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 Board Creativity and Strategies1 and 5
Ask 3 pupils to come to the front of the class and Innovation may be suitable.
Writing Writing to draw vocabulary items from Superminds 1
4.2 4.2.5 according to the suggestions of their classmates. Use other strategies
Communicate basic Connect words and You need about 24-30 items on the board, so each if appropriate.
information intelligibly proper names using pupil draws 8-10 items.
for a range of ‘and’
purposes in print and If step 1 is too time-consuming in your class, pupils
digital media can prepare pictures on paper before the lesson,
and you can stick these on the board.
Lesson delivery

COMPLEMENTARY COMPLEMENTARY 1. Now write these 2 sentence outlines on the
SKILL SKILL board:
 A ___ and a ___ are …
Reading Reading  A ___ and a ___ have got …
3.2 3.2.2 2. Give pupils an example which completes each
Understand a variety Understand specific outline by making connections between the
of linear and non- information and pictures on the board, e.g. A banana and a
linear print and digital details of very simple pear are fruit; or A table and a cat have got
texts by using phrases and four legs.
appropriate reading sentences
strategies 3. After you have given pupils these examples,
ask them to speak in groups and make as
many connections as they can in a given time
limit.

4. Check answers with the whole class.

5. Divide pupils into pairs or small groups.

6. Ask them to write 4 true connections
sentences and one false one. They should not
show which sentence is a false connection.

7. Ask groups to swap sentences and to identify
and correct the false sentence.

8. Repeat steps 8 and 9 if there is time.

Post lesson
Post-lesson task 6: Whisper and Write



361
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 Creativity and Strategies1 and 5
Ask 3 pupils to come to the front of the class and Innovation may be suitable.
Writing Writing to draw vocabulary items from Superminds 1
4.2 4.2.5 according to the suggestions of their classmates. Use other strategies
Communicate basic Connect words and You need about 24-30 items on the board, so each if appropriate.
information intelligibly proper names using pupil draws 8-10 items.
for a range of ‘and’
purposes in print and If step 1 is too time-consuming in your class, pupils
digital media can prepare pictures on paper before the lesson,
and you can stick these on the board.
Lesson delivery

COMPLEMENTARY COMPLEMENTARY 1. Now write these 2 sentence outlines on the
SKILL SKILL board:
 A ___ and a ___ are …
Reading Reading  A ___ and a ___ have got …
3.2 3.2.2 2. Give pupils an example which completes each
Understand a variety Understand specific outline by making connections between the
of linear and non- information and pictures on the board, e.g. A banana and a
linear print and digital details of very simple pear are fruit; or A table and a cat have got
texts by using phrases and four legs.
appropriate reading sentences
strategies 3. After you have given pupils these examples,
ask them to speak in groups and make as
many connections as they can in a given time
limit.

4. Check answers with the whole class.

5. Divide pupils into pairs or small groups.

6. Ask them to write 4 true connections
sentences and one false one. They should not
show which sentence is a false connection.

7. Ask groups to swap sentences and to identify
and correct the false sentence.

8. Repeat steps 8 and 9 if there is time.

Post lesson
Post-lesson task 6: Whisper and Write



361
Primary Year 1 Scheme of Work

LESSON: 155 (Language Arts 31)


MAIN SKILL(S) FOCUS: Language Arts

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:




Your choice. To review language taught over the year



























362
Primary Year 1 Scheme of Work

LESSON: 155 (Language Arts 31)


MAIN SKILL(S) FOCUS: Language Arts

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:




Your choice. To review language taught over the year



























362
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 Dialogues (see Language Your choice
Review four key words, one from each unit. You examples on the next depending on your
Language Arts Language Arts could use Task 1, 4 or 6. page) that represent class and lesson.
5.3 5.3.1 learning from each
Express an Respond Lesson delivery unit and the year Possibly strategies 2,
imaginative response imaginatively and 1. On the board, do a matching activity: Textbook overall. 6 and 7.
to literary texts intelligibly through unit to theme:
creating simple art Unit 1: At School You can give different
and craft products Unit 2: Let’s Play! amounts of support to
Unit 3: Pet Show help pupils write their
Other imaginative Unit 4: Lunchtime dialogues, or allow
responses as them to write freely.
appropriate 2. Make four or eight groups. Ask each group to Remember to monitor
brainstorm vocabulary and language they remember closely and support
from a different unit each. Give them a time limit.
groups as they write.
3. Ask groups to check in their textbooks. If
COMPLEMENTARY COMPLEMENTARY necessary they can add or change their answers. Encourage self-
SKILL SKILL correction by showing
4. Ask each group to present their answers to the where mistakes are
Speaking Speaking class. or asking questions,
2.3 2.3.1 rather than giving a
Communicate Introduce self to an 5. Read the dialogues – you can ask more proficient correction.
appropriately to a audience using fixed pupils to take different parts or you could use
small or large group phrases puppets or similar to take on different roles. Pupils
should tell you which unit it relates to.

6. Tell groups they will be making similar dialogues
to perform in the next LA lesson. Give each group a
new unit to look at and ask them to write a dialogue.

7. Monitor and help where needed.

8. Groups can practise their dialogues a little.

9. Remind pupils they will need to introduce
themselves to the audience. Check they have the
language for this and practise as appropriate.

10. Collect their written dialogues at the end of the
class to review.

Post lesson
Word ladders


363
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 Dialogues (see Language Your choice
Review four key words, one from each unit. You examples on the next depending on your
Language Arts Language Arts could use Task 1, 4 or 6. page) that represent class and lesson.
5.3 5.3.1 learning from each
Express an Respond Lesson delivery unit and the year Possibly strategies 2,
imaginative response imaginatively and 1. On the board, do a matching activity: Textbook overall. 6 and 7.
to literary texts intelligibly through unit to theme:
creating simple art Unit 1: At School You can give different
and craft products Unit 2: Let’s Play! amounts of support to
Unit 3: Pet Show help pupils write their
Other imaginative Unit 4: Lunchtime dialogues, or allow
responses as them to write freely.
appropriate 2. Make four or eight groups. Ask each group to Remember to monitor
brainstorm vocabulary and language they remember closely and support
from a different unit each. Give them a time limit.
groups as they write.
3. Ask groups to check in their textbooks. If
COMPLEMENTARY COMPLEMENTARY necessary they can add or change their answers. Encourage self-
SKILL SKILL correction by showing
4. Ask each group to present their answers to the where mistakes are
Speaking Speaking class. or asking questions,
2.3 2.3.1 rather than giving a
Communicate Introduce self to an 5. Read the dialogues – you can ask more proficient correction.
appropriately to a audience using fixed pupils to take different parts or you could use
small or large group phrases puppets or similar to take on different roles. Pupils
should tell you which unit it relates to.

6. Tell groups they will be making similar dialogues
to perform in the next LA lesson. Give each group a
new unit to look at and ask them to write a dialogue.

7. Monitor and help where needed.

8. Groups can practise their dialogues a little.

9. Remind pupils they will need to introduce
themselves to the audience. Check they have the
language for this and practise as appropriate.

10. Collect their written dialogues at the end of the
class to review.

Post lesson
Word ladders


363
Primary Year 1 Scheme of Work

364
Primary Year 1 Scheme of Work

364
Primary Year 1 Scheme of Work

Suggested dialogues for Lesson 155

Dialogue 1: Dialogue 2:

Teacher: Hello. How are you? A: Let’s go to the toyshop.

Pupil 1 and 2: I’m fine, thank you. B: OK. Do you like toys?

Teacher: Sit at your desks, please. A: Yes, I do. My favourite toy’s a kite.

Pupils 1 and 2: OK. [They sit down]. B: I like kites too.

Pupil 1: Abdul, I haven’t got a pencil. Have you got a pencil? [At the toyshop]

Pupil 2: Sorry, I haven’t got a pencil. Toyshop owner: Hello.

Pupil 1: OK. Teacher, pass me a pencil, please. A: Hello. A kite, please.

Teacher: Here you are [passes pencil]. Owner: Yes, here you are.

Pupil 1: Thank you.

A: Thank you.

A: I’m very happy; I have a new, red kite.






















365
Primary Year 1 Scheme of Work

Suggested dialogues for Lesson 155

Dialogue 1: Dialogue 2:

Teacher: Hello. How are you? A: Let’s go to the toyshop.

