Year 1 SOW 2020

LESSON: 41 (Listening 9)


MAIN SKILL(S) FOCUS: Listening

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






LANGUAGE/GRAMMAR FOCUS:


What colour’s the…?

Recycled language from lessons 36 - 40: colours































111
Primary Year 1 Scheme of Work

LESSON: 41 (Listening 9)


MAIN SKILL(S) FOCUS: Listening

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






LANGUAGE/GRAMMAR FOCUS:


What colour’s the…?

Recycled language from lessons 36 - 40: colours































111
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-Lesson 5 sets of colours Language Strategies 2 and 7
cards: one for you, may be suitable.
Listening Listening 1. Pre-Lesson task 10: Say what’s missing and 4 sets for 4

1.2 1.2.2 Lesson Delivery teams of pupils Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific 2. Draw 4 columns on the board. Classroom objects:

contexts information and details 3. Divide the class into 4 teams. Ask each team to stand in a real ones or pictures
of very simple phrases line facing the board.
and sentences A cloth to cover the
4. Give each pupil at the front of the line a set of colour cards. objects with

5. Go to the back of the line and ask the 4 pupils at the back
of each line to come to you.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 6. Show them a colour card.

7. The pupils go back to their lines and whisper the colour to
Listening Listening the next pupil in the line. This continues until the pupil at the
1.2 1.2.5 front of the line, who shows a card matching the colour
Understand meaning Understand short they hear.
in a variety of familiar supported questions
contexts 8. Each team gets one point for a correct answer. The team
who finished first get an extra point if their answer is
correct.

9. Continue with new colours.

10. 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).

11. You can add challenge by showing 2 or 3 colours, so that
pupils have to whisper more than one colour at the same
time.

12. Change focus by putting classroom objects on a table, or
pictures of these on a screen.

13. Give pupils time to remember the objects and remember
their colours.

14. Cover the objects and ask What colour’s the (pencil case)?

15. Repeat step 14 a few times.

16. Divide pupils into small groups: They play the same game
with their own classroom objects.
Post lesson

17. Post lesson task 9 Read your friend’s mind.

112
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-Lesson 5 sets of colours Language Strategies 2 and 7
cards: one for you, may be suitable.
Listening Listening 1. Pre-Lesson task 10: Say what’s missing and 4 sets for 4

1.2 1.2.2 Lesson Delivery teams of pupils Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific 2. Draw 4 columns on the board. Classroom objects:

contexts information and details 3. Divide the class into 4 teams. Ask each team to stand in a real ones or pictures
of very simple phrases line facing the board.
and sentences A cloth to cover the
4. Give each pupil at the front of the line a set of colour cards. objects with

5. Go to the back of the line and ask the 4 pupils at the back
of each line to come to you.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 6. Show them a colour card.

7. The pupils go back to their lines and whisper the colour to
Listening Listening the next pupil in the line. This continues until the pupil at the
1.2 1.2.5 front of the line, who shows a card matching the colour
Understand meaning Understand short they hear.
in a variety of familiar supported questions
contexts 8. Each team gets one point for a correct answer. The team
who finished first get an extra point if their answer is
correct.

9. Continue with new colours.

10. 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).

11. You can add challenge by showing 2 or 3 colours, so that
pupils have to whisper more than one colour at the same
time.

12. Change focus by putting classroom objects on a table, or
pictures of these on a screen.

13. Give pupils time to remember the objects and remember
their colours.

14. Cover the objects and ask What colour’s the (pencil case)?

15. Repeat step 14 a few times.

16. Divide pupils into small groups: They play the same game
with their own classroom objects.
Post lesson

17. Post lesson task 9 Read your friend’s mind.

112
Primary Year 1 Scheme of Work

LESSON: 42 (Speaking 9)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends


TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
WEEK: _______________ Recycled language from lessons 36 - 40






Imperatives: Put away your…please, Take out your… please, Pass me a… please, Open your…
please, Thank you.



