Year 1 SOW 2020

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

MAIN SKILL MAIN SKILL Pre-lesson A quiz, e.g. a Environmental Your choice depending
Quiz – ask questions about where different True/False quiz: sustainability on your pupils.
Language Arts Language Arts animals hide. This could be a True/False
5.3 5.3.1 quiz. It should be written, but could be done 1. Tigers hide under Possibly strategies 2 or
Express an Respond orally if necessary. logs. 3.
imaginative response imaginatively and You might want/need to teach some new 2. Snakes live in tall
to literary texts intelligibly through animal vocabulary if you have particular trees. You could provide more
creating simple art animals living in the environment. Etc. or less new vocabulary
and craft products Have pupils work in teams to answer the depending on their
quiz questions A collection of realia interests and capabilities.
Other imaginative (real things). These can
responses as Lesson delivery be gathered and You could provide a
appropriate prepared by you, or you model sentence on the
1. Gather realia (see Materials/References could include a trip board or ask more
column) or show pupils what you have outside with the pupils proficient pupils to work
gathered. Ask them what kinds of animal to collect things from with less proficient.
COMPLEMENTARY COMPLEMENTARY hide in these items. You might want to help the environment if
SKILL SKILL children with new vocabulary. possible. This would
add value to the
Listening Listening 2. Give the animal pictures/toys to the pupils activity.
1.2 1.2.2 and some of the gathered items.
Understand meaning Understand with e.g. some brown and
in a variety of familiar support specific 3. Tell pupils some sentences – they should green leaves, some
contexts information and put the animals in the right place (e.g. The sand, some sticks,
details of very simple snake hides in the sand/under the leaves). some grass, some
phrases and flowers
sentences 4. In pairs or small groups, pupils design and
create a collage on poster paper. They draw Some small toy animals
an animal on the poster and then cover it up or teacher-made
by sticking sand/leaves/sticks etc onto the flashcards/small
poster. pictures of animals

5. Ask pupils to write a sentence on their Coloured pens/pencils,
collage and display them in the classroom glue, poster paper


Post lesson
Discuss with pupils about the natural
environment and why we should look after it.
Get their ideas about why animals should
stay in their natural environment. You might
need to use a little L1 for this.



261
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 quiz, e.g. a Environmental Your choice depending
Quiz – ask questions about where different True/False quiz: sustainability on your pupils.
Language Arts Language Arts animals hide. This could be a True/False
5.3 5.3.1 quiz. It should be written, but could be done 1. Tigers hide under Possibly strategies 2 or
Express an Respond orally if necessary. logs. 3.
imaginative response imaginatively and You might want/need to teach some new 2. Snakes live in tall
to literary texts intelligibly through animal vocabulary if you have particular trees. You could provide more
creating simple art animals living in the environment. Etc. or less new vocabulary
and craft products Have pupils work in teams to answer the depending on their
quiz questions A collection of realia interests and capabilities.
Other imaginative (real things). These can
responses as Lesson delivery be gathered and You could provide a
appropriate prepared by you, or you model sentence on the
1. Gather realia (see Materials/References could include a trip board or ask more
column) or show pupils what you have outside with the pupils proficient pupils to work
gathered. Ask them what kinds of animal to collect things from with less proficient.
COMPLEMENTARY COMPLEMENTARY hide in these items. You might want to help the environment if
SKILL SKILL children with new vocabulary. possible. This would
add value to the
Listening Listening 2. Give the animal pictures/toys to the pupils activity.
1.2 1.2.2 and some of the gathered items.
Understand meaning Understand with e.g. some brown and
in a variety of familiar support specific 3. Tell pupils some sentences – they should green leaves, some
contexts information and put the animals in the right place (e.g. The sand, some sticks,
details of very simple snake hides in the sand/under the leaves). some grass, some
phrases and flowers
sentences 4. In pairs or small groups, pupils design and
create a collage on poster paper. They draw Some small toy animals
an animal on the poster and then cover it up or teacher-made
by sticking sand/leaves/sticks etc onto the flashcards/small
poster. pictures of animals

5. Ask pupils to write a sentence on their Coloured pens/pencils,
collage and display them in the classroom glue, poster paper


Post lesson
Discuss with pupils about the natural
environment and why we should look after it.
Get their ideas about why animals should
stay in their natural environment. You might
need to use a little L1 for this.



