Year 1 SOW 2020

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.15 Creativity and Strategies 2 and 7 may
Innovation be suitable.
Reading Reading See Teacher’s Book.
3.1 3.1.2 Use other strategies if
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word
letters See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL
See Teacher’s Book.
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes

























86
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.15 Creativity and Strategies 2 and 7 may
Innovation be suitable.
Reading Reading See Teacher’s Book.
3.1 3.1.2 Use other strategies if
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word
letters See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL
See Teacher’s Book.
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes

























86
Primary Year 1 Scheme of Work

LESSON: 30 (Language Arts 6)


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








LANGUAGE/GRAMMAR FOCUS:





Phonics: /æ/ sound and related vocabulary
































87
Primary Year 1 Scheme of Work

LESSON: 30 (Language Arts 6)


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








LANGUAGE/GRAMMAR FOCUS:





Phonics: /æ/ sound and related vocabulary
































87
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 Song: Creativity and Your choice, as
Play a game where the teacher says If you’re happy, happy, Innovation appropriate to your
Language Arts Language Arts two words (from the textbook), one with happy, say a, a. lesson and pupils.
5.1 5.1.2 /æ/ sound, one with a different sound. If you’re happy, happy,
Enjoy and appreciate Say the words in simple Pupils stand up when they hear the happy, say a, a. Possibly strategies 2 and
rhymes, poems and texts, and sing simple word with /æ/ and sit down when the If you’re happy, happy, 3:
songs songs with intelligible word has no /æ/. happy, really happy,
pronunciation, rhythm happy, happy, You may want to provide
and intonation Lesson delivery If you’re happy, happy, prompts for pupils to help
1. Write the letter a on the board and happy, say a, a. them to think of words
i) simple chants and raps ask pupils what it sounds like. with the /æ/ sound (such
ii) simple rhymes Video available at: as flashcards).
iii) simple action songs 2. Sing or play the song (if you’re happy https://www.kizphonics.
and you know it adaptation). Encourage com/short-a-phonics- You may want to
pupils to join in with the /æ/ sound. warmer-song/ put/draw pictures on the
board of the words
COMPLEMENTARY COMPLEMENTARY 3. Ask pupils to tell you some words instead of/as well as
SKILL SKILL with the /æ/ sound. Write the words on writing the words.
the board.
Language Arts Language Arts Pupils only need to insert
5.3 5.3.1 4. Show pupils how to make a new one word, but may have
Express an imaginative Respond imaginatively verse using an /æ/ word If you’re happy difficulty repeating the
response to literary and intelligibly through and you know it say ‘apple, apple’ for rest of the verse – if so,
texts creating simple art and example. they need only to say the
craft products new word and not repeat
5. Pupils work in pairs to create new the verse.
Other imaginative verses and to practise singing them.
responses as appropriate Depending on your pupils, you may
need to support them in this.

6. Pairs perform their verses to the
class.

Post lesson
3. Using words the pupils have used in
their songs.





W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

88
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 Song: Creativity and Your choice, as
Play a game where the teacher says If you’re happy, happy, Innovation appropriate to your
Language Arts Language Arts two words (from the textbook), one with happy, say a, a. lesson and pupils.
5.1 5.1.2 /æ/ sound, one with a different sound. If you’re happy, happy,
Enjoy and appreciate Say the words in simple Pupils stand up when they hear the happy, say a, a. Possibly strategies 2 and
rhymes, poems and texts, and sing simple word with /æ/ and sit down when the If you’re happy, happy, 3:
songs songs with intelligible word has no /æ/. happy, really happy,
pronunciation, rhythm happy, happy, You may want to provide
and intonation Lesson delivery If you’re happy, happy, prompts for pupils to help
1. Write the letter a on the board and happy, say a, a. them to think of words
i) simple chants and raps ask pupils what it sounds like. with the /æ/ sound (such
ii) simple rhymes Video available at: as flashcards).
iii) simple action songs 2. Sing or play the song (if you’re happy https://www.kizphonics.
and you know it adaptation). Encourage com/short-a-phonics- You may want to
pupils to join in with the /æ/ sound. warmer-song/ put/draw pictures on the
board of the words
COMPLEMENTARY COMPLEMENTARY 3. Ask pupils to tell you some words instead of/as well as
SKILL SKILL with the /æ/ sound. Write the words on writing the words.
the board.
Language Arts Language Arts Pupils only need to insert
5.3 5.3.1 4. Show pupils how to make a new one word, but may have
Express an imaginative Respond imaginatively verse using an /æ/ word If you’re happy difficulty repeating the
response to literary and intelligibly through and you know it say ‘apple, apple’ for rest of the verse – if so,
texts creating simple art and example. they need only to say the
craft products new word and not repeat
5. Pupils work in pairs to create new the verse.
Other imaginative verses and to practise singing them.
responses as appropriate Depending on your pupils, you may
need to support them in this.