Classroom objects


























113
Primary Year 1 Scheme of Work

LESSON: 42 (Speaking 9)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Self, Family and Friends


TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
WEEK: _______________ Recycled language from lessons 36 - 40






Imperatives: Put away your…please, Take out your… please, Pass me a… please, Open your…
please, Thank you.



Classroom objects


























113
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 Classroom objects Language Strategies 4 and 7 may
be suitable.
Speaking Speaking 1. Pre-Lesson Task 2: Sequence the
2.1 2.1.4 information Use other strategies if
Communicate simple Greet, say goodbye, and (Do this with a set of instructions appropriate.
information intelligibly express thanks using similar to those on p.17 of the
suitable fixed phrases textbook).

Lesson Delivery

COMPLEMENTARY COMPLEMENTARY 2. Give instructions to pupils similar to
SKILL SKILL those on p.17 of Superminds 1
(e.g. Open your notebooks please).
Listening Listening Say Thank you when pupils follow
1.2 1.2.4 the instructions carefully.
Understand meaning in Understand short basic
a variety of familiar supported classroom 3. Divide pupils into small groups.
contexts instructions
4. Ask them to take turns to give
instructions, and say thank you
when others in the group do this
correctly.

5. Ask some pupils to give
instructions to the whole class.

6. Extend step 2 by combining
instructions (e.g. Pass me a pencil
and a rubber please, Open your
bag and take out your notebook,
please).

Post lesson

7. Post lesson task 5: Remember it,
say it








114
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 Classroom objects Language Strategies 4 and 7 may
be suitable.
Speaking Speaking 1. Pre-Lesson Task 2: Sequence the
2.1 2.1.4 information Use other strategies if
Communicate simple Greet, say goodbye, and (Do this with a set of instructions appropriate.
information intelligibly express thanks using similar to those on p.17 of the
suitable fixed phrases textbook).

Lesson Delivery

COMPLEMENTARY COMPLEMENTARY 2. Give instructions to pupils similar to
SKILL SKILL those on p.17 of Superminds 1
(e.g. Open your notebooks please).
Listening Listening Say Thank you when pupils follow
1.2 1.2.4 the instructions carefully.
Understand meaning in Understand short basic
a variety of familiar supported classroom 3. Divide pupils into small groups.
contexts instructions
4. Ask them to take turns to give
instructions, and say thank you
when others in the group do this
correctly.

5. Ask some pupils to give
instructions to the whole class.

6. Extend step 2 by combining
instructions (e.g. Pass me a pencil
and a rubber please, Open your
bag and take out your notebook,
please).

Post lesson

7. Post lesson task 5: Remember it,
say it








114
Primary Year 1 Scheme of Work

LESSON: 43 (Reading 9)


MAIN SKILL(S) FOCUS: Reading


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







Recycled language from lessons 36 - 40


Colours































115
Primary Year 1 Scheme of Work

LESSON: 43 (Reading 9)


MAIN SKILL(S) FOCUS: Reading


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







Recycled language from lessons 36 - 40


Colours































115
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 Colour / word cards (1 Language Strategies 1 or 3 may be
Review the words you will need for this set) appropriate, especially if
Reading Reading lesson (depending on your picture) by you have strong readers
3.1 3.1.2 playing a word game, e.g. Task 1. Paper, pens, and a in your class.
Recognise words in Recognise and sound out numbered picture (for
linear and non-linear with support beginning, Lesson delivery example of a house or If appropriate, select
texts by using medial and final sounds 1. Review colour words using the cards park) on the board or suitable activities for your
knowledge of sounds of in a word – either as a whole class matching as a handout pupils from LINUS
letters activity on the board, or by giving each Module 1 to be added in
pupil a card and asking them to find to this lesson
their partner (a pair is the colour and its to focus on phonemes
matching word). from Line d of the
COMPLEMENTARY COMPLEMENTARY Phonics Table (see
SKILL SKILL 2. Feedback on this activity and write Syllabus).
the colours on the board, numbered (in
Writing Writing preparation for the next step).
4.3 4.3.2
Communicate with Spell familiar high 3. Draw a picture on the board, or give
appropriate language frequency words a handout. Write numbers inside some
form and style for a accurately of the things in your picture, and add a
range of purposes in number key (e.g. 1 = blue, 2 = green).
print and digital media
4. Pupils (copy and) colour the picture
appropriately, according to the number
key.

