Year 1 SOW 2020

Draw and write examples of what you know

1. 2.









I’m six_________________________________________________ _______________________________________________________


_______________________________________________________ _______________________________________________________





3. 4.





_______________________________________________________ _______________________________________________________


_______________________________________________________ _______________________________________________________
_____________________






61
Primary Year 1 Scheme of Work

Draw and write examples of what you know

1. 2.









I’m six_________________________________________________ _______________________________________________________


_______________________________________________________ _______________________________________________________





3. 4.





_______________________________________________________ _______________________________________________________


_______________________________________________________ _______________________________________________________
_____________________






61
Primary Year 1 Scheme of Work

LESSON: 18 (Listening 4)


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








LANGUAGE/GRAMMAR FOCUS:



Classroom objects





























62
Primary Year 1 Scheme of Work

LESSON: 18 (Listening 4)


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








LANGUAGE/GRAMMAR FOCUS:



Classroom objects





























62
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 Superminds 1 p.10 Language Strategies 2 and 3 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.1 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets





























63
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 Superminds 1 p.10 Language Strategies 2 and 3 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.1 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets





























63
Primary Year 1 Scheme of Work

LESSON: 19 (Speaking 4)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends

TOPIC: At School
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:






What’s this?
It’s a (ruler)
Is it a (ruler)?



Yes, it is/No, it isn’t.


























64
Primary Year 1 Scheme of Work

LESSON: 19 (Speaking 4)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends

TOPIC: At School
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:






What’s this?
It’s a (ruler)
Is it a (ruler)?



Yes, it is/No, it isn’t.


























64
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 Superminds 1 p.11 Language Strategies 2, 4 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
1.2 1.2.2
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences





























65
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 Superminds 1 p.11 Language Strategies 2, 4 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
1.2 1.2.2
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences





























65
Primary Year 1 Scheme of Work

LESSON: 20 (Language Arts 4)


MAIN SKILL(S) FOCUS: Language Arts


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





LANGUAGE/GRAMMAR FOCUS:

Classroom objects



It’s a… (pencil)





























66
Primary Year 1 Scheme of Work

LESSON: 20 (Language Arts 4)


MAIN SKILL(S) FOCUS: Language Arts


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





LANGUAGE/GRAMMAR FOCUS:

Classroom objects



It’s a… (pencil)





























66
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 https://d3ddkgxe55ca6c Creativity and Strategies 2, 4 and 7 may
.cloudfront.net/assets/a Innovation be suitable
Language Arts Language Arts 1. Revision: Pupils do the school /44/f4/109155_100smar
5.2 5.2.1 objects chant from p.10. ty1_sip-45-26007.pdf Use other strategies if
Express personal Name people, things or appropriate.
responses to literary places of interest in Lesson delivery shows you how to
texts illustrations make a zigzag book .
accompanying texts 2. Show pupils how to make a zigzag
book.

3. Pupils make the book, following
COMPLEMENTARY COMPLEMENTARY your instructions.
SKILL SKILL
4. Pupils draw and label 5 classroom
Language Arts Language Arts objects.
5.3 5.3.1
Express an imaginative Respond imaginatively 5. Pupils share their books and name
response to literary and intelligibly through the objects in their friends’ books.
texts creating simple art and
craft products Post lesson

Other imaginative 6. Your choice, as appropriate to your
responses as lesson.
appropriate.























67
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 https://d3ddkgxe55ca6c Creativity and Strategies 2, 4 and 7 may
.cloudfront.net/assets/a Innovation be suitable
Language Arts Language Arts 1. Revision: Pupils do the school /44/f4/109155_100smar
5.2 5.2.1 objects chant from p.10. ty1_sip-45-26007.pdf Use other strategies if
Express personal Name people, things or appropriate.
responses to literary places of interest in Lesson delivery shows you how to
texts illustrations make a zigzag book .
accompanying texts 2. Show pupils how to make a zigzag
book.

3. Pupils make the book, following
COMPLEMENTARY COMPLEMENTARY your instructions.
SKILL SKILL
4. Pupils draw and label 5 classroom
Language Arts Language Arts objects.
5.3 5.3.1
Express an imaginative Respond imaginatively 5. Pupils share their books and name
response to literary and intelligibly through the objects in their friends’ books.
texts creating simple art and
craft products Post lesson

Other imaginative 6. Your choice, as appropriate to your
responses as lesson.
appropriate.























