Year 1 SOW 2020

LESSON: 99 (Writing 20)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary: classroom objects, animals






























236
Primary Year 1 Scheme of Work

LESSON: 99 (Writing 20)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary: classroom objects, animals






























236
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.40 Language Strategies 1 and 3 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 for dislikes
a range of purposes in Lesson delivery
print and digital media
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 for proper names using ‘and’
a range of purposes in
print and digital media


























237
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.40 Language Strategies 1 and 3 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 for dislikes
a range of purposes in Lesson delivery
print and digital media
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 for proper names using ‘and’
a range of purposes in
print and digital media


























237
Primary Year 1 Scheme of Work

LESSON: 100 (Language Arts 20)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Your choice
























238
Primary Year 1 Scheme of Work

LESSON: 100 (Language Arts 20)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Your choice
























238
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on A song about animals. Language Your choice depending
a song about animals. A fun song to use in on the activities you
Language Arts Language Arts this topic is ‘There Was choose to follow up on
5.1 5.1.1 Pre-lesson An Old Lady Who the song.
Enjoy and appreciate Demonstrate Aim to have pupils listen to the song, do Swallowed A Fly’. For
rhymes, poems and appreciation through non- some actions and join in when they lyrics, see:
songs verbal responses to can/want to.
http://www.rhymes.org.
i) simple chants and raps Lesson delivery uk/there_was_an_old_l
ii) simple rhymes As a follow up, pupils could work in ady.htm
iii) simple action songs small groups to create a picture that
represents the song, or they could write Also available is an
words they remember or a sentence animated version:
from the song. http://learnenglishkids.b
COMPLEMENTARY COMPLEMENTARY ritishcouncil.org/en/son
SKILL SKILL Post lesson gs/old-lady-who-
As a follow up to the song, ask the swallowed-fly
Language Arts Language Arts children if they liked the song, if they
5.1 5.1.2 liked the tune (music) and the words,
Enjoy and appreciate Say the words in simple which was their favourite animal and so
rhymes, poems and texts, and sing simple on.
songs songs with intelligible
pronunciation, rhythm
and intonation

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

















239
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on A song about animals. Language Your choice depending
a song about animals. A fun song to use in on the activities you
Language Arts Language Arts this topic is ‘There Was choose to follow up on
5.1 5.1.1 Pre-lesson An Old Lady Who the song.
Enjoy and appreciate Demonstrate Aim to have pupils listen to the song, do Swallowed A Fly’. For
rhymes, poems and appreciation through non- some actions and join in when they lyrics, see:
songs verbal responses to can/want to.
http://www.rhymes.org.
i) simple chants and raps Lesson delivery uk/there_was_an_old_l
ii) simple rhymes As a follow up, pupils could work in ady.htm
iii) simple action songs small groups to create a picture that
represents the song, or they could write Also available is an
words they remember or a sentence animated version:
from the song. http://learnenglishkids.b
COMPLEMENTARY COMPLEMENTARY ritishcouncil.org/en/son
SKILL SKILL Post lesson gs/old-lady-who-
As a follow up to the song, ask the swallowed-fly
Language Arts Language Arts children if they liked the song, if they
5.1 5.1.2 liked the tune (music) and the words,
Enjoy and appreciate Say the words in simple which was their favourite animal and so
rhymes, poems and texts, and sing simple on.
songs songs with intelligible
pronunciation, rhythm
and intonation

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

















239
Primary Year 1 Scheme of Work

LESSON: 101 (Listening 21)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Recycled topic language: animals, prepositions

It goes

Colours, adjectives




























240
Primary Year 1 Scheme of Work

LESSON: 101 (Listening 21)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Recycled topic language: animals, prepositions

It goes

Colours, adjectives




























240
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 picture of a park or Creativity and Strategies 2 and 7 may
Pre-lesson task 2: Guess the answer garden with a small Innovation be suitable.
Listening Listening tree, a big tree and 3
1.2 1.2.3 Lesson delivery tables of different Use other strategies if
Understand meaning in Understand with a high 1. Teach pupils the meaning and colours appropriate.
a variety of familiar degree of support very pronunciation of It goes.
contexts short simple narratives A flashcard of an
2. Give pupils a copy of the picture animal
(see Materials/References column)
or ask them to copy it.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Show pupils a flashcard of an
animal and ask them to give it a
Speaking Speaking name.
2.1 2.1.5
Communicate simple Name or describe objects 4. Explain that you’ll tell them a story
information intelligibly using suitable words from about the animal. The animal goes
word sets to 5 places in the picture, and
pupils number the places 1-5.

