Year 1 SOW 2020

LESSON: 65 (Language Arts 13)


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








LANGUAGE/GRAMMAR FOCUS:




Teacher’s choice, depending on story
























161
Primary Year 1 Scheme of Work

LESSON: 65 (Language Arts 13)


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








LANGUAGE/GRAMMAR FOCUS:




Teacher’s choice, depending on story
























161
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 around A storybook of your Language Teacher’s choice
reading a story about toys. choice, possibly related depending on the story
Language Arts Language Arts to the topic of Toys. and your class.
5.2 5.2.1 The pupils should have the chance to
Express personal Name people, things or prepare for the story so they For example: Strategies 2, 5 and 6 in
responses to literary places of interest in understand the main elements a little https://www.booksfortop particular may be useful.
texts illustrations better, and should have the chance to ics.com/toys
accompanying texts listen to you reading the story and talk
about it as you read it. This lesson is intended
to bring real story
Note: you will re-use this story in the books into the English
COMPLEMENTARY COMPLEMENTARY next Language Arts lesson (Lesson 70). classroom. If another
SKILL SKILL book is available but is
not related to the topic,
Listening Listening then it can be used
1.2 1.2.3 instead. Remember the
Understand meaning in Understand with a high pupils don’t need to
a variety of familiar degree of support very understand every word
contexts short simple narratives of the story, it is for
global understanding
with the support of
pictures and
enjoyment.

If no books are
available, there are
many recordings of
books being read aloud
online. Look on Google
or YouTube for a book
of your choice if you
have these facilities.















162
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 around A storybook of your Language Teacher’s choice
reading a story about toys. choice, possibly related depending on the story
Language Arts Language Arts to the topic of Toys. and your class.
5.2 5.2.1 The pupils should have the chance to
Express personal Name people, things or prepare for the story so they For example: Strategies 2, 5 and 6 in
responses to literary places of interest in understand the main elements a little https://www.booksfortop particular may be useful.
texts illustrations better, and should have the chance to ics.com/toys
accompanying texts listen to you reading the story and talk
about it as you read it. This lesson is intended
to bring real story
Note: you will re-use this story in the books into the English
COMPLEMENTARY COMPLEMENTARY next Language Arts lesson (Lesson 70). classroom. If another
SKILL SKILL book is available but is
not related to the topic,
Listening Listening then it can be used
1.2 1.2.3 instead. Remember the
Understand meaning in Understand with a high pupils don’t need to
a variety of familiar degree of support very understand every word
contexts short simple narratives of the story, it is for
global understanding
with the support of
pictures and
enjoyment.

If no books are
available, there are
many recordings of
books being read aloud
online. Look on Google
or YouTube for a book
of your choice if you
have these facilities.















162
Primary Year 1 Scheme of Work

LESSON: 66 (Reading 14)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary for toys and adjectives

































163
Primary Year 1 Scheme of Work

LESSON: 66 (Reading 14)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary for toys and adjectives

































163
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.27 Patriotism and Strategies 6 and 7 may
citizenship (Fair play) 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


























164
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.27 Patriotism and Strategies 6 and 7 may
citizenship (Fair play) 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


























164
Primary Year 1 Scheme of Work

LESSON: 67 (Listening 14)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary for toys and adjectives

































165
Primary Year 1 Scheme of Work

LESSON: 67 (Listening 14)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary for toys and adjectives

































165
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.28 Language Strategies 2 and 7 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

Reading Reading See Teacher’s Book.
3.2 3.2.2
Understand a variety of Understand specific
linear and non-linear information and details of
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies



























166
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.28 Language Strategies 2 and 7 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

Reading Reading See Teacher’s Book.
3.2 3.2.2
Understand a variety of Understand specific
linear and non-linear information and details of
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies



























166
Primary Year 1 Scheme of Work

LESSON: 68 (Writing 14)


MAIN SKILL(S) FOCUS: Writing

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






LANGUAGE/GRAMMAR FOCUS:


Recycled toy vocabulary and adjectives

What’s your favourite (colour)?































167
Primary Year 1 Scheme of Work

LESSON: 68 (Writing 14)


MAIN SKILL(S) FOCUS: Writing

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






LANGUAGE/GRAMMAR FOCUS:


Recycled toy vocabulary and adjectives

What’s your favourite (colour)?