5. Pupils then draw their own picture,
create their own key, and exchange
with a partner.

6. Pupils then colour the picture
according to the key and check each
other’s work.

Post lesson
Task 1








116
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 Colour / word cards (1 Language Strategies 1 or 3 may be
Review the words you will need for this set) appropriate, especially if
Reading Reading lesson (depending on your picture) by you have strong readers
3.1 3.1.2 playing a word game, e.g. Task 1. Paper, pens, and a in your class.
Recognise words in Recognise and sound out numbered picture (for
linear and non-linear with support beginning, Lesson delivery example of a house or If appropriate, select
texts by using medial and final sounds 1. Review colour words using the cards park) on the board or suitable activities for your
knowledge of sounds of in a word – either as a whole class matching as a handout pupils from LINUS
letters activity on the board, or by giving each Module 1 to be added in
pupil a card and asking them to find to this lesson
their partner (a pair is the colour and its to focus on phonemes
matching word). from Line d of the
COMPLEMENTARY COMPLEMENTARY Phonics Table (see
SKILL SKILL 2. Feedback on this activity and write Syllabus).
the colours on the board, numbered (in
Writing Writing preparation for the next step).
4.3 4.3.2
Communicate with Spell familiar high 3. Draw a picture on the board, or give
appropriate language frequency words a handout. Write numbers inside some
form and style for a accurately of the things in your picture, and add a
range of purposes in number key (e.g. 1 = blue, 2 = green).
print and digital media
4. Pupils (copy and) colour the picture
appropriately, according to the number
key.

5. Pupils then draw their own picture,
create their own key, and exchange
with a partner.

6. Pupils then colour the picture
according to the key and check each
other’s work.

Post lesson
Task 1








116
Primary Year 1 Scheme of Work

LESSON: 44 (Writing 9)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 36 – 40

































117
Primary Year 1 Scheme of Work

LESSON: 44 (Writing 9)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 36 – 40

































117
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 A colour wheel on the Language Strategy 3 may be
Task 6 using colour words board or on a handout suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Colour pencils. Other strategies may be
Communicate with Spell familiar high 1. Draw a colour wheel on the board, appropriate depending on
appropriate language frequency words and ask pupils to copy and then label it Dice (one per group) your class.
form and style for a accurately with the correct colour words.
range of purposes in Instructions on board: If appropriate, select
print and digital media 2. Pupils create their own colour wheel, 1. Draw a red circle. suitable activities for your
and swap it with another pupil and label 2. Open your book. pupils from LINUS
their new wheel. 3. Stand up. Module 1 to be added in
4. Take out your to this lesson
COMPLEMENTARY COMPLEMENTARY 3. On the board (or worksheet), write textbook. to focus on phonemes
SKILL SKILL six instructions, numbered. Have pupils 5. Put your ruler on from Line d of the
read them together. your head. Phonics Table (see
Reading Reading 6. Stretch. Syllabus).
3.2 3.2.2 4. Give each group a dice. In turns,
Understand a variety of Understand specific pupils roll the dice. The other pupils
linear and non-linear information and details of should tell them what to do. according
print and digital texts by very simple phrases and to the number they roll, e.g. Sam, open
using appropriate sentences your book.
reading strategies
5. Groups write new instructions 1-6
and exchange with another group.

6. Groups play the dice again.

Post lesson
Ask pupils if they had to do something
funny in this lesson. What was it?

