6. Pairs perform their verses to the
class.

Post lesson
3. Using words the pupils have used in
their songs.





W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

88
Primary Year 1 Scheme of Work

LESSON: 31 (Listening 7)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Self, Family and Friends


TOPIC: At School


LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 26 - 30: school objects




































89
Primary Year 1 Scheme of Work

LESSON: 31 (Listening 7)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Self, Family and Friends


TOPIC: At School


LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 26 - 30: school objects




































89
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Pictures of school Creativity and Strategies 2 and 7
objects, or the real Innovation may be suitable.
Listening Listening 1. Pre-lesson task 7: Beat the teacher, to object themselves
introduce the title of the story you’ll tell in
1.2 1.2.1 (Step 10 and 11 in Use other strategies if
Understand meaning in Understand with support the lesson. The title is Mira goes to school lesson) appropriate.
a variety of familiar the main idea of very 2. Explain or elicit goes if necessary.
contexts simple phrases and Lesson delivery
sentences
3. Put pictures of a school bag and 5-8
school objects on the board, or put real
objects on a table.
COMPLEMENTARY COMPLEMENTARY 4. Tell pupils to listen to the story and decide
SKILL SKILL if Mira takes all the objects to school.

Listening Listening 5. Tell the story below, and make sure that
1.2 1.2.2 you leave out one of the items:
Understand meaning in Understand with support Mira goes to school. She says bye to her
a variety of familiar specific information and mum, and says hi to her friend Aisha
contexts details of very simple
phrases and sentences Mira gets to school. She opens her school
bag. She has a green ruler, a blue rubber
etc (name 5-8 objects). Oh, no…!

6. Ask pupils if Mira took everything to
school, and ask why she said Oh no !
(she’s left something at home), and what’s
missing.

7. Give each picture on the board to a
different group.

8. Tell the story again: the group stand up
when they hear their object.

9. Put the pictures back on the board.

10. Divide pupils into pairs. They create their
own story, using the objects on the board,
and leaving at least one out.

11. Put pairs into groups of 4. Pupils tell each
other their story: the listening pair says
which items or items are missing.

Post lesson

12. Post lesson task 1: Spot the differences

90
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Pictures of school Creativity and Strategies 2 and 7
objects, or the real Innovation may be suitable.
Listening Listening 1. Pre-lesson task 7: Beat the teacher, to object themselves
introduce the title of the story you’ll tell in
1.2 1.2.1 (Step 10 and 11 in Use other strategies if
Understand meaning in Understand with support the lesson. The title is Mira goes to school lesson) appropriate.
a variety of familiar the main idea of very 2. Explain or elicit goes if necessary.
contexts simple phrases and Lesson delivery
sentences
3. Put pictures of a school bag and 5-8
school objects on the board, or put real
objects on a table.
COMPLEMENTARY COMPLEMENTARY 4. Tell pupils to listen to the story and decide
SKILL SKILL if Mira takes all the objects to school.

Listening Listening 5. Tell the story below, and make sure that
1.2 1.2.2 you leave out one of the items:
Understand meaning in Understand with support Mira goes to school. She says bye to her
a variety of familiar specific information and mum, and says hi to her friend Aisha
contexts details of very simple
phrases and sentences Mira gets to school. She opens her school
bag. She has a green ruler, a blue rubber
etc (name 5-8 objects). Oh, no…!

6. Ask pupils if Mira took everything to
school, and ask why she said Oh no !
(she’s left something at home), and what’s
missing.

