Year 1 SOW 2020

KURIKULUM STANDARD SEKOLAH RENDAH




English Language



Scheme of Work



Primary Year 1




SK

KURIKULUM STANDARD SEKOLAH RENDAH




English Language



Scheme of Work



Primary Year 1




SK





Primary Year 1



Scheme of Work

Contents


Introduction to Primary Year 1 Scheme of Work Document p.3

1. Overview of the Primary Year 1 Scheme of Work p.4

2. Glossary of terms in the Primary Year 1 curriculum framework p.6

3. Differentiation strategies for Primary Year 1 p.9

4. Formative Assessment p.13

5. Suggested Pre-Lesson tasks p.14

6. Suggested Post-Lesson tasks p.19

7. Scheme of Work (Lessons 1 – 160) p.25
































































Primary Year 1 Scheme of Work

Introduction to Primary Year 1 Scheme of Work Document


The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and
information for planning and delivering their lessons throughout the year. The Scheme of Work contains
the following sections:

1. Overview of Primary Year 1 Scheme of Work

This section will explain to teachers how the Scheme of Work is organised and provides detail on the two
types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons.

2. Glossary of terms in the Primary Year 1 curriculum framework

In order to assist teachers in understanding the Content and Learning Standards which will appear in
each lesson, a number of these Standards have been explained in more detail.

3. Differentiation strategies for Primary Year 1

This section provides teachers with a number of suggested differentiation strategies which teachers may
wish to use within their classes. There are a total of seven strategies and each lesson will have a
recommendation for teachers as to which strategies could be used within that particular lesson.

4. Formative Assessment

This section provides a short overview of formative assessment and suggests 5 possible ways teachers
can assess their pupils.

5. Suggested Pre-Lesson Tasks

Teachers have been provided with a selection of tasks which can be used at the start of each of the non-
textbook-based lessons. There are a total of 12 tasks and details in how each task can be used are
provided.

6. Suggested Post-Lesson Tasks

As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at
the end of each non-textbook-based lesson.

7. Scheme of Work (Lessons 1 – 160)

This section provides teachers with detailed information for both the textbook-based lessons and the
non-textbook-based lessons. This will include the Content and Learning Standards for each lesson,
details of the lesson outline, the learning materials and suggested differentiation strategies. For the
textbook-based lessons teachers will need to refer to the accompanying Teacher’s Book. For the non-
textbook-based lessons, detailed lesson outlines have been supplied which teachers can choose to
follow or adapt as necessary.

















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Primary Year 1 Scheme of Work

1. Overview of the Primary Year 1 Scheme of Work


1. What is the Primary Year 1 Scheme of Work, and how can it help teachers?

The Primary Year 1 Scheme of Work gives teachers an overview of the Content and Learning
Standards, lesson content and materials for their lessons with Primary Year 1 pupils. They can use
the Scheme of Work to help with their daily, weekly and longer-term lesson planning.


2. How is the Primary Year 1 Scheme of Work organised?


The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing
or Language Arts over the whole school year.

It links the lessons to:


 themes and cross-curricular elements in the Primary Year 1 national curriculum
 the four – lesson cycle of skills lessons (Listening, Speaking, Reading, and Writing) and a
Language Arts lesson as outlined in the Primary Year 1 national curriculum
 the Content and Learning Standards contained within the Curriculum Framework document
 suggested learning materials for teachers to use and/or adapt for their classes.



In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It
also suggests ways of differentiating learning tasks to help pupils at different levels of language
understanding and use.


3. How are content and skills organised in Primary Year 1?

Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language
Arts lesson. From Lesson 6 onwards, Primary Year 1 is generally organised into textbook-based
lessons (using the selected textbook - Superminds 1) and non-textbook-based lessons. In the
textbook-based lessons, there are four skills lessons and a Language Arts lesson. The sequence of
the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook.
In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking,
Reading and Writing, as suggested in KSSR Bahasa Inggeris Tahun 1 (National schools) and KSSR
Bahasa Inggeris SJK Tahun 1 (National-type schools) of 2011.