67
Primary Year 1 Scheme of Work

LESSON: 21 (Listening 5)


MAIN SKILL(S) FOCUS: Listening


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





LANGUAGE/GRAMMAR FOCUS:

Imperative: draw

colours and classroom objects

Recycled language from lessons 16 - 20:





























68
Primary Year 1 Scheme of Work

LESSON: 21 (Listening 5)


MAIN SKILL(S) FOCUS: Listening


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





LANGUAGE/GRAMMAR FOCUS:

Imperative: draw

colours and classroom objects

Recycled language from lessons 16 - 20:





























68
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 Language Strategies 1 and 3 may
1. Pre-lesson task 6: Finger writing be suitable.
Listening Listening
1.3 1.3.1 Lesson Delivery Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge 2. Tell pupils that you‘ll ask them to
variety of contexts of a topic draw some classroom objects.
Elicit their predictions of target
language.

COMPLEMENTARY COMPLEMENTARY 3. Give a picture dictation of 3 or 4
SKILL SKILL objects, pausing in between each
object. Include classroom objects,
Listening Listening colours and numbers (e.g. Draw a
1.2 1.2.4 red pencil case… Now draw 2 blue
Understand meaning in Understand short basic rulers).
a variety of familiar supported classroom
contexts instructions 4. Pupils compare and name objects.

5. In pairs pupils take turns to do a
picture dictation of 3 objects with
each other.

Post lesson

6. Post-task 8: Make a word ladder






















69
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 Language Strategies 1 and 3 may
1. Pre-lesson task 6: Finger writing be suitable.
Listening Listening
1.3 1.3.1 Lesson Delivery Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge 2. Tell pupils that you‘ll ask them to
variety of contexts of a topic draw some classroom objects.
Elicit their predictions of target
language.

COMPLEMENTARY COMPLEMENTARY 3. Give a picture dictation of 3 or 4
SKILL SKILL objects, pausing in between each
object. Include classroom objects,
Listening Listening colours and numbers (e.g. Draw a
1.2 1.2.4 red pencil case… Now draw 2 blue
Understand meaning in Understand short basic rulers).
a variety of familiar supported classroom
contexts instructions 4. Pupils compare and name objects.

5. In pairs pupils take turns to do a
picture dictation of 3 objects with
each other.

Post lesson

6. Post-task 8: Make a word ladder






















69
Primary Year 1 Scheme of Work

LESSON: 22 (Speaking 5)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends


TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:
WEEK: _______________ How are you?


I’m fine, thanks
Good

Recycled language from lessons 16 – 20
numbers 1 - 10, Bye!



How old are you?





















70
Primary Year 1 Scheme of Work

LESSON: 22 (Speaking 5)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends


TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:
WEEK: _______________ How are you?


I’m fine, thanks
Good

Recycled language from lessons 16 – 20
numbers 1 - 10, Bye!



How old are you?





















70
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 Cards with written Language Strategies 2 and 7 may
1. Introduce and teach How are you? numbers. Before the be suitable.
Speaking Speaking I’m fine thanks, Good. lesson, prepare a set of
2.1 2.1.4 telephone number Use other strategies if
Communicate simple Greet, say goodbye, and Lesson delivery cards, one card for appropriate.
information intelligibly express thanks using each pupil in your class
suitable fixed phrases 2. Give 1 card to each pupil in the and one for you. Write
class and explain that the black a number in black and
number is theirs, and that the red a different number in
one is the number of a classmate. red on each card.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Say the red number on your card. Make sure that every
The pupil whose number it is black number occurs as
Listening Listening answers. a red number on
1.2 1.2.2 another card.
Understand meaning in Understand with support 4. The conversation should be similar
a variety of familiar specific information and to this:
contexts details of very simple Pupil: Hi, X here Toy or pretend phones
phrases and sentences Teacher: Hi X, (your name) here if you have them:
Pupil: How are you? Pupils can use their
fingers as phones if
Teacher: I’m fine, thanks. How are not.
you, X?
Pupil: I’m fine thanks
Teacher: OK, bye, X!
Pupil; Bye!