7. Give each picture on the board to a
different group.

8. Tell the story again: the group stand up
when they hear their object.

9. Put the pictures back on the board.

10. Divide pupils into pairs. They create their
own story, using the objects on the board,
and leaving at least one out.

11. Put pairs into groups of 4. Pupils tell each
other their story: the listening pair says
which items or items are missing.

Post lesson

12. Post lesson task 1: Spot the differences

90
Primary Year 1 Scheme of Work

LESSON: 32 (Speaking 7)


MAIN SKILL(S) FOCUS: Speaking


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





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 26 – 30



Classroom objects. Hi, How are you, Here’s a … Is it yours? Bye. Thanks






























91
Primary Year 1 Scheme of Work

LESSON: 32 (Speaking 7)


MAIN SKILL(S) FOCUS: Speaking


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





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 26 – 30



Classroom objects. Hi, How are you, Here’s a … Is it yours? Bye. Thanks






























91
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 Pictures of Creativity and Strategies 2 and 3
classroom objects Innovation may be suitable.
Speaking Speaking 1. Pre-lesson task 10: Say what’s missing or the real objects

2.1 2.1.4 Lesson delivery themselves Use other strategies if
Communicate simple Greet, say goodbye, appropriate.
information intelligibly and express thanks 2. Put pupils into pairs.

using suitable fixed 3. Explain that they’ll create a dialogue In which they
phrases ask if a classroom object belongs to another pair.
The other pair will answer their questions.

4. Before pupils start preparing, make sure that they
COMPLEMENTARY COMPLEMENTARY know which pair they’ll be speaking to.
SKILL SKILL 5. Put a speaking frame on the board to help the pairs
of pupils prepare and understand who says what:
Speaking Speaking e.g.
2.2 2.2.2
Use appropriate Ask for attention or Pupil X: Hi A and B,
communication help from a teacher or Pupil Y: How are you?
strategies classmate using one Pupil X: Here’s a…
word or a fixed (pupils use the real object or a picture)
phrase Pupil Y: Is it yours?


Pupil A: Hi X and Y,
Pupil B: We’re fine thanks. How are you?
Pupil A: Yes it is/No it isn’t.
Pupil B: Thanks.
Pupil A: Bye!

6. Do an example or two of the dialogue together with a
proficient pupil to demonstrate the activity.

7. Ask pupils to prepare. Make sure that pupils practise
speaking the dialogue rather than writing it.

8. As they prepare, encourage them to ask you or their
classmates for help with vocabulary or pronunciation
if necessary (see Learning Standard 2.1.4)

9. Pupils exchange dialogues.

10. If time, ask some pairs to do their dialogues for the
whole class.

Post lesson

11. Post-lesson 4: Correct the error


92
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 Pictures of Creativity and Strategies 2 and 3
classroom objects Innovation may be suitable.
Speaking Speaking 1. Pre-lesson task 10: Say what’s missing or the real objects

2.1 2.1.4 Lesson delivery themselves Use other strategies if
Communicate simple Greet, say goodbye, appropriate.
information intelligibly and express thanks 2. Put pupils into pairs.

using suitable fixed 3. Explain that they’ll create a dialogue In which they
phrases ask if a classroom object belongs to another pair.
The other pair will answer their questions.

4. Before pupils start preparing, make sure that they
COMPLEMENTARY COMPLEMENTARY know which pair they’ll be speaking to.
SKILL SKILL 5. Put a speaking frame on the board to help the pairs
of pupils prepare and understand who says what:
Speaking Speaking e.g.
2.2 2.2.2
Use appropriate Ask for attention or Pupil X: Hi A and B,
communication help from a teacher or Pupil Y: How are you?
strategies classmate using one Pupil X: Here’s a…
word or a fixed (pupils use the real object or a picture)
phrase Pupil Y: Is it yours?


Pupil A: Hi X and Y,
Pupil B: We’re fine thanks. How are you?
Pupil A: Yes it is/No it isn’t.
Pupil B: Thanks.
Pupil A: Bye!