261
Primary Year 1 Scheme of Work

LESSON: 111 (Listening 23)


MAIN SKILL(S) FOCUS: Listening


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





LANGUAGE/GRAMMAR FOCUS:

Recycled animal vocabulary, plurals and numbers from lesson 106



There are …




























262
Primary Year 1 Scheme of Work

LESSON: 111 (Listening 23)


MAIN SKILL(S) FOCUS: Listening


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





LANGUAGE/GRAMMAR FOCUS:

Recycled animal vocabulary, plurals and numbers from lesson 106



There are …




























262
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 4
Brainstorm the names of animals with pupils, and may be suitable.
Listening Listening make a list on the board. Pupils can help you to
1.2 1.2.2 write these if need be. Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific Write a letter of the alphabet before each animal
contexts information and (e.g. A: crocodile, B: tiger).
details of very simple
phrases and Lesson delivery
sentences 1. Draw this grid on the board and ask pupils to
copy it:

1 2
COMPLEMENTARY COMPLEMENTARY 3 4
SKILL SKILL 5 6

Speaking Speaking 2. Explain to pupils that you’re going to tell them
2.1 2.1.5 about your perfect zoo, e.g. There are 5
Communicate simple Name or describe crocodiles in number 1, (Pupils write 5A in box
information intelligibly objects using suitable 1), and there are 4 tigers in number 2 (pupils
words from word sets write 4B in box 2).

3. Check answers with the whole class.

4. Tell pupils to make 2 more copies of the empty
grid, to think about their zoo, and write numbers
and letters in the 6 boxes, according to the
number of animals they want in their zoo.

5. Check target language with pupils (There are +
number + plural animal in…) if necessary.

6. Divide pupils into pairs or small groups and tell
them to exchange information, in the same way
as step 5.

Post lesson

Post-lesson task 4: Correct the error







263
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 4
Brainstorm the names of animals with pupils, and may be suitable.
Listening Listening make a list on the board. Pupils can help you to
1.2 1.2.2 write these if need be. Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific Write a letter of the alphabet before each animal
contexts information and (e.g. A: crocodile, B: tiger).
details of very simple
phrases and Lesson delivery
sentences 1. Draw this grid on the board and ask pupils to
copy it:

1 2
COMPLEMENTARY COMPLEMENTARY 3 4
SKILL SKILL 5 6

Speaking Speaking 2. Explain to pupils that you’re going to tell them
2.1 2.1.5 about your perfect zoo, e.g. There are 5
Communicate simple Name or describe crocodiles in number 1, (Pupils write 5A in box
information intelligibly objects using suitable 1), and there are 4 tigers in number 2 (pupils
words from word sets write 4B in box 2).

3. Check answers with the whole class.

4. Tell pupils to make 2 more copies of the empty
grid, to think about their zoo, and write numbers
and letters in the 6 boxes, according to the
number of animals they want in their zoo.

5. Check target language with pupils (There are +
number + plural animal in…) if necessary.

6. Divide pupils into pairs or small groups and tell
them to exchange information, in the same way
as step 5.

Post lesson

Post-lesson task 4: Correct the error







263
Primary Year 1 Scheme of Work

LESSON: 112 (Speaking 23)


MAIN SKILL(S) FOCUS: Speaking

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






LANGUAGE/GRAMMAR FOCUS:




Recycled imperatives and animal vocabulary from lesson 109






























264
Primary Year 1 Scheme of Work

LESSON: 112 (Speaking 23)


MAIN SKILL(S) FOCUS: Speaking

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






LANGUAGE/GRAMMAR FOCUS:




Recycled imperatives and animal vocabulary from lesson 109






























264
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 Creativity and Strategies 2 and 5 may
Innovation be suitable.
Speaking Speaking Brainstorm with pupils possible ways of
2.1 2.1.5 adapting the action story on Superminds Use other strategies if
Communicate simple Name or describe p.44. appropriate.
information intelligibly objects using suitable
words from word sets Possibilities include: another animal, different
weather, another setting, such as a park or
classroom, animal is hungry/thirsty, hot etc.