118
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 A colour wheel on the Language Strategy 3 may be
Task 6 using colour words board or on a handout suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Colour pencils. Other strategies may be
Communicate with Spell familiar high 1. Draw a colour wheel on the board, appropriate depending on
appropriate language frequency words and ask pupils to copy and then label it Dice (one per group) your class.
form and style for a accurately with the correct colour words.
range of purposes in Instructions on board: If appropriate, select
print and digital media 2. Pupils create their own colour wheel, 1. Draw a red circle. suitable activities for your
and swap it with another pupil and label 2. Open your book. pupils from LINUS
their new wheel. 3. Stand up. Module 1 to be added in
4. Take out your to this lesson
COMPLEMENTARY COMPLEMENTARY 3. On the board (or worksheet), write textbook. to focus on phonemes
SKILL SKILL six instructions, numbered. Have pupils 5. Put your ruler on from Line d of the
read them together. your head. Phonics Table (see
Reading Reading 6. Stretch. Syllabus).
3.2 3.2.2 4. Give each group a dice. In turns,
Understand a variety of Understand specific pupils roll the dice. The other pupils
linear and non-linear information and details of should tell them what to do. according
print and digital texts by very simple phrases and to the number they roll, e.g. Sam, open
using appropriate sentences your book.
reading strategies
5. Groups write new instructions 1-6
and exchange with another group.

6. Groups play the dice again.

Post lesson
Ask pupils if they had to do something
funny in this lesson. What was it?

















118
Primary Year 1 Scheme of Work

LESSON: 45 (Language Arts 9)


MAIN SKILL(S) FOCUS: Language Arts


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





LANGUAGE/GRAMMAR FOCUS:

Vocabulary review:



Primary and secondary colours
























119
Primary Year 1 Scheme of Work

LESSON: 45 (Language Arts 9)


MAIN SKILL(S) FOCUS: Language Arts


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





LANGUAGE/GRAMMAR FOCUS:

Vocabulary review:



Primary and secondary colours
























119
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice
Guessing game. Think of an item, pupils ask you each student and technology depending on your
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: scissors (or cut into class and pupils.
5.1 5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. circles for each student
Enjoy and appreciate Demonstrate Is it a banana? Yes. Depending on time available in advance), colour Possibly 5 or 6.
rhymes, poems and appreciation through and the level of your class, you could have the pens/paints/pencils.
songs non-verbal responses pupils take the role of the teacher or work in pairs. Each student will need You could
to a pen or pencil and a encourage the
Lesson delivery ruler. pupils to sing along
1. Put flashcards with words of the six main
i) simple chants and to the song.
raps colours (primary and secondary) on the board. Song:
ii) simple rhymes Ask pupils to put them into two groups. You can use a suitable You could ask short

song that focuses on
iii) simple action 2. Play/sing the song and ask pupils to check their answer questions at
songs answer to stage 1. primary and secondary stage 8 (e.g Will you
colours. A suggestion see red? Orange?
3. Give each pupil a colour flashcard OR ask each is: What other colours
pupil to write the name of their favourite colour on https://www.youtube.co do you know?
COMPLEMENTARY COMPLEMENTARY a paper. m/watch?v=bmquqAP2 Maybe black? Or
SKILL SKILL 4. Play/sing the song again and ask pupils to hold w_8 white?) You might

up their flashcard/paper when they hear their Here is a song based want to explain in L1
Language Arts Language Arts colour. on this: why the spinning
5.3 5.3.1 We are the primary wheel produces
Express an Respond 5. Draw a circle on the board and divide it into six colours. white.
imaginative response imaginatively and parts. Elicit the primary colours and write them (or Red, yellow and blue.
to literary texts intelligibly through ask a pupil to write them) in alternate parts of the Mix us together, and
creating simple art circle. we turn a colour that’s
and craft products 6. Elicit the secondary colours that are made new.
when the primary colours are mixed and fill in the
Other imaginative last three segments with these. The order should I‘m red, I’m a primary
responses as be: red – orange – yellow – green – blue – purple. colour.
appropriate I’m blue. I’m a primary
7. Ask pupils to make their own colour wheels. colour too.
They should colour each part (not write the colour We are primary
name); make a small hole in the middle of the colours. Mix us
circle and put in their pencil/pen so it will spin. together, and we make
purple. It’s new!
8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and tell Etc.
you. Some information

Post lesson about colour wheels:
Ask pupils to tell each other which colour they like http://www.bigshotcam
best and why, e.g. I like red. My pencil case is era.com/fun/buildables/
red. colorwheel#01