6. Do an example or two of the dialogue together with a
proficient pupil to demonstrate the activity.

7. Ask pupils to prepare. Make sure that pupils practise
speaking the dialogue rather than writing it.

8. As they prepare, encourage them to ask you or their
classmates for help with vocabulary or pronunciation
if necessary (see Learning Standard 2.1.4)

9. Pupils exchange dialogues.

10. If time, ask some pairs to do their dialogues for the
whole class.

Post lesson

11. Post-lesson 4: Correct the error


92
Primary Year 1 Scheme of Work

LESSON: 33 (Reading 7)


MAIN SKILL(S) FOCUS: Reading

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






LANGUAGE/GRAMMAR FOCUS:


School objects

Recycled language from lessons 26 – 30:































93
Primary Year 1 Scheme of Work

LESSON: 33 (Reading 7)


MAIN SKILL(S) FOCUS: Reading

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






LANGUAGE/GRAMMAR FOCUS:


School objects

Recycled language from lessons 26 – 30:































93
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 Language Your choice, as
Task 1 vocabulary items appropriate to your class,
Reading Reading (classroom items) depending on their level
3.1 3.1.3 Lesson delivery of proficiency in reading.
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a circle. Sound cards for colour
linear and non-linear CCVC) Play a guessing game with the word words (i.e. bl / ue, gr / If appropriate, select
texts by using cards, where you reveal words sound- ee / n) suitable activities for your
knowledge of sounds of by-sound and ask pupils to read aloud pupils from LINUS
letters and guess the word. One worksheet per Module 1 to be added in
pupil. See below for to this lesson, to work
2. Repeat step 1, pupils take the role of suggested outline. towards Content
the teacher. Standard:
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Give out the word cards and ask Writing 4.1
pupils to find realia to match the card in Form letters and words in
Reading Reading their bag or on their desk. neat legible print using
3.1 3.1.4 cursive writing
Recognise words in Segment phonemes 4. Have pupils say Here’s my xxx. It’s
linear and non-linear (CVC, CCVC) (colour). and/or
texts by using
knowledge of sounds of 5. Using the sound cards, on the board, to focus on phonemes
letters nominate pupils to come to the board from Line c of the
and make the colour words. Phonics Table (see
Syllabus)
6. Pupils do Activity A on the worksheet
– they match beginning and final
sounds by drawing a line.

7. Review the word cards from step 1
before having pupils do Activity B.

8. Depending on time available, pupils
can draw something of theirs (e.g. My
red pencil) and write under it.

Post lesson
Use pupil’s pictures to play a guessing
game.

Another option for this lesson is to
design a lesson in which pupils create
anagrams of school objects for their
classmates to solve. This is suitable for
more proficient classes.

94
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 Language Your choice, as
Task 1 vocabulary items appropriate to your class,
Reading Reading (classroom items) depending on their level
3.1 3.1.3 Lesson delivery of proficiency in reading.
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a circle. Sound cards for colour
linear and non-linear CCVC) Play a guessing game with the word words (i.e. bl / ue, gr / If appropriate, select
texts by using cards, where you reveal words sound- ee / n) suitable activities for your
knowledge of sounds of by-sound and ask pupils to read aloud pupils from LINUS
letters and guess the word. One worksheet per Module 1 to be added in
pupil. See below for to this lesson, to work
2. Repeat step 1, pupils take the role of suggested outline. towards Content
the teacher. Standard:
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Give out the word cards and ask Writing 4.1
pupils to find realia to match the card in Form letters and words in
Reading Reading their bag or on their desk. neat legible print using
3.1 3.1.4 cursive writing
Recognise words in Segment phonemes 4. Have pupils say Here’s my xxx. It’s
linear and non-linear (CVC, CCVC) (colour). and/or
texts by using
knowledge of sounds of 5. Using the sound cards, on the board, to focus on phonemes
letters nominate pupils to come to the board from Line c of the
and make the colour words. Phonics Table (see
Syllabus)
6. Pupils do Activity A on the worksheet
– they match beginning and final
sounds by drawing a line.

7. Review the word cards from step 1
before having pupils do Activity B.

8. Depending on time available, pupils
can draw something of theirs (e.g. My
red pencil) and write under it.

Post lesson
Use pupil’s pictures to play a guessing
game.

Another option for this lesson is to
design a lesson in which pupils create
anagrams of school objects for their
classmates to solve. This is suitable for
more proficient classes.

94
Primary Year 1 Scheme of Work

Suggested Worksheet
I’m __________.

