Primary Year 5 SOW SK (BPK)

OOK-BASED LESSON (Unit 8)

king THEME: World of Knowledge

MENT: Environmental LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative: I think we need…It depends where…It’s good to
have…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

orm words from previous lesson. English Plus 1 Differentiate learning
according to needs of
our people talking about their holidays Student’s Book your pupils. Please see
eople like to go to. Pupils do p.83, Activities 5 and 6 the seven
eacher’s Book p.97 Exercise 5. Write on p.83 differentiation
‘Sophie’. Ask: Who likes camping strategies at Section 4.
ach holiday? (Michelle). Who thinks it’s Teacher’s Book
(Lydia and Sophie). Who thinks a torch p.97 See Strategy 5:
oliday? (Simon). Learning preferences
At Step 5 paper and needs
od to have… It depends where…’ Groups for each group to
Teacher’s Book p.97 Exercise 6. write ideas At Step 3 and 5: Make
mixed ability groups so
e ‘Eco-holidays’ on board and elicit pupils’ that less proficient
hat eco-holidays are when people stay in pupils can hear ideas
y protect it. Ask pupils why it’s important and build on them.
they can do on a holiday to protect it. Focus on positive ways
to help the environment
nks and food in a rucksack’, ‘have rather than using many
ucksack’, ‘explore woods and beaches on ‘don’t’ statements.
ways they are going to protect nature on
ces of paper. Collect all ideas then read
Why is this an eco-camping holiday?

3 to review vocabulary and phrases for

186

WEEK: __ LESSON: 145 (Reading 25) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
ICT

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils answer Think! question at top of p.
Reading Book p.98.
Reading 3.2.2
Understand specific Lesson delivery
3.2 information and
details of two 2. Write ‘Class News’ on board. Read aloud
Understand a paragraphs or more about what pupils are going to do in the sum
variety of linear instructions in Teacher’s Book p.98 Exercise
and non-linear Complementary
print and digital Skill 3. Pupils look at the webpage ‘Class News’
texts by using Listening
appropriate 1.2.3 CCE – ICT – Find out what pupils know abo
reading strategies Understand with and purpose of 1) the long thin box at the to
support longer websites), 2) the thin dark blue line below (m
Complementary simple narratives on look at). Ask: What instruction is below the t
Skill a range of familiar Explain this means write about your holiday
subjects comments the class would post.
Listening
4. Pupils cover the ‘Class News’ text with pa
1.2 Pupils do Activity 2, CD2.31. Follow instruct

Understand 5. Pupils look at words in blue. Find out the
meaning in a What’s the opposite of new and cold? Write
variety of familiar ‘huge’. Give pupils clues so they can predict
contexts something costs a lot of money. This word m
guess from clues, give examples of somethi
etc.

Note pupils who understand specific details

Post-lesson

6. Choose a post-lesson task from Section 3
vocabulary in text.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

ng THEME: World of Knowledge

MENT: Information and LANGUAGE/GRAMMAR FOCUS: Adjectives: cool,
expensive, boring, new, huge, new; Noun: cousin; Verb: surf

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

.84. Follow instructions in Teacher’s English Plus 1 Differentiate learning
according to needs of
d the three lines below ‘Class News’ Student’s Book your pupils. Please see
mmer. Pupils do p.84, Activity 1. Follow Activities 1 and 2 the seven
e 1. p.84 differentiation
strategies at Section 4.
again. Explain it’s from a school website. Teacher’s Book
out functions of a webpage e.g. the name p.98 See Strategy 6: Types
op of page (address bar – to look for of question
menu bar – gives a choice of things to
texts? (Post your comments now). At Step 4: Some pupils
y plans on the website. Elicit ideas about may need guidance to
answer specific
aper or a book to develop listening skills. information. Support by
tions in Teacher’s Book p.98 Exercise 2. asking additional
questions e.g. What are
words they know e.g. new, cold. Ask: you looking for? 1) a
e on board ‘cool’, ‘expensive’, ‘boring’, time, 2) a number etc.

t meanings of e.g. This word means
means a city is really good. If they can’t
ing expensive, something really good

in all the texts and those who need help.

3 to review new and some familiar

187

WEEK: __ LESSON: 146 (Writing 25) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Financial Education

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Pupils look at the three photos on p.84 ag
Writing Writing show. How much information can pupils rem

4.3 4.3.2 Lesson delivery
2. Pupils do Activity 4, Use It!. Follow the ins
Communicate Spell a range of Exercise 4. Pupils write 3 or 4 sentences wi
with appropriate high-frequency question: Which holiday do you prefer and w
language form words accurately in read texts aloud. Find out with a show of ha
and style for a independent writing CCE – Financial Education – Say: Ciara wro
range of purposes examples of things pupils think are expensiv
in print and digital are better than cheap things and why or why
media
3. Pupils do p.85, Activity 1. Follow instructio
Complementary Complementary
Skill Skill 4. Write on board ‘future plans’. Read aloud
plans at start of Activity 2. Elicit what the tick
Speaking Speaking and compare with a partner. Check answers

2.3 2.3.1 5. Write on board ‘be + going to + verb’, ‘be
with verbs in box in Activity 3 e.g. not going
Communicate Narrate short basic instructions in Teacher’s Book p.99 Exercise
appropriately to a stories and events write a letter? (write a letter).
small or large
group Note pupils who wrote future plans with acc
spelling mistakes with high-frequency words

Post-lesson

6. Pupils in small groups take turns to say s
going to do on next holiday. Tell them to say
going to go to London. They don’t say: I’m g

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Future plans: be going to
+ verb affirmative, negative and interrogative

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

gain. Ask questions about what they English Plus 1 Differentiate learning
member about the holiday plans? according to needs of
Student’s Book your pupils. Please see
structions in Teacher’s Book p.98 Activity 4 the seven
ith different reasons to answer the first p.84 differentiation
why?. They check work. Choose pupils to Activities 1–3 strategies at Section 4.
ands the holiday most pupils prefer. p.85
ote that Paris looks expensive. Elicit See Strategy 5:
ve. Ask if they think that expensive things Teacher’s Book Learning preferences
y not. p.98 and 99 and needs

ons in Teacher’s Book p.99 Exercise 1. At Step 2: Provide
pupils with a word bank
d the instruction and examples of future with tricky spelling
k and cross mean. Pupils do Activity 2 words so they can
s. Choose pupils to say a sentence. check them after writing
+ not going to+ verb’. Pupils use these their sentences e.g.
to see, going to come. Follow because, friend, climb,
e 3. Ask: Did Luke post a comment or course, swimming.

curate spelling and those who made
s.

something they are going to do and not
y e.g. I’m going to go to Paris. I’m not
going to Paris. I’m not going to London.