COMPLEMENTARY COMPLEMENTARY Help pupils with new vocabulary as
SKILL SKILL appropriate.

Speaking Speaking Lesson delivery
2.2 2.2.2
Use appropriate Ask for attention or 1. Divide pupils into small groups and ask
communication help from a teacher or them to create a new action story.
strategies classmate using one
word or a fixed 2. Provide pupils with a language frame to
phrase help them structure the story, e.g.
1. Listen!
2. …
3. …
4. …
5. …
6. …
7. …Pick him up.

6. Pupils create their story. They can write
the story down, if they like, but must also
be able to say the story.

7. Pupils tell their story to other groups,
who mime the story.

Post lesson

Pupils identify differences between their
stories and the original in Superminds p.44.
Some of this part of the lesson may need to
be in L1, because the focus here is more on
thinking than on language production.

265
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 Creativity and Strategies 2 and 5 may
Innovation be suitable.
Speaking Speaking Brainstorm with pupils possible ways of
2.1 2.1.5 adapting the action story on Superminds Use other strategies if
Communicate simple Name or describe p.44. appropriate.
information intelligibly objects using suitable
words from word sets Possibilities include: another animal, different
weather, another setting, such as a park or
classroom, animal is hungry/thirsty, hot etc.

COMPLEMENTARY COMPLEMENTARY Help pupils with new vocabulary as
SKILL SKILL appropriate.

Speaking Speaking Lesson delivery
2.2 2.2.2
Use appropriate Ask for attention or 1. Divide pupils into small groups and ask
communication help from a teacher or them to create a new action story.
strategies classmate using one
word or a fixed 2. Provide pupils with a language frame to
phrase help them structure the story, e.g.
1. Listen!
2. …
3. …
4. …
5. …
6. …
7. …Pick him up.

6. Pupils create their story. They can write
the story down, if they like, but must also
be able to say the story.

7. Pupils tell their story to other groups,
who mime the story.

Post lesson

Pupils identify differences between their
stories and the original in Superminds p.44.
Some of this part of the lesson may need to
be in L1, because the focus here is more on
thinking than on language production.

265
Primary Year 1 Scheme of Work

LESSON: 113 (Reading 23)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1, as appropriate































266
Primary Year 1 Scheme of Work

LESSON: 113 (Reading 23)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1, as appropriate































266
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 Prepare sentences to Language Your choice, as
Task 1 describe the pictures appropriate to your
Reading Reading on p.42 (some true and lesson.
3.2 3.2.3 Lesson delivery some false), e.g.
Understand a variety of i) Use visuals on the 1. Ask pupils to look at p.42 of If appropriate, select
linear and non-linear page to help understand Superminds. Review some of the The crocodile is green suitable activities for your
print and digital texts by a word or phrase vocabulary. and the water is green. pupils from LINUS
using appropriate Module 1 or 2 to be
reading strategies 2. Write your sentences on the board or The snake is yellow added in to this lesson to
give them to pupils on a worksheet. and white. focus on any phonemes
Pupils read the sentences and tell you if from the Phonics Table
they are true or false. that pupils continue to
COMPLEMENTARY COMPLEMENTARY Superminds 1 p.42 have problems with.
SKILL SKILL 3. Have pupils re-write the false
sentences in their exercise books.
Writing Writing
4.2 4.2.5 4. Ask pupils to look at their camouflage
Communicate basic Connect words and collages from Lesson 110. They should
information intelligibly proper names using ‘and’ write 2 or 3 sentences about their
for a range of purpose posters, some true, some false.
in print and digital
media (NB this lesson continues into Lesson
114.)