120
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice
Guessing game. Think of an item, pupils ask you each student and technology depending on your
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: scissors (or cut into class and pupils.
5.1 5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. circles for each student
Enjoy and appreciate Demonstrate Is it a banana? Yes. Depending on time available in advance), colour Possibly 5 or 6.
rhymes, poems and appreciation through and the level of your class, you could have the pens/paints/pencils.
songs non-verbal responses pupils take the role of the teacher or work in pairs. Each student will need You could
to a pen or pencil and a encourage the
Lesson delivery ruler. pupils to sing along
1. Put flashcards with words of the six main
i) simple chants and to the song.
raps colours (primary and secondary) on the board. Song:
ii) simple rhymes Ask pupils to put them into two groups. You can use a suitable You could ask short

song that focuses on
iii) simple action 2. Play/sing the song and ask pupils to check their answer questions at
songs answer to stage 1. primary and secondary stage 8 (e.g Will you
colours. A suggestion see red? Orange?
3. Give each pupil a colour flashcard OR ask each is: What other colours
pupil to write the name of their favourite colour on https://www.youtube.co do you know?
COMPLEMENTARY COMPLEMENTARY a paper. m/watch?v=bmquqAP2 Maybe black? Or
SKILL SKILL 4. Play/sing the song again and ask pupils to hold w_8 white?) You might

up their flashcard/paper when they hear their Here is a song based want to explain in L1
Language Arts Language Arts colour. on this: why the spinning
5.3 5.3.1 We are the primary wheel produces
Express an Respond 5. Draw a circle on the board and divide it into six colours. white.
imaginative response imaginatively and parts. Elicit the primary colours and write them (or Red, yellow and blue.
to literary texts intelligibly through ask a pupil to write them) in alternate parts of the Mix us together, and
creating simple art circle. we turn a colour that’s
and craft products 6. Elicit the secondary colours that are made new.
when the primary colours are mixed and fill in the
Other imaginative last three segments with these. The order should I‘m red, I’m a primary
responses as be: red – orange – yellow – green – blue – purple. colour.
appropriate I’m blue. I’m a primary
7. Ask pupils to make their own colour wheels. colour too.
They should colour each part (not write the colour We are primary
name); make a small hole in the middle of the colours. Mix us
circle and put in their pencil/pen so it will spin. together, and we make
purple. It’s new!
8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and tell Etc.
you. Some information

Post lesson about colour wheels:
Ask pupils to tell each other which colour they like http://www.bigshotcam
best and why, e.g. I like red. My pencil case is era.com/fun/buildables/
red. colorwheel#01


120
Primary Year 1 Scheme of Work

LESSON: 46 Listening (10)


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





TOPIC: At School



Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue

LANGUAGE/GRAMMAR FOCUS:


































121
Primary Year 1 Scheme of Work

LESSON: 46 Listening (10)


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





TOPIC: At School



Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue

LANGUAGE/GRAMMAR FOCUS:


































121
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.20 Language Strategies 3 and 5 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.4 Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom
contexts instructions Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY (The giving and following instructions
SKILL SKILL part of the lesson is a good opportunity
for pupils to begin to develop and
Speaking Speaking practise Speaking Learning Standard
2.2 2.2.2 2.2.2)
Use appropriate Ask for attention or help
communication from a teacher or
strategies classmate using one
word or a fixed phrase Post lesson

See Teacher’s Book.



























122
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.20 Language Strategies 3 and 5 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.4 Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom
contexts instructions Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY (The giving and following instructions
SKILL SKILL part of the lesson is a good opportunity
for pupils to begin to develop and
Speaking Speaking practise Speaking Learning Standard
2.2 2.2.2 2.2.2)
Use appropriate Ask for attention or help
communication from a teacher or
strategies classmate using one
word or a fixed phrase Post lesson

See Teacher’s Book.



























122
Primary Year 1 Scheme of Work

LESSON: 47 (Writing 10)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary and grammar from the At School topic

































123
Primary Year 1 Scheme of Work

LESSON: 47 (Writing 10)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary and grammar from the At School topic

































123
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.21 Creativity and Strategies 2, 4 and 5 may
Innovation 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
for a range of purposes word sets Lesson delivery
in print and digital
media See Teacher’s Book.