188

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 147 (Language Arts 25) MAIN SKILL FOCUS: Langua
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEM
Creativity and Innovation / En

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Teacher distributes pictures of the cha
60) at random so that each pupil will rec
5.2 5.2.1
2. Each pupil has to provide or say any
Express personal Explain in simple characters.
language why they
responses to like or dislike an Lesson delivery
event, description or
literary texts character in a text 3. Pupils in pairs read Chapter 5 and te
chapter.
Complementary Complementary
Skill Skill 4. Teacher starts the discussion on the ch
5. Each pupil has to choose a character th
Speaking Speaking
of the character (e.g. Glumdalclitch – ta
2.1 2.1.5 6. Upon completion, pupils pair up with o

Communicate Describe people, that they like and ask them to com
simple information character (e.g. I like Glumdalclitch beca
intelligibly places and objects 7. Teacher encourages pairs to come up
any plausible reasons).
using suitable
Post-lesson
statements
8. Pop quiz – teacher provides each pupi
choose the best answer.

e.g.:

Gulliver was a tiny man in __________

(a) Liliput (b) Blefuschu (c) the L

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 8)

age Arts THEME: World of Stories
LANGUAGE/GRAMMAR FOCUS: Reasoning (because)
MENT: Language /
ntrepreneurship

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

aracters from the guidebook (page 56 – Gulliver’s Travels Differentiate learning
ceive a random picture of the character. by according to the needs
y details that they remember about the Jonathan Swift of your pupils and
class. Please see the
eacher discusses the main events in the Contemporary seven differentiation
Children’s strategies listed in the
haracters and their actions in the story. Literature introduction. Please
hat they like the most and provide details Teaching also consider the
akes care of Gulliver, etc.). Guidebook (BPK) following:
others who choose the same characters – Graphic Novel
me up with reasons why they like that Page 56 – 60 Teacher provides a list
ause she loves Gulliver very much). of ideas for pupils to
p with more reasons if possible (Accept choose.

(Strategy 2)

il with short MCQ questions where pupils

___.
Land of Giants

189

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 148 (Consolidation 15) MAIN SKILL FOCUS: Writing

TOPIC: Going away CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write on board Weekend plans. Follow in
Going To… Pupils say goals to improve writ
Writing Writing words about my plans’. ‘I’m going to check m

4.3 4.3.1 Lesson delivery
2. Say your weekend plans using going to +
Communicate Use capital letters, write two of their weekend plans then compa
with appropriate full stops, commas
language form in lists and question 3. Pupils look at photo of Colosseum on p.8
and style for a marks appropriately new or old. Say it’s an amphitheatre about 2
range of purposes in independent fought there. Pupils do Activity 4. Follow ins
in print and digital writing at discourse Book.
form level
CCE – Patriotism – Explain that the Colosse
Complementary Complementary Ask pupils if they know any world heritage s
Skill Skill George Town, Kinabalu Park). Ask: Why do

Writing Writing 4. Pupils do Activity 5, CD2.32. Say exampl
stressed words: where, going, stay. Pupils r
4.2 4.2.3 numbers 1 and 4, 2 and 3 have the same st
5. Pupils do Activity 6, Use It!. – instructions
Communicate Narrate factual
basic information events and 6. Explain pupils are going to imagine and p
intelligibly for a experiences of Finished? Write on board: ‘Who with?’ ’Whe
range of purposes interest ‘How are you going to travel?’, ‘What are yo
in print and digital ideas from p.85 to help write future holiday p
media Is it an exciting holiday?

Note how well pupils can narrate plans for a

Post-lesson

7. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

g THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: Future plans: be going to
+ verb affirmative, negative, interrogative

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
nstructions in Pre-lesson Task 4: I’m
ting skills e.g. ‘I’m going to write new English Plus 1 Differentiate learning
my spelling/punctuation’. according to needs of
Student’s Book your pupils. Please see
+ verb, I’m not going to + verb. Pupils Activities 4–6 the seven
are with a partner. Ask for examples. p.85 differentiation
85. Ask who knows what it is and if it is strategies at Section 4.
2000 years old. Gladiators and lions Teacher’s Book
structions p.99 Exercise 4 in Teacher’s p.99 See Strategy 1: Task

eum is an important world heritage site. CCE: If possible, At Step 6: Less
sites in Malaysia (e.g. Melaka and show photos of proficient pupils are
o you think these sites are important? the two heritage likely to write basic
le question and knock gently on table for sites sentences and not as
repeat. Help pupils to notice that many as more
tress patterns. proficient pupils.
s p.99 Exercise 6 in Teacher’s Book. Encourage more
plan a summer holiday. They do proficient pupils to write
ere to?’, ‘Where are you going to stay?’, details of what they are
ou going to see /do/visit?’. Pupils use going to visit and do.
plans. Choose pupils to read texts. Ask:

an imaginary summer holiday in future.

3 to review future plans.

190

WEEK: __ LESSON: 149 (Listening 26) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Write on board ‘Weather around the world
1.3 Listening p.86. Follow instructions in Teacher’s Book
Use appropriate
listening 1.3.1 Lesson delivery
strategies in a
variety of contexts Guess the meaning 2. Explain that extreme weather means real
of unfamiliar words four photos on p.86. Read aloud a definition
Complementary from clues provided match adjectives to one of the pictures. Pup
Skill by other known adjectives to pictures. They listen to CD2.33
Listening words
1.2 3. Show world map on board and point out I
Understand Complementary Newfoundland. Say these places have extre
meaning in a Skill instructions in Teacher’s Book p.100 Exercis
variety of familiar place on world map again. Pupils say if it’s t
contexts Listening place in the world.

