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 Plastic food Financial Education Strategy 2 may be
Choose an appropriate pre-lesson task suitable.
Writing Writing to review food vocabulary. An outline of the text in
4.3 4.3.3 lesson 143 for pupils to Use other strategies if
Communicate with Plan and write words and Lesson delivery use as a model. appropriate.
appropriate language phrases 1. Review numbers 1-10 and maths
form and style for a concepts of adding and multiplying
range of purposes in depending on the previous lesson. You
print and digital media could do this using plastic food and
prices, and setting problems to solve
orally.

COMPLEMENTARY COMPLEMENTARY 2. Review the text of the problems in
SKILL SKILL Lesson 143.

Writing Writing 3. Pupils work in pairs to write their own
4.2 4.2.5 problems in their exercise books. They
Communicate basic Connect words and could use their drawings and prices
information intelligibly proper names using ‘and’ from Lesson 143 for ideas or as a base.
for a range of purposes
in print and digital 4. Pairs swap problems and solve each
media other’s.

5. Pairs work together in groups of four
to check the answers.

Post lesson
Choose a post-lesson task that lets
pupils move around and review
learning.













336
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 Plastic food Financial Education Strategy 2 may be
Choose an appropriate pre-lesson task suitable.
Writing Writing to review food vocabulary. An outline of the text in
4.3 4.3.3 lesson 143 for pupils to Use other strategies if
Communicate with Plan and write words and Lesson delivery use as a model. appropriate.
appropriate language phrases 1. Review numbers 1-10 and maths
form and style for a concepts of adding and multiplying
range of purposes in depending on the previous lesson. You
print and digital media could do this using plastic food and
prices, and setting problems to solve
orally.

COMPLEMENTARY COMPLEMENTARY 2. Review the text of the problems in
SKILL SKILL Lesson 143.

Writing Writing 3. Pupils work in pairs to write their own
4.2 4.2.5 problems in their exercise books. They
Communicate basic Connect words and could use their drawings and prices
information intelligibly proper names using ‘and’ from Lesson 143 for ideas or as a base.
for a range of purposes
in print and digital 4. Pairs swap problems and solve each
media other’s.

5. Pairs work together in groups of four
to check the answers.

Post lesson
Choose a post-lesson task that lets
pupils move around and review
learning.













336
Primary Year 1 Scheme of Work

LESSON: 145 (Language Arts 29)


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








LANGUAGE/GRAMMAR FOCUS:




I’ve got… / I haven’t got…
























337
Primary Year 1 Scheme of Work

LESSON: 145 (Language Arts 29)


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








LANGUAGE/GRAMMAR FOCUS:




I’ve got… / I haven’t got…
























337
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 Small pictures of food Language Your choice, depending
Put the letters g – f – I – d – r – e on the items, cut up, with on your pupils.
Language Arts Language Arts board. Ask pupils to unscramble the word sticky tape or a magnet
5.2 5.2.1 (fridge). on the back. Possibly strategy 2.
Express personal Name people, things or Draw a big picture of a fridge on the board.
responses to literary places of interest in A shopping list You may need to guide
texts illustrations Lesson delivery containing some of the some/all of the pupils to
accompanying texts 1. Give some/all pupils a small picture of food picture items – the answer about what is
food. Say the words. When pupils hear either one copy per in the fridge (deductive
their word, they come out and stick the pupil or a large copy on reasoning task).
food onto the picture of the fridge. the board.
COMPLEMENTARY COMPLEMENTARY If you wish to further
SKILL SKILL 2. Tell the pupils you are going shopping. Worksheet with picture review numbers 11-20,
You have a shopping list (put on the of empty fridge and you can include lots of
Reading Reading board/give to pupils). blank shopping list (one small food on the list or in
3.1 3.1.3 for each student or the fridge, e.g. 12
Recognise words in Blend phonemes (CVC, 3. Ask pupils to read the shopping list. pair) strawberries.
linear and non-linear CCVC)
texts by using 4. Ask pupils to tell you what is in the fridge
knowledge of sounds (this is a deductive reasoning task – if food
and letters is on the shopping list, then it is not in the
fridge). Nominate pupils to remove pictures
from the board so that it shows what is in
the fridge.