167
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.29 Language Strategies 1 and 2 and 6
and 7 may be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.3 Use other strategies if
Communicate basic Express basic likes and appropriate.
information intelligibly dislikes
for a range of purposes Lesson delivery
in print and digital
media See Teacher’s Book.

COMPLEMENTARY
SKILL
COMPLEMENTARY Post lesson
SKILL Speaking
2.1.3 See Teacher’s Book.
Speaking Express basic likes and
2.1 dislikes
Communicate simple
information intelligibly





























168
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.29 Language Strategies 1 and 2 and 6
and 7 may be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.3 Use other strategies if
Communicate basic Express basic likes and appropriate.
information intelligibly dislikes
for a range of purposes Lesson delivery
in print and digital
media See Teacher’s Book.

COMPLEMENTARY
SKILL
COMPLEMENTARY Post lesson
SKILL Speaking
2.1.3 See Teacher’s Book.
Speaking Express basic likes and
2.1 dislikes
Communicate simple
information intelligibly





























168
Primary Year 1 Scheme of Work

LESSON: 69 (Speaking 14)


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








LANGUAGE/GRAMMAR FOCUS:




Shapes: tangram, triangle, square, circle, parallelogram, rectangle

































169
Primary Year 1 Scheme of Work

LESSON: 69 (Speaking 14)


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








LANGUAGE/GRAMMAR FOCUS:




Shapes: tangram, triangle, square, circle, parallelogram, rectangle

































169
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.30 Creativity and Strategies 3 and 6 may
Innovation 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
Reading Reading
3.2 3.2.2 See Teacher’s Book.
Understand a variety of Understand specific
linear and non-linear information and details of
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies


























170
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.30 Creativity and Strategies 3 and 6 may
Innovation 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
Reading Reading
3.2 3.2.2 See Teacher’s Book.
Understand a variety of Understand specific
linear and non-linear information and details of
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies


























170
Primary Year 1 Scheme of Work

LESSON: 70 (Language Arts 14)


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








LANGUAGE/GRAMMAR FOCUS:



Your choice, depending on your story





















171
Primary Year 1 Scheme of Work

LESSON: 70 (Language Arts 14)


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








LANGUAGE/GRAMMAR FOCUS:



Your choice, depending on your story





















171
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 Continue the story book Creativity and Your choice, depending
Review the story from the previous you started in the Innovation on the activities, the story
Language Arts Language Arts Language Arts lesson by showing previous Language Arts and the pupils.
5.2 5.2.1 pupils the book and asking them to tell lesson (Lesson 65).
Express personal Name people, things or you what they remember (e.g. the
responses to literary places of interest in characters, the storyline). Use the front Develop your own
texts illustrations cover to elicit as much information as materials to use as a
accompanying texts possible, including the name of the follow up to the story,
author and where the book comes from. depending on the story
and on your pupils.
Lesson delivery
COMPLEMENTARY COMPLEMENTARY 1. Re-read the story, reviewing pupils’ Other resources such
SKILL SKILL understanding. as pens, paper, glue,
scissors, etc.
Language Arts Language Arts 2. Plan activities which follow on from depending on your
5.3 5.3.1 the story and extend it. These could planned activities.
Express an imaginative Respond imaginatively include:
response to literary and intelligibly through - vocabulary activities, e.g. matching,
texts creating simple art and sorting: colours
craft products - activities related to character
descriptions, e.g. a guessing game
Other imaginative ‘Who am I?’
responses as appropriate - activities related to the storyline, e.g.
ordering pictures.

3. Plan a creative activity depending on
your class. This could be related to the
story/characters, storyline, topic or
vocabulary. The activity could be
making something, drawing something,
acting something etc.

Post lesson
Ask pupils to sit in a circle to present
what they have made.
Talk to the pupils about the story and
ask them what they liked about the
story, which was their favourite
character and so on.