Post lesson
Task 11





















267
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 Prepare sentences to Language Your choice, as
Task 1 describe the pictures appropriate to your
Reading Reading on p.42 (some true and lesson.
3.2 3.2.3 Lesson delivery some false), e.g.
Understand a variety of i) Use visuals on the 1. Ask pupils to look at p.42 of If appropriate, select
linear and non-linear page to help understand Superminds. Review some of the The crocodile is green suitable activities for your
print and digital texts by a word or phrase vocabulary. and the water is green. pupils from LINUS
using appropriate Module 1 or 2 to be
reading strategies 2. Write your sentences on the board or The snake is yellow added in to this lesson to
give them to pupils on a worksheet. and white. focus on any phonemes
Pupils read the sentences and tell you if from the Phonics Table
they are true or false. that pupils continue to
COMPLEMENTARY COMPLEMENTARY Superminds 1 p.42 have problems with.
SKILL SKILL 3. Have pupils re-write the false
sentences in their exercise books.
Writing Writing
4.2 4.2.5 4. Ask pupils to look at their camouflage
Communicate basic Connect words and collages from Lesson 110. They should
information intelligibly proper names using ‘and’ write 2 or 3 sentences about their
for a range of purpose posters, some true, some false.
in print and digital
media (NB this lesson continues into Lesson
114.)

Post lesson
Task 11





















267
Primary Year 1 Scheme of Work

LESSON:114 (Writing 23)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 107 and 108































268
Primary Year 1 Scheme of Work

LESSON:114 (Writing 23)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 107 and 108































268
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 substitution table of Environmental Strategy 4 may be
Choose a suitable pre-lesson task to animals, prepositions sustainability suitable.
Writing Writing review vocabulary. and hiding places
4.3 4.3.3 Use other strategies if
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Ask pupils to look again at the
form and style for a True/False sentences they wrote about
range of purposes in their own collages. Let them read
print and digital media carefully and try to find and correct any
language or spelling mistakes.

2. Pupils swap their collages and
COMPLEMENTARY COMPLEMENTARY sentences with another pair. The pair
SKILL SKILL reads the sentences and corrects the
information of any false sentences.
Writing Writing
4.3 4.3.2 3. Ask pupils to check spelling and
Communicate with Spell familiar high language in the sentences.
appropriate language frequency words
form and style for a accurately Pupils can pretend to be a teacher in
range of purposes in stages 2 and 3.
print and digital media
4. Pupils swap back the collages and
sentences.

5. Pupils now re-write correct and true
sentences about their collages.

6. Display the collages.

Post lesson
Choose a suitable post-lesson task that
enriches or consolidates vocabulary or
learning.










269
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 substitution table of Environmental Strategy 4 may be
Choose a suitable pre-lesson task to animals, prepositions sustainability suitable.
Writing Writing review vocabulary. and hiding places
4.3 4.3.3 Use other strategies if
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Ask pupils to look again at the
form and style for a True/False sentences they wrote about
range of purposes in their own collages. Let them read
print and digital media carefully and try to find and correct any
language or spelling mistakes.

2. Pupils swap their collages and
COMPLEMENTARY COMPLEMENTARY sentences with another pair. The pair
SKILL SKILL reads the sentences and corrects the
information of any false sentences.
Writing Writing
4.3 4.3.2 3. Ask pupils to check spelling and
Communicate with Spell familiar high language in the sentences.
appropriate language frequency words
form and style for a accurately Pupils can pretend to be a teacher in
range of purposes in stages 2 and 3.
print and digital media
4. Pupils swap back the collages and
sentences.

5. Pupils now re-write correct and true
sentences about their collages.

6. Display the collages.

Post lesson
Choose a suitable post-lesson task that
enriches or consolidates vocabulary or
learning.