5. Divide pupils into pairs.

6. Tell them to ask and answer
What’s your number?

7. They ask and tell each other their
numbers, and phone each other,
as in the example in step 4.

8. Change pairs and repeat.

Post lesson

9. Post-lesson task 6: Whisper and
write (Use a sequence of about 5
numbers for this).
W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

71
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 Cards with written Language Strategies 2 and 7 may
1. Introduce and teach How are you? numbers. Before the be suitable.
Speaking Speaking I’m fine thanks, Good. lesson, prepare a set of
2.1 2.1.4 telephone number Use other strategies if
Communicate simple Greet, say goodbye, and Lesson delivery cards, one card for appropriate.
information intelligibly express thanks using each pupil in your class
suitable fixed phrases 2. Give 1 card to each pupil in the and one for you. Write
class and explain that the black a number in black and
number is theirs, and that the red a different number in
one is the number of a classmate. red on each card.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Say the red number on your card. Make sure that every
The pupil whose number it is black number occurs as
Listening Listening answers. a red number on
1.2 1.2.2 another card.
Understand meaning in Understand with support 4. The conversation should be similar
a variety of familiar specific information and to this:
contexts details of very simple Pupil: Hi, X here Toy or pretend phones
phrases and sentences Teacher: Hi X, (your name) here if you have them:
Pupil: How are you? Pupils can use their
fingers as phones if
Teacher: I’m fine, thanks. How are not.
you, X?
Pupil: I’m fine thanks
Teacher: OK, bye, X!
Pupil; Bye!

5. Divide pupils into pairs.

6. Tell them to ask and answer
What’s your number?

7. They ask and tell each other their
numbers, and phone each other,
as in the example in step 4.

8. Change pairs and repeat.

Post lesson

9. Post-lesson task 6: Whisper and
write (Use a sequence of about 5
numbers for this).
W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

71
Primary Year 1 Scheme of Work

LESSON: 23 (Reading 5)


MAIN SKILL(S) FOCUS: Reading


THEME: World of Self, Family and Friends


TOPIC: At School


LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 16 – 20
Classroom objects



































72
Primary Year 1 Scheme of Work

LESSON: 23 (Reading 5)


MAIN SKILL(S) FOCUS: Reading


THEME: World of Self, Family and Friends


TOPIC: At School


LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 16 – 20
Classroom objects



































72
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 Word cards for the ICT Strategies 2 and/or 4
Task 10 using classroom objects classroom objects used may be suitable.
Reading Reading in pre-lesson (one for
3.1 3.1.3 Lesson delivery each pupil. There can Use other strategies
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a large circle. be multiple cards of the depending on your
linear and non-linear CCVC) Arrange the objects from the pre-lesson same object). pupils.
texts by using task on a table or on the floor in the
knowledge of sounds of middle of the circle. Give each pupil a Create a very simple, If appropriate, select
letters word card. Ask them to try to read it completed wordsearch suitable activities for your
silently. to use as a model OR pupils from LINUS

2. Sound out the words (e.g. p-e-n-s-l, have a wordsearch you Module 1 to be added in
b-u-k) on the word cards. As pupils can do with the class to this lesson, to work
COMPLEMENTARY COMPLEMENTARY hear their word, they should put the together. towards Content
SKILL SKILL card by the object in the circle. Standard:
One possibility for an
Writing Writing 3. Feedback by showing the word card online wordsearch Writing 4.1
4.3 4.3.2 for each item and ask pupils to read maker is Form letters and words in
Communicate with Spell familiar high and sound out the words together. https://worksheets.thete neat legible print using
appropriate language frequency words acherscorner.net/make- cursive writing
form and style for a accurately 4. If pupils need more practice in this your-own/word-search/
range of purposes in area, you could play a game where and/or
print and digital media they sound out the word on the card If you have internet
and pass it to their neighbour, who access, make sure that to focus on phonemes
sounds it out and passes it to theirs, you choose a from Line b of the
and so on around the circle. wordsearch maker Phonics Table (see

5. Pupils sit back in their places. Show which produces words Syllabus)
pupils your completed wordsearch only across or down:
example and elicit what it is (if you think you can choose this
pupils are familiar with wordsearches). option on the better
If not, work through an example wordsearch makers.
wordsearch with the whole class.

6. Pupils now create their own
wordsearches on the computer in pairs.
They use words from the unit so far.
Allow pupils to check the spelling of the
words in the textbook.