5. Tell pupils they are going to put food in
their fridges. Give them the worksheet and
ask them to draw three items in the fridge.

6. Now tell them to write three (different)
items on their shopping list.

7. Using their worksheet, pupils tell their
partner what they’ve got and haven’t got.

Post lesson
Play a game to review food and numbers
vocabulary using the small food pictures.
For example, pupils have a picture. They
hide it behind their back. Their partner
guesses – Have you got xxx?


338
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 Small pictures of food Language Your choice, depending
Put the letters g – f – I – d – r – e on the items, cut up, with on your pupils.
Language Arts Language Arts board. Ask pupils to unscramble the word sticky tape or a magnet
5.2 5.2.1 (fridge). on the back. Possibly strategy 2.
Express personal Name people, things or Draw a big picture of a fridge on the board.
responses to literary places of interest in A shopping list You may need to guide
texts illustrations Lesson delivery containing some of the some/all of the pupils to
accompanying texts 1. Give some/all pupils a small picture of food picture items – the answer about what is
food. Say the words. When pupils hear either one copy per in the fridge (deductive
their word, they come out and stick the pupil or a large copy on reasoning task).
food onto the picture of the fridge. the board.
COMPLEMENTARY COMPLEMENTARY If you wish to further
SKILL SKILL 2. Tell the pupils you are going shopping. Worksheet with picture review numbers 11-20,
You have a shopping list (put on the of empty fridge and you can include lots of
Reading Reading board/give to pupils). blank shopping list (one small food on the list or in
3.1 3.1.3 for each student or the fridge, e.g. 12
Recognise words in Blend phonemes (CVC, 3. Ask pupils to read the shopping list. pair) strawberries.
linear and non-linear CCVC)
texts by using 4. Ask pupils to tell you what is in the fridge
knowledge of sounds (this is a deductive reasoning task – if food
and letters is on the shopping list, then it is not in the
fridge). Nominate pupils to remove pictures
from the board so that it shows what is in
the fridge.

5. Tell pupils they are going to put food in
their fridges. Give them the worksheet and
ask them to draw three items in the fridge.

6. Now tell them to write three (different)
items on their shopping list.

7. Using their worksheet, pupils tell their
partner what they’ve got and haven’t got.

Post lesson
Play a game to review food and numbers
vocabulary using the small food pictures.
For example, pupils have a picture. They
hide it behind their back. Their partner
guesses – Have you got xxx?


338
Primary Year 1 Scheme of Work

LESSON: 146 (Speaking 30)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


On the ground, in trees, on plants

Recycled food vocabulary






























339
Primary Year 1 Scheme of Work

LESSON: 146 (Speaking 30)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


On the ground, in trees, on plants

Recycled food vocabulary






























339
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.55 Science and Strategies 2 and 3 may
Technology be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY If you do not have access to the
SKILL SKILL Workbook

Reading Reading 1. Before the lesson, prepare a poster
3.2 3.2.3 or a photocopiable handout similar
Understand a variety of i) Use visuals on the to the one on the next page.
linear and non-linear page to help understand
print and digital texts by a word or phrase 2. Use this poster or handout for the
using appropriate Think tasks in the Teacher’s Book.
reading strategies ii) Identify and remember
high frequency sound
and letter patterns
Post lesson

See Teacher’s Book.





















340
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.55 Science and Strategies 2 and 3 may
Technology be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY If you do not have access to the
SKILL SKILL Workbook

Reading Reading 1. Before the lesson, prepare a poster
3.2 3.2.3 or a photocopiable handout similar
Understand a variety of i) Use visuals on the to the one on the next page.
linear and non-linear page to help understand
print and digital texts by a word or phrase 2. Use this poster or handout for the
using appropriate Think tasks in the Teacher’s Book.
reading strategies ii) Identify and remember
high frequency sound
and letter patterns
Post lesson

See Teacher’s Book.





