269
Primary Year 1 Scheme of Work

LESSON: 115 (Language Arts 23)


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








LANGUAGE/GRAMMAR FOCUS:




Review animal vocabulary and prepositions through a song (or chant)

























270
Primary Year 1 Scheme of Work

LESSON: 115 (Language Arts 23)


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








LANGUAGE/GRAMMAR FOCUS:




Review animal vocabulary and prepositions through a song (or chant)

























270
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 One or five Environmental Your choice
Review some animal vocabulary as necessary using a flashcards/pictures of sustainability depending on your
Language Arts Language Arts game. This could be a miming game, where children mime a monkey (depending pupils.
5.1 5.1.2 the different animals from the unit. Or choose a pre-lesson on your class level)
Enjoy and appreciate Say the words in task that is suitable to your class. Possibly strategy 1 or

rhymes, poems and simple texts, and sing Lesson delivery Song: Five Little 3.
songs simple songs with 1. Show a flashcard/picture of a monkey and elicit/teach the Monkeys Jumping on
intelligible word monkey. the Bed (this could Depending on your
pronunciation, rhythm 2. Encourage the children to mime monkeys as they say also be a chant). pupils, they could
and intonation (I’m) a monkey. either just say/sing
http://www.bbc.co.uk/l the new animal word
i) simple chants and 3. If necessary, review numbers 1-5, showing pupils how to earning/schoolradio/s in the song or they
count them on their fingers. You can use the five monkey
raps flashcards on the board to show this if necessary. ubjects/earlylearning/ could sing more (or
ii) simple rhymes nurserysongs/F- all) of the song
iii) simple action 4. Play the song. As pupils listen, they should hold up the J/five_little_monkeys themselves.
songs correct number of fingers.

5. Check pupils’ understanding of ‘jump’ and ‘bed’ Various animal If you would like to
pictures/flashcards challenge your pupils,
6. Play the song again and encourage the pupils to sing from the unit you could ask them to
COMPLEMENTARY COMPLEMENTARY along as much as possible. tell you animal names

SKILL SKILL 7. Using animal flashcards if necessary, elicit different that have two
animals from the pupils. syllables (sounds) so
Language Arts Language Arts 8. Put pupils in groups of five. They should choose an animal that they fit in with the
5.3 5.3.1 and create a new version of the song, which they will act out song well (e.g. ti-ger,
Express an Respond (each pupil being one of the animals). but not el-e-phant).
imaginative response imaginatively and 9. Groups should practice. Play the song again 2-3 times to
to literary texts intelligibly through help them practise.
creating simple art
and craft products 10. Groups perform their song to the class.
Post lesson
Other imaginative Ask pupils some questions about monkeys. These don’t
responses as need to be answered accurately or fully. The aim is to
appropriate encourage communication and fluency.

For example:
- Do you like monkeys?
- What do they eat?
- Where do they live?
- Do you think they are well camouflaged there?
- Can you have a monkey as a pet?

You could talk to pupils about conservation of monkeys’
natural habitat or perhaps about the problems of keeping
monkeys as pets.



271
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 One or five Environmental Your choice
Review some animal vocabulary as necessary using a flashcards/pictures of sustainability depending on your
Language Arts Language Arts game. This could be a miming game, where children mime a monkey (depending pupils.
5.1 5.1.2 the different animals from the unit. Or choose a pre-lesson on your class level)
Enjoy and appreciate Say the words in task that is suitable to your class. Possibly strategy 1 or

rhymes, poems and simple texts, and sing Lesson delivery Song: Five Little 3.
songs simple songs with 1. Show a flashcard/picture of a monkey and elicit/teach the Monkeys Jumping on
intelligible word monkey. the Bed (this could Depending on your
pronunciation, rhythm 2. Encourage the children to mime monkeys as they say also be a chant). pupils, they could
and intonation (I’m) a monkey. either just say/sing
http://www.bbc.co.uk/l the new animal word
i) simple chants and 3. If necessary, review numbers 1-5, showing pupils how to earning/schoolradio/s in the song or they
count them on their fingers. You can use the five monkey
raps flashcards on the board to show this if necessary. ubjects/earlylearning/ could sing more (or
ii) simple rhymes nurserysongs/F- all) of the song
iii) simple action 4. Play the song. As pupils listen, they should hold up the J/five_little_monkeys themselves.
songs correct number of fingers.