172
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 Continue the story book Creativity and Your choice, depending
Review the story from the previous you started in the Innovation on the activities, the story
Language Arts Language Arts Language Arts lesson by showing previous Language Arts and the pupils.
5.2 5.2.1 pupils the book and asking them to tell lesson (Lesson 65).
Express personal Name people, things or you what they remember (e.g. the
responses to literary places of interest in characters, the storyline). Use the front Develop your own
texts illustrations cover to elicit as much information as materials to use as a
accompanying texts possible, including the name of the follow up to the story,
author and where the book comes from. depending on the story
and on your pupils.
Lesson delivery
COMPLEMENTARY COMPLEMENTARY 1. Re-read the story, reviewing pupils’ Other resources such
SKILL SKILL understanding. as pens, paper, glue,
scissors, etc.
Language Arts Language Arts 2. Plan activities which follow on from depending on your
5.3 5.3.1 the story and extend it. These could planned activities.
Express an imaginative Respond imaginatively include:
response to literary and intelligibly through - vocabulary activities, e.g. matching,
texts creating simple art and sorting: colours
craft products - activities related to character
descriptions, e.g. a guessing game
Other imaginative ‘Who am I?’
responses as appropriate - activities related to the storyline, e.g.
ordering pictures.

3. Plan a creative activity depending on
your class. This could be related to the
story/characters, storyline, topic or
vocabulary. The activity could be
making something, drawing something,
acting something etc.

Post lesson
Ask pupils to sit in a circle to present
what they have made.
Talk to the pupils about the story and
ask them what they liked about the
story, which was their favourite
character and so on.





172
Primary Year 1 Scheme of Work

LESSON: 71 (Listening 15)


MAIN SKILL(S) FOCUS: Listening

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






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy vocabulary and adjectives































173
Primary Year 1 Scheme of Work

LESSON: 71 (Listening 15)


MAIN SKILL(S) FOCUS: Listening

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






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy vocabulary and adjectives































173
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson None needed Language Strategies 1 and 7
may be suitable.
Listening Listening Pre-lesson task 9: Remember the words

1.2 1.2.2 Lesson delivery Use other strategies if
Understand meaning Understand with 1. Elicit favourite colours, numbers and toys from appropriate.
in a variety of familiar support specific the class.
contexts information and
details of very simple 2. Ask pupils to stand in a circle. Tell them that
phrases and they’ll do an activity called Change places if…
sentences 3. Say Change places if your favourite colour’s
red.

4. Pupils change places if this is true for them: this
COMPLEMENTARY COMPLEMENTARY is not a competition, so they can move calmly.
SKILL SKILL 5. Continue with other phrases (e.g. Change
places if your favourite toy’s a…/ your favourite
Speaking Speaking number’s…)
2.1 2.1.5
Communicate simple Name or describe 6. If it’s difficult for pupils to move in your
information intelligibly objects using suitable classroom, pupils can put up their hands, touch
words from word sets their head or stand up instead of changing
places.

7. Divide pupils into 2 groups and ask pupils to
continue with the activity. Make sure that
different pupils have the chance to give
instructions.

8. When pupils have had enough practice, change
focus to a chain activity.

9. Divide pupils into groups of about 5. One pupil
says their favourite toy. The next pupil repeats
this info and adds their own information (e.g.
Jannah’s favourite toy is her bike, my favourite
toy is my doll). Pupils continue in this way until
everyone has had a turn.

10. Repeat with other language (e.g. numbers or
colours) if there is time.

Post lesson

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





174
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson None needed Language Strategies 1 and 7
may be suitable.
Listening Listening Pre-lesson task 9: Remember the words

1.2 1.2.2 Lesson delivery Use other strategies if
Understand meaning Understand with 1. Elicit favourite colours, numbers and toys from appropriate.
in a variety of familiar support specific the class.
contexts information and
details of very simple 2. Ask pupils to stand in a circle. Tell them that
phrases and they’ll do an activity called Change places if…
sentences 3. Say Change places if your favourite colour’s
red.

4. Pupils change places if this is true for them: this
COMPLEMENTARY COMPLEMENTARY is not a competition, so they can move calmly.
SKILL SKILL 5. Continue with other phrases (e.g. Change
places if your favourite toy’s a…/ your favourite
Speaking Speaking number’s…)
2.1 2.1.5
Communicate simple Name or describe 6. If it’s difficult for pupils to move in your
information intelligibly objects using suitable classroom, pupils can put up their hands, touch
words from word sets their head or stand up instead of changing
places.

7. Divide pupils into 2 groups and ask pupils to
continue with the activity. Make sure that
different pupils have the chance to give
instructions.

8. When pupils have had enough practice, change
focus to a chain activity.

9. Divide pupils into groups of about 5. One pupil
says their favourite toy. The next pupil repeats
this info and adds their own information (e.g.
Jannah’s favourite toy is her bike, my favourite
toy is my doll). Pupils continue in this way until
everyone has had a turn.