Within each lesson, pupils do a range of activities and they often use and practise more than one skill,
as is found in everyday language use. For example, a speaking lesson may also involve listening;
introductory and/or follow-up activities may practise target language through a different skill, for
example, pupils may read words they have practised using in spoken language. Therefore, every
lesson identifies a main and a complementary content and learning standard, and these often focus
on different skills. The first standard stated in the Scheme of Work represents the main focus of the
lesson, and the complementary standards are secondary. Lesson objectives can be derived from both
these main and complementary standards.

The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills
practised in the textbook-based lessons, which should be identified through formative classroom-
based assessment of pupils’ progress.





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Primary Year 1 Scheme of Work

The last few lessons (149 – 160) review language and skills practised over the whole of Primary Year
1. The final three Language Arts lessons suggest a class performance of some kind which reviews a
chosen area of language learned during the year.



4. Do teachers need to follow the Scheme of Work exactly?

Teachers need to keep to the given Content and Learning Standards for lessons. This is because
Content and Learning Standards are repeated a number of times over Primary Year 1 in order to
increase pupils’ chances of success in achieving them across all skills and within Language Arts, but
teachers do not have to follow the learning outline and materials suggested. These can, of course, be
adapted according to the teaching and learning context, as long as they work towards the Content
and Learning Standards for that particular lesson.



































































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Primary Year 1 Scheme of Work

2. Glossary of terms in the Primary Year 1 curriculum framework



Term in Primary Year 1 curriculum Meaning
framework

Listening 1.1.1 a limited range of high frequency target language
Recognise and reproduce with support phonemes
a limited range of high frequency These are the phonemes shown in the phonics table in
target language phonemes the syllabus document.

A range of target language phonemes in Year 1 means a
suitable variety of phonemes from the phonics table,
based on the teacher’s judgment of how well the pupils
they teach can read.


Listening 1.2 a variety of familiar contexts
Understand meaning in a variety of Familiar contexts are ones which pupils know. Examples
familiar contexts include contexts linked to topics covered in the
Superminds 1 textbook, such as friends and family,
school and food.

However, pupils in rural or remote areas and pupils who
live in cities may be familiar with different contexts.
Teachers should use their own judgment here.


Listening 1.2.1 very simple phrases and sentences
Understand with support the main idea Very simple phrases and sentences are simple in
of very simple phrases and structure. They are short and contain just one clause (e.g.
sentences I’m seven; She can swim, He’s got 2 sisters). The ideas
they contain are easy for pupils to understand (e.g. They
See also live in Kuching, I like bananas)
 Listening 1.2.2
 Reading 3.2.1
 Reading 3.2.2


Listening 1.2.3 very short simple narratives
Understand with a high degree of Very short narratives are stories which are usually not
support very short simple narratives more than 6 lines long. The simple narratives contain
language and ideas which pupils can understand.

Teachers should use their own judgment on very short
simple narratives, based on the level and interest of the
pupils they teach.





















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Primary Year 1 Scheme of Work

Speaking 2.1 simple information
Communicate simple information Simple information is frequent, everyday information
intelligibly which is simple cognitively. Examples include pupils
saying their name and age, talking about their home, or
saying what they like. Superminds 1 provides frequent
opportunities for pupils to communicate simple
information.








Speaking 2.1.1 fixed phrases
Give very basic personal information Fixed phrases are useful phrases for communication
using fixed phrases which pupils can understand and use to communicate
successfully. Often the language in the fixed phrases is
See also above their general language level. Here are some
 Speaking 2.1.2 examples: It’s my turn, Good idea! No problem! There are
 Speaking 2.1.4 many fixed phrases in Superminds 1.
 Speaking 2.3.1
 Writing 4.2.1
 Writing 4.2.2


Reading 3.1 linear and non-linear texts
Recognise words in linear and non-linear Linear texts contain only words. Pupils usually read their
texts by using knowledge of sounds of content in the sequence in which it appears on the page.
letters Examples of linear texts include: dialogues, stories and
descriptions.