A. Draw a line to make colour words

bl llow

ye d

re ple

pur ue

B. Complete the words

[5 pictures across the page with part of the word
underneath:


[bag] [ruler] [pencil case] [desk] [book]
___g ___ ler ___ncil ___se ___sk ___k


de ba boo pe ru ca

C. Draw and write





My ________________________



95
Primary Year 1 Scheme of Work

Suggested Worksheet
I’m __________.

A. Draw a line to make colour words

bl llow

ye d

re ple

pur ue

B. Complete the words

[5 pictures across the page with part of the word
underneath:


[bag] [ruler] [pencil case] [desk] [book]
___g ___ ler ___ncil ___se ___sk ___k


de ba boo pe ru ca

C. Draw and write





My ________________________



95
Primary Year 1 Scheme of Work

LESSON: 34 (Writing 7)


MAIN SKILL(S) FOCUS: Writing


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





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 26 – 30, and from lesson 32



Classroom objects. Hi, How are yours, Here’s a … Is it yours? Bye! Thanks





























96
Primary Year 1 Scheme of Work

LESSON: 34 (Writing 7)


MAIN SKILL(S) FOCUS: Writing


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





LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 26 – 30, and from lesson 32



Classroom objects. Hi, How are yours, Here’s a … Is it yours? Bye! Thanks





























96
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: Language Strategies 1, 2 or 5 may
1. Here’s / a / ruler /. be suitable.
Writing Writing Lesson delivery / Is / it / yours / ?
4.2 4.2.2 1. Collect some objects from pupils. Use other strategies as
Communicate basic Greet, say goodbye, and Hold up the objects and say Here’s a … One set for each pair or appropriate depending on
information intelligibly express thanks using Is it yours? Keep the objects. small group your class.
for a range of purposes suitable fixed phrases
in print and digital 2. Have pupils ask and answer the Removable stickers or
media question in pairs or small groups. labels OR small papers If appropriate, select
with sticky tape/tack suitable activities for your
4. Put word cards (or write) for: e.g. pupils from LINUS
Hello / Adelia on the board and elicit Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY their correct order to make Hello Adelia. to this lesson, to work
SKILL SKILL Repeat for From Nor. towards Content
Standard:
Writing Writing 5. Give each pair or small group a set
4.3 4.3.1 of words. They should arrange them to Writing 4.1
Communicate with Use capital letters make sentences: Here’s a xxx. Is it Form letters and words in
appropriate language appropriately in personal yours? neat legible print using
form and style for a and place names cursive writing
range of purposes in 6. Using a sticker/label, show pupils
print and digital media how to write the message: and/or
Hello Adelia. Here’s a rubber. Is it
yours? From Nor. They can use their to focus on phonemes
picture dictionaries to check spelling. from Line c of the
Phonics Table (see
7. Hand out to pupils the objects you Syllabus)
collected from step 1 and a sticker/label
for each pupil. Have pupils write their
message on it.

8. Collect the objects and have pupils
help you give them to the person
addressed in the message.

9. Depending on time, you could repeat
a similar process for the reply (e.g.
Hello Nor. No, it isn’t.) or you could do
this orally.

Post lesson
Task 12



97
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: Language Strategies 1, 2 or 5 may
1. Here’s / a / ruler /. be suitable.
Writing Writing Lesson delivery / Is / it / yours / ?
4.2 4.2.2 1. Collect some objects from pupils. Use other strategies as
Communicate basic Greet, say goodbye, and Hold up the objects and say Here’s a … One set for each pair or appropriate depending on
information intelligibly express thanks using Is it yours? Keep the objects. small group your class.
for a range of purposes suitable fixed phrases
in print and digital 2. Have pupils ask and answer the Removable stickers or
media question in pairs or small groups. labels OR small papers If appropriate, select
with sticky tape/tack suitable activities for your
4. Put word cards (or write) for: e.g. pupils from LINUS
Hello / Adelia on the board and elicit Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY their correct order to make Hello Adelia. to this lesson, to work
SKILL SKILL Repeat for From Nor. towards Content
Standard:
Writing Writing 5. Give each pair or small group a set
4.3 4.3.1 of words. They should arrange them to Writing 4.1
Communicate with Use capital letters make sentences: Here’s a xxx. Is it Form letters and words in
appropriate language appropriately in personal yours? neat legible print using
form and style for a and place names cursive writing
range of purposes in 6. Using a sticker/label, show pupils
print and digital media how to write the message: and/or
Hello Adelia. Here’s a rubber. Is it
yours? From Nor. They can use their to focus on phonemes
picture dictionaries to check spelling. from Line c of the
Phonics Table (see
7. Hand out to pupils the objects you Syllabus)
collected from step 1 and a sticker/label
for each pupil. Have pupils write their
message on it.