7. Pairs print and exchange
wordsearches to complete each other’s.

Post lesson
Post lesson Task 12

73
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 Word cards for the ICT Strategies 2 and/or 4
Task 10 using classroom objects classroom objects used may be suitable.
Reading Reading in pre-lesson (one for
3.1 3.1.3 Lesson delivery each pupil. There can Use other strategies
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a large circle. be multiple cards of the depending on your
linear and non-linear CCVC) Arrange the objects from the pre-lesson same object). pupils.
texts by using task on a table or on the floor in the
knowledge of sounds of middle of the circle. Give each pupil a Create a very simple, If appropriate, select
letters word card. Ask them to try to read it completed wordsearch suitable activities for your
silently. to use as a model OR pupils from LINUS

2. Sound out the words (e.g. p-e-n-s-l, have a wordsearch you Module 1 to be added in
b-u-k) on the word cards. As pupils can do with the class to this lesson, to work
COMPLEMENTARY COMPLEMENTARY hear their word, they should put the together. towards Content
SKILL SKILL card by the object in the circle. Standard:
One possibility for an
Writing Writing 3. Feedback by showing the word card online wordsearch Writing 4.1
4.3 4.3.2 for each item and ask pupils to read maker is Form letters and words in
Communicate with Spell familiar high and sound out the words together. https://worksheets.thete neat legible print using
appropriate language frequency words acherscorner.net/make- cursive writing
form and style for a accurately 4. If pupils need more practice in this your-own/word-search/
range of purposes in area, you could play a game where and/or
print and digital media they sound out the word on the card If you have internet
and pass it to their neighbour, who access, make sure that to focus on phonemes
sounds it out and passes it to theirs, you choose a from Line b of the
and so on around the circle. wordsearch maker Phonics Table (see

5. Pupils sit back in their places. Show which produces words Syllabus)
pupils your completed wordsearch only across or down:
example and elicit what it is (if you think you can choose this
pupils are familiar with wordsearches). option on the better
If not, work through an example wordsearch makers.
wordsearch with the whole class.

6. Pupils now create their own
wordsearches on the computer in pairs.
They use words from the unit so far.
Allow pupils to check the spelling of the
words in the textbook.

7. Pairs print and exchange
wordsearches to complete each other’s.

Post lesson
Post lesson Task 12

73
Primary Year 1 Scheme of Work

LESSON: 24 (Writing 5)


MAIN SKILL(S) FOCUS: Writing


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





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 16 - 20



It’s a …, colours, classroom objects





























74
Primary Year 1 Scheme of Work

LESSON: 24 (Writing 5)


MAIN SKILL(S) FOCUS: Writing


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





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 16 - 20



It’s a …, colours, classroom objects





























74
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 or letter Values (saying thank Your choice, as
Task 4 (try to use the dialogue pattern cards. you) appropriate to your
Writing Writing here) lesson.
4.2 4.2.2 One worksheet per
Communicate basic Greet, say goodbye, and Lesson delivery pupil (see below for If appropriate, select
information intelligibly express thanks using 1. In small groups or pairs, pupils play a suggested design) suitable activities for your
for a range of purposes suitable fixed phrases jumbled letters game, where they have pupils from LINUS
in print and digital to spell words correctly using the letters Module 1 to be added in
media given. Use plastic letters or letter cards to this lesson, to work
to spell words from the unit. towards Content
Standard:
2. Have pupils copy the words into their
COMPLEMENTARY COMPLEMENTARY exercise books if you feel they need Writing 4.1
SKILL SKILL further support in this area. Form letters and words in
neat legible print using
Writing Writing 3. Model the dialogue (as on the cursive writing
4.2 4.2.4 worksheet) using flashcards or realia
Communicate basic Name or describe objects held behind your back. Note that when and/or
information intelligibly using suitable words from guessed, you give the object to the
for a range of purposes word sets pupil, saying Here you are and the pupil to focus on phonemes
in print and digital should respond with Thank you. from Line b of the
media Phonics Table (see
4. Have pupils play the guessing game Syllabus)
in pairs using real objects.

5. Write a model dialogue on the board
that follows the same pattern as the
worksheet. Nominate a boy and a girl to
read the dialogue, eliciting the missing
words and writing them in the gaps.