See also Non-linear texts combine words and pictures. They
 Reading 3.2 involve a different kind of reading from linear texts, as
pupils may move between the words and the pictures as
they read, not always in a sequence. Examples of non-
linear texts include graphs, diagrams, and some
computer games.


Reading 3.3.1 digital games
Read and enjoy simple print and digital Digital games are language games children play on
games at word level language learning DVD ROMs, CD ROMS, or websites.


Writing 4.2 basic information
Communicate basic information Basic information means the same as simple information
intelligibly for a range of purposes in (see Speaking 2.1 above).
print and digital media
a range of purposes
The range of purposes is described in the learning
standards for Years 1 - 6. These purposes involve finding
out about and giving personal details and opinions.











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Primary Year 1 Scheme of Work

Writing 4.3.2 familiar high frequency words
Spell familiar high frequency words High frequency words are words which pupils use
accurately often in Year 1 writing, such as colours, numbers, and
classroom objects. Teachers should use their own
judgment on familiar high frequency words, according
to words pupils write often in their lessons.
















































































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Primary Year 1 Scheme of Work

3. Differentiation strategies for Primary Year 1


Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the food
words you know, or What will happen next?) allow more proficient pupils to contribute more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give
different tasks to more proficient and less proficient groups of pupils according to their needs and
interests: see strategy 5 for more on this.

Strategy 2: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:
 their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
 with written words (e.g. written words on a worksheet to help pupils with spelling).

Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The main aim is that
every pupil says or writes something, so that they feel successful. Two useful strategies here are:
 compulsory plus optional
 remember and share.

i) Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write two sentences or more, or
In your group, say three colours or more. The minimum target (two sentences, three colours) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional,
and gives a chance for more proficient language pupils to challenge themselves. Some pupils
will stop at the minimum target at first, but with more practice, they will soon get the idea of going
beyond the minimum target.

ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they
learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In one
minute, I’ll cover them… Now, share with your group what you remember and then tell me).
Sometimes, less proficient pupils have good memories, and so this task also allows different
pupils to make successful contributions.

Strategy 4: Differentiate by the time pupils are given to complete a task
Some pupils need longer than others to complete tasks, especially when writing is involved. When it
is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who
complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in the picture in the textbook; Talk with your friend in English: You choose what to talk about).
Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture)
should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.


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Primary Year 1 Scheme of Work

Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what they
do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want
to do (e.g. the gestures they create for an action song or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening, or through movement).

Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes
pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet
write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for
example a group manager, writer or artist. Teachers should make sure to vary pairing and grouping
over time.

Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide
on a reading target for each child, and provide them with different tasks from those pupils who can
already read. If a few pupils are proficient readers, they could be given extra tasks. It should be
noted that the Schemes of Work for Primary Year 1 and Year 2 give recommendations for less
proficient readers to be given support during some reading lessons.

Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is limited. They often involve
very short responses. Open questions usually have more possible answers and longer responses.
Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or a cat?)
gives them a chance to produce accurate answers as they are usually easier to answer than open
questions. Asking open questions to more proficient pupils (e.g. What can Misty do now?) provides
extra challenge. As less proficient pupils grow in confidence and competence, teachers can ask them
more open questions. Sometimes there are also good reasons for asking more proficient pupils
easier questions, as this involves them in the lesson and helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For
example, if a pupil who is weak at writing has tried hard and produces work with a number of
misspellings, feedback can be given on what they did well, and only two or three misspellings of
common or important words highlighted. The pupil should respond to this feedback because the
suggested improvement is achievable for them. If a stronger pupil writes well and makes two
misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find
and correct them. The pupil should be able to respond to the extra challenge built in to this feedback.
The same principle applies to giving feedback on pupils’ spoken language.




















10
Primary Year 1 Scheme of Work

Pupils with pre- and low-level literacy skills
Some pupils are already literate when they begin Primary Year 1, whereas others may not yet be
literate or may be just learning to read. Within the Scheme of Work, reading and writing skills are
developed in different ways and pupils’ literacy skills will be developed through the activities and
lessons, both in the textbook-based lessons and the non-textbook-based lessons as the relevant
Content and Learning Standards are given adequate attention for pupils who are developing literacy
skills.