1.2.3 4. Explain that weather scientists are called
predict when extreme weather can happen.
Understand with any extreme weather conditions in Malaysia
support longer pupils would like to be a meteorologist. Ask:
simple narratives on
a range of familiar 5. Pupils do Activity 3, CD2.34. Explain they
topics about what Stephanie is going to do in Anta
instructions in Teacher’s Book p.100 Exercis
Antarctica? Where is the Arctic? Choose p

Note pupils who can guess the adjectives fr

Post-lesson

6. Pupils in pairs take turns to say if they wo
reasons why or why not. Tell pupils when th
because… or That’s because of…

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

ing THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Adjectives: extreme,
foggy, windy, icy, rainy, cloudy, snowy, stormy, temperature

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

d’. Pupils do Think! question at top of English Plus 1 Differentiate learning
p.100. according to needs of
Student’s Book your pupils. Please see
lly cold/hot/wet/dry. Pupils look at the Activities 1–3 the seven
n of cloudy, icy, foggy, sunny. Pupils p.86 differentiation
pils do Activity 1 and match the other six strategies at Section 4.
3 and check answers. Teacher’s Book
India, California, Antarctica, p.100 See Strategy 2: Type
eme weather. Pupils do Activity 2. Follow and amount of support
se 2. Ask four pupils to point to each At Step 3 and
the wettest, hottest, coldest, foggiest Step 5: A world At Step 5: Be ready to
map to show on play the interview more
board than once and to pause
it if necessary, so less
meteorologists. They study weather and proficient pupils can
They also study climate change. Elicit fully understand the
a and when they happen. Find out if audio script.
: Why or why not?

y are listening for general information
arctica, not specific details. Follow
se 3. Ask: Where on the map is
pupils to point to the areas on the map.

rom known words and clues in photos.

ould like to be an explorer and give two
hey give a reason to say, That’s

191

WEEK: __ LESSON: 150 (Speaking 26) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Technology and Global Susta

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 1. Show world map on board. Pupils brainst
2.2 Speaking about the Antarctica explorer in previous les
Use appropriate Antarctica, the Arctic and the South Pole on
communication 2.2.2
strategies Lesson delivery
Agree a set of basic
Complementary steps needed to 2. Pupils do Activity 4. Follow instructions in
Skill complete short out if pupils understand all three instructions
Listening classroom tasks
1.2. 3. Tell pupils that in previous lesson they lis
Understand Complementary about the explorer. Explain that in this activi
meaning in a Skill do Activity 5, CD2.34. Follow instructions in
variety of familiar
contexts Listening CCE – Science and Technology – Ask pupil
scientists at the research station in Antarctic
1.2.5 penguins live, where whales go, changes in
why they think information about weather an
Understand a
sequence of 4. Pupils in pairs do Optional Activity: Listen
supported Teacher’s Book p.100.
classroom 5. Pupils in pairs do Activity 6, Use It!. First,
instructions the task e.g. who starts, which questions the
to respond e.g. Do you agree? What do you
Follow instructions in Teacher’s Book p.100

Note pupils who find it hard to agree on step
pupils who are able to identify steps to take.

Post-lesson

6. Choose a post-lesson task from Section 3

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

king THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: ice, snow,
ainability temperature, research centre, seasons, in summer/winter

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
torm weather words. Elicit information
sson. Ask different pupils to point to English Plus 1 Differentiate learning
n the map. according to needs of
Student’s Book your pupils. Please see
n Teacher’s Book p.100 Exercise 4. Find Activities 4–6 the seven
s for the activity. p.86 differentiation
stened to the CD for general information strategies at Section 4.
ity they listen for specific details. Pupils Teacher’s Book
Teacher’s Book p.100 Exercise 5. p.100 See Strategy 5:
ls how they think computers can help Learning preferences
ca e.g. to find out information about how Step 1 World map and needs
n weather, changes in the ice. Find out to show on board.
nd animal life is important. At Step 5: Put less
ning, CD2.34. Follow instructions in proficient pupils in pairs
so you can help them
, they agree the steps they will take to do to think of the steps the
ey ask each other, what language to use task involves and also
u think? I’m sorry, I don’t agree. help them with the
0 Exercise 6. language they need to
ps to take in the pair-work task and agree with each other.
.
Note: The study
3 to review topic language strategy involves
‘guessing answers
before listening’, but in
Activity 5 numbers 2, 3,
4, 5 also develop
pupils’ critical thinking –
HOTS.

192

WEEK: __ LESSON: 151 (Reading 26) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Patriotism

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Follow instructions Teacher’s Book p.101
Reading Reading
Lesson delivery
3.2 3.2.3
2. Pupils do p.87, Activity 1. Follow instructio
Understand a Guess the meaning Explain you’re going to predict things e.g. I t
variety of linear of unfamiliar words lesson. I won’t be very hungry after my lunc
and non-linear from clues provided Write on board ‘I’ll…’ ‘I won’t…’ ‘It’ll...’. Pairs
print and digital by title, topic and
texts by using other known words 3. Write on board ‘‘ll’, ‘won’t’. Elicit ‘apostrop
appropriate (wi in ‘ll, o in won’t) Pupils do Activity 2. Foll
reading strategies Complementary Exercise 2. Explain we often say ‘it’ll’ when
Skill
Complementary 4. Pupils do Activity 5. Say they’re going to w
Skill Writing their partner and tell them to use and, but, o
instructions in Teacher’s Book p.101 Exercis
Writing 4.2.5
CCE – Patriotism – Find out if pupils know a
4.2 Connect sentences where it is (Uluru or Ayers Rock, Australia).
into one or two national parks protect the nature and wild an
Communicate coherent it’s important to have national parks and find
basic information paragraphs using national parks.
intelligibly for a basic coordinating 5. Pupils do Activity 6, Use It!. Follow instruc
range of purposes conjunctions and Ask: Who do you think will be a teacher/doc
in print and digital reference pronouns
media Post-lesson

6. Write on board: ‘I think I’ll + verb…’, ‘I wo
turns to make two predictions about their fut
if any pupils in the group made the same pre