340
Primary Year 1 Scheme of Work

1. Think! Colour the fruit words red. Colour the vegetable words green.
 peppers  strawberries  bananas
 onions  potatoes  carrots,
 tomatoes  oranges  peas
 apples  peaches  pears




2. Draw the fruit and vegetables on the trees, in the ground, or on the plants

carrot pepper onion pear apple potato tomato


































341
Primary Year 1 Scheme of Work

1. Think! Colour the fruit words red. Colour the vegetable words green.
 peppers  strawberries  bananas
 onions  potatoes  carrots,
 tomatoes  oranges  peas
 apples  peaches  pears




2. Draw the fruit and vegetables on the trees, in the ground, or on the plants

carrot pepper onion pear apple potato tomato


































341
Primary Year 1 Scheme of Work

LESSON: 147 (Writing 30)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: toys, food, imperatives































342
Primary Year 1 Scheme of Work

LESSON: 147 (Writing 30)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: toys, food, imperatives































342
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.56 Creativity and Strategies 4 and 5 may
Innovation be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.1 Use other strategies if
Communicate basic Give very basic personal appropriate.
information intelligibly information using fixed
for a range of purposes phrases Lesson delivery
in print and digital
media See Teacher’s Book.

If you do not have access to the
Workbook
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Before the lesson, prepare a
poster of a monster with a
Reading Reading sandwich in its stomach, Give
3.2 3.2.2 the monster a name
Understand a variety of Understand specific 2. Put the poster on the board.
linear and non-linear information and details of 3. Elicit key details about the
print and digital texts by very simple phrases and monster (i.e. .name, colour
using appropriate sentences what’s in the sandwich).
reading strategies 4. Copy this grid onto the board
and ask pupils to complete it.

Name
Colour
What’s in the
sandwich

5. Check answers with the whole
class.


Post lesson

See Teacher’s Book.








343
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.56 Creativity and Strategies 4 and 5 may
Innovation be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.1 Use other strategies if
Communicate basic Give very basic personal appropriate.
information intelligibly information using fixed
for a range of purposes phrases Lesson delivery
in print and digital
media See Teacher’s Book.

If you do not have access to the
Workbook
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Before the lesson, prepare a
poster of a monster with a
Reading Reading sandwich in its stomach, Give
3.2 3.2.2 the monster a name
Understand a variety of Understand specific 2. Put the poster on the board.
linear and non-linear information and details of 3. Elicit key details about the
print and digital texts by very simple phrases and monster (i.e. .name, colour
using appropriate sentences what’s in the sandwich).
reading strategies 4. Copy this grid onto the board
and ask pupils to complete it.

Name
Colour
What’s in the
sandwich

5. Check answers with the whole
class.


Post lesson

See Teacher’s Book.








343
Primary Year 1 Scheme of Work

LESSON: 148 (Reading 30)


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








LANGUAGE/GRAMMAR FOCUS:



Recycled language from the topic




























344
Primary Year 1 Scheme of Work

LESSON: 148 (Reading 30)


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








LANGUAGE/GRAMMAR FOCUS:



Recycled language from the topic




























344
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.57 Language Strategies 2 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.4 Use other strategies if
Understand a variety of Use with support a appropriate.
linear and non-linear simple picture dictionary Lesson delivery
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics See Teacher’s Book.
reading strategies and themes
If you and pupils do not have access to
the Workbook.

COMPLEMENTARY COMPLEMENTARY 1. Put Lunchtime flashcards on
SKILL SKILL the board

Speaking Speaking The flashcards should show
2.1 2.1.1 pictures of this lunchtime
Communicate simple Give very basic personal vocabulary:
information intelligibly information using fixed
phrases apples, bananas, cake,
carrots, sandwich, chicken, peas,
pizza, sausages, steak

2. Write the words for the
flashcards at the top of the
board so that pupils have to
think about which word goes
with which flashcard.

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


Post lesson


See Teacher’s Book.




345
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.57 Language Strategies 2 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.4 Use other strategies if
Understand a variety of Use with support a appropriate.
linear and non-linear simple picture dictionary Lesson delivery
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics See Teacher’s Book.
reading strategies and themes
If you and pupils do not have access to
the Workbook.

COMPLEMENTARY COMPLEMENTARY 1. Put Lunchtime flashcards on
SKILL SKILL the board

Speaking Speaking The flashcards should show
2.1 2.1.1 pictures of this lunchtime
Communicate simple Give very basic personal vocabulary:
information intelligibly information using fixed
phrases apples, bananas, cake,
carrots, sandwich, chicken, peas,
pizza, sausages, steak

2. Write the words for the
flashcards at the top of the
board so that pupils have to
think about which word goes
with which flashcard.