8. Collect the objects and have pupils
help you give them to the person
addressed in the message.

9. Depending on time, you could repeat
a similar process for the reply (e.g.
Hello Nor. No, it isn’t.) or you could do
this orally.

Post lesson
Task 12



97
Primary Year 1 Scheme of Work

LESSON: 35 (Language Arts 7)


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








LANGUAGE/GRAMMAR FOCUS:




Is it your X? It isn’t my X.































98
Primary Year 1 Scheme of Work

LESSON: 35 (Language Arts 7)


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








LANGUAGE/GRAMMAR FOCUS:




Is it your X? It isn’t my X.































98
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 that A song of your choice. Creativity and Your choice depending
allows pupils to listen to again and For example, Innovation on your lesson and class.
Language Arts Language Arts appreciate a song. Superminds 1 p.12
5.1 5.1.1 Own material.
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through non- the song on p.12 and encourage pupils
songs verbal responses to: to use classroom items when
responding to the song. For example,
i) simple chants and raps they could set up some desks with
ii) simple rhymes names and items on them in a similar
iii) simple action songs way to the picture on p.12.



COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

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
















99
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 that A song of your choice. Creativity and Your choice depending
allows pupils to listen to again and For example, Innovation on your lesson and class.
Language Arts Language Arts appreciate a song. Superminds 1 p.12
5.1 5.1.1 Own material.
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through non- the song on p.12 and encourage pupils
songs verbal responses to: to use classroom items when
responding to the song. For example,
i) simple chants and raps they could set up some desks with
ii) simple rhymes names and items on them in a similar
iii) simple action songs way to the picture on p.12.



COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

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
















99
Primary Year 1 Scheme of Work

LESSON: 36 (Listening 8)


MAIN SKILL(S) FOCUS: Listening

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






LANGUAGE/GRAMMAR FOCUS:


There’s a bag

This is (my desk)































100
Primary Year 1 Scheme of Work

LESSON: 36 (Listening 8)


MAIN SKILL(S) FOCUS: Listening

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






LANGUAGE/GRAMMAR FOCUS:


There’s a bag

This is (my desk)































100
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.16 Language Strategies 3 and 4 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases






























101
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.16 Language Strategies 3 and 4 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Speaking Speaking See Teacher’s Book.
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases






























101
Primary Year 1 Scheme of Work

LESSON: 37 (Speaking 8)


MAIN SKILL(S) FOCUS: Speaking


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





LANGUAGE/GRAMMAR FOCUS:

Imperatives: Put away (your book). Look for (the rubber).

What number?


Can you see (the ruler)?





























102
Primary Year 1 Scheme of Work

LESSON: 37 (Speaking 8)


MAIN SKILL(S) FOCUS: Speaking


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





LANGUAGE/GRAMMAR FOCUS:

Imperatives: Put away (your book). Look for (the rubber).

What number?


Can you see (the ruler)?





























102
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.17 Language Strategies 4 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.2 Use other strategies if
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using Lesson delivery
fixed phrases
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Writing Writing See Teacher’s Book.
4.2 4.2.5
Communicate basic Connect words and
information intelligibly proper names using ‘and’
for a range of purposes
in print and digital
media



























103
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.17 Language Strategies 4 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.2 Use other strategies if
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using Lesson delivery
fixed phrases
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Writing Writing See Teacher’s Book.
4.2 4.2.5
Communicate basic Connect words and
information intelligibly proper names using ‘and’
for a range of purposes
in print and digital
media



























103
Primary Year 1 Scheme of Work

LESSON: 38 (Writing 8)


MAIN SKILL(S) FOCUS: Writing

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






LANGUAGE/GRAMMAR FOCUS:


Adjectives: primary (colours), secondary (colours)

Recycled language: colours































104
Primary Year 1 Scheme of Work

LESSON: 38 (Writing 8)