Pupil 1 and 2: I’m fine, thank you. B: OK. Do you like toys?

Teacher: Sit at your desks, please. A: Yes, I do. My favourite toy’s a kite.

Pupils 1 and 2: OK. [They sit down]. B: I like kites too.

Pupil 1: Abdul, I haven’t got a pencil. Have you got a pencil? [At the toyshop]

Pupil 2: Sorry, I haven’t got a pencil. Toyshop owner: Hello.

Pupil 1: OK. Teacher, pass me a pencil, please. A: Hello. A kite, please.

Teacher: Here you are [passes pencil]. Owner: Yes, here you are.

Pupil 1: Thank you.

A: Thank you.

A: I’m very happy; I have a new, red kite.






















365
Primary Year 1 Scheme of Work

Dialogue 3: Dialogue 4:

A: Do you like animals, Hana? A: Mum, I’m hungry.

B: Yes, I like cats and rabbits. I’ve got a cat at my house. Have you got a B: OK. We’ve got cheese.
pet, Afiq?
A: I don’t like cheese. Have we got any bananas? I like bananas.
A: No, I haven’t. I don’t like dogs and I don’t like cats.
B: No, we haven’t. We haven’t got any fruit!
B: Do you like rabbits?
A: Oh no! Let’s make a shopping list.
A: Yes, I do. Let’s play at your house.
B: OK. We haven’t got any bananas, and we haven’t got any apples.
B: OK. Let’s go. Please write down bananas and apples.

A: OK. Now let’s go shopping.




































366
Primary Year 1 Scheme of Work

Dialogue 3: Dialogue 4:

A: Do you like animals, Hana? A: Mum, I’m hungry.

B: Yes, I like cats and rabbits. I’ve got a cat at my house. Have you got a B: OK. We’ve got cheese.
pet, Afiq?
A: I don’t like cheese. Have we got any bananas? I like bananas.
A: No, I haven’t. I don’t like dogs and I don’t like cats.
B: No, we haven’t. We haven’t got any fruit!
B: Do you like rabbits?
A: Oh no! Let’s make a shopping list.
A: Yes, I do. Let’s play at your house.
B: OK. We haven’t got any bananas, and we haven’t got any apples.
B: OK. Let’s go. Please write down bananas and apples.

A: OK. Now let’s go shopping.




































366
Primary Year 1 Scheme of Work

LESSON: 156 (Listening 32)


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































367
Primary Year 1 Scheme of Work

LESSON: 156 (Listening 32)


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































367
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 and grid on next Entrepreneurship Strategies 4 and 5 may
Give pupils the Find a friend who… grid page be suitable.
Listening Listening on the next page, or write it on the
1.2 1.2.5 board and ask pupils to copy it. Use other strategies if
Understand meaning in Understand short Practise the questions pupils will need appropriate.
a variety of familiar supported questions to ask (e.g. Do you like cats? Have you
contexts got 2 brothers?).

Lesson delivery
1. Tell pupils to mingle and complete
COMPLEMENTARY COMPLEMENTARY the grid with a new name for each
SKILL SKILL question. If mingling is not possible
in your classroom, pupils can sit
Speaking Speaking and work in groups of about 8-10.
2.1 2.1.2
Communicate simple Find out about very basic 2. When most, but not all, pupils are
information intelligibly personal information ready, stop the game.
using fixed phrases
3. Elicit a few answers from pupils as
a whole class.

4. Divide pupils into pairs or small
groups and tell them that they’ll
create their own grid, using about 3
entries, depending on time
available.

5. Elicit a few possible entries for a
new grid to help pupils get ideas
for their task.

6. Pupils create their new grid.

7. Pupils repeat steps 3 and 4.

Post lesson
Repeat step 5.








368
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 and grid on next Entrepreneurship Strategies 4 and 5 may
Give pupils the Find a friend who… grid page be suitable.
Listening Listening on the next page, or write it on the
1.2 1.2.5 board and ask pupils to copy it. Use other strategies if
Understand meaning in Understand short Practise the questions pupils will need appropriate.
a variety of familiar supported questions to ask (e.g. Do you like cats? Have you
contexts got 2 brothers?).