10. Repeat with other language (e.g. numbers or
colours) if there is time.

Post lesson

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





174
Primary Year 1 Scheme of Work

LESSON: 72 (Speaking 15)


MAIN SKILL(S) FOCUS: Speaking

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






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 66 - 68































175
Primary Year 1 Scheme of Work

LESSON: 72 (Speaking 15)


MAIN SKILL(S) FOCUS: Speaking

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






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 66 - 68































175
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 Board Values Strategies 3 and 6

1. Pre-lesson task 1: Work at the words (cooperation) may be suitable.
Speaking Speaking
2.1 2.1.3 Lesson delivery Use other strategies

Communicate simple Express basic likes 2. Elicit the names of about 10 toys which pupils like, and write these in if appropriate.
information and dislikes a list on the board, or ask pupils to write them on the board.
intelligibly 3. The toys do not have to be from the textbook: they can also be other
toys which pupils know and like.
4. Pupils may need to ask you for help with vocabulary (Speaking
Learning Standard 2.2.2) when telling you the toys.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 5. Draw this grid on the board:
Toy Name
Speaking Speaking
2.2 2.2.2
Use appropriate Ask for attention or
communication help from a teacher
strategies or classmate using 6. Ask pupils to copy the grid in their exercise books, and to write the
one word or a fixed names of any 7 toys from the list on the board in their table.
phrase 7. Tell pupils they have to find a classmate for toys in their table by
asking What’s your favourite toy?

8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your
favourite toy?

9. Make sure that the answer you give is not one of the toys in Pupil A’s
grid.

10. Tell Pupil A to ask another pupil, until an answer matches one of the
toys in their table. Pupil A then writes down the name of Pupil B in
the grid next to the appropriate toy.

11. Tell pupils that they have to find names for 5 or more of the toys in
the table.

12. Pupils mingle and complete their tables. If mingling isn’t possible in
your class, you can go outside, or ask pupils to sit in groups.

13. Stop when most but not all pupils are finished.

14. Ask them to report back to you (e.g. Ayesha’s favourite toy is her
ball).

15. If there is extra time, ask pupils to write a true sentence and a false
sentence from their grid for their partner, who reads their grid and
then corrects the false sentence.

Post lesson

16. Post-lesson task 1: Spot the differences


176
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 Board Values Strategies 3 and 6

1. Pre-lesson task 1: Work at the words (cooperation) may be suitable.
Speaking Speaking
2.1 2.1.3 Lesson delivery Use other strategies

Communicate simple Express basic likes 2. Elicit the names of about 10 toys which pupils like, and write these in if appropriate.
information and dislikes a list on the board, or ask pupils to write them on the board.
intelligibly 3. The toys do not have to be from the textbook: they can also be other
toys which pupils know and like.
4. Pupils may need to ask you for help with vocabulary (Speaking
Learning Standard 2.2.2) when telling you the toys.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 5. Draw this grid on the board:
Toy Name
Speaking Speaking
2.2 2.2.2
Use appropriate Ask for attention or
communication help from a teacher
strategies or classmate using 6. Ask pupils to copy the grid in their exercise books, and to write the
one word or a fixed names of any 7 toys from the list on the board in their table.
phrase 7. Tell pupils they have to find a classmate for toys in their table by
asking What’s your favourite toy?

8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your
favourite toy?

9. Make sure that the answer you give is not one of the toys in Pupil A’s
grid.

10. Tell Pupil A to ask another pupil, until an answer matches one of the
toys in their table. Pupil A then writes down the name of Pupil B in
the grid next to the appropriate toy.

11. Tell pupils that they have to find names for 5 or more of the toys in
the table.

12. Pupils mingle and complete their tables. If mingling isn’t possible in
your class, you can go outside, or ask pupils to sit in groups.

13. Stop when most but not all pupils are finished.

14. Ask them to report back to you (e.g. Ayesha’s favourite toy is her
ball).

15. If there is extra time, ask pupils to write a true sentence and a false
sentence from their grid for their partner, who reads their grid and
then corrects the false sentence.