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


Post lesson


See Teacher’s Book.




345
Primary Year 1 Scheme of Work

LESSON: 149 (Listening 30)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:


Healthy/unhealthy

Recycled topic language


























346
Primary Year 1 Scheme of Work

LESSON: 149 (Listening 30)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:


Healthy/unhealthy

Recycled topic language


























346
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 Global sustainability Strategies 2 and 5
Teach pupils new vocabulary: healthy and unhealthy. may be suitable.
Listening Listening Make 2 columns on the board: healthy food and unhealthy Copy of Wendy, Nasir
1.3 1.3.1 food. and Lisa text and grid Use other strategies if
Use appropriate Predict words they Ask pupils to name healthy and unhealthy food. They can on next page appropriate.
listening strategies in will hear by using use L1 if they don’t know the food in English. Teach
sweets and fizzy drink if pupils don’t suggest these.
a variety of contexts knowledge of a topic Pupils come to the board and write the items in the correct
columns on the board.

Pre-lesson task 2: Guess the answer: linked to a text you
COMPLEMENTARY COMPLEMENTARY tell pupils about Wendy, Nasir and Lisa (see next page).
SKILL SKILL Pupils predict the healthy and unhealthy food they will hear

Listening Listening Lesson delivery
1.2 1.2.2 1. Tell the story in the Wendy, Nasir and Lisa text, and
check pupils’ guesses with them.
Understand meaning Understand with
in a variety of familiar support specific 2. Give pupils the grid on the next page and read out the
contexts information and text. Ask pupils to complete the grid. Read the text
details of very simple out again if necessary.
phrases and
sentences 3. Check pupils’ answers and tell the story one more
time so that pupils can confirm their answers.

4. Ask pupils why healthy eating is important. This
discussion will be in L1, as the focus here is on
human well-being and development, and not on
language.

5. Give pupils a handout of the text, or write a copy on
the board.

6. Put pupils into pairs or small groups and ask them to
change Wendy, Lisa and Nasir’s food so that it is all
healthy.

7. Make larger groups, and ask pupils to read the text
out to their groupmates.

8. Groupmates identify the new food and say whether it
is healthy.

Post lesson
Post-lesson task 8: Make a word ladder, using healthy
food items.





347
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 Global sustainability Strategies 2 and 5
Teach pupils new vocabulary: healthy and unhealthy. may be suitable.
Listening Listening Make 2 columns on the board: healthy food and unhealthy Copy of Wendy, Nasir
1.3 1.3.1 food. and Lisa text and grid Use other strategies if
Use appropriate Predict words they Ask pupils to name healthy and unhealthy food. They can on next page appropriate.
listening strategies in will hear by using use L1 if they don’t know the food in English. Teach
sweets and fizzy drink if pupils don’t suggest these.
a variety of contexts knowledge of a topic Pupils come to the board and write the items in the correct
columns on the board.

Pre-lesson task 2: Guess the answer: linked to a text you
COMPLEMENTARY COMPLEMENTARY tell pupils about Wendy, Nasir and Lisa (see next page).
SKILL SKILL Pupils predict the healthy and unhealthy food they will hear

Listening Listening Lesson delivery
1.2 1.2.2 1. Tell the story in the Wendy, Nasir and Lisa text, and
check pupils’ guesses with them.
Understand meaning Understand with
in a variety of familiar support specific 2. Give pupils the grid on the next page and read out the
contexts information and text. Ask pupils to complete the grid. Read the text
details of very simple out again if necessary.
phrases and
sentences 3. Check pupils’ answers and tell the story one more
time so that pupils can confirm their answers.

4. Ask pupils why healthy eating is important. This
discussion will be in L1, as the focus here is on
human well-being and development, and not on
language.

5. Give pupils a handout of the text, or write a copy on
the board.

6. Put pupils into pairs or small groups and ask them to
change Wendy, Lisa and Nasir’s food so that it is all
healthy.

7. Make larger groups, and ask pupils to read the text
out to their groupmates.

8. Groupmates identify the new food and say whether it
is healthy.

Post lesson
Post-lesson task 8: Make a word ladder, using healthy
food items.