Lesson delivery
1. Tell pupils to mingle and complete
COMPLEMENTARY COMPLEMENTARY the grid with a new name for each
SKILL SKILL question. If mingling is not possible
in your classroom, pupils can sit
Speaking Speaking and work in groups of about 8-10.
2.1 2.1.2
Communicate simple Find out about very basic 2. When most, but not all, pupils are
information intelligibly personal information ready, stop the game.
using fixed phrases
3. Elicit a few answers from pupils as
a whole class.

4. Divide pupils into pairs or small
groups and tell them that they’ll
create their own grid, using about 3
entries, depending on time
available.

5. Elicit a few possible entries for a
new grid to help pupils get ideas
for their task.

6. Pupils create their new grid.

7. Pupils repeat steps 3 and 4.

Post lesson
Repeat step 5.








368
Primary Year 1 Scheme of Work

Find a friend who


Find a friend who… Name


likes cats


has got 2 brothers


is 7 years old


is brave


likes cheese


has got a red pencil case




















369
Primary Year 1 Scheme of Work

Find a friend who


Find a friend who… Name


likes cats


has got 2 brothers


is 7 years old


is brave


likes cheese


has got a red pencil case




















369
Primary Year 1 Scheme of Work

LESSON: 157 (Speaking 32)


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































370
Primary Year 1 Scheme of Work

LESSON: 157 (Speaking 32)


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































370
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 and Me and my Values (cooperation) Strategies 3 and 4 may
Give pupils the Me and my friends grid friends grid on the next be suitable.
Speaking Speaking on the next page, or write it on the page
2.1 2.1.1 board and ask pupils to copy it. Use other strategies if
Communicate simple Give very basic personal Ask pupils to complete the grid with appropriate.
information intelligibly information using fixed information which is true for them.
phrases
Lesson delivery
1. Practise the statements pupils will
need to use to communicate
COMPLEMENTARY COMPLEMENTARY information to their classmates
SKILL SKILL (e.g. I’m 7 years old, My favourite
food is/I like chicken).
Listening Listening
1.2 1.2.2 2. Put pupils in groups of 4 and ask
Understand meaning in Understand with support them to exchange information.
a variety of familiar specific information and
contexts details of very simple 3. When most, but not all, pupils are
phrases and sentences ready, stop the game.

4. Ask pupils to report back one
interesting thing from their group
(e.g. Zil and me like spiders,
Ahmed and Chelvi have got 5
brothers).

Post lesson

Post-lesson task 1: Spot the
differences: pupils do this in groups.
They change information in their
completed grids, and their groupmates
correct them.












371
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 and Me and my Values (cooperation) Strategies 3 and 4 may
Give pupils the Me and my friends grid friends grid on the next be suitable.
Speaking Speaking on the next page, or write it on the page
2.1 2.1.1 board and ask pupils to copy it. Use other strategies if
Communicate simple Give very basic personal Ask pupils to complete the grid with appropriate.
information intelligibly information using fixed information which is true for them.
phrases
Lesson delivery
1. Practise the statements pupils will
need to use to communicate
COMPLEMENTARY COMPLEMENTARY information to their classmates
SKILL SKILL (e.g. I’m 7 years old, My favourite
food is/I like chicken).
Listening Listening
1.2 1.2.2 2. Put pupils in groups of 4 and ask
Understand meaning in Understand with support them to exchange information.
a variety of familiar specific information and
contexts details of very simple 3. When most, but not all, pupils are
phrases and sentences ready, stop the game.

4. Ask pupils to report back one
interesting thing from their group
(e.g. Zil and me like spiders,
Ahmed and Chelvi have got 5
brothers).

Post lesson

Post-lesson task 1: Spot the
differences: pupils do this in groups.
They change information in their
completed grids, and their groupmates
correct them.












371
Primary Year 1 Scheme of Work

Me and my friends


Me My Friend My Friend My Friend
(Name:…………….…….) (Name:…………………….) (Name:…………………….)


Age


Brothers


Sisters


Favourite food


Favourite animal


Favourite toy


















372
Primary Year 1 Scheme of Work

Me and my friends


Me My Friend My Friend My Friend
(Name:…………….…….) (Name:…………………….) (Name:…………………….)