Post lesson

16. Post-lesson task 1: Spot the differences


176
Primary Year 1 Scheme of Work

LESSON: 73 (Reading 15)


MAIN SKILL(S) FOCUS: Reading

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






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 69 and Year 1, as appropriate































177
Primary Year 1 Scheme of Work

LESSON: 73 (Reading 15)


MAIN SKILL(S) FOCUS: Reading

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






LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 69 and Year 1, as appropriate































177
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 You might want to Language Strategy 1 might be
Task 10 using the shape words make a worksheet for suitable.
Reading Reading Lesson delivery this lesson.
3.1 3.1.1 Use other strategies as
Recognise words in identify and recognise the 1. Review the vocabulary you have Cut up letters (roughly appropriate.
linear and non-linear shapes of the letters in used in the pre-lesson task. cut, on paper), enough

texts by using the alphabet 2. On the board, write the word red. Ask for pupils to use to If appropriate, select
knowledge of sounds of pupils to read it. Then draw an outline each make one or two suitable activities for your
letters around the word that shows its shape words. pupils from LINUS
when written. For example: Module 1 to be added in
Scissors, glue and plain to this lesson
paper for each pupil. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line h of the
SKILL SKILL Phonics Table (see
Syllabus).
Reading Reading
3.1 3.1.2
Recognise words in Recognise and sound out
linear and non-linear with support beginning,
texts by using medial and final sounds 3. Draw the outline of another, longer
knowledge of sounds of in a word word on the board and encourage
letters pupils to guess what the word is.
4. Draw more word shapes on the
board or provide them on a worksheet.
You could give pupils a word list, too.
Pupils write the words in their exercise
books. Use the words from the pre-
lesson task for this.

5. Ask pupils to draw one or two word
shapes for their partner to guess the
word.

6. Give pupils some letters, glue and
paper. Pupils arrange the letters on the
paper to make words, then stick them.

7. Next, pupils cut the paper to show
word outline.

8. Each pupil should sound out the
word they have created.





178
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 You might want to Language Strategy 1 might be
Task 10 using the shape words make a worksheet for suitable.
Reading Reading Lesson delivery this lesson.
3.1 3.1.1 Use other strategies as
Recognise words in identify and recognise the 1. Review the vocabulary you have Cut up letters (roughly appropriate.
linear and non-linear shapes of the letters in used in the pre-lesson task. cut, on paper), enough

texts by using the alphabet 2. On the board, write the word red. Ask for pupils to use to If appropriate, select
knowledge of sounds of pupils to read it. Then draw an outline each make one or two suitable activities for your
letters around the word that shows its shape words. pupils from LINUS
when written. For example: Module 1 to be added in
Scissors, glue and plain to this lesson
paper for each pupil. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line h of the
SKILL SKILL Phonics Table (see
Syllabus).
Reading Reading
3.1 3.1.2
Recognise words in Recognise and sound out
linear and non-linear with support beginning,
texts by using medial and final sounds 3. Draw the outline of another, longer
knowledge of sounds of in a word word on the board and encourage
letters pupils to guess what the word is.
4. Draw more word shapes on the
board or provide them on a worksheet.
You could give pupils a word list, too.
Pupils write the words in their exercise
books. Use the words from the pre-
lesson task for this.

5. Ask pupils to draw one or two word
shapes for their partner to guess the
word.

6. Give pupils some letters, glue and
paper. Pupils arrange the letters on the
paper to make words, then stick them.

7. Next, pupils cut the paper to show
word outline.

8. Each pupil should sound out the
word they have created.





178
Primary Year 1 Scheme of Work

LESSON: 74 (Writing 15)


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








LANGUAGE/GRAMMAR FOCUS:



Recycled language from lessons 68 and 69
































179
Primary Year 1 Scheme of Work

LESSON: 74 (Writing 15)


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








LANGUAGE/GRAMMAR FOCUS:



Recycled language from lessons 68 and 69
































179
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 of objects of Creativity and Strategy 2 may be
Task 11 a particular shape, e.g. Innovation suitable.
Writing Writing an orange (round) or a
4.3 4.3.2 Lesson delivery book (rectangle). Use other strategies as
Communicate with Spell familiar high 1. Show flashcards of objects and check pupils Around 10-12 cards if appropriate.
appropriate language frequency words know the vocabulary. possible. You could
form and style for a accurately draw these if If appropriate, select
range of purposes in 2. Put the flashcards on the board in groups necessary. suitable activities for your
print and digital media relating to each colour (e.g. all the round pupils from LINUS
objects together). Elicit what the groups
You might want to Module 1 to be added in
represent from the pupils. Write the shape create a worksheet. to this lesson
words under the groups of pictures. to focus on phonemes