However, pre-literate pupils, or those with low-level literacy skills, will need extra support. It is
recommended that teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI)
Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where
indicated in the Scheme of Work. This information can be found in the Differentiation column within
the Scheme of Work below.

Please note the following Content and Learning Standards which develop these skills:


1 Content Standard Learning Standard
Listening 1.1 Listening 1.1.1
Recognise and reproduce target Recognise and reproduce with
language sounds support a limited range of high
frequency target language
phonemes



2 Content Standard Learning Standard
Reading 3.1 Reading 3.1.1
Recognise words in linear and non- Identify and recognise the shapes
linear texts by using knowledge of of the letters of the alphabet
sounds and letters
Reading 3.1.2
Recognise and sound out with
support beginning, medial and
final sounds in a word

Reading 3.1.3
Blend phonemes (CVC, CCVC)

Reading 3.1.4
Segment phonemes (CVC, CCVC)

















11
Primary Year 1 Scheme of Work

For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need
to be addressed from the beginning of Primary Year 1. They are not otherwise covered in the
Scheme of Work. Suggestions for this are also indicated in the Differentiation column, where
appropriate.

Note the following Content and Learning Standards which develop these skills:


1 Content Standard Learning Standard
Writing 4.1 Writing 4.1.1
Form letters and words in neat i) Demonstrate fine motor control
legible print using cursive writing of hands by using pen or pencil
correctly
ii) Demonstrate correct posture
and pen hold grip
iii) Develop hand-eye coordination
through drawing lines

Writing 4.1.2
i) Form upper and lower case
letters of regular size and shape
ii) Write letters and words in a
straight line from left to right with
regular spaces between words
and spaces
iii) Copy letters and familiar high
frequency words and phrases
correctly







































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Primary Year 1 Scheme of Work

4. Formative Assessment


Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as
language learners, and in communicating this information clearly to pupils through feedback.


As formative assessment involves clear communication with pupils, effective formative assessment is
therefore also informative. Formative assessment of listening or reading may involve talking with
pupils about different listening and reading strategies they can use. Some of this discussion may be
in L1, as the focus is on learning, not on language performance. Formative assessment of speaking,
may involve highlighting how well a pupil has communicated a message, as well as some explicit or
implicit correction of pronunciation, vocabulary or grammar. The picture is similar with formative
assessment of writing, with spelling and punctuation replacing pronunciation.


There are five common ways of collecting information in order to find out what pupils have done well,
and what they need to improve:

1. observing pupils in class
2. reading and marking their written work
3. asking pupils about their learning, e.g. what they find easy and difficult, what task types and
topics they enjoy
4. asking pupils to self- or peer assess their work
5. testing pupils.


Formative assessment also involves teachers reflecting on the learning in a lesson in order to plan
upcoming lessons effectively. This is of particular value when considering the non-textbook-based
lessons, where learning from the textbook can be reviewed and/or enriched.









































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Primary Year 1 Scheme of Work

5. Suggested Pre-Lesson tasks


Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills-
focussed lesson and require minimal materials and preparation. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach.

Each pre-lesson task takes about 5-10 minutes of class time.

Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.


PRE-LESSON TASK 1: WORK OUT THE WORDS

AIM: to prepare and give pupils confidence for a listening or reading text

MATERIAL: Board, exercise books and pens

Write anagrams of key topic vocabulary words on the board, e.g.

e l o y l w (for yellow)
r e n e g (for green)

Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
If pupils find this difficult provide the first letter of each word or provide a picture to help them with
meaning.
When finished, invite pupils to form larger groups to see if they have the same words.
Ask volunteers to say a word then spell it or come up to the board to write it.



PRE-LESSON TASK 2: GUESS THE ANSWER

AIM: to prepare and give pupils confidence for a listening or reading text

MATERIALS: Board

1. write questions on the board for a listening or reading text that the pupils will answer during the
lesson.
2. Provide two or three possible answers for each question for example, “What does Sara like doing?”
a. going swimming
b. watching TV
c. reading books (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils then listen to or read the text to check their predictions.