Age


Brothers


Sisters


Favourite food


Favourite animal


Favourite toy


















372
Primary Year 1 Scheme of Work

LESSON: 158 (Writing 32)


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































373
Primary Year 1 Scheme of Work

LESSON: 158 (Writing 32)


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































373
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 Your own ABC poster Values (cooperation) Strategies 4 and 5
Pre-lesson task 4: Identify the flashcards (optional) may be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Poster paper for Use other strategies if
Communicate with Spell familiar high 1. Tell pupils that they’ll be making an ABC poster pupils appropriate.
appropriate language frequency words of Year 1 words together.
form and style for a accurately 1 set of 18 small
range of purposes in 2. You can show pupils a finished ABC poster you pieces of paper for
print and digital media have made yourself as an example if each group of 3
appropriate. pupils
3. Divide pupils into groups of 3.

COMPLEMENTARY COMPLEMENTARY 4. Give each group poster paper on which they
SKILL SKILL will draw pictures of Year 1 vocabulary items.

Reading Reading 5. Write letters of the alphabet on the board. Miss
3.2 3.2.3 out letters h, I, j q, u, w, x, z, as it is difficult to
Understand a variety i) Use visuals on the make words beginning with these letters.
of linear and non- page to help
linear print and digital understand a word or 6. Ask pupils to copy these letters onto their
texts by using phrase poster.
appropriate reading 7. Give each group the set of 18 pieces of paper.
strategies ii) Identify and Tell pupils that they’ll write the words for their
remember high pictures on these pieces of paper.
frequency sound and
letter patterns 8. Tell pupils to agree who is responsible for
letters a, b, c, d, e, f, who for g, k, l, m, n, o and
who for p, r, s, t, v, y.

9. Tell pupils to look though the Superminds
textbook, to draw pictures of items beginning
with their letters on the poster and to write the
words on their pieces of paper.

Post lesson
Collect the poster and pieces of paper and make
sure you know which poster they belong to, as you
will need these in the next lesson.

Tell pupils to remember who is in their group, as
they’ll start the next lesson in the same group.



374
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 Your own ABC poster Values (cooperation) Strategies 4 and 5
Pre-lesson task 4: Identify the flashcards (optional) may be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Poster paper for Use other strategies if
Communicate with Spell familiar high 1. Tell pupils that they’ll be making an ABC poster pupils appropriate.
appropriate language frequency words of Year 1 words together.
form and style for a accurately 1 set of 18 small
range of purposes in 2. You can show pupils a finished ABC poster you pieces of paper for
print and digital media have made yourself as an example if each group of 3
appropriate. pupils
3. Divide pupils into groups of 3.

COMPLEMENTARY COMPLEMENTARY 4. Give each group poster paper on which they
SKILL SKILL will draw pictures of Year 1 vocabulary items.

Reading Reading 5. Write letters of the alphabet on the board. Miss
3.2 3.2.3 out letters h, I, j q, u, w, x, z, as it is difficult to
Understand a variety i) Use visuals on the make words beginning with these letters.
of linear and non- page to help
linear print and digital understand a word or 6. Ask pupils to copy these letters onto their
texts by using phrase poster.
appropriate reading 7. Give each group the set of 18 pieces of paper.
strategies ii) Identify and Tell pupils that they’ll write the words for their
remember high pictures on these pieces of paper.
frequency sound and
letter patterns 8. Tell pupils to agree who is responsible for
letters a, b, c, d, e, f, who for g, k, l, m, n, o and
who for p, r, s, t, v, y.

9. Tell pupils to look though the Superminds
textbook, to draw pictures of items beginning
with their letters on the poster and to write the
words on their pieces of paper.

Post lesson
Collect the poster and pieces of paper and make
sure you know which poster they belong to, as you
will need these in the next lesson.

Tell pupils to remember who is in their group, as
they’ll start the next lesson in the same group.



374
Primary Year 1 Scheme of Work

LESSON: 159 (Reading 32)


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































375
Primary Year 1 Scheme of Work

LESSON: 159 (Reading 32)


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































375
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 Posters and sets of Values (cooperation) Strategies 2 and 7 may
Tell pupils to form the same groups of 3 paper from previous be suitable.
Reading Reading as in the previous lesson, and hand out lesson
3.3 3.3.1 ABC posters and words to each group. Use other strategies if
Read independently for Read and enjoy simple appropriate.
information and print and digital games at Lesson delivery
enjoyment word level 1. Join groups of 3 to form groups of
6.