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

ng THEME: World of Knowledge

MENT: Language, LANGUAGE/GRAMMAR FOCUS: ‘Will’ for predicting: I/ you/
he/ she/ we/ they will / won’t + verb, there will / won’t + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
1 Warm-up.
English Plus 1 Differentiate learning
ons in Teacher’s Book p.101 Exercise 1. according to needs of
think you’ll feel tired and happy after this Student’s Book your pupils. Please see
ch. I think it’ll be hot and windy tomorrow. Activities 1, 2, 5 the seven
s make predictions using the starters. and 6 differentiation
phe’. Ask: Which letters are missing? p.87 strategies at Section 4.
low instructions in Teacher’s Book p.101
we speak and ‘it will’ when we write. Teacher’s Book See Strategy 5:
write a paragraph with predictions about p.101 Learning preferences
or to link some predictions. Follow and needs
se 5.
about the famous rock in photo and At Step 4: Help less
Explain it’s in a National Park and that proficient pupils to write
nimals in them. Ask pupils if they think ‘‘ll’ and ‘won’t’ in
d out what they know about Malaysia’s predictions by writing
on board: e.g.
ctions in Teacher’s Book p.101 Activity 6.
ctor/scientist/artist/film star etc? ‘Ida will… She’ll… but
she won’t…’

‘Ahmad will…
He’ll…but he won’t…’

on’t + verb …’. Pupils in small groups take
ture using the sentence starters. Find out
ediction.

193

WEEK: __ LESSON: 152 (Writing 26) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Pupils answer Think! question at top of p.
Book p.103.
Writing Writing
Lesson delivery
4.3 4.3.3
2. Pupils look at the photo of London on p.8
Communicate Produce a plan or it. Explain that Buckingham Palace is where
with appropriate draft of one or two famous for markets and theatres as well as
language form paragraphs for a answer questions Activity 1.
and style for a familiar topic and
range of purposes modify this 3. Pupils do Activity 2. Help them to find eac
in print and digital appropriately in in line 1. Follow instructions in Teacher’s Bo
media response to excited her friend was coming to stay with h
feedback 4. Pupils do Activity 4, Use it!. They read the
Complementary email in B Think and Plan. Pupils write their
Skill Complementary support and the Key Phrases. Tell them to u
Skill guide. They check their writing when finishe
Reading
Reading Post-lesson
3.2
3.2.2 5. Pupils swap emails with a partner. Partne
Understand a paragraph in C in the Guide and for each pa
variety of linear Understand specific
and non-linear information and In the next lesson, pupils look at your feedb
print and digital details of two any changes.
texts by using paragraphs or more
appropriate
reading strategies

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

g THEME: World of Knowledge

MENT: ICT and LANGUAGE/GRAMMAR FOCUS: be going to + verb, will
and won’t + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

.89. Follow instructions in Teacher’s English Plus 1 Differentiate learning
according to needs of
89. Point out River Thames and boats on Student’s Book your pupils. Please see
e the Queen lives and Covent Garden is Activities 1, 2 and the seven
shopping. Pupils read the email and 4 differentiation
p.89 strategies at Section 4.
ch Key Phrase e.g. Numbers 1 and 2 are
ook p.103 Exercise 2. Say: Gemma was Teacher’s Book See Strategy 4: Time
her. Ask: When do you get excited? p.103
e Writing Guide and make notes for At Steps 2 and 3: Some
r email using sentences starters in C as pupils will need more
use going to, will and because in D of the time to read the email
ed. and then to write an
email using the Writing
er’s draw a smiley face for writing each Guide. Tell them not to
art in D. write about the weather
(B6). Fast finishers
back, read their email again and make include weather and
expect them to have
more details about
what they’re going to
do.

194

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 153 (Language Arts 26) MAIN SKILL FOCUS: Langua
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Follow Steps 1 to Step 5 (Activity 1: Jo

5.3 5.3.1 Lesson delivery
Express
imaginative an Respond 2. Teacher writes “My favourite panels fro
response to 3. Pupils pair up and teacher asks them
literary texts imaginatively and
from the book and they are going to
intelligibly through scenery, and clothing) to suit Malaysian
creating the dialogue if necessary.
creating simple role- 4. Teacher reminds pupils to check their p
5. Upon completion, pairs exchange the
plays and simple check for any punctuation mistakes to b
6. Once they have done the correction, p
poems to read aloud their created dialogues w

Other imaginative Post-lesson

responses as 7. Pupils rate each other’s products throug

appropriate

Complementary Complementary
Skill Skill

Writing Writing

4.3 4.3.1
Communicate Use capital letters,
with appropriate full stops, commas
language form in lists and question
and style for a marks appropriately
range of purposes in independent
in print and digital writing at discourse
media level

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 8)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: Punctuations

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

oin the pieces) in the guidebook. Gulliver’s Travels Differentiate learning
by according to the needs
om the graphic novel” on the board. Jonathan Swift of your pupils and
to choose any two panels that they like class. Please see the
Contemporary seven differentiation
o change the panel contents (dialogue, Children’s strategies listed in the
n context. Teacher provides assistance in Literature introduction. Please
Teaching also consider the
punctuations. Guidebook (BPK) following:
eir panel contents and they specifically – Graphic Novel
be corrected. Page 67 – 69 Pupils who face
pupils put their works and start taking turn difficulty can do the
while other pupils watch. task in the larger group
with teacher’s
assistance.

(Strategy 2)

gh star rating (e.g 1 star – 5 stars)

195

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 154 (Consolidation 16) MAIN SKILL FOCUS: Listeni

TOPIC: Going away CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a pre-lesson task from Section 3
Listening Listening page in Unit 8.

1.2 1.2.2 Lesson delivery

Understand Understand with 2. Write on board ‘affirmative’, ‘negative’ and
meaning in a support specific 3. First, read the example aloud and ask: W
variety of familiar information and negative? Pupils do Activity 3. Compare sen
contexts details of longer 3. Pupils do Activity 4. First, ask: Are you go
simple texts on a sentences in this activity? (No, questions). D
range of familiar out the question needs both ‘going to’ and ‘g
topics
4. Pupils read the instruction for Activity 5. A
Complementary Complementary different about Activity 4 and 5? (same – 4 a
Skill Skill needs questions about future plans, 5 needs
Activity 5. They compare questions with a p
Speaking Speaking easier, Activity 4 or 5 and why?

2.1 2.1.4 5. Show map of Europe on board and point
Channel between France and England. If m
Communicate Ask about and do Activity 7, CD2.37. Follow instructions in
simple information describe future
intelligibly plans CCE – Environmental sustainability – write o
‘plane’. Ask: Which transport do you think is
important to have clean transport?