14
Primary Year 1 Scheme of Work

PRE-LESSON TASK 3: SEQUENCE THE INFORMATION

AIM: to prepare and give pupils confidence for a listening or reading text

MATERIALS: Board

1. Write a list of events in the listening or reading text in a random order or use pictures to illustrate
them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He
sees a mouse in the tent at night. His mother screams! The mouse runs away).
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.



PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: to revise topic vocabulary

MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards

1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card then
slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece of
paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the
board. Continue until the pupils have guessed all the words.



PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to prepare
them for the content of the lesson.
2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is blue”
etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct any
false sentences. You could change the action to suit the topic of the lesson or to review other
vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or
with the whole class.















15
Primary Year 1 Scheme of Work

PRE-LESSON TASK 6: FINGER-WRITING

AIM: to practise spelling of topic vocabulary

MATERIALS: Board

1. Choose some words the pupils will need for the lesson. These should be words the pupils already
know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head
down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word
off the board. If you want to review word-spelling, then you could use a picture.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes
the word on their back by using their finger.
6. Each pupil works out what word his/her partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.

NB: When pupils know this activity, they can choose their own words.



PRE-LESSON TASK 7: BEAT THE TEACHER

AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary

MATERIALS: Board

1. Choose a key topic word from the lesson.
2. Write lines to correspond to each letter on the board with a space in between as in the example
below _ _ _ _ _ _ (pencil).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one
part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to
remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the
teacher has won!

NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has
a good number of parts (e.g. 6 or 7).




















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Primary Year 1 Scheme of Work

PRE-LESSON TASK 8: PREDICT THE CONTENT

AIM: to help pupils with listening or reading comprehension

MATERIALS: Board and pictures

1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will have
in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time,
e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main listening or reading focus
for the lesson.



PRE-LESSON TASK 9: REMEMBER THE WORDS

AIM: to review topic vocabulary and prepare pupils for the lesson

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet

1. Choose about 7 or 8 topic words which pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.



































17
Primary Year 1 Scheme of Work

PRE-LESSON TASK 10: SAY WHAT’S MISSING

AIM: to review topic vocabulary and prepare pupils for the lesson

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.

1. Follow steps 1-5 in Pre-task 9, Remember the Words.
2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.



PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)

AIM: to practise distinguishing different sounds

MATERIALS: Board (or flashcards)

1. Choose some words that contain the sound(s) you are/have been working on and some other topic
words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme
you are focusing on, e.g. for /ɒ/:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more
difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils
check their answers.
5. Ask pupils to read all the words aloud.

NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different
from the others). Pictures could be used instead of words to check vocabulary production rather than
reading recognition.



PRE-LESSON TASK 12: PASS IT ON

AIM: to review vocabulary or language to prepare for a lesson

MATERIALS: Word or picture cards

1. Review with the whole class the word or picture cards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and
passes it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the
pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.

NB: You can use this activity to support vocabulary learning or reading. You could use short
sentences for more proficient groups of pupils.


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Primary Year 1 Scheme of Work

6. Suggested Post-Lesson tasks


Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson
section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-
focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think that
these would be more suitable for the pupils they teach.

Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.


POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: to provide practice in listening for detail

MATERIALS: Text

1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which
pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.



POST-LESSON TASK 2: MAKE CONNECTIONS

AIM: to review topic vocabulary and grammar

MATERIALS: Flashcards, pens and board

1. Before the lesson, choose or prepare between 3-6 flashcards which represent the content of a text
which pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and
elicit ideas from the pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals the link may be
The story is on a farm).

To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can
remember from the text, using the flashcards to help them. This could be sentences focusing on
content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise writing as well as speaking, pupils could come up to the board and write
information under the corresponding flashcard.











19
Primary Year 1 Scheme of Work

POST-LESSON TASK 3: GUESS THE WORD

AIM: to review topic vocabulary

MATERIALS: Cards with words or pictures, bag

1. Choose about 7 words related to the lesson.
2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting the pupils see what it is.
4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag.

A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.