MAIN SKILL(S) FOCUS: Writing

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






LANGUAGE/GRAMMAR FOCUS:


Adjectives: primary (colours), secondary (colours)

Recycled language: colours































104
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.18 Creativity and Strategies 3 and 4 may
Innovation be suitable.
Writing Writing See Teacher’s Book.
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Reading Reading
3.2 3.2.1 See Teacher’s Book.
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

























105
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.18 Creativity and Strategies 3 and 4 may
Innovation be suitable.
Writing Writing See Teacher’s Book.
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Reading Reading
3.2 3.2.1 See Teacher’s Book.
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

























105
Primary Year 1 Scheme of Work

LESSON: 39 (Reading 8)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: colours, primary, secondary (colours)

































106
Primary Year 1 Scheme of Work

LESSON: 39 (Reading 8)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: colours, primary, secondary (colours)

































106
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.19 Creativity and Strategies 2, 4 and 7 may
Innovation be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies 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




























107
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.19 Creativity and Strategies 2, 4 and 7 may
Innovation be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies 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




























107
Primary Year 1 Scheme of Work

LESSON: 40 (Language Arts 8)


MAIN SKILL(S) FOCUS: Language Arts

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






LANGUAGE/GRAMMAR FOCUS:


Please

Review of imperative verb forms and phrases






















108
Primary Year 1 Scheme of Work

LESSON: 40 (Language Arts 8)


MAIN SKILL(S) FOCUS: Language Arts

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






LANGUAGE/GRAMMAR FOCUS:


Please

Review of imperative verb forms and phrases






















108
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 Before the lesson, prepare Values Your choice as
Play a mime game to review imperative a puppet. Here are some (politeness/saying appropriate to your
Language Arts Language Arts verbs from the textbook. Say the words ideas for simple puppet please) lesson and pupils.
5.3 5.3.1 and the pupils mime. making:
Express an imaginative Respond imaginatively http://www.wikihow.com/M Possibly strategies 2 and
response to literary and intelligibly through Lesson delivery ake-Puppets 3.
texts creating simple art and 1. Introduce your puppet. Get your
craft products puppet to ask some pupils their names *Pupils will make their own You can model several
and review Hello, what’s your name? puppets too. Before the verses to help
Other imaginative or How are you? lesson, decide which kind demonstrate the

responses as appropriate 2. Tell pupils you will say a chant and of puppet you are going to response to the chant. If
that they should listen and watch. make and use so that you necessary pupils could
can prepare the resources use L1 to explain the
3. Make sure you have a book in your for the pupils too (or ask need for ‘please’.
COMPLEMENTARY COMPLEMENTARY hand before you start the chant. Say them to bring from home,
SKILL SKILL the first verse of the chant (see e.g. socks) In small group work, you

example in next column). When you Create a suitable chant could nominate some
Listening Listening reach the last line of the verse, the line using your puppet’s name more proficient pupils to
1.2 1.2.4 which includes the word please, open and verbs from the be the teacher and ask
Understand meaning in Understand short basic your book textbook. For example: for more volunteers.
a variety of contexts supported classroom
instructions 4. Ask pupils why you opened your Hi, I’m Farah. Farah. Listen
book after that last line. to me!
Farah says open your
5. Elicit that this is because please is book. Open your book.
polite (pupils will probably need to use Open your book.
L1 here). Farah says open your
book. Open your book,
6. Explain that you’ll continue with other please.
verses, and that pupils should only do
an action after they hear the word Farah says close your
please book, close your book,
close your book.
7. Say more verses and make sure that Farah says close your
pupils do the actions when you say book, close your book,
please. You could vary the speed please.
and/or volume of your voice
Farah says open the door.
8. Ask pupils to make their own Open the door, open the
puppets* (or at least one for each door.
group) Farah says, open the door.
Open the door,
Farah says open the door,
please.