5. Tell the story (e.g. Lenny the lizard
goes under the green table. Then
he goes in the small tree etc.)

6. Pupils number the places he goes
to 1-5.

7. Repeat the story if need be, and
elicit from the class the answers to
where Lenny goes.

8. Divide pupils into small groups.
They take turns to tell a new story
with 3 -5 places. Make sure that
each pupil has the chance to tell a
story. Pupils can change the
animal if need be.

Post lesson
Mark the answers to your story at the
start of the lesson on the picture and do
post-lesson task 10: Test your memory.



241
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 picture of a park or Creativity and Strategies 2 and 7 may
Pre-lesson task 2: Guess the answer garden with a small Innovation be suitable.
Listening Listening tree, a big tree and 3
1.2 1.2.3 Lesson delivery tables of different Use other strategies if
Understand meaning in Understand with a high 1. Teach pupils the meaning and colours appropriate.
a variety of familiar degree of support very pronunciation of It goes.
contexts short simple narratives A flashcard of an
2. Give pupils a copy of the picture animal
(see Materials/References column)
or ask them to copy it.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Show pupils a flashcard of an
animal and ask them to give it a
Speaking Speaking name.
2.1 2.1.5
Communicate simple Name or describe objects 4. Explain that you’ll tell them a story
information intelligibly using suitable words from about the animal. The animal goes
word sets to 5 places in the picture, and
pupils number the places 1-5.

5. Tell the story (e.g. Lenny the lizard
goes under the green table. Then
he goes in the small tree etc.)

6. Pupils number the places he goes
to 1-5.

7. Repeat the story if need be, and
elicit from the class the answers to
where Lenny goes.

8. Divide pupils into small groups.
They take turns to tell a new story
with 3 -5 places. Make sure that
each pupil has the chance to tell a
story. Pupils can change the
animal if need be.

Post lesson
Mark the answers to your story at the
start of the lesson on the picture and do
post-lesson task 10: Test your memory.



241
Primary Year 1 Scheme of Work

LESSON: 102 (Speaking 21)


MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled language: animal vocabulary, I like/don’t like…, What about you?































242
Primary Year 1 Scheme of Work

LESSON: 102 (Speaking 21)


MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled language: animal vocabulary, I like/don’t like…, What about you?































242
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 animals Values (cooperation) Strategies 3 and 7 may
be suitable.
Speaking Speaking Pre-lesson task 4: Identify the flashcards If possible, large pieces
2.1 2.1.2 of paper for pupils to Use other strategies if
Communicate simple Find out about very Lesson delivery make a bar chart appropriate.
information intelligibly basic personal
information using 1. Divide pupils into groups of about 5.
fixed phrases
2. Draw a grid 5 squares by 5 on the board
like the one below:

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions 3. Pupils copy it and choose 4 animals at
contexts the top. Pupils write their name and the
names of the 4 classmates in their group
down the left-hand side.

4. Pupils complete the grid with a happy or
sad face for their own preference, and
then tell and ask each other I like/don’t
like … What about you. ?

5. Pupils complete their grids with happy
and sad faces, according to the answers
they get.

6. Pupils stay in their groups to make a bar
chart of the information they have
collected.

Post lesson

Pupils share the bar chart information with
the rest of the class or with other groups.







243
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 animals Values (cooperation) Strategies 3 and 7 may
be suitable.
Speaking Speaking Pre-lesson task 4: Identify the flashcards If possible, large pieces
2.1 2.1.2 of paper for pupils to Use other strategies if
Communicate simple Find out about very Lesson delivery make a bar chart appropriate.
information intelligibly basic personal
information using 1. Divide pupils into groups of about 5.
fixed phrases
2. Draw a grid 5 squares by 5 on the board
like the one below:

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions 3. Pupils copy it and choose 4 animals at
contexts the top. Pupils write their name and the
names of the 4 classmates in their group
down the left-hand side.