347
Primary Year 1 Scheme of Work

Wendy, Nasir and Lisa

Wendy has got a cheese sandwich, an apple, a banana and some sweets for her lunch.

Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.

Lisa has got steak, peas, carrots, and 2 cakes for her lunch.





Wendy Nasir Lisa


Healthy food




Unhealthy food




















348
Primary Year 1 Scheme of Work

Wendy, Nasir and Lisa

Wendy has got a cheese sandwich, an apple, a banana and some sweets for her lunch.

Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.

Lisa has got steak, peas, carrots, and 2 cakes for her lunch.





Wendy Nasir Lisa


Healthy food




Unhealthy food




















348
Primary Year 1 Scheme of Work

LESSON: 150 (Language Arts 30)


MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Knowledge
WEEK: _______________ TOPIC Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Your choice. Should include review of food vocabulary, fruit and vegetables.
























349
Primary Year 1 Scheme of Work

LESSON: 150 (Language Arts 30)


MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Knowledge
WEEK: _______________ TOPIC Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Your choice. Should include review of food vocabulary, fruit and vegetables.
























349
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 text/story about Values (cooperation) Your choice depending
the theme of healthy eating. healthy eating and/or on the focus of your
Language Arts Language Arts This could be based on a pupils’ responses on lesson and your pupils.
5.2 5.2.1 story/text/poem about a child who eats p.55, exercise 2 of the
Express personal Name people, things or healthily and is very happy or it could textbook.
responses to literary places of interest in be based on the pupils’ responses to
texts illustrations the food diary on p.55 of the textbook.
accompanying texts The lesson should encourage
happiness through eating a balanced
diet with lots of fruit and vegetables and
should let pupils talk or write about their
COMPLEMENTARY COMPLEMENTARY own eating habits.
SKILL SKILL

Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives































350
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 text/story about Values (cooperation) Your choice depending
the theme of healthy eating. healthy eating and/or on the focus of your
Language Arts Language Arts This could be based on a pupils’ responses on lesson and your pupils.
5.2 5.2.1 story/text/poem about a child who eats p.55, exercise 2 of the
Express personal Name people, things or healthily and is very happy or it could textbook.
responses to literary places of interest in be based on the pupils’ responses to
texts illustrations the food diary on p.55 of the textbook.
accompanying texts The lesson should encourage
happiness through eating a balanced
diet with lots of fruit and vegetables and
should let pupils talk or write about their
COMPLEMENTARY COMPLEMENTARY own eating habits.
SKILL SKILL

Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives































350
Primary Year 1 Scheme of Work

LESSON: 151 (Listening 31)


MAIN SKILL(S) FOCUS: Listening
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime








LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 Language































351
Primary Year 1 Scheme of Work

LESSON: 151 (Listening 31)


MAIN SKILL(S) FOCUS: Listening
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime








LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 Language































351
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 Copy of Noughts and Values (cooperation) Strategies 2 and 7 may
Before the lesson, make 6 revision Crosses grid and 5 be suitable.
Listening Listening questions on each of the topics in the questions for each
1.2 1.2.5 squares of the noughts and crosses square. Use other strategies if
Understand meaning in Understand short grid on the next page. Prepare appropriate.
a variety of familiar supported questions flashcards, too, of topic vocabulary.
contexts
For topics covered in the textbook, you
can ask questions such as What’s this?
(show flashcard of a classroom object,
COMPLEMENTARY COMPLEMENTARY food item etc), Name 5 (animals, toys
SKILL SKILL etc), Spell…( e.g. yellow). For Listen
and do, you can make instructions for
Speaking Speaking pupils to do (e.g. Put a red pencil and a
2.1 2.1.5 green pencil case on the chair). There
Communicate simple Name or describe objects are 2 squares not directly linked to
information intelligibly using suitable words from textbook topics. Correct it! These
word sets should be typical grammar, vocabulary,
spelling, or pronunciation mistakes your
pupils make. Question mark These can
be a mix of simple and difficult
questions related to anything studied
over the year.