Note pupils who identify details in the CD we

Post-lesson

6. Find out which activity (3, 4, 5 or 7) was t
hardest. Elicit reasons why a particular activ

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

ing THEME: World of Knowledge

MENT: Language and LANGUAGE/GRAMMAR FOCUS: going to + verb
(affirmative, negative and interrogative), will and won’t + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

to review holiday vocabulary from any English Plus 1 Differentiate learning
according to needs of
d check meaning. Pupils do p.90, Activity Student’s Book your pupils. Please see
Which sentence is affirmative? Which is Activities 3, 4, 5, 7 the seven
p.90 differentiation
ntences in pairs. Check answers. strategies at Section 4.
oing to write affirmative and negative Teacher’s Book
Do number 1 as an example and point p.104 See Strategy 5:
go’ - going to go. Learning preferences
Ask: What’s the same and what’s At Step 5: Show a and needs
and 5 need questions; different – 4 map of Europe
s questions about predictions). Pupils do At Step 5: Some pupils
partner. Check answers. Ask: Which is will need to listen to the
CD more than once in
out France, Italy, Britain and the English order to choose the
marked on map, also show Dover. Pupils correct words and
phrases
Teacher’s Book p.104 Exercise 7.
on board ‘boat’, ‘car’, ‘bus’, ‘bike’, ‘train’,
s the cleanest for the planet? Why is it

ell and those who find this difficult.

the easiest to do and which was the
vity was easy or hard.

196

WEEK: __ LESSON: 155 (Listening 27) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Listeni

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Write on board: ‘The weather forecast’. E
1.2 Listening meteorologists say what they think the weat
Understand Pupils do Warm-up in Teacher’s Book p.113
meaning in a 1.2.3
variety of familiar Lesson delivery
contexts Understand with
support longer 2. Pupils look at the symbols at top of p.99.
Complementary simple narratives on mean? (how hot it is, how strong the wind is
Skill a range of familiar
Listening topics 3. Draw a compass on board with north, sou
1.2 see these words (on a map) Tell pupils they
Understand Complementary places on a map (see p.106). Pupils look at
meaning in a Skill Edinburgh, London, Brighton. Pupils do Acti
variety of familiar Teacher’s Book p.113 Exercise 2.
contexts Listening 4. Pre-teach coast by pointing to the coastlin
have a coast?. Tell pupils we say on the nor
1.2.2 Activity 3, CD3.19. Follow instructions in Te
listening, ask: Which question is about the w
Understand with about Saturday’s weather? (3, 5).
support specific
information and 5. Ask if pupils remember the three tempera
details of longer August. If not, play CD3.19 again. (17, 21, 2
simple texts on a Pupils draw three circles and write degrees
range of familiar coast of Britain in August can be 40km per h
topics
Note pupils’ progress in listening and unders

Post-lesson

6. Choose a post-lesson task from Section 3
language.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

ing THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: forecast, coast;
Prepositional phrases: in the north/south/east/west; will +
verb, wont’ + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Explain that a forecast is when English Plus 1 Differentiate learning
ther will be like for the next few days. according to needs of
3. Student’s Book your pupils. Please see
Activities 1–3 the seven
p.99 differentiation
strategies at Section 4.
Ask: What do you think 26 and 18 Teacher’s Book
s). Pupils do Activity 1. p.113 See Strategy 7:
uth, east, west on it. Elicit where they can Feedback
y learned these words when describing Note: The activity
at Step 2 At Step 3: Provide
map of Britain on p.99 and find develops pupils’ positive feedback to
ivity 2, CD3.19. Follow instructions in skills of deduction pupils who find listening
– HOTS. to texts and writing
ne around map. Ask: Does Malaysia answers hard but who
rth coast but in the north. Pupils do get some words in the
eacher’s Book p.113 Exercise 3. Before table correct.
weather now? (1). Which questions are Encourage pupils to
look at details on the
atures, and the very windy coast in map to help them
20 degrees, very windy on south coast.) check meaning when
in centre. Explain winds on the south listening and reading.
hour. They draw a wind symbol with 40.

standing longer texts.

3 to review weather vocabulary and

197

WEEK: __ LESSON: 156 (Speaking 27) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Speaki

CROSS-CURRICULAR ELEM
Technology, Creativity and In

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write on board ‘Weather Forecast’. Pupils
Speaking previous lesson. They check vocabulary on
2.2 Speaking many do they remember?
Use appropriate
communication 2.2.2 Lesson delivery
strategies
Agree on a set of 2. Pupils do Activity 4, CD3.20. First, ask the
Complementary basic steps needed Which coast is it on? Follow instructions in T
Skill to complete short
Speaking classroom tasks 3. Pupils look at map again. Read aloud eac
2.3 around the coast clockwise. Pupils repeat ci
Communicate Complementary 4. Pupils do Activity 5, Use It!. They agree 1
appropriately to a Skill will give the forecast, 2) which city they will t
small or large partner.
group Speaking
5. Show map of Malaysia on board. Give ea
2.3.1 activity: Speaking. Explain they are going to
Teacher’s Book p.113. Write on board: ‘And
Narrate short basic Tell pupils to start their forecast with these w
stories and events
CCE – Science and Technology – Ask pupil
about maps and places (Geography). Expla
Planet Earth. Ask if it’s important to understa
weather. Ask: Would you like to be a TV we

Note progress in pupils’ speaking skills whe
presenting their forecast in front of the class

Post-lesson

6. Choose a post-lesson task from Section 3
forecasts.

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

king THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS going to be + verb; will,
nnovation e.g. It’ll be…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

s brainstorm words and phrases from English Plus 1 Differentiate learning
p.99 Activity 1 and Key Phrases. How according to needs of
Student’s Book your pupils. Please see
em to point to Brighton on the map. Ask: Activities 4 and 5 the seven
Teacher’s Book p.113 Exercise 4. p.99 differentiation
ch city starting with Aberdeen and move strategies at Section 4.
ity names after you. Teacher’s Book
1) who will first ask the questions, who p.113 See Strategy 3:
talk about, 3) questions they will ask Outcomes
At Step 5: Paper
ach pupil a handout. Pupils do Optional for pupils to draw At Step 5: Expect less
o be creative. Follow instructions in map of Malaysia proficient pupils to use
d now it’s time for the weather forecast’. or copy the outline all the language
words from Activity 2. of a map with support provided to
ls which school subject teaches them main places and prepare and say a
ain that geographers use science to study put on a handout. weather forecast.
and the geography of places and their Expect more proficient
eather forecaster? Why or why not? At Step 5: pupils to require less
en interacting with a partner and when Handout with support and include
s. weather data for more detail in their
following day – forecasts.
type, temperature,
wind speeds at
different places N,
S, E, W of
peninsula.