4. Pupils complete the grid with a happy or
sad face for their own preference, and
then tell and ask each other I like/don’t
like … What about you. ?

5. Pupils complete their grids with happy
and sad faces, according to the answers
they get.

6. Pupils stay in their groups to make a bar
chart of the information they have
collected.

Post lesson

Pupils share the bar chart information with
the rest of the class or with other groups.







243
Primary Year 1 Scheme of Work

LESSON: 103 (Reading 21)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:


Lives in/doesn’t like

Recycled animal vocabulary, like, numbers






























244
Primary Year 1 Scheme of Work

LESSON: 103 (Reading 21)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:


Lives in/doesn’t like

Recycled animal vocabulary, like, numbers






























244
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 Pieces of paper with Values (cooperation) Strategy 5 might be
Task 5 sentences as in the suitable.
Reading Reading examples.
3.2 3.2.2 Lesson Delivery Use other strategies if
Understand a variety of Understand specific 1. Nominate 5 or 6 pupils to come to One set for the appropriate.
linear and non-linear information and details of the front and tell you their personal example, and one set
print and digital texts by very simple phrases and information (see table) quietly. for each group of pupils
using appropriate sentences in the main lesson If appropriate, select
reading strategies 2. Play a guessing game where you activity suitable activities for your
describe one of the pupils (using the pupils from LINUS
target language) and the class has to Module 1 or 2 to be
guess who you are talking about. added in to this lesson to
COMPLEMENTARY COMPLEMENTARY focus on any phonemes
SKILL SKILL 3. Review meaning and form of doesn’t from the Phonics Table
like and lives in if necessary with your that pupils continue to
Listening Listening class. have problems with.
1.2 1.2.2
Understand meaning in Understand with support 4. Take one of the 4 short texts from
a variety of familiar specific information and Text set 1 on the next page yourself,
contexts details of very simple and give the other 3 texts to 3 proficient
phrases and sentences pupils.

5. Put Grid 1 from the next page on the
board. Pupils read these out and the
whole class helps you to complete the
grid.

6. After solving the problem, pupils then
draw the empty grid again in their
exercise books.

7. Divide pupils into groups of 4, give
each pupil one of the 4 texts from Text
set 2 on the next page and ask them to
solve the problem in the same way as
in the whole-class example by reading
the texts themselves.

Post lesson
Task 10 using pictures to represent the
children in the activity



245
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 Pieces of paper with Values (cooperation) Strategy 5 might be
Task 5 sentences as in the suitable.
Reading Reading examples.
3.2 3.2.2 Lesson Delivery Use other strategies if
Understand a variety of Understand specific 1. Nominate 5 or 6 pupils to come to One set for the appropriate.
linear and non-linear information and details of the front and tell you their personal example, and one set
print and digital texts by very simple phrases and information (see table) quietly. for each group of pupils
using appropriate sentences in the main lesson If appropriate, select
reading strategies 2. Play a guessing game where you activity suitable activities for your
describe one of the pupils (using the pupils from LINUS
target language) and the class has to Module 1 or 2 to be
guess who you are talking about. added in to this lesson to
COMPLEMENTARY COMPLEMENTARY focus on any phonemes
SKILL SKILL 3. Review meaning and form of doesn’t from the Phonics Table
like and lives in if necessary with your that pupils continue to
Listening Listening class. have problems with.
1.2 1.2.2
Understand meaning in Understand with support 4. Take one of the 4 short texts from
a variety of familiar specific information and Text set 1 on the next page yourself,
contexts details of very simple and give the other 3 texts to 3 proficient
phrases and sentences pupils.

5. Put Grid 1 from the next page on the
board. Pupils read these out and the
whole class helps you to complete the
grid.

6. After solving the problem, pupils then
draw the empty grid again in their
exercise books.

7. Divide pupils into groups of 4, give
each pupil one of the 4 texts from Text
set 2 on the next page and ask them to
solve the problem in the same way as
in the whole-class example by reading
the texts themselves.