POST-LESSON TASK 4: CORRECT THE ERROR

AIM: to review topic language, and to review spelling and punctuation

MATERIALS: Board, words or sentences with errors from pupils’ written work

1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task.
These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.




































20
Primary Year 1 Scheme of Work

POST-LESSON TASK 5: REMEMBER IT, SAY IT

AIM: to practise the pronunciation of key language from the lesson

MATERIALS: Listening or reading text, board

1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you
want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask
the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.

NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of
words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.



POST-LESSON TASK 6: WHISPER AND WRITE

AIM: to review topic language and spelling

MATERIAL: Board

1. Draw 4 columns on the board.
2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a
topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the word, or follows the
instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their
answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the front).

























21
Primary Year 1 Scheme of Work

POST-LESSON TASK 7: LISTEN AND POINT

AIM: to review topic vocabulary

MATERIALS: Flashcards of topic vocabulary

1. Briefly review the vocabulary on the flashcards.
2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.



POST-LESSON TASK 8: MAKE A WORD LADDER

AIM: to review topic vocabulary, to practise spelling

MATERIALS: Board

1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some
chalk or a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for
each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on
the ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a
fixed time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team
has a word which no other team has, they get an extra point. Alternatively, you can avoid giving
points for these kinds of game, but offer praise yourself and from the other students when teams
do well.



































22
Primary Year 1 Scheme of Work

POST-LESSON TASK 9: READ YOUR FRIEND’S MIND

AIM: to review topic vocabulary, to practise listening, speaking and reading

MATERIALS: Board

1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is
a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of
the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils can
work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of
each target language item suggested.
8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil score 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous
pupil.

If this scoring system is too complex for younger children or those less proficient in numeracy, you can
tell pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct
word.



POST-LESSON TASK 10: TEST YOUR MEMORY

AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)

MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another
source

1. Make sure that each pupil can see the textbook picture or your own picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are true or false, and correct false statements.
6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more
time to look at the picture if they need to do this in order to make their statements.




















23
Primary Year 1 Scheme of Work

POST-LESSON TASK 11: WHAT ABOUT ME?

AIM: to review topic content or vocabulary and encourage pupils to make links between English
learning and their own lives

MATERIALS: Board and/or pictures, exercise books

1. Choose some key words or language from the lesson. Write the words on the board and ask pupils
to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and
circle one of the pictures/words. This should be something you can connect to your personal life
(e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what
the connection is.



POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: to reflect on and share learning

MATERIALS: Exercise book for more literate pupils, or none

1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.
Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit
an answer and write it on the board. Then give another example; then elicit another example. You
could include examples of other language structures too, depending on your lesson focus and
level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can
write in their notebooks or it can be done as a speaking activity. This would also be a little quicker.
Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or
reviewed by asking pupils to remember words with a particular sound. This could be from the
lesson or could be from the whole year so far.

























24
Primary Year 1 Scheme of Work

7. Scheme of Work (Lessons 1 – 160)









































25
Primary Year 1 Scheme of Work

7. Scheme of Work (Lessons 1 – 160)









































25
Primary Year 1 Scheme of Work

LESSON: 1 (Speaking 1)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends
TOPIC: Friends
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Hi. What’s your name?
I’m (name)

Bye

He’s, She’s (name)




























26
Primary Year 1 Scheme of Work

LESSON: 1 (Speaking 1)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends
TOPIC: Friends
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Hi. What’s your name?
I’m (name)

Bye

He’s, She’s (name)




























26
Primary Year 1 Scheme of Work

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

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

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).

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.


27
Primary Year 1 Scheme of Work

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

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

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).

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.


27
Primary Year 1 Scheme of Work

LESSON: 2 (Listening 1)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Self, Family and Friends
WEEK: _______________ TOPIC: Friends





LANGUAGE/GRAMMAR FOCUS:

Point to something (green) …



Colours: blue, green, yellow, red, white































28
Primary Year 1 Scheme of Work

LESSON: 2 (Listening 1)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Self, Family and Friends
WEEK: _______________ TOPIC: Friends





LANGUAGE/GRAMMAR FOCUS:

Point to something (green) …



Colours: blue, green, yellow, red, white































28
Primary Year 1 Scheme of Work

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

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

iii) copy letters and familiar high Post lesson
frequency words and phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g.
*all pupils Point 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
own judgement on this, as
appropriate to the needs of your
pupils.