5. Check pupils’ understanding of ‘jump’ and ‘bed’ Various animal If you would like to
pictures/flashcards challenge your pupils,
6. Play the song again and encourage the pupils to sing from the unit you could ask them to
COMPLEMENTARY COMPLEMENTARY along as much as possible. tell you animal names

SKILL SKILL 7. Using animal flashcards if necessary, elicit different that have two
animals from the pupils. syllables (sounds) so
Language Arts Language Arts 8. Put pupils in groups of five. They should choose an animal that they fit in with the
5.3 5.3.1 and create a new version of the song, which they will act out song well (e.g. ti-ger,
Express an Respond (each pupil being one of the animals). but not el-e-phant).
imaginative response imaginatively and 9. Groups should practice. Play the song again 2-3 times to
to literary texts intelligibly through help them practise.
creating simple art
and craft products 10. Groups perform their song to the class.
Post lesson
Other imaginative Ask pupils some questions about monkeys. These don’t
responses as need to be answered accurately or fully. The aim is to
appropriate encourage communication and fluency.

For example:
- Do you like monkeys?
- What do they eat?
- Where do they live?
- Do you think they are well camouflaged there?
- Can you have a monkey as a pet?

You could talk to pupils about conservation of monkeys’
natural habitat or perhaps about the problems of keeping
monkeys as pets.



271
Primary Year 1 Scheme of Work

LESSON: 116 (Writing 24)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: toys, animals, prepositions, numbers, colours
























272
Primary Year 1 Scheme of Work

LESSON: 116 (Writing 24)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: toys, animals, prepositions, numbers, colours
























272
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.45 Language Strategies 2 and 7 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 Lesson delivery
form and style for a accurately
range of purposes in See Teacher’s Book.
print and digital media If you and pupils do not have access to
the Workbook.

1. Put Toy flashcards on the
COMPLEMENTARY COMPLEMENTARY board
SKILL SKILL
The flashcards should show
Reading Reading pictures for this vocabulary
3.2 3.2.4
Understand a variety of Use with support a rat, duck, frog, lizard, cat, elephant,
linear and non-linear simple picture dictionary spider, dog
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics 2. Write the words for the
reading strategies and themes 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.








273
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.45 Language Strategies 2 and 7 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 Lesson delivery
form and style for a accurately
range of purposes in See Teacher’s Book.
print and digital media If you and pupils do not have access to
the Workbook.

1. Put Toy flashcards on the
COMPLEMENTARY COMPLEMENTARY board
SKILL SKILL
The flashcards should show
Reading Reading pictures for this vocabulary
3.2 3.2.4
Understand a variety of Use with support a rat, duck, frog, lizard, cat, elephant,
linear and non-linear simple picture dictionary spider, dog
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics 2. Write the words for the
reading strategies and themes 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.








273
Primary Year 1 Scheme of Work

LESSON: 117 (Speaking 24)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:

What’s for lunch?

Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots

Lunchtime




























274
Primary Year 1 Scheme of Work

LESSON: 117 (Speaking 24)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:

What’s for lunch?

Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots

Lunchtime




























274
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.46 Language Strategies 3 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






























275
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.46 Language Strategies 3 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






























275
Primary Year 1 Scheme of Work

LESSON: 118 (Reading 24)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


Recycled food vocabulary

I’ve got/I haven’t got






























276
Primary Year 1 Scheme of Work

LESSON: 118 (Reading 24)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


Recycled food vocabulary

I’ve got/I haven’t got






























276
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.47 Language Strategies 2 and 7 may
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

Post lesson

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL

Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases

























277
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.47 Language Strategies 2 and 7 may
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

Post lesson

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL

Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases

























277
Primary Year 1 Scheme of Work

LESSON: 119 (Listening 24)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:

kitchen, milk, juice,



Imperatives: Help me, Come and take him out




























278
Primary Year 1 Scheme of Work

LESSON: 119 (Listening 24)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:

kitchen, milk, juice,



Imperatives: Help me, Come and take him out




























278
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.48 Language Strategies 2 and 3 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