Post lesson
Task 10 using pictures to represent the
children in the activity



245
Primary Year 1 Scheme of Work

Grid 1


Name


House


Age


Likes


Doesn’t like



Text set 1 Text set 2

Jessie lives at number 2. She is 8 years old. She likes lizards. She doesn’t like Amira lives at number 3. She is 9 years old. She likes frogs. She doesn’t like
rats. cats.


Firdaus lives at number 3. He is 7 years old. He likes cats. He doesn’t like Harry lives at number 4. He is 6 years old. He likes spiders. He doesn’t like
dogs. frogs



Priya lives at number 4. She is 6 years old. She likes elephants. She doesn’t like Melissa lives at number 6. She is 10 years old. She likes cats. She doesn’t like
spiders. dogs.


Andrew lives at number 5. He is 5 years old. He likes ducks. He doesn’t like Rahman lives at number 5. He is 5 years old. He likes lizards. He doesn’t like
spiders. ducks.





246
Primary Year 1 Scheme of Work

Grid 1


Name


House


Age


Likes


Doesn’t like



Text set 1 Text set 2

Jessie lives at number 2. She is 8 years old. She likes lizards. She doesn’t like Amira lives at number 3. She is 9 years old. She likes frogs. She doesn’t like
rats. cats.


Firdaus lives at number 3. He is 7 years old. He likes cats. He doesn’t like Harry lives at number 4. He is 6 years old. He likes spiders. He doesn’t like
dogs. frogs



Priya lives at number 4. She is 6 years old. She likes elephants. She doesn’t like Melissa lives at number 6. She is 10 years old. She likes cats. She doesn’t like
spiders. dogs.


Andrew lives at number 5. He is 5 years old. He likes ducks. He doesn’t like Rahman lives at number 5. He is 5 years old. He likes lizards. He doesn’t like
spiders. ducks.





246
Primary Year 1 Scheme of Work

LESSON: 104 (Writing 21)


MAIN SKILL(S) FOCUS: Writing


THEME: World of Knowledge
TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Recycled: animals vocabulary, I like/don’t like…

































247
Primary Year 1 Scheme of Work

LESSON: 104 (Writing 21)


MAIN SKILL(S) FOCUS: Writing


THEME: World of Knowledge
TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Recycled: animals vocabulary, I like/don’t like…

































247
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 Some pictures of ICT Strategy 5 may be
Choose a suitable pre-lesson task that groups of children. You suitable.
Writing Writing reviews vocabulary and spelling. could draw these if
4.2 4.2.3 necessary Use other strategies if
Communicate basic Express basic likes and Lesson delivery appropriate.
information intelligibly dislikes 1. Show pictures of children. Ask pupils Computer and internet
for a range of purposes how many children they can see in the access if possible
in print and digital pictures.
media The tasks are also
2. Elicit some sentences about the suitable in a paper-
groups of children, e.g. 5 children like based lesson
dogs.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. You could write the sentences on the
board as model and then ask pupils to
Writing Writing write them in their exercise books.
4.2 4.2.1
Communicate basic Give very basic personal 4. Ask pupils to review the bar chart
information intelligibly information using fixed they made in Lesson 102. Show pupils
for a range of purposes phrases how to interpret the data in the bar
in print and digital chart.
media
5. Have pupils put their bar charts on
the computer, if appropriate, and to
then write about them. If computers are
not available, this can easily be done
on paper.