3 to review the topic of weather

198

WEEK: __ LESSON: 157 (Reading 27) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Write on board ‘Theme Parks’. Pupils do
Reading Teacher’s Book p.125.
Reading 3.3.1
Read and enjoy A2 Lesson delivery
3.3 fiction/non-fiction
print and digital 2. Pupils do p.111, Activity 1. Follow instruc
Read texts 1. Ask: Which word is the same in Malay? (r
independently for to go on?. Do a show of hands to find out th
information and Complementary like this ride. Tell them to start the sentence
enjoyment Skill 3. Pre-teach: ‘successful’, ‘safe’, ‘brave’. Pu
Reading Teacher’s Book p.125, Exercise 2. Ask: Wh
Complementary 3.2.2 go to a theme park there?
Skill Understand specific
information and 4. Pupils look at photos 1–4 in Activity 1 aga
Reading details of two p.73 and tell pupils to use them when decidi
paragraphs or more the rides safe or dangerous?, 2) do people n
3.2 technology that makes them exciting? Choo
class. Call out numbers of rides 1, 2, 3, 4. P
Understand a is safe. Repeat with 2) need to be brave, 3)
variety of linear
and non-linear CCE – Science and Technology – Find out i
print and digital has the latest technology and why. Ask for e
texts by using environments, video and sound systems at
appropriate
reading strategies 5. Pupils do Activity 3, CD3.32. With a partn
questions. Ask: Which of the rides in the fou

Note pupils who enjoyed reading the non-fic

Post-lesson

6. Choose a post-lesson task to review lang

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

ng THEME: World of Knowledge

MENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: theme park,
family ride, water ride, thrill ride, rollercoaster

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Warm-up activity. Follow instructions in English Plus 1 Differentiate learning
according to needs of
ctions in Teacher’s Book p.125 Exercise Student’s Book your pupils. Please see
rollercoaster) Which ride would you like Activities 1–3 the seven
he most popular ride and ask why pupils p.111 differentiation
e with their reason: I like the… because… Key Phrases strategies at Section 4.
upils do Activity 2. Follow instructions in p.73
here is the theme park? Would you like to See Strategy 7:
Teacher’s Book Feedback
p.125
Provide positive
ain. Write on board Key Phrases from feedback for reading
ing. With a partner they decide: 1) are and answering
need to be brave to go on them?, 3) is it questions about text
ose pairs to give their opinions at front of content to all pupils but
Pupils put up hands if they think the ride particularly to those
need for exciting technology. pupils who find reading
and doing
if pupils think it’s important a theme park comprehension
examples of interactive rides, virtual questions challenging
theme parks.

ner they take turns to answer the
ur photos looks the scariest?

ction text about theme parks.

guage about theme parks.

199

WEEK: __ LESSON: 158 (Writing 27) SCHEME OF WORK: TEXTBO
TOPIC: Going away
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Write on board ‘Theme Parks – more than
Writing Writing Elicit what these numbers describe from pre
tell them to check on p.111.
4.2 4.2.3
Lesson delivery
Communicate Narrate factual 2. Pupils do Activity 4, Your Culture. Follow
basic information events and Exercise 4. Divide class into three groups, A
intelligibly for a experiences of has information about a different theme park
range of purposes interest handout with information about one of the th
in print and digital Tell pupils to use superlative adjectives to d
media Complementary e.g. the fastest, highest, scariest, the most p
Skill
Complementary 3. Pupils write a short description of their the
Skill Speaking internet.
4. Pupils do Activity 5, Use It!. One pupil fro
Speaking 2.1.2 three. They share information about their the
each group to tell the class about their them
2.1 Find out about and
describe CCE – Patriotism – Ask pupils if they think it
Communicate experiences up to parks and why e.g. for families, for people o
simple information now think theme parks are good for everybody a
intelligibly young people in wheelchairs.

5. Pupils in small groups do Optional Activity
Teacher’s Book p.125. Groups present their

Post-lesson

6. Pupils present their rides to the rest of cla
about the rides. Do a class vote for the ride

Primary Year 5 Scheme of Work

OOK-BASED LESSON (Unit 8)

g THEME: World of Knowledge

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
e.g. scariest, fastest, most exciting, most dangerous

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

n 300, 1955. 1971, 2013, 18 million’. English Plus 1 Differentiate learning
evious lesson. If pupils can’t remember, according to needs of
Student’s Book your pupils. Please see
Activities 4 and 5 the seven
p.111 differentiation
strategies at Section 4.
instructions in Teacher’s Book p.125 Teacher’s Book
A, B, C and explain each group finds or p.125 See Strategy 3:
k. If no internet, give each pupil a Outcomes
hree parks. They complete table in book. Prepare three
describe the best part in the theme park handouts with key At Step 2: Encourage
popular, exciting, successful. data in a fact file pupils who have been
eme park using notes in the table or from about three to a theme park to write
popular theme some notes about it in
om each group (A, B, C) forms a group of parks in Malaysia. another table
eme park orally. Choose one pupil from Fact file data:
me park. 1. Name of park
t’s important for countries to have theme 2. Where it is
on holiday, for celebrations. Ask if they 3 Opening hours
and if not, how can theme parks help 4. Visitors’
favourite part
y: Speaking. Follow instructions in 5. other things to
r rides in next step. do. If possible,
show images of
ass. Encourage pupils to ask questions theme parks from
they would most like to go on. internet or in
brochures.