6. Give pupils a worksheet and ask
them to write in the missing words.
They could work in pairs to do this,
perhaps a boy + a girl.

7. When they have finished, pupils
practise the dialogue.

Post lesson
Task 5



75
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 or letter Values (saying thank Your choice, as
Task 4 (try to use the dialogue pattern cards. you) appropriate to your
Writing Writing here) lesson.
4.2 4.2.2 One worksheet per
Communicate basic Greet, say goodbye, and Lesson delivery pupil (see below for If appropriate, select
information intelligibly express thanks using 1. In small groups or pairs, pupils play a suggested design) suitable activities for your
for a range of purposes suitable fixed phrases jumbled letters game, where they have pupils from LINUS
in print and digital to spell words correctly using the letters Module 1 to be added in
media given. Use plastic letters or letter cards to this lesson, to work
to spell words from the unit. towards Content
Standard:
2. Have pupils copy the words into their
COMPLEMENTARY COMPLEMENTARY exercise books if you feel they need Writing 4.1
SKILL SKILL further support in this area. Form letters and words in
neat legible print using
Writing Writing 3. Model the dialogue (as on the cursive writing
4.2 4.2.4 worksheet) using flashcards or realia
Communicate basic Name or describe objects held behind your back. Note that when and/or
information intelligibly using suitable words from guessed, you give the object to the
for a range of purposes word sets pupil, saying Here you are and the pupil to focus on phonemes
in print and digital should respond with Thank you. from Line b of the
media Phonics Table (see
4. Have pupils play the guessing game Syllabus)
in pairs using real objects.

5. Write a model dialogue on the board
that follows the same pattern as the
worksheet. Nominate a boy and a girl to
read the dialogue, eliciting the missing
words and writing them in the gaps.

6. Give pupils a worksheet and ask
them to write in the missing words.
They could work in pairs to do this,
perhaps a boy + a girl.

7. When they have finished, pupils
practise the dialogue.

Post lesson
Task 5



75
Primary Year 1 Scheme of Work

Suggested worksheet design for Lesson 24


I’m ________________________.



[picture of a ruler]




[picture of a girl] [picture of a boy]





What’s this?

Is it a book?

___, it isn’t.

Is it a _____?

Yes, it is. Here you are!

_______ you.











76
Primary Year 1 Scheme of Work

Suggested worksheet design for Lesson 24


I’m ________________________.



[picture of a ruler]




[picture of a girl] [picture of a boy]





What’s this?

Is it a book?

___, it isn’t.

Is it a _____?

Yes, it is. Here you are!

_______ you.











76
Primary Year 1 Scheme of Work

LESSON: 25 (Language Arts 5)


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








LANGUAGE/GRAMMAR FOCUS:




It’s a (colour) (object).
























77
Primary Year 1 Scheme of Work

LESSON: 25 (Language Arts 5)


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








LANGUAGE/GRAMMAR FOCUS:




It’s a (colour) (object).
























77
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 Your choice of Language Use appropriate
allows pupils to listen and respond to materials and strategies according to
Language Arts Language Arts short texts. These could be resources. your lesson and class.
5.2 5.2.1 descriptions of classroom objects that
Express personal Name people, things or pupils need to identify. Realia (real things) are .
responses to literary places of interest in recommended.
texts illustrations You could, for example, collect various
accompanying texts classroom items and other realia (real Short texts (e.g. for you
things) to review vocabulary so far. Put to say to describe
these on a tray. Describe an item and classroom items.)
pupils should tell you what it is. You
COMPLEMENTARY COMPLEMENTARY could also write the sentences on the
SKILL SKILL board if you would like to support
reading skills development too.
Speaking Speaking
2.1 2.1.5 You could then play ‘Kim’s Game’,
Communicate simple Name or describe objects where pupils look at the items on the
information intelligibly using suitable words from tray for 30 seconds. Then close their
word sets eyes as you take something away. The
pupils should tell you what you took
away. Pupils can then play a similar
game in small groups.


