6. Give pupils some time to look at
each other’s’ work. You could display it
if you can print it out.

Post lesson
Task 12











248
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 Some pictures of ICT Strategy 5 may be
Choose a suitable pre-lesson task that groups of children. You suitable.
Writing Writing reviews vocabulary and spelling. could draw these if
4.2 4.2.3 necessary Use other strategies if
Communicate basic Express basic likes and Lesson delivery appropriate.
information intelligibly dislikes 1. Show pictures of children. Ask pupils Computer and internet
for a range of purposes how many children they can see in the access if possible
in print and digital pictures.
media The tasks are also
2. Elicit some sentences about the suitable in a paper-
groups of children, e.g. 5 children like based lesson
dogs.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. You could write the sentences on the
board as model and then ask pupils to
Writing Writing write them in their exercise books.
4.2 4.2.1
Communicate basic Give very basic personal 4. Ask pupils to review the bar chart
information intelligibly information using fixed they made in Lesson 102. Show pupils
for a range of purposes phrases how to interpret the data in the bar
in print and digital chart.
media
5. Have pupils put their bar charts on
the computer, if appropriate, and to
then write about them. If computers are
not available, this can easily be done
on paper.

6. Give pupils some time to look at
each other’s’ work. You could display it
if you can print it out.

Post lesson
Task 12











248
Primary Year 1 Scheme of Work

LESSON: 105 (Language Arts 21)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Knowledge

TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:





I like/don’t like
Animals review
Colours review

Introduction to linking words but / and

Initial sounds and rhyming




















249
Primary Year 1 Scheme of Work

LESSON: 105 (Language Arts 21)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Knowledge

TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:





I like/don’t like
Animals review
Colours review

Introduction to linking words but / and

Initial sounds and rhyming




















249
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 Example rhyming Creativity and Your choice depending
around short, rhyming sentences. sentence: Innovation on the activities you
Language Arts Language Arts choose.
5.3 5.3.1 Review adjectives and animals. You I don’t like red rats but I
Express an imaginative Respond imaginatively could ask pupils to alphabetise them, like long lizards. Possibly strategy 2.
response to literary and intelligibly through which would help with the main activity.
texts creating simple art and You could provide more
craft products Provide pupils with a model sentences or fewer new vocabulary
that rhyme about animals (example items, for example, or try
Other imaginative given). You could do this with a rhythm, different pairings.
responses as appropriate so it is a chant.

Encourage pupils to create their own
rhyming sentences with like/don’t like in
COMPLEMENTARY COMPLEMENTARY pairs. Encourage the use of but or and
SKILL SKILL if suitable.

Listening Listening Depending on time available, have
1.1 1.1.1 pupils draw a picture of the animal they
Recognise and Recognise and like (or don’t like). They could perhaps
reproduce target reproduce with support a write a sentence too, e.g. I like brown
language sounds limited range of high birds.
frequency target
language phonemes






















250
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 Example rhyming Creativity and Your choice depending
around short, rhyming sentences. sentence: Innovation on the activities you
Language Arts Language Arts choose.
5.3 5.3.1 Review adjectives and animals. You I don’t like red rats but I
Express an imaginative Respond imaginatively could ask pupils to alphabetise them, like long lizards. Possibly strategy 2.
response to literary and intelligibly through which would help with the main activity.
texts creating simple art and You could provide more
craft products Provide pupils with a model sentences or fewer new vocabulary
that rhyme about animals (example items, for example, or try
Other imaginative given). You could do this with a rhythm, different pairings.
responses as appropriate so it is a chant.

Encourage pupils to create their own
rhyming sentences with like/don’t like in
COMPLEMENTARY COMPLEMENTARY pairs. Encourage the use of but or and
SKILL SKILL if suitable.

Listening Listening Depending on time available, have
1.1 1.1.1 pupils draw a picture of the animal they
Recognise and Recognise and like (or don’t like). They could perhaps
reproduce target reproduce with support a write a sentence too, e.g. I like brown
language sounds limited range of high birds.
frequency target
language phonemes






















250
Primary Year 1 Scheme of Work

LESSON: 106 (Writing 22)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled language: animals, plurals, numbers, toys































251
Primary Year 1 Scheme of Work

LESSON: 106 (Writing 22)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled language: animals, plurals, numbers, toys































251
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.41 Language Strategies 3 and 6 may
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.

If you do not have access to the
Workbook
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL EITHER
1. Use the board to draw a picture of
Listening Listening two elephants, nine ducks, eight
1.2 1.2.4 frogs, six lizards and one spider.
Understand meaning in Understand short basic
a variety of familiar supported classroom 2. Write the words elephants, ducks,
contexts instructions frogs, lizards and spider on the
board. Do not write the numbers of
each animal.