Lesson delivery

1. See next page.

Post lesson

2. Finish the lesson with a brief
reminder to pupils of any key
language learning points which
emerged.












352
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 Copy of Noughts and Values (cooperation) Strategies 2 and 7 may
Before the lesson, make 6 revision Crosses grid and 5 be suitable.
Listening Listening questions on each of the topics in the questions for each
1.2 1.2.5 squares of the noughts and crosses square. Use other strategies if
Understand meaning in Understand short grid on the next page. Prepare appropriate.
a variety of familiar supported questions flashcards, too, of topic vocabulary.
contexts
For topics covered in the textbook, you
can ask questions such as What’s this?
(show flashcard of a classroom object,
COMPLEMENTARY COMPLEMENTARY food item etc), Name 5 (animals, toys
SKILL SKILL etc), Spell…( e.g. yellow). For Listen
and do, you can make instructions for
Speaking Speaking pupils to do (e.g. Put a red pencil and a
2.1 2.1.5 green pencil case on the chair). There
Communicate simple Name or describe objects are 2 squares not directly linked to
information intelligibly using suitable words from textbook topics. Correct it! These
word sets should be typical grammar, vocabulary,
spelling, or pronunciation mistakes your
pupils make. Question mark These can
be a mix of simple and difficult
questions related to anything studied
over the year.

Lesson delivery

1. See next page.

Post lesson

2. Finish the lesson with a brief
reminder to pupils of any key
language learning points which
emerged.












352
Primary Year 1 Scheme of Work

Noughts and crosses grid for Year 1 Example of a completed line on a noughts and crosses grid





Food Correct it! Friends O X O





Animals ? Colours


X O X



Classroom objects Listen and do Toys




X O
















353
Primary Year 1 Scheme of Work

Noughts and crosses grid for Year 1 Example of a completed line on a noughts and crosses grid





Food Correct it! Friends O X O





Animals ? Colours


X O X



Classroom objects Listen and do Toys




X O
















353
Primary Year 1 Scheme of Work

Lesson delivery

1. Divide pupils into 2 teams of equal size and ask them to give their team a name.

2. Write the team names on the board.
3. Draw the noughts [O] and crosses [X] grid on the board.

4. Tell pupils that their team gets a nought or cross on a topic square if they answer a question about that topic correctly. The aim of the game is to make a line of their
team’s symbol (nought or cross) across, down or diagonally in order to score a point. If a team makes this line, they score a point. In the example on the previous
page, the noughts team have made a diagonal line by answering three questions correctly. The board is then cleaned and the game continues.

5. Explain that teams will take turns to answer your questions.
6. Tell pupils that they must take it in turns to ask and answer questions, so that everyone gets a chance to practise language. If a team member is not sure of the answer
to a question, team mates can help, but the chosen team member must say the answer to the opposing team.

7. Explain that

 you will read each question only once
 you will accept only the first answer you hear
 there will be a time limit of 40 seconds to answer after the question has been read.
8. Toss a coin to choose a starting team, and play the game.

9. Mark noughts and crosses in the appropriate square when teams answer correctly. Make sure that pupils are quiet when a team reads out their question, so that
everyone can hear it.




















354
Primary Year 1 Scheme of Work

Lesson delivery

1. Divide pupils into 2 teams of equal size and ask them to give their team a name.

2. Write the team names on the board.
3. Draw the noughts [O] and crosses [X] grid on the board.

4. Tell pupils that their team gets a nought or cross on a topic square if they answer a question about that topic correctly. The aim of the game is to make a line of their
team’s symbol (nought or cross) across, down or diagonally in order to score a point. If a team makes this line, they score a point. In the example on the previous
page, the noughts team have made a diagonal line by answering three questions correctly. The board is then cleaned and the game continues.

5. Explain that teams will take turns to answer your questions.
6. Tell pupils that they must take it in turns to ask and answer questions, so that everyone gets a chance to practise language. If a team member is not sure of the answer
to a question, team mates can help, but the chosen team member must say the answer to the opposing team.

7. Explain that

 you will read each question only once
 you will accept only the first answer you hear
 there will be a time limit of 40 seconds to answer after the question has been read.
8. Toss a coin to choose a starting team, and play the game.

9. Mark noughts and crosses in the appropriate square when teams answer correctly. Make sure that pupils are quiet when a team reads out their question, so that
everyone can hear it.




