2. Tell pupils to swap posters and
COMPLEMENTARY COMPLEMENTARY sets of pieces of paper.
SKILL SKILL
3. Pupils match pieces of paper to the
Reading Reading pictures and check each other’s
3.2 3.2.3 answers.
Understand a variety of i) Use visuals on the
linear and non-linear page to help understand 4. Repeat steps 1, 2, and 3 with new
print and digital texts by a word or phrase groups as appropriate.
using appropriate
reading strategies ii) Identify and remember Post lesson
high frequency sound Post-lesson task 7, Listen and point,
and letter patterns using pupils’ posters as a prompt.

























376
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 Posters and sets of Values (cooperation) Strategies 2 and 7 may
Tell pupils to form the same groups of 3 paper from previous be suitable.
Reading Reading as in the previous lesson, and hand out lesson
3.3 3.3.1 ABC posters and words to each group. Use other strategies if
Read independently for Read and enjoy simple appropriate.
information and print and digital games at Lesson delivery
enjoyment word level 1. Join groups of 3 to form groups of
6.

2. Tell pupils to swap posters and
COMPLEMENTARY COMPLEMENTARY sets of pieces of paper.
SKILL SKILL
3. Pupils match pieces of paper to the
Reading Reading pictures and check each other’s
3.2 3.2.3 answers.
Understand a variety of i) Use visuals on the
linear and non-linear page to help understand 4. Repeat steps 1, 2, and 3 with new
print and digital texts by a word or phrase groups as appropriate.
using appropriate
reading strategies ii) Identify and remember Post lesson
high frequency sound Post-lesson task 7, Listen and point,
and letter patterns using pupils’ posters as a prompt.

























376
Primary Year 1 Scheme of Work

LESSON: 160 (Language Arts 32)


MAIN SKILL(S) FOCUS: Language Arts

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:




Your choice. To review language taught over the year






















377
Primary Year 1 Scheme of Work

LESSON: 160 (Language Arts 32)


MAIN SKILL(S) FOCUS: Language Arts

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:




Your choice. To review language taught over the year






















377
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 In this final lesson, pupils review their You may want to bring Patriotism and You can support different
dialogues in groups (from Lesson 155), props for the pupils to Citizenship groups in different ways
Language Arts Language Arts based on your feedback. use in their acting, or as necessary, especially
5.3 5.3.1 They then learn and practise their you can ask pupils to if they feel nervous about
Express an imaginative Respond imaginatively dialogues so they can act them out bring them from home. performing.
response to literary and intelligibly through freely.
texts creating simple art and Last of all, they perform their dialogues You may want to invite
craft products to the class/parents/other parents, other teachers,
classes/teachers, having introduced staff or classes to
Other imaginative themselves. watch the performance
responses as appropriate or you could video
record them with
appropriate permission
from the school and
COMPLEMENTARY COMPLEMENTARY parents.
SKILL SKILL
Speaking Speaking
2.3 2.3.1
Communicate Introduce self to an
appropriately to a small audience using fixed
or large group phrases



























378
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 In this final lesson, pupils review their You may want to bring Patriotism and You can support different
dialogues in groups (from Lesson 155), props for the pupils to Citizenship groups in different ways
Language Arts Language Arts based on your feedback. use in their acting, or as necessary, especially
5.3 5.3.1 They then learn and practise their you can ask pupils to if they feel nervous about
Express an imaginative Respond imaginatively dialogues so they can act them out bring them from home. performing.
response to literary and intelligibly through freely.
texts creating simple art and Last of all, they perform their dialogues You may want to invite
craft products to the class/parents/other parents, other teachers,
classes/teachers, having introduced staff or classes to
Other imaginative themselves. watch the performance
responses as appropriate or you could video
record them with
appropriate permission
from the school and
COMPLEMENTARY COMPLEMENTARY parents.
SKILL SKILL
Speaking Speaking
2.3 2.3.1
Communicate Introduce self to an
appropriately to a small audience using fixed
or large group phrases



























378
Primary Year 1 Scheme of Work





Bahagian Pembangunan Kurikulum

Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E

62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

Bahagian Pembangunan Kurikulum

Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E

62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/