3. Ask pupils to tell you how many
elephants there are, how many
ducks, and so on.

4. Give an example of the task by
asking a pupil to come to the
board and write the number of
elephants on the board against
the correct word

5. Now ask pupils to write the
numbers and animals in their
exercise books.

6. Check answers with the whole
class.

OR Use a photocopied worksheet
instead of the board, and follow steps
3,4 5 and 6 above

252
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.41 Language Strategies 3 and 6 may
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.

If you do not have access to the
Workbook
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL EITHER
1. Use the board to draw a picture of
Listening Listening two elephants, nine ducks, eight
1.2 1.2.4 frogs, six lizards and one spider.
Understand meaning in Understand short basic
a variety of familiar supported classroom 2. Write the words elephants, ducks,
contexts instructions frogs, lizards and spider on the
board. Do not write the numbers of
each animal.

3. Ask pupils to tell you how many
elephants there are, how many
ducks, and so on.

4. Give an example of the task by
asking a pupil to come to the
board and write the number of
elephants on the board against
the correct word

5. Now ask pupils to write the
numbers and animals in their
exercise books.

6. Check answers with the whole
class.

OR Use a photocopied worksheet
instead of the board, and follow steps
3,4 5 and 6 above

252
Primary Year 1 Scheme of Work

Post lesson

See Teacher’s Book.





















































253
Primary Year 1 Scheme of Work

Post lesson

See Teacher’s Book.





















































253
Primary Year 1 Scheme of Work

LESSON: 107 (Speaking 22)


MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground































254
Primary Year 1 Scheme of Work

LESSON: 107 (Speaking 22)


MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground































254
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.42 Environmental Strategies 2 and 4 may
sustainability 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 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts































255
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.42 Environmental Strategies 2 and 4 may
sustainability 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 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts































255
Primary Year 1 Scheme of Work

LESSON: 108 (Reading 22)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




leaves, tall (grass)
































256
Primary Year 1 Scheme of Work

LESSON: 108 (Reading 22)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




leaves, tall (grass)
































256
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.43 Environmental Strategies 3 and 5 may
sustainability be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns NB words for blending are the content
words in the 4 target sentences from
the Thinking Skills task Where do the
animals hide?
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Reading Reading See Teacher’s Book.
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters























257
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.43 Environmental Strategies 3 and 5 may
sustainability be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns NB words for blending are the content
words in the 4 target sentences from
the Thinking Skills task Where do the
animals hide?
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Reading Reading See Teacher’s Book.
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters























257
Primary Year 1 Scheme of Work

LESSON: 109 (Listening 22)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Imperatives: Hug, Go to open, Pick him up, Tie, Mark

paper plate, mask, hole

Parts of the body: face, eyes, nose




























258
Primary Year 1 Scheme of Work

LESSON: 109 (Listening 22)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Imperatives: Hug, Go to open, Pick him up, Tie, Mark

paper plate, mask, hole

Parts of the body: face, eyes, nose




























258
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.44 Creativity and Strategies 2 and 7 may
Innovation be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.3 Use other strategies if
Understand meaning in Understand with a high appropriate.
a variety of familiar degree of support very
contexts short simple narratives Lesson delivery

See Teacher’s Book.

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























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

259
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.44 Creativity and Strategies 2 and 7 may
Innovation be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.3 Use other strategies if
Understand meaning in Understand with a high appropriate.
a variety of familiar degree of support very
contexts short simple narratives Lesson delivery

See Teacher’s Book.

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























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

259
Primary Year 1 Scheme of Work

LESSON: 110 (Language Arts 22)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Knowledge


TOPIC: Pet Show


LANGUAGE/GRAMMAR FOCUS:

Camouflage
X hides in …


























260
Primary Year 1 Scheme of Work

LESSON: 110 (Language Arts 22)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Knowledge


TOPIC: Pet Show


LANGUAGE/GRAMMAR FOCUS:

Camouflage
X hides in …


























260
Primary Year 1 Scheme of Work