109
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 Before the lesson, prepare Values Your choice as
Play a mime game to review imperative a puppet. Here are some (politeness/saying appropriate to your
Language Arts Language Arts verbs from the textbook. Say the words ideas for simple puppet please) lesson and pupils.
5.3 5.3.1 and the pupils mime. making:
Express an imaginative Respond imaginatively http://www.wikihow.com/M Possibly strategies 2 and
response to literary and intelligibly through Lesson delivery ake-Puppets 3.
texts creating simple art and 1. Introduce your puppet. Get your
craft products puppet to ask some pupils their names *Pupils will make their own You can model several
and review Hello, what’s your name? puppets too. Before the verses to help
Other imaginative or How are you? lesson, decide which kind demonstrate the

responses as appropriate 2. Tell pupils you will say a chant and of puppet you are going to response to the chant. If
that they should listen and watch. make and use so that you necessary pupils could
can prepare the resources use L1 to explain the
3. Make sure you have a book in your for the pupils too (or ask need for ‘please’.
COMPLEMENTARY COMPLEMENTARY hand before you start the chant. Say them to bring from home,
SKILL SKILL the first verse of the chant (see e.g. socks) In small group work, you

example in next column). When you Create a suitable chant could nominate some
Listening Listening reach the last line of the verse, the line using your puppet’s name more proficient pupils to
1.2 1.2.4 which includes the word please, open and verbs from the be the teacher and ask
Understand meaning in Understand short basic your book textbook. For example: for more volunteers.
a variety of contexts supported classroom
instructions 4. Ask pupils why you opened your Hi, I’m Farah. Farah. Listen
book after that last line. to me!
Farah says open your
5. Elicit that this is because please is book. Open your book.
polite (pupils will probably need to use Open your book.
L1 here). Farah says open your
book. Open your book,
6. Explain that you’ll continue with other please.
verses, and that pupils should only do
an action after they hear the word Farah says close your
please book, close your book,
close your book.
7. Say more verses and make sure that Farah says close your
pupils do the actions when you say book, close your book,
please. You could vary the speed please.
and/or volume of your voice
Farah says open the door.
8. Ask pupils to make their own Open the door, open the
puppets* (or at least one for each door.
group) Farah says, open the door.
Open the door,
Farah says open the door,
please.

109
Primary Year 1 Scheme of Work

9. Ask pupils to work in small groups
and take it in turns to be the teacher You can continue with
who says the chant using their puppet, other verses which use
imperatives from
Post-lesson Superminds p.17 such as
Write verbs on the board (e.g. open). Put away…, Take out…
Pupils read the verbs and put each verb Pass me… Write… Find…
into as many spoken imperative Look for …
statements as possible using please
(e.g. open your book/ the window/the
door please)


2. Tell students to listen and watch. Say
the first verse of the chant, opening
your book on the last line (where you
say please).
Ask pupils why you opened your book
then.

3. Say more verses in a similar pattern
and ask pupils to do the actions when
you say please. You could vary the
speed and/or volume of your voice.

4. Introduce a new pattern (with Now).
You could try to trick the pupils into
doing the action before eliciting that
there is no ‘please’.

5. Continue in this way, mixing up the
verse patterns.

6. Ask pupils to make their own
puppets* (or at least one for each
group).

6. Ask pupils to work in small groups
and take it in turns to be the teacher
using their puppet.

Post lesson
Your choice or suggested activity:
Write verbs on the board (e.g. open).
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).




110
Primary Year 1 Scheme of Work

9. Ask pupils to work in small groups
and take it in turns to be the teacher You can continue with
who says the chant using their puppet, other verses which use
imperatives from
Post-lesson Superminds p.17 such as
Write verbs on the board (e.g. open). Put away…, Take out…
Pupils read the verbs and put each verb Pass me… Write… Find…
into as many spoken imperative Look for …
statements as possible using please
(e.g. open your book/ the window/the
door please)


2. Tell students to listen and watch. Say
the first verse of the chant, opening
your book on the last line (where you
say please).
Ask pupils why you opened your book
then.

3. Say more verses in a similar pattern
and ask pupils to do the actions when
you say please. You could vary the
speed and/or volume of your voice.

4. Introduce a new pattern (with Now).
You could try to trick the pupils into
doing the action before eliciting that
there is no ‘please’.

5. Continue in this way, mixing up the
verse patterns.

6. Ask pupils to make their own
puppets* (or at least one for each
group).

6. Ask pupils to work in small groups
and take it in turns to be the teacher
using their puppet.

Post lesson
Your choice or suggested activity:
Write verbs on the board (e.g. open).
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).




110
Primary Year 1 Scheme of Work