COMPLEMENTARY COMPLEMENTARY 3. Draw a table on the board and ask pupils to Paper (or exercise from Line h of the
SKILL SKILL copy it into their exercise book (or have a books), pencils and Phonics Table (see
worksheet for this). Head each column with a rulers Syllabus).
Writing Writing shape word. See example on the next page.
4.3 4.3.3
Communicate with Plan and write words 4. Put pupils in groups. The groups decide an
appropriate language and phrases order (who will go first, second and so on).
form and style for a Give the first pupil in each group a board
range of purposes in pen/piece of chalk. When you say ‘Go!’ they
print and digital media should go to the board and write one word for
an object in one column. Then it is the next
pupil’s turn. They don’t need to worry too much
about spelling at this point.

5. After each pupil has had a turn, review the
words on the board so that the class corrects
any spelling mistakes together.

6. Give pupils some paper (or they can use
their exercise books). Ask pupils to draw the
five shapes on the paper/page. These should
be big.

7. Next ask pupils to write some words for
objects inside each shape. They can copy from
the board or you could erase the words from
the board.

Post lesson
Task 9 where pupils outline the shape with
their hands



180
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 of objects of Creativity and Strategy 2 may be
Task 11 a particular shape, e.g. Innovation suitable.
Writing Writing an orange (round) or a
4.3 4.3.2 Lesson delivery book (rectangle). Use other strategies as
Communicate with Spell familiar high 1. Show flashcards of objects and check pupils Around 10-12 cards if appropriate.
appropriate language frequency words know the vocabulary. possible. You could
form and style for a accurately draw these if If appropriate, select
range of purposes in 2. Put the flashcards on the board in groups necessary. suitable activities for your
print and digital media relating to each colour (e.g. all the round pupils from LINUS
objects together). Elicit what the groups
You might want to Module 1 to be added in
represent from the pupils. Write the shape create a worksheet. to this lesson
words under the groups of pictures. to focus on phonemes

COMPLEMENTARY COMPLEMENTARY 3. Draw a table on the board and ask pupils to Paper (or exercise from Line h of the
SKILL SKILL copy it into their exercise book (or have a books), pencils and Phonics Table (see
worksheet for this). Head each column with a rulers Syllabus).
Writing Writing shape word. See example on the next page.
4.3 4.3.3
Communicate with Plan and write words 4. Put pupils in groups. The groups decide an
appropriate language and phrases order (who will go first, second and so on).
form and style for a Give the first pupil in each group a board
range of purposes in pen/piece of chalk. When you say ‘Go!’ they
print and digital media should go to the board and write one word for
an object in one column. Then it is the next
pupil’s turn. They don’t need to worry too much
about spelling at this point.

5. After each pupil has had a turn, review the
words on the board so that the class corrects
any spelling mistakes together.

6. Give pupils some paper (or they can use
their exercise books). Ask pupils to draw the
five shapes on the paper/page. These should
be big.

7. Next ask pupils to write some words for
objects inside each shape. They can copy from
the board or you could erase the words from
the board.

Post lesson
Task 9 where pupils outline the shape with
their hands



180
Primary Year 1 Scheme of Work

Lesson 74

Example table on the board:




triangle square circle parallelogram rectangle



































181
Primary Year 1 Scheme of Work

Lesson 74

Example table on the board:




triangle square circle parallelogram rectangle



































181
Primary Year 1 Scheme of Work

LESSON: 75 (Language Arts 15)


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








LANGUAGE/GRAMMAR FOCUS:




Shape vocabulary
























182
Primary Year 1 Scheme of Work

LESSON: 75 (Language Arts 15)


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








LANGUAGE/GRAMMAR FOCUS:




Shape vocabulary
























182
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 Paper for pupils to Language Your choice depending
Body shapes. Tell pupils a shape name make flashcards. on your lesson and class.
Language Arts Language Arts and they have to try to make that shape Coloured pencils, rulers
5.1 5.1.1 with their body/arms/with a partner. Possibly strategy 2 or 3.
Enjoy and appreciate Demonstrate Teach ‘diamond’ during this stage. Shape song, to the
rhymes, poems and appreciation through non- tune of ‘Brother You could take out Stage
songs verbal responses to John/Frere Jacques: 2 (writing); you could give
Lesson delivery https://www.youtube.co letter prompts; you could
i) simple chants and raps 1. Give the pupils two or three papers. m/watch?v=ZD2BLeD6 allow pupils to copy the
ii) simple rhymes Ask them to draw a shape on each nDI ) – spellings from their books
iii) simple action songs paper. Square and circle, (p.30).
Square and circle,
2. Ask them to write the name of the Rectangle, You could change
shape under the picture. Rectangle. ‘diamond’ for
COMPLEMENTARY COMPLEMENTARY Triangle and tangram, ‘parallelogram’ (but it
SKILL SKILL 3. Tell them they are going to listen to a Triangle and tangram, doesn’t fit well into the
song. Sing the song. Diamond, song).
Language Arts Language Arts Diamond.
5.2 5.2.1 4. Ask them to listen to the song again
Express personal Name people, things or and to hold up their shapes when they
responses to literary places of interest in hear them.
texts illustrations
accompanying texts 5. Ask them to listen to the song again
and tell you how many shapes they
hear.

6. Encourage the pupils to sing the
song with you.

Post lesson
Ask pupils to tell each other what their
favourite shape is, then report to the
class
and/or
to tell you what they have in their home
of different shapes.








183
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 Paper for pupils to Language Your choice depending
Body shapes. Tell pupils a shape name make flashcards. on your lesson and class.
Language Arts Language Arts and they have to try to make that shape Coloured pencils, rulers
5.1 5.1.1 with their body/arms/with a partner. Possibly strategy 2 or 3.
Enjoy and appreciate Demonstrate Teach ‘diamond’ during this stage. Shape song, to the
rhymes, poems and appreciation through non- tune of ‘Brother You could take out Stage
songs verbal responses to John/Frere Jacques: 2 (writing); you could give
Lesson delivery https://www.youtube.co letter prompts; you could
i) simple chants and raps 1. Give the pupils two or three papers. m/watch?v=ZD2BLeD6 allow pupils to copy the
ii) simple rhymes Ask them to draw a shape on each nDI ) – spellings from their books
iii) simple action songs paper. Square and circle, (p.30).
Square and circle,
2. Ask them to write the name of the Rectangle, You could change
shape under the picture. Rectangle. ‘diamond’ for
COMPLEMENTARY COMPLEMENTARY Triangle and tangram, ‘parallelogram’ (but it
SKILL SKILL 3. Tell them they are going to listen to a Triangle and tangram, doesn’t fit well into the
song. Sing the song. Diamond, song).
Language Arts Language Arts Diamond.
5.2 5.2.1 4. Ask them to listen to the song again
Express personal Name people, things or and to hold up their shapes when they
responses to literary places of interest in hear them.
texts illustrations
accompanying texts 5. Ask them to listen to the song again
and tell you how many shapes they
hear.

6. Encourage the pupils to sing the
song with you.

Post lesson
Ask pupils to tell each other what their
favourite shape is, then report to the
class
and/or
to tell you what they have in their home
of different shapes.








183
Primary Year 1 Scheme of Work

LESSON: 76 (Speaking 16)


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








LANGUAGE/GRAMMAR FOCUS:



Recycled vocabulary of shapes from lessons 69, 73 and 74





























184
Primary Year 1 Scheme of Work

LESSON: 76 (Speaking 16)


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








LANGUAGE/GRAMMAR FOCUS:



Recycled vocabulary of shapes from lessons 69, 73 and 74





























184
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.31 Creativity and Strategies 2 and 5 may
Innovation be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal Lesson delivery appropriate.
information intelligibly information using fixed
phrases See Teacher’s Book.

(Project parts a and b are a good
opportunity for pupils to begin to
COMPLEMENTARY COMPLEMENTARY develop and practise Speaking
SKILL SKILL Learning Standard 2.2.2.)

Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help
communication from a teacher or See Teacher’s Book.
strategies classmate using one
word or a fixed phrase





























185
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.31 Creativity and Strategies 2 and 5 may
Innovation be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal Lesson delivery appropriate.
information intelligibly information using fixed
phrases See Teacher’s Book.

(Project parts a and b are a good
opportunity for pupils to begin to
COMPLEMENTARY COMPLEMENTARY develop and practise Speaking
SKILL SKILL Learning Standard 2.2.2.)

Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help
communication from a teacher or See Teacher’s Book.
strategies classmate using one
word or a fixed phrase





























185
Primary Year 1 Scheme of Work