If you and pupils do not have access to
the Workbook.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Put Classroom objects
flashcards on the board
Reading Reading
3.2 3.2.4 The flashcards should show
Understand a variety of Use with support a pictures for this vocabulary
linear and non-linear simple picture dictionary
print and digital texts by to find, list and categorise bag, notebook, ruler, desk, book,
using appropriate words from Year 1 topics pencil case, pencil, rubber, pen
reading strategies and themes
2. Write the words for the
flashcards at the top of the
board, so that pupils have to
think about which word goes
with which flashcard.

3. Follow the picture dictionary
section in the Teacher’s Book
to help pupils achieve the
Reading learning standard for
this lesson.


Post lesson

See Teacher’s Book






124
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.21 Creativity and Strategies 2, 4 and 5 may
Innovation 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
for a range of purposes word sets Lesson delivery
in print and digital
media See Teacher’s Book.

If you and pupils do not have access to
the Workbook.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Put Classroom objects
flashcards on the board
Reading Reading
3.2 3.2.4 The flashcards should show
Understand a variety of Use with support a pictures for this vocabulary
linear and non-linear simple picture dictionary
print and digital texts by to find, list and categorise bag, notebook, ruler, desk, book,
using appropriate words from Year 1 topics pencil case, pencil, rubber, pen
reading strategies and themes
2. Write the words for the
flashcards at the top of the
board, so that pupils have to
think about which word goes
with which flashcard.

3. Follow the picture dictionary
section in the Teacher’s Book
to help pupils achieve the
Reading learning standard for
this lesson.


Post lesson

See Teacher’s Book






124
Primary Year 1 Scheme of Work

LESSON: 48 (Speaking 10)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!





LANGUAGE/GRAMMAR FOCUS:

Let’s go, That’s right



Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car





























125
Primary Year 1 Scheme of Work

LESSON: 48 (Speaking 10)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!





LANGUAGE/GRAMMAR FOCUS:

Let’s go, That’s right



Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car





























125
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.22 Language Strategies 2 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
Post lesson
Listening Listening
1.2 1.2.1 See Teacher’s Book
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences






























126
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.22 Language Strategies 2 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
Post lesson
Listening Listening
1.2 1.2.1 See Teacher’s Book
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences






























126
Primary Year 1 Scheme of Work

LESSON: 49 (Reading 10)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




His, her, he, she, he’s, she’s, favourite

































127
Primary Year 1 Scheme of Work

LESSON: 49 (Reading 10)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




His, her, he, she, he’s, she’s, favourite

































127
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.23 Language Strategies 2 and 6 may
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.


If pupils do not have stickers for the
COMPLEMENTARY COMPLEMENTARY listen and stick task (task 1):
SKILL SKILL
1. Tell them to write the names of
Speaking Speaking the 4 children on 4 small
2.1 2.1.2 pieces of paper before they
Communicate simple Find out about very basic listen.
information intelligibly personal information 2. Ask them to listen to the
using fixed phrases recording and place the
correct piece of paper on each
name.

Post lesson

See Teacher’s Book.


















128
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.23 Language Strategies 2 and 6 may
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.


If pupils do not have stickers for the
COMPLEMENTARY COMPLEMENTARY listen and stick task (task 1):
SKILL SKILL
1. Tell them to write the names of
Speaking Speaking the 4 children on 4 small
2.1 2.1.2 pieces of paper before they
Communicate simple Find out about very basic listen.
information intelligibly personal information 2. Ask them to listen to the
using fixed phrases recording and place the
correct piece of paper on each
name.

Post lesson

See Teacher’s Book.


















128
Primary Year 1 Scheme of Work

LESSON: 50 (Language Arts 10)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:



Your choice, depending on the story.


























129
Primary Year 1 Scheme of Work

LESSON: 50 (Language Arts 10)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:



Your choice, depending on the story.


