78
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 Your choice of Language Use appropriate
allows pupils to listen and respond to materials and strategies according to
Language Arts Language Arts short texts. These could be resources. your lesson and class.
5.2 5.2.1 descriptions of classroom objects that
Express personal Name people, things or pupils need to identify. Realia (real things) are .
responses to literary places of interest in recommended.
texts illustrations You could, for example, collect various
accompanying texts classroom items and other realia (real Short texts (e.g. for you
things) to review vocabulary so far. Put to say to describe
these on a tray. Describe an item and classroom items.)
pupils should tell you what it is. You
COMPLEMENTARY COMPLEMENTARY could also write the sentences on the
SKILL SKILL board if you would like to support
reading skills development too.
Speaking Speaking
2.1 2.1.5 You could then play ‘Kim’s Game’,
Communicate simple Name or describe objects where pupils look at the items on the
information intelligibly using suitable words from tray for 30 seconds. Then close their
word sets eyes as you take something away. The
pupils should tell you what you took
away. Pupils can then play a similar
game in small groups.


























78
Primary Year 1 Scheme of Work

LESSON: 26 (Speaking 6)


MAIN SKILL(S) FOCUS: Speaking


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





LANGUAGE/GRAMMAR FOCUS:

It isn’t my (pen)



Look at (the desk)





























79
Primary Year 1 Scheme of Work

LESSON: 26 (Speaking 6)


MAIN SKILL(S) FOCUS: Speaking


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





LANGUAGE/GRAMMAR FOCUS:

It isn’t my (pen)



Look at (the desk)





























79
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 Superminds 1 p.12 Language Strategies 2 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts































80
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 Superminds 1 p.12 Language Strategies 2 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts































80
Primary Year 1 Scheme of Work

LESSON: 27 (Writing 6)


MAIN SKILL(S) FOCUS: Writing

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






LANGUAGE/GRAMMAR FOCUS:


e.g. Sit at your desk, please, Open your bag, please

Imperatives + please































81
Primary Year 1 Scheme of Work

LESSON: 27 (Writing 6)


MAIN SKILL(S) FOCUS: Writing

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






LANGUAGE/GRAMMAR FOCUS:


e.g. Sit at your desk, please, Open your bag, please

Imperatives + please































81
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 Superminds 1 p.13 Language Strategies 2 and 6 may
be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.4 Use other strategies if
Communicate basic Name or describe objects appropriate.
information intelligibly using suitable words from Lesson delivery
for a range of purposes word sets
in print and digital See Teacher’s Book.
media
In the listening task (task 1), pupils can
write the words on pieces of paper If
they do not have stickers.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Listening Listening See Teacher’s Book.
1.2 1.2.4
Understand meaning in Understand short basic
a variety of familiar supported classroom
contexts instructions




























82
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 Superminds 1 p.13 Language Strategies 2 and 6 may
be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.4 Use other strategies if
Communicate basic Name or describe objects appropriate.
information intelligibly using suitable words from Lesson delivery
for a range of purposes word sets
in print and digital See Teacher’s Book.
media
In the listening task (task 1), pupils can
write the words on pieces of paper If
they do not have stickers.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Listening Listening See Teacher’s Book.
1.2 1.2.4
Understand meaning in Understand short basic
a variety of familiar supported classroom
contexts instructions




























82
Primary Year 1 Scheme of Work

LESSON: 28 (Listening 6)


MAIN SKILL(S) FOCUS: Listening


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





LANGUAGE/GRAMMAR FOCUS:

Here’s (your pencil case)

Thank you

I’m sorry





























83
Primary Year 1 Scheme of Work

LESSON: 28 (Listening 6)


MAIN SKILL(S) FOCUS: Listening


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





LANGUAGE/GRAMMAR FOCUS:

Here’s (your pencil case)

Thank you

I’m sorry





























83
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 Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.3 Use other strategies if
Understand meaning in Understand with a high appropriate.
a variety of familiar degree of support very
contexts short simple narratives Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Reading Reading See Teacher’s Book.
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies




























84
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 Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.3 Use other strategies if
Understand meaning in Understand with a high appropriate.
a variety of familiar degree of support very
contexts short simple narratives Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Reading Reading See Teacher’s Book.
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies




























84
Primary Year 1 Scheme of Work

LESSON: 29 (Reading 6)


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








LANGUAGE/GRAMMAR FOCUS:




The letter sound /æ/

































85
Primary Year 1 Scheme of Work

LESSON: 29 (Reading 6)


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








LANGUAGE/GRAMMAR FOCUS:




The letter sound /æ/

































85
Primary Year 1 Scheme of Work