200

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 159 (Language Arts 26) MAIN SKILL FOCUS: Langua
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Language Arts Language Arts 1. Follow Steps 1 to Step 3 (Activity 7: Sp
2. Pupils discuss the answers as a class.
5.3 5.3.1
Express Lesson delivery
imaginative an Respond
response to 3. Teacher prepares number cards from
literary texts imaginatively and pages in the graphic novel) and put all t

intelligibly through 4. Pupils pair up and teacher asks each p
5. Teacher informs that they have to role
creating simple role-
correspond to the page numbers of the
plays and simple 6. Pairs discuss and divide the dialogues

poems with correct pronunciation and appropri
7. Teacher monitors and assists each pai
Other imaginative
of the words in the dialogues.
responses as 8. After some time, teacher starts the clas

appropriate to the page number (started from 1 to 6

Complementary Complementary Post-lesson
Skill Skill
9. Pupils write three things that they lea
Writing Writing to …, I have to …, I need to …). [Post-l

2.3 2.3.1

Communicate Narrate short basic
appropriately to a stories and events
small or large
group

Primary Year 5 Scheme of Work

TBOOK-BASED LESSON (Unit 8)

age Arts THEME: World of Stories
MENT: Language / LANGUAGE/GRAMMAR FOCUS: Pronunciation

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

pot me) in the guidebook (page 63-64). Gulliver’s Travels Differentiate learning
by according to the needs
m 1 to 61 (correspond to the number of Jonathan Swift of your pupils and
the number cards in the box. class. Please see the
Contemporary seven differentiation
pair to pick out a number from the box. Children’s strategies listed in the
play the panel of the chosen number that Literature introduction. Please
Teaching also consider the
e book. Guidebook (BPK) following:
s on the page and practise their role play – Graphic Novel
iate gestures. Page 63 – 64 Pupils who face
ir in terms of checking their pronunciation difficulty can do the
task in the larger group
with teacher’s
assistance.

ss’ role play by calling the pairs according (Strategy 2)
61, not all pages has a role play session).

arnt from the graphic novel (e.g. I want
lesson Task 12 – My journal]

201

WEEK: LESSON: 160 (Project 2) SCHEME OF WORK: Proje
__ TOPIC: Teacher to select
MAIN SKILL FOCUS: Teache
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD

Teachers to select Teachers to select Teachers will need to develop their own less
an appropriate an appropriate main resources that they select. Ideas for projects
main skill and skill and interests of the pupils.
complementary complementary skill
skill based on the based on the needs
needs and and interest of the
interest of the pupils.
pupils.

Primary Year 5 Scheme of Work

ect-based Lesson (Unit 8)

er to select THEME: Teacher to select

MENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
sons based on topic/themes and
s should be based on the needs and Teacher to select For differentiation
their own strategies, please refer
materials to the provided list of
differentiation
strategies and select
appropriate
strategy/strategies
based on the needs of
the pupils.

202

How did I do in Unit 8?
Put ✔ next to Great, OK, or A little.
In English, I know how to… Great ____ OK ____
Great ____ OK ____
…talk and write about holidays Great ____ OK ____
… talk and write about future plans Great ____ OK ____
… describe weather conditions
…make predictions about the future

 I’m proud of myself because I can ____________________
 In the next unit, I will _______________________________

Primary Year 5 Scheme of Work



A little____
A little____
A little____
A little____
_________________ very well.
______ better/more.

203

7. Appendix 1: Learning Standards mapping

The mapping table lists all 160 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.

Key

L=Listening; S=Speaking; R=Reading; W=Writing; LA=Language Arts; LAW=Language
Awareness; CON=Consolidation; PRO=Project-based lesson

Lesson Skill Unit Main Complementary

Starter Unit R3.2.1
W4.2.1
1 L1 Starter L1.2.1 S2.2.1
2 S1 L1.2.4
3 R1 Starter S2.1.1 R3.2.3
4 W1 R3.2.1
5 LA1 Starter R3.2.1 W4.2.1
6 L2 W4.2.4
7 S2 Starter W4.2.4 S2.1.5
8 R2 S2.3.1
9 W2 N/A LA5.2.1 R3.2.3
10 LA2 W4.3.2
11 L3 Starter L1.1.1 W4.3.1
12 S3 R3.2.1
13 R3 Starter S2.1.1 L1.2.2
14 W3
15 LA3 Starter R3.2.2 W4.2.4
16 LAW1 W4.2.1
Starter W4.2.4 S2.1.5

N/A LA5.3.1

Starter L1.2.5

Starter S2.1.1

Starter R3.3.1

Starter W4.2.1

N/A LA5.2.1

Starter

Unit 1

17 L4 1 L1.2.1
18 S4
19 R4 1 S2.1.5

1 R3.2.4

Primary Year 5 Scheme of Work 204

Lesson Skill Unit Main Complementary
20 W4 1 W4.2.4 S2.2.1
21 LA4 W4.2.4
22 CON1 N/A LA5.3.1 W4.2.4
23 L5 1 S2.2.1 W4.3.2
24 S5 1 L1.2.2 L1.1.1
25 R5 1 S2.1.2 W4.3.2
26 W5 1 R3.2.2 R3.2.1
27 LA5 1 W4.2.5 R3.3.1
28 CON2 S2.2.1
29 L6 N/A LA5.2.1 W4.3.2
30 S6 1 W4.3.2 L1.2.5
31 R6 1 L1.2.5 W4.2.4
32 W6 1 S2.2.1 S2.1.5
33 LA6 1 R3.2.4 S2.1.5
34 LAW2 1 W4.2.5
W4.3.2
35 L7 N/A LA5.3.1 R3.2.3
36 S7 1 W4.3.2
37 R7 Unit 2 S2.3.1
38 W7 2 L1.2.1 R3.2.2
39 LA7 2 S2.2.1 S2.1.4
40 CON3 2 R3.3.1 R3.2.3
41 L8 2 W4.2.4 L1.1.1
42 S8 L1.2.5
43 R8 N/A LA5.2.1 S2.1.5
44 W8 2 L1.2.2 S2.1.2
45 LA8 2 L1.2.4 W4.2.1
46 CON4 2 S2.1.1
2 R3.2.3
2 W4.2.1