129
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 based on Your own choice of ICT Your choice depending
a short story related to the content of short story. Try to find on the focus of your
Language Arts Language Arts Unit 1 of the textbook or the content of an interactive story for lesson and your class.
5.2 5.2.1 pupils’ learning in other subject areas. the computer if you
Express personal Name people, things or have the facilities. For Remember to vary
responses to literary places of interest in You might need to pre-teach some example: questions during story
texts illustrations vocabulary, but pupils do not need to http://www.topmarks.co telling.
accompanying texts understand every word of the story. .uk/Interactive.aspx?cat
=45
Plan the lesson so pupils can enjoy
listening to and interacting with the https://www.education.c
COMPLEMENTARY COMPLEMENTARY story on the computer (where possible). om/stories/
SKILL SKILL
Where computers are not available, http://primaryhomework
Listening Listening pupils could respond by acting out the help.co.uk/interactive/o
1.2 1.2.3 story or parts of it. nlinestory.htm
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives



























130
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 based on Your own choice of ICT Your choice depending
a short story related to the content of short story. Try to find on the focus of your
Language Arts Language Arts Unit 1 of the textbook or the content of an interactive story for lesson and your class.
5.2 5.2.1 pupils’ learning in other subject areas. the computer if you
Express personal Name people, things or have the facilities. For Remember to vary
responses to literary places of interest in You might need to pre-teach some example: questions during story
texts illustrations vocabulary, but pupils do not need to http://www.topmarks.co telling.
accompanying texts understand every word of the story. .uk/Interactive.aspx?cat
=45
Plan the lesson so pupils can enjoy
listening to and interacting with the https://www.education.c
COMPLEMENTARY COMPLEMENTARY story on the computer (where possible). om/stories/
SKILL SKILL
Where computers are not available, http://primaryhomework
Listening Listening pupils could respond by acting out the help.co.uk/interactive/o
1.2 1.2.3 story or parts of it. nlinestory.htm
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives



























130
Primary Year 1 Scheme of Work

LESSON: 51 (Listening 11)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Stories

TOPIC: Let’s Play!
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:





Recycled language from lesson 46

Imperatives: look down, catch, put, turn around, stretch, stand up




robot


























131
Primary Year 1 Scheme of Work

LESSON: 51 (Listening 11)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Stories

TOPIC: Let’s Play!
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:





Recycled language from lesson 46

Imperatives: look down, catch, put, turn around, stretch, stand up




robot


























131
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 with target Language Strategies 1 and 3 may
language imperatives be suitable.
Listening Listening 1. Pre-lesson task 4: Identify the (e.g. Put your notebook
flashcards
1.2 1.2.4 on your head, Turn Use other strategies if
Understand meaning in Understand short basic 2. Teach pupils the meaning and around) and robot for appropriate.
a variety of familiar supported classroom pronunciation of robot. the pre-lesson task
contexts instructions
Lesson delivery

3. Ask 3 pupils to come to the front of
the class. Tell them that they are
COMPLEMENTARY COMPLEMENTARY robots, and must move like robots
SKILL SKILL (e.g. with stiff arms and legs and
uneven movements).
Speaking Speaking
2.1 2.1.5 4. Give robots instructions (e.g. Stretch,
Communicate simple Name or describe Put a book on your head).
information intelligibly objects using suitable 5. Bring 3 new pupils to the front of the
words from word sets class and give a sequence of
instructions (e.g. Look down and
take out your pencil case, Turn
around and stretch).

6. Divide pupils into groups of 4 and
ask them to continue the activity, at
first with single instructions.

7. Later, tell pupils to give a sequence
of instructions to the robots in their
group.

8. Make sure that everyone in the
group gets the chance to give
instructions.

9. Ask some pupils to demonstrate their
robot instructions to the whole class

10. If there is time, ask pupils to write
one or two instructions for a partner
to read and act out.

Post lesson

11. Post lesson
Task 9: Read your friend’s mind



132
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 with target Language Strategies 1 and 3 may
language imperatives be suitable.
Listening Listening 1. Pre-lesson task 4: Identify the (e.g. Put your notebook
flashcards
1.2 1.2.4 on your head, Turn Use other strategies if
Understand meaning in Understand short basic 2. Teach pupils the meaning and around) and robot for appropriate.
a variety of familiar supported classroom pronunciation of robot. the pre-lesson task
contexts instructions
Lesson delivery