29
Primary Year 1 Scheme of Work

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

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

iii) copy letters and familiar high Post lesson
frequency words and phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g.
*all pupils Point 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
own judgement on this, as
appropriate to the needs of your
pupils.



29
Primary Year 1 Scheme of Work

LESSON: 3 (Reading 1)


MAIN SKILL(S) FOCUS: Reading


THEME: World of Self, Family and Friends
WEEK: _______________ TOPIC: Friends





LANGUAGE/GRAMMAR FOCUS:



Colour words

































30
Primary Year 1 Scheme of Work

LESSON: 3 (Reading 1)


MAIN SKILL(S) FOCUS: Reading


THEME: World of Self, Family and Friends
WEEK: _______________ TOPIC: Friends





LANGUAGE/GRAMMAR FOCUS:



Colour words

































30
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE 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 circle.
texts by using in the alphabet Ask the pupils their names and practise Colour word cards, If appropriate, select
knowledge of sounds of any other spoken language they may divided into sounds, suitable activities for your
letters know at this point (e.g. How are you? e.g. pupils from LINUS
How old are you?). Card 1 – gr Module 1 to be added in

2. Show each letter/letter card and ask Card 2 – ee to this lesson, to work
pupils which letter is it. Elicit the sound Card 3 – n towards Content
COMPLEMENTARY COMPLEMENTARY of the letter, too, as appropriate. Put the Standard:
SKILL SKILL letters in the middle of the circle. One set of three or four
colours for each pair or Writing 4.1
Reading Reading 3. Show pupils the colour flashcards group = one set for Form letters and words in
3.1 3.1.2 and ask them to tell you the colour in modelling neat legible print using
Recognise words in Recognise and sound out English. What colour is this? cursive writing.
linear and non-linear with support beginning, Alphabet song: e.g.
texts by using medial and final sounds 4. Next ask them which sound the https://www.youtube.co
knowledge of sounds of in a word colour starts with e.g. green starts with m/watch?v=A7InEgfPG
letters g-. Nominate pupils to take the letter xc
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.

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.


31
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE 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 circle.
texts by using in the alphabet Ask the pupils their names and practise Colour word cards, If appropriate, select
knowledge of sounds of any other spoken language they may divided into sounds, suitable activities for your
letters know at this point (e.g. How are you? e.g. pupils from LINUS
How old are you?). Card 1 – gr Module 1 to be added in

2. Show each letter/letter card and ask Card 2 – ee to this lesson, to work
pupils which letter is it. Elicit the sound Card 3 – n towards Content
COMPLEMENTARY COMPLEMENTARY of the letter, too, as appropriate. Put the Standard:
SKILL SKILL letters in the middle of the circle. One set of three or four
colours for each pair or Writing 4.1
Reading Reading 3. Show pupils the colour flashcards group = one set for Form letters and words in
3.1 3.1.2 and ask them to tell you the colour in modelling neat legible print using
Recognise words in Recognise and sound out English. What colour is this? cursive writing.
linear and non-linear with support beginning, Alphabet song: e.g.
texts by using medial and final sounds 4. Next ask them which sound the https://www.youtube.co
knowledge of sounds of in a word colour starts with e.g. green starts with m/watch?v=A7InEgfPG
letters g-. Nominate pupils to take the letter xc
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.

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.


