct letter. on phonemes from
4.1.2 They keep it if they grab it first. Line a of the Phonics
Writing i) Form upper and Table (see Syllabus).
4.1 lower case letters of 2. Next, tell pupils a colour word.
Form letters and words regular They should work together to try to spell
in neat legible print size and shape** it using the letters they have. They can
using cursive writing use the words on the board to help.
**preliterate pupils only
3. Depending on the level of
ii) write letters and proficiency, you could repeat this
words in a straight line activity with the words on the board
from left to right with erased.
regular spaces between
words and spaces* 4. Hand out worksheet and ask
pupils to write their name at the top.
Pupils then read and colour the words
(Part A).

5. Next pupils colour the hat in
Part B and write the colour in the gap.

*all pupils Post lesson
Task 10 using picture on p.4. This may
iii) copy letters and need adapting to your pupils.
familiar high frequency
words and phrases
correctly*

*all pupils

31

Primary Year 1 Scheme of Work

32

Primary Year 1 Scheme of Work

Suggested worksheet design for Lesson 13: I’m _________________
A: Read and colour

B: Write and draw

[pupil’s drawing of a hat]

My hat is ___________. 33

Primary Year 1 Scheme of Work

LESSON: 14 (Writing 3) 34
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Strategies 2 and/or 4 may
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language
Writing Task 1 using colour words. Leave the cards for each group
4.1 Writing words on the board if necessary. (i.e. pairs of cards, one Use other strategies as
Form letters and words 4.1.2 with a coloured circle appropriate to your
in neat legible print i) Form upper and Lesson delivery (or object) and the other pupils.
using cursive writing lower case letters of 1. Review the colour words using with the written word of
regular flashcards. Put the flashcards around the colour). If appropriate, select
COMPLEMENTARY size and shape** the room. Say a colour and the pupils suitable activities for your
SKILL should go to that flashcard (run or walk). Coloured pencils, pupils from LINUS
Reading **preliterate pupils only poster paper (or large Module 1 to be added in
3.3 2. Play a game of pelmanism with paper for display). You to this lesson to focus on
ii) write letters and colour flashcards in small groups – lay may need to create a phonemes from Line b of
words in a straight line out all the cards, face-down. Pupils turn worksheet which the Phonics Table (see
from left to right with over two cards in turns to find a pair of shows pupils where to Syllabus).
regular spaces between matching colour + word. draw and where to
words and spaces* write. Include lines to
3. Pupils work in pairs. Give each help with letter size
*all pupils pair two or maybe three colours. Pupils and shape as/if you
make a poster by drawing object(s) of a would normally do.
iii) copy letters and certain colour. They colour them and
familiar high frequency then write the colour word underneath.
words and phrases
correctly* 4, Display pupils’ work in the classroom.
Have pupils talk about the colours and
*all pupils objects using as much vocabulary as
they may have. You could introduce
COMPLEMENTARY new words here if you feel it is
SKILL appropriate and useful.

Reading Post lesson
3.3.1 Task 11. Ask about colours of objects
Read and enjoy simple they have in their school bag, for
print and digital games at example, that they can take out and
word level show the class

35

Primary Year 1 Scheme of Work

Read independently for
information and
enjoyment

36

Primary Year 1 Scheme of Work

LESSON: 15 (Language Arts 3) 37
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Your choice, as appropriate to your pupils’ needs and interests

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson content
5.1 chant, rap, rhyme or action song.
Enjoy and appreciate 5.1.1 You may want to provide
rhymes, poems and Once pupils can respond with prompts for pupils to help
songs Demonstrate confidence and enjoyment, you can If your focus is on colours, them to create their own
help them to develop entrepreneurial one possibility is the rainbow verse.
appreciation through skills by encouraging them to create song.
their own words to their own extra
nonverbal responses to: verse.

i) simple chants and raps See: http://www.bbc.co.uk/le
ii) simple rhymes arning/schoolradio/subj
iii) simple action songs ects/earlylearning/nurs
erysongs/FJ/sing_a_rainbow

for the tune and words.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets

38

Primary Year 1 Scheme of Work

LESSON: 45 (Language Arts 9) 39
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Vocabulary review:
Primary and secondary colours

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES CROSS - DIFFERENTIATION TEACHER’S
STANDARD STANDARD CURRICULAR STRATEGIES NOTES /

ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson You will need card for each Science and Your choice depending on
Guessing game. Think of an item, pupils ask you student and scissors (or cut into technology your class and pupils.
about what colour it is and guess, e.g. Teacher: circles for each student in
Language Arts Language Arts It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. advance), colour Possibly 5 or 6.
5.1.1 pens/paints/pencils. Each
5.1 Enjoy and i) simple chants Is it a banana? Yes. Depending on time available student will need a pen or You could encourage the
appreciate rhymes, and raps ii) and the level of your class, you could have the pencil and a ruler. pupils to sing along to the
poems and songs simple rhymes pupils take the role of the teacher or work in pairs. song.
iii) simple action
songs Lesson delivery Song: You could ask short answer
1. Put flashcards with words of the six main You can use a suitable song questions at stage 8 (e.g
COMPLEMENTAR COMPLEMENTA colours (primary and secondary) on the board. that focuses on primary and Will you see red? Orange?
Y SKILL RY SKILL Ask pupils to put them into two groups. secondary colours. A What other colours do you
2. Play/sing the song and ask pupils to suggestion is: know? Maybe black? Or
Language Arts Language Arts check their answer to stage 1. https://www.youtube.co white?)
5.3.1 Respond 3. Give each pupil a colour flashcard OR ask m/watch?v=bmquqAP2 w_8
each pupil to write the name of their favourite You might want to explain in
imaginatively and colour on a paper. Here is a song based on this: L1 why the spinning wheel
4. Play/sing the song again and ask pupils to produces white.
hold up their flashcard/paper when they hear their We are the primary colours.
5.3 intelligibly through colour. Red, yellow and blue. Mix us
creating simple art 5. Draw a circle on the board and divide it together, and we turn a colour
Express an into six parts. Elicit the primary colours and write that’s new.
them (or ask a pupil to write them) in alternate
imaginative response and craft products parts of the circle. I‘m red, I’m a primary colour.
6. Elicit the secondary colours that are made I’m blue. I’m a primary colour
to literary texts when the primary colours are mixed and fill in the too.
last three segments with these. The order should We are primary colours.
Other imaginative be: red – orange – yellow – green – blue – purple. Mix us together, and we make
7. Ask pupils to make their own colour purple.
responses as wheels. They should colour each part (not write the It’s new!
colour name); make a small hole in the middle of
appropriate the circle and put in their pencil/pen so it will spin. Etc.
8. Ask pupils what they think will happen
when they spin their wheel. Ask them to spin it and Some information about colour
tell you. wheels:
Post lesson
Ask pupils to tell each other which colour they like http://www.bigshotcam
best and why, e.g. I like red. My pencil case is red. era.com/fun/buildables/
colorwheel#01

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Primary Year 1 Scheme of Work

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Primary Year 1 Scheme of Work