3. Ask 3 pupils to come to the front of
the class. Tell them that they are
COMPLEMENTARY COMPLEMENTARY robots, and must move like robots
SKILL SKILL (e.g. with stiff arms and legs and
uneven movements).
Speaking Speaking
2.1 2.1.5 4. Give robots instructions (e.g. Stretch,
Communicate simple Name or describe Put a book on your head).
information intelligibly objects using suitable 5. Bring 3 new pupils to the front of the
words from word sets class and give a sequence of
instructions (e.g. Look down and
take out your pencil case, Turn
around and stretch).

6. Divide pupils into groups of 4 and
ask them to continue the activity, at
first with single instructions.

7. Later, tell pupils to give a sequence
of instructions to the robots in their
group.

8. Make sure that everyone in the
group gets the chance to give
instructions.

9. Ask some pupils to demonstrate their
robot instructions to the whole class

10. If there is time, ask pupils to write
one or two instructions for a partner
to read and act out.

Post lesson

11. Post lesson
Task 9: Read your friend’s mind



132
Primary Year 1 Scheme of Work

LESSON: 52 (Speaking 11)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Stories
TOPIC: Let’s Play!
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Recycled language from lesson 49
Toy vocabulary

This is …

What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is …




























133
Primary Year 1 Scheme of Work

LESSON: 52 (Speaking 11)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Stories
TOPIC: Let’s Play!
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Recycled language from lesson 49
Toy vocabulary

This is …

What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is …




























133
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 Board Language Strategies 3 and 7
may be suitable.
Speaking Speaking 1. Pre-lesson Task 7: Beat the teacher. Use
2.1 2.1.3 the question: What’s your favourite toy? Use other strategies if
Communicate simple Express basic likes appropriate.
information intelligibly and dislikes Lesson delivery

2. Draw this grid on the board

Name Age Favourite Toy
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.3 2.3.1
Communicate Introduce self to an
appropriately to a audience using fixed 3. Pupils copy the grid.

small or large group phrases 4. Ask a pupil:
 What’s your name,?
 How old are you?
 What’s your favourite toy?

5. Complete the grid with the pupil’s answers.

6. Explain that pupils will find out information
about their classmates and complete the
grid.

7. Check target language questions with
pupils.

8. Pupils mingle or work in groups of 6 to ask
and answer and complete the grid.

9. Pupils report to the whole class:
 This is (Haziq/ Najwa).
 He’s/She’s (seven) years old.
 His /Her favourite toy is a (doll).

10. They then give this information for
themselves (My name is … etc.).

Post lesson

11. Post lesson task 4: Correct the error





134
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 Board Language Strategies 3 and 7
may be suitable.
Speaking Speaking 1. Pre-lesson Task 7: Beat the teacher. Use
2.1 2.1.3 the question: What’s your favourite toy? Use other strategies if
Communicate simple Express basic likes appropriate.
information intelligibly and dislikes Lesson delivery

2. Draw this grid on the board

Name Age Favourite Toy
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.3 2.3.1
Communicate Introduce self to an
appropriately to a audience using fixed 3. Pupils copy the grid.

small or large group phrases 4. Ask a pupil:
 What’s your name,?
 How old are you?
 What’s your favourite toy?

5. Complete the grid with the pupil’s answers.

6. Explain that pupils will find out information
about their classmates and complete the
grid.

7. Check target language questions with
pupils.

8. Pupils mingle or work in groups of 6 to ask
and answer and complete the grid.

9. Pupils report to the whole class:
 This is (Haziq/ Najwa).
 He’s/She’s (seven) years old.
 His /Her favourite toy is a (doll).

10. They then give this information for
themselves (My name is … etc.).

Post lesson

11. Post lesson task 4: Correct the error





134
Primary Year 1 Scheme of Work

135
Primary Year 1 Scheme of Work

135
Primary Year 1 Scheme of Work