31
Primary Year 1 Scheme of Work

LESSON: 4 (Writing 1)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
WEEK: _______________ TOPIC: Friends








LANGUAGE/GRAMMAR FOCUS:




Alphabet, pupils’ names

































32
Primary Year 1 Scheme of Work

LESSON: 4 (Writing 1)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
WEEK: _______________ TOPIC: Friends








LANGUAGE/GRAMMAR FOCUS:




Alphabet, pupils’ names

































32
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to your suitable.
Writing Writing lesson content
4.1 4.1.2 Lesson delivery Use other strategies if
Form letters and words i) Form upper and lower 1. Play or sing the alphabet song as in Card for name cards for appropriate.
in neat legible print case letters of regular previous lesson. each pupil. If possible,
using cursive writing size and shape** like a worksheet, with
2. Ask pupils What’s your name? the sentence stem: I’m
**preliterate pupils only _____.
3. Have pupils ask each other what
ii) write letters and words their names are.

in a straight line from left
to right with regular 4. Ask pupils how to spell their name:
spaces between words What’s your name? How do you spell
that? (this may be a new question for
and spaces*
pupils, but they only need to
understand it. Make the meaning clear
by miming writing and eliciting the letter
*all pupils
names)
iii) copy letters and 5. Give each pupil a piece of card. Ask
familiar high frequency
words and phrases them to write their name on the card to
correctly* complete the sentence.

*all pupils 6. When pupils have completed their
task collect the name cards, mix them
up and give them back to different
pupils.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 7. Pupils read the name on the cards
and try to find the pupil whose card it is.
Reading Reading At this point, they can say simply
3.1 3.1.1 A: Alia?
Recognise words in Identify and recognise B: Yes / No

linear and non-linear the shapes of the letters
texts by using in the alphabet 8. Make sure pupils all have their own
knowledge of sounds of name cards. Tell them to keep them in
their books so that they can put them
letters
on their desks for English classes.

Post lesson
Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)

33
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to your suitable.
Writing Writing lesson content
4.1 4.1.2 Lesson delivery Use other strategies if
Form letters and words i) Form upper and lower 1. Play or sing the alphabet song as in Card for name cards for appropriate.
in neat legible print case letters of regular previous lesson. each pupil. If possible,
using cursive writing size and shape** like a worksheet, with
2. Ask pupils What’s your name? the sentence stem: I’m
**preliterate pupils only _____.
3. Have pupils ask each other what
ii) write letters and words their names are.

in a straight line from left
to right with regular 4. Ask pupils how to spell their name:
spaces between words What’s your name? How do you spell
that? (this may be a new question for
and spaces*
pupils, but they only need to
understand it. Make the meaning clear
by miming writing and eliciting the letter
*all pupils
names)
iii) copy letters and 5. Give each pupil a piece of card. Ask
familiar high frequency
words and phrases them to write their name on the card to
correctly* complete the sentence.

*all pupils 6. When pupils have completed their
task collect the name cards, mix them
up and give them back to different
pupils.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 7. Pupils read the name on the cards
and try to find the pupil whose card it is.
Reading Reading At this point, they can say simply
3.1 3.1.1 A: Alia?
Recognise words in Identify and recognise B: Yes / No

linear and non-linear the shapes of the letters
texts by using in the alphabet 8. Make sure pupils all have their own
knowledge of sounds of name cards. Tell them to keep them in
their books so that they can put them
letters
on their desks for English classes.

Post lesson
Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)

33
Primary Year 1 Scheme of Work

LESSON: 5 (Language Arts 1)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
WEEK: _______________ 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

































34
Primary Year 1 Scheme of Work

LESSON: 5 (Language Arts 1)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
WEEK: _______________ 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

































34
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE 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.
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility
songs verbal responses to: confidence and enjoyment, you can is the rainbow song.
help them to develop entrepreneurial
i) simple chants and raps skills by encouraging them to create See
ii) simple rhymes their own gestures.
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
COMPLEMENTARY COMPLEMENTARY J/sing_a_rainbow
SKILL SKILL
for the tune and words.
Language Arts Language Arts
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm
and intonation

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


















35
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE 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.
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility
songs verbal responses to: confidence and enjoyment, you can is the rainbow song.
help them to develop entrepreneurial
i) simple chants and raps skills by encouraging them to create See
ii) simple rhymes their own gestures.
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
COMPLEMENTARY COMPLEMENTARY J/sing_a_rainbow
SKILL SKILL
for the tune and words.
Language Arts Language Arts
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm
and intonation

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


















35
Primary Year 1 Scheme of Work