N/A LA5.3.1
2 S2.2.1

Primary Year 5 Scheme of Work 205

Lesson Skill Unit Main Complementary
47 L9 2 L1.3.1 R3.2.4
48 S9 2 S2.1.4 W4.2.2
49 R9 2 R3.2.3 S2.3.1
50 W9 2 W4.3.3 R3.2.2
51 LA9 R3.2.2
52 LAW3 N/A LA5.2.1
2 S2.2.1
53 L10 Unit 3 R3.2.3
54 S10 3 L1.2.2 R3.3.1
55 R10 3 S2.1.5 S2.1.5
56 W10 3 R3.2.3 R3.2.2
57 LA10 3 W4.3.2 S2.2.1
58 CON5 R3.2.4
59 L11 N/A LA5.3.1 W4.3.2
60 S11 3 L1.2.1 W4.2.4
61 R11 3 L1.2.5 R3.2.2
62 W11 3 S2.1.2 W4.2.4
63 LA11 3 R3.2.2 L1.2.5
64 CON6 3 W4.3.3 R3.3.1
65 L12 W4.3.2
66 S12 N/A LA5.3.1 L1.2.1
67 R12 3 S2.2.1 L1.1.1
68 W12 3 L1.1.1 S2.1.5
69 LA12 3 S2.2.1
70 LAW4 3 R3.3.1 R3.3.1
3 W4.3.2 W4.2.1
71 L13
72 S13 N/A LA5.2.1
3
Unit 4
4 L1.3.1
4 S2.1.1

Primary Year 5 Scheme of Work 206

Lesson Skill Unit Main Complementary
73 R13 4 R3.2.2 S2.1.2
74 W13 4 W4.3.2 L1.3.1
75 LA13 W4.3.3
76 CON7 N/A LA5.3.1 S2.2.1
77 L14 4 W4.2.4 L1.2.2
78 S14 4 L1.2.5 S2.2.1
79 R14 4 S2.1.2 W4.2.4
80 W14 4 R3.2.3 S2.2.2
81 LA14 4 W4.2.4 R3.2.2
82 CON8 R3.2.3
83 L15 N/A LA5.2.1 S2.2.1
84 S15 4 W4.3.2 L1.2.4
85 R15 4 L1.1.1 S2.1.1
86 W15 4 S2.1.5 R3.2.2
87 LA15 4 R3.2.1 W4.3.3
88 PRO1 4 W4.3.3
L1.1.1
89 L16 N/A LA5.3.1 W4.3.1
90 S16 N/A R3.2.4
91 R16 R3.2.4
92 W16 Unit 5 S2.1.4
93 LA16 5 L1.2.1 S2.2.2
94 CON9 5 S2.2.1 L1.2.5
95 L17 5 R3.2.3 S2.2.2
96 S17 5 W4.3.1 S2.1.3
97 R17 N/A LA5.2.1 S2.1.3
98 W17 5 W4.2.3 L1.2.2
99 LA17 5 L1.2.3
5 S2.2.1
5 R3.3.1
5 W4.2.1
N/A LA5.3.1

Primary Year 5 Scheme of Work 207

Lesson Skill Unit Main Complementary
100 CON10 5 W4.2.2 S2.1.3
101 5 L1.1.1 R3.2.3
102 L18 5 S2.1.1 L1.2.5
103 S18 5 R3.3.1 S2.3.1
104 R18 5 W4.3.3 W4.2.5
105 W18 S2.1.1
106 LA18 N/A LA5.2.1
LAW5 5 R3.2.4
Unit 6 L1.2.1
107 L19 6 L1.3.1 R3.2.4
108 S19 6 S2.3.1 R3.3.1
109 R19 6 R3.2.2 S2.2.2
110 W19 6 W4.2.3 S2.1.2
111 LA19 R3.2.4
112 CON11 N/A LA5.3.1 L1.2.5
113 L20 6 W4.2.3 L1.1.1
114 S20 6 L1.2.3 S2.1.1
115 R20 6 S2.1.2 W4.2.5
116 W20 6 R3.2.3 S2.2.1
117 LA20 6 W4.3.2 R3.2.1
118 CON12 W4.3.1
119 L21 N/A LA5.2.1 R3.3.1
120 S21 6 L1.2.4 W4.2.5
121 R21 6 L1.3.1 S2.3.1
122 W21 6 S2.3.1
123 LA21 6 R3.2.2 S2.1.1
124 LAW6 6 W4.3.3

125 L22 N/A LA5.3.1
6
Unit 7
7 L1.1.1

Primary Year 5 Scheme of Work 208

Lesson Skill Unit Main Complementary
126 S22 7 S2.1.5 L1.2.4
127 R22 7 R3.2.4 S2.1.5
128 W22 7 W4.2.1 R3.2.1
129 LA22 R3.3.1
130 CON13 N/A LA5.2.1 L1.2.5
131 L23 7 L1.2.2 R3.2.3
132 S23 7 L1.2.3 W4.2.1
133 R23 7 S2.1.1 W4.3.2
134 W23 7 R3.2.3 S2.3.1
135 LA23 7 W4.2.1 R3.2.2
136 CON14 W4.3.2
137 L24 N/A LA5.3.1 S2.1.2
138 S24 7 R3.2.4 W4.2.2
139 R24 7 L1.2.4 W4.3.1
140 W24 7 S2.1.3 L1.1.1
141 LA24 7 R3.3.1 W4.2.2
142 LAW7 7 W4.2.5
L1.2.2
143 L25 N/A LA5.3.1 W4.2.3
144 S25 7 L1.2.3
145 R25 Unit 8 S2.3.1
146 W25 8 L1.3.1 S2.1.5
147 LA25 8 S2.1.4 W4.2.3
148 CON15 8 R3.2.2 L1.2.3
149 L26 8 W4.3.2 L1.2.5
150 S26 W4.2.5
151 R26 N/A LA5.2.1 R3.2.2
152 W26 8 W4.3.1
8 L1.3.1
8 S2.2.2
8 R3.2.3
8 W4.3.3

Primary Year 5 Scheme of Work 209

Lesson Skill Unit Main Complementary
153 LA26 N/A LA.5.3.1 W4.3.1
154 CON16 L1.2.2 S2.1.4
155 L27 8 L1.2.3 L1.2.2
156 S27 8 S2.2.2 S2.3.1
157 R27 8 R3.3.1 R3.2.2
158 W27 8 W4.2.3 S2.1.2
159 LA27 8 LA5.3.1 S2.3.1
160 PRO2 N/A
N/A

Primary Year 5 Scheme of Work 210









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