354
Primary Year 1 Scheme of Work

LESSON: 152 (Speaking 31)


MAIN SKILL(S) FOCUS: Speaking
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime








LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 Language































355
Primary Year 1 Scheme of Work

LESSON: 152 (Speaking 31)


MAIN SKILL(S) FOCUS: Speaking
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime








LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 Language































355
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 Copies of Superminds Language Strategies 4 and 5 may
Ask pupils questions about pictures in 1 be suitable.
Speaking Speaking the textbook (see step 2 for examples).
2.1 2.1.5 Each time, show pupils a page of the Use other strategies if
Communicate simple Name or describe objects Superminds textbook, and ask a appropriate.
information intelligibly using suitable words from question or give an instruction, e.g.
word sets  What colour’s the apple?
 What’s this?
 How many pineapples?
 Find something yellow, and
COMPLEMENTARY COMPLEMENTARY something red.
SKILL SKILL
Practise useful questions with pupils
Listening Listening and write them on the board.
1.2 1.2.5
Understand meaning in Understand short Lesson delivery
a variety of familiar supported questions 1. Divide pupils into small groups and
contexts ask them to prepare 7 questions or
more.

2. Put groups together and ask them
to ask and answer each other’s
questions.

3. Repeat step 5 by changing the
groups, if there is time.

4. Ask pupils to read out their
questions for the whole class to
answer.

Post lesson
Post-lesson task 4: Correct the error












356
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 Copies of Superminds Language Strategies 4 and 5 may
Ask pupils questions about pictures in 1 be suitable.
Speaking Speaking the textbook (see step 2 for examples).
2.1 2.1.5 Each time, show pupils a page of the Use other strategies if
Communicate simple Name or describe objects Superminds textbook, and ask a appropriate.
information intelligibly using suitable words from question or give an instruction, e.g.
word sets  What colour’s the apple?
 What’s this?
 How many pineapples?
 Find something yellow, and
COMPLEMENTARY COMPLEMENTARY something red.
SKILL SKILL
Practise useful questions with pupils
Listening Listening and write them on the board.
1.2 1.2.5
Understand meaning in Understand short Lesson delivery
a variety of familiar supported questions 1. Divide pupils into small groups and
contexts ask them to prepare 7 questions or
more.

2. Put groups together and ask them
to ask and answer each other’s
questions.

3. Repeat step 5 by changing the
groups, if there is time.

4. Ask pupils to read out their
questions for the whole class to
answer.

Post lesson
Post-lesson task 4: Correct the error












356
Primary Year 1 Scheme of Work

LESSON: 153 (Reading 31)


MAIN SKILL(S) FOCUS: Reading

THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 Language






























357
Primary Year 1 Scheme of Work

LESSON: 153 (Reading 31)


MAIN SKILL(S) FOCUS: Reading

THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 Language






























357
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 Dice, counters, and Entrepreneurship Strategies 2 and 7
Explain that pupils will revise the term’s work by one copy of the Year may be suitable.
Reading Reading reading and responding to instructions on topics 1 Revision board
3.2 3.2.2 they have covered over the term in a board game. game on the next Use other strategies if
Understand a variety Understand specific page for each group appropriate.
of linear and non- information and Lesson delivery
linear print and digital details of very simple 1. Explain that pupils will play a game. Ask them If appropriate, select
texts by using phrases and to talk about how they can cooperate as a suitable activities for
appropriate reading sentences group in the game, and how they can deal with your pupils from
strategies any challenges in content or language. LINUS Module 1 or 2

2. Pupils talk about this in L1, as the focus here is to be added in to this
on learning skills, not on language. lesson to focus on
any phonemes from
COMPLEMENTARY COMPLEMENTARY 3. Elicit pupils’ suggestions. the Phonics Table
SKILL SKILL that pupils continue to
4. Explain that when pupils land on a square on have problems with.
Speaking Speaking the board, they must speak about the topic for
2.1 2.1.5 half a minute to a minute so that they get
Communicate simple Name or describe sufficient language practice from the game.
information intelligibly objects using suitable 5. Divide pupils into groups of 3 or 4 and handout
words from word sets out a dice and counters for each group.

6. If a pupil lands on a Free question square,
explain that others can each ask them a
question, either a personal one or one
connected to the term’s work. Give or elicit
examples to help if necessary.