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




























279
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.48 Language Strategies 2 and 3 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

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




























279
Primary Year 1 Scheme of Work

LESSON: 120 (Language Arts 24)


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








LANGUAGE/GRAMMAR FOCUS:




Review I like/don’t like
























280
Primary Year 1 Scheme of Work

LESSON: 120 (Language Arts 24)


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








LANGUAGE/GRAMMAR FOCUS:




Review I like/don’t like
























280
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 using a A chant or song about Language Your choice depending
chant or a song (to contrast with likes and dislikes. The on your pupils and your
Language Arts Language Arts previous Language Arts lesson) which topic can be animals or lesson.
5.1 5.1.1 lets pupils listen to, respond verbally food (or both).
Enjoy and appreciate Demonstrate and physically to the song/chant, and
rhymes, poems and appreciation through non- enjoy it. Example:
songs verbal responses to https://www.youtube.co
Some activities could include: m/watch?v=IQcX-
i) simple chants and raps g98Ao8
ii) simple rhymes - Listen and mime or dance.
iii) simple action songs - Listen and distinguish likes and http://www.dreamenglis
dislikes. h.com/fruit
- Listen and personalise.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.1
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences




















281
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 using a A chant or song about Language Your choice depending
chant or a song (to contrast with likes and dislikes. The on your pupils and your
Language Arts Language Arts previous Language Arts lesson) which topic can be animals or lesson.
5.1 5.1.1 lets pupils listen to, respond verbally food (or both).
Enjoy and appreciate Demonstrate and physically to the song/chant, and
rhymes, poems and appreciation through non- enjoy it. Example:
songs verbal responses to https://www.youtube.co
Some activities could include: m/watch?v=IQcX-
i) simple chants and raps g98Ao8
ii) simple rhymes - Listen and mime or dance.
iii) simple action songs - Listen and distinguish likes and http://www.dreamenglis
dislikes. h.com/fruit
- Listen and personalise.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.1
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences




















281
Primary Year 1 Scheme of Work

LESSON: 121 (Listening 25)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:

Recycled food vocabulary from lessons 117 – 119

Imperative: Put

Prepositions: on, in, under




























282
Primary Year 1 Scheme of Work

LESSON: 121 (Listening 25)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:

Recycled food vocabulary from lessons 117 – 119

Imperative: Put

Prepositions: on, in, under




























282
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 4 sets of pictures of the Values (cooperation) Strategies 4 and 5 may
10 items of food be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing vocabulary from
1.2 1.2.4 lessons 116 – 119. Use other strategies if
Understand meaning in Understand short basic Lesson delivery appropriate.
a variety of familiar supported classroom 1. Clear a space in the classroom and Pupils can help you to
contexts instructions divide pupils into 4 groups. draw these if
necessary.
2. Put the 4 sets of pictures on 4
chairs, one chair near each group.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Give instructions, e.g. Put the
banana on a table.
Speaking Speaking
2.1 2.1.5 4. One pupil in each group follows
Communicate simple Name or describe objects your instructions. This is not a
information intelligibly using suitable words from race: the idea is simply to follow
word sets the instruction accurately.

5. Continue for a few rounds, with a
new pupil in each group following
your instructions each time.

6. You can make instructions more
complex when necessary, e.g. Put
the apple and the cheese sandwich
under a bag, OR Put the sausages
under the chair and the cake on a
notebook.

7. After a few rounds, ask pupils to
give the instructions in each group.
Make sure that different pupils
have a chance to do this.

Post lesson

Post-lesson task: Make a word ladder







283
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 4 sets of pictures of the Values (cooperation) Strategies 4 and 5 may
10 items of food be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing vocabulary from
1.2 1.2.4 lessons 116 – 119. Use other strategies if
Understand meaning in Understand short basic Lesson delivery appropriate.
a variety of familiar supported classroom 1. Clear a space in the classroom and Pupils can help you to
contexts instructions divide pupils into 4 groups. draw these if
necessary.
2. Put the 4 sets of pictures on 4
chairs, one chair near each group.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Give instructions, e.g. Put the
banana on a table.
Speaking Speaking
2.1 2.1.5 4. One pupil in each group follows
Communicate simple Name or describe objects your instructions. This is not a
information intelligibly using suitable words from race: the idea is simply to follow
word sets the instruction accurately.