7. Pupils throw the dice and move their counter
forward. They tell others in their group about
the topic they land on.

Post lesson
Stop the game and ask them to reflect on and give
examples of

 how well they worked as a group

 how they dealt with any challenges in content
or language .

As in steps 2 and 3, this feedback will be in L1.

Elicit feedback from the groups, summarising this,
and make any additional comments of your own.


358
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 Dice, counters, and Entrepreneurship Strategies 2 and 7
Explain that pupils will revise the term’s work by one copy of the Year may be suitable.
Reading Reading reading and responding to instructions on topics 1 Revision board
3.2 3.2.2 they have covered over the term in a board game. game on the next Use other strategies if
Understand a variety Understand specific page for each group appropriate.
of linear and non- information and Lesson delivery
linear print and digital details of very simple 1. Explain that pupils will play a game. Ask them If appropriate, select
texts by using phrases and to talk about how they can cooperate as a suitable activities for
appropriate reading sentences group in the game, and how they can deal with your pupils from
strategies any challenges in content or language. LINUS Module 1 or 2

2. Pupils talk about this in L1, as the focus here is to be added in to this
on learning skills, not on language. lesson to focus on
any phonemes from
COMPLEMENTARY COMPLEMENTARY 3. Elicit pupils’ suggestions. the Phonics Table
SKILL SKILL that pupils continue to
4. Explain that when pupils land on a square on have problems with.
Speaking Speaking the board, they must speak about the topic for
2.1 2.1.5 half a minute to a minute so that they get
Communicate simple Name or describe sufficient language practice from the game.
information intelligibly objects using suitable 5. Divide pupils into groups of 3 or 4 and handout
words from word sets out a dice and counters for each group.

6. If a pupil lands on a Free question square,
explain that others can each ask them a
question, either a personal one or one
connected to the term’s work. Give or elicit
examples to help if necessary.

7. Pupils throw the dice and move their counter
forward. They tell others in their group about
the topic they land on.

Post lesson
Stop the game and ask them to reflect on and give
examples of

 how well they worked as a group

 how they dealt with any challenges in content
or language .

As in steps 2 and 3, this feedback will be in L1.

Elicit feedback from the groups, summarising this,
and make any additional comments of your own.


358
Primary Year 1 Scheme of Work

Year 1 Revision Board Game


Free question
Say 2 things you like Spell an animal name Name 2 healthy foods Make a false sentence with
under (Your friends ask you)



Free question
Names 2 places where Say the colours of 5 things How old are you? Say the letters of the
animals hide in the classroom (Your friends ask you) alphabet




Free question
Say something you’ve got Make a false sentence with Count from 1 to 10 Tell your friends to do
in (Your friends ask you) something






Count from 11 to 20 Free question Name 3 vegetables Name 2 unhealthy foods Make a true sentence with
on
(Your friends ask you)





Free question Name 3 shapes in this What’s your favourite toy? Say something you Name 5 classroom objects
classroom haven’t got
(Your friends ask you)





359
Primary Year 1 Scheme of Work

Year 1 Revision Board Game


Free question
Say 2 things you like Spell an animal name Name 2 healthy foods Make a false sentence with
under (Your friends ask you)



Free question
Names 2 places where Say the colours of 5 things How old are you? Say the letters of the
animals hide in the classroom (Your friends ask you) alphabet




Free question
Say something you’ve got Make a false sentence with Count from 1 to 10 Tell your friends to do
in (Your friends ask you) something






Count from 11 to 20 Free question Name 3 vegetables Name 2 unhealthy foods Make a true sentence with
on
(Your friends ask you)





Free question Name 3 shapes in this What’s your favourite toy? Say something you Name 5 classroom objects
classroom haven’t got
(Your friends ask you)





359
Primary Year 1 Scheme of Work

LESSON: 154 (Writing 31)


MAIN SKILL(S) FOCUS: Writing
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime








LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 language































360
Primary Year 1 Scheme of Work

LESSON: 154 (Writing 31)


MAIN SKILL(S) FOCUS: Writing
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
WEEK: _______________ TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime








LANGUAGE/GRAMMAR FOCUS:




Revision of Year 1 language































360
Primary Year 1 Scheme of Work