5. Continue for a few rounds, with a
new pupil in each group following
your instructions each time.

6. You can make instructions more
complex when necessary, e.g. Put
the apple and the cheese sandwich
under a bag, OR Put the sausages
under the chair and the cake on a
notebook.

7. After a few rounds, ask pupils to
give the instructions in each group.
Make sure that different pupils
have a chance to do this.

Post lesson

Post-lesson task: Make a word ladder







283
Primary Year 1 Scheme of Work

LESSON: 122 (Speaking 25)


MAIN SKILL(S) FOCUS: Speaking


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







Recycled food vocabulary from lesson 117 – 119
I’ve got

Help me, please

Prepositions


























284
Primary Year 1 Scheme of Work

LESSON: 122 (Speaking 25)


MAIN SKILL(S) FOCUS: Speaking


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







Recycled food vocabulary from lesson 117 – 119
I’ve got

Help me, please

Prepositions


























284
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 2 and 3
may be suitable.
Speaking Speaking Brainstorm with pupils possible ways of adapting
2.1 2.1.5 the song in Superminds p.48 (Lesson 119). Use other strategies if
Communicate simple Name or describe appropriate.
information intelligibly objects using suitable Possibilities include: a different character name,
words from word sets different food, different prepositions.

Do an example together with the whole class for
the first 2 lines of verse 2 of the song. Help
COMPLEMENTARY COMPLEMENTARY pupils with new vocabulary as appropriate.
SKILL SKILL
Lesson delivery
Reading Reading 1. Divide pupils into pairs or small groups and
3.2 3.2.2 ask them to create a new song.
Understand a variety of Understand specific
linear and non-linear information and details 2. Provide pupils with a language frame to
print and digital texts by of very simple phrases help them structure the song. Put the first
using appropriate and sentences verse (which is also verse 3 and 5) on the
reading strategies board or a handout, with a blank in place of
Tommy’s, and for verses 2 and 4, write:

I’ve got…my

I’ve got…my

I’ve got…my

Help! Oh help me, please!

8. Pupils create their song. They can write the
song down, but must also be able to sing it

9. Pupils sing their song to other groups.

Post lesson

Ask 1 or 2 groups of pupils to take turns to sing
their song to the rest of the class.

Write prompts for verses 2 and 4 on the board to
help the class join in with the song.



285
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 2 and 3
may be suitable.
Speaking Speaking Brainstorm with pupils possible ways of adapting
2.1 2.1.5 the song in Superminds p.48 (Lesson 119). Use other strategies if
Communicate simple Name or describe appropriate.
information intelligibly objects using suitable Possibilities include: a different character name,
words from word sets different food, different prepositions.

Do an example together with the whole class for
the first 2 lines of verse 2 of the song. Help
COMPLEMENTARY COMPLEMENTARY pupils with new vocabulary as appropriate.
SKILL SKILL
Lesson delivery
Reading Reading 1. Divide pupils into pairs or small groups and
3.2 3.2.2 ask them to create a new song.
Understand a variety of Understand specific
linear and non-linear information and details 2. Provide pupils with a language frame to
print and digital texts by of very simple phrases help them structure the song. Put the first
using appropriate and sentences verse (which is also verse 3 and 5) on the
reading strategies board or a handout, with a blank in place of
Tommy’s, and for verses 2 and 4, write:

I’ve got…my

I’ve got…my

I’ve got…my

Help! Oh help me, please!

8. Pupils create their song. They can write the
song down, but must also be able to sing it

9. Pupils sing their song to other groups.

Post lesson

Ask 1 or 2 groups of pupils to take turns to sing
their song to the rest of the class.

Write prompts for verses 2 and 4 on the board to
help the class join in with the song.



285
Primary Year 1 Scheme of Work