KPK

TOPIC My toys LESSON SCHEME OF WOR
1

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pup
BI 1.2 BI 1.2.1 Opening time Hello
Listen and respond BI 1.2.2  Greetings and a hello song Clas
appropriately BI 1.2.3  Register Son
BI 1.2.4  Emotions routine Time
 Weather routine
BI 1.3 BI 1.3.1  Sing / say a favourite song / 1) F
Listen, understand and i) exchange greetings 2) R
respond in a variety of ii) introduce oneself rhyme bear
contexts iv) express feelings  English today
v) answer simple
questions Lesson development
ENCOUNTER
Circle time
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3
 Pre-rhyme activity
 Say a rhyme
 Encounter activity 5

Post-lesson routines Time
Closing time Goo
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

PRE-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FO
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FO
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) F

4

RK: MY TOYS (4+)
MAIN SKILL(S) FOCUS: Listening

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the new
ss register topic in different ways:
ng / rhyme a) by miming only
e line images b) by mouthing the new
language
c) by repeating the new
language after or with you

Flashcards or realia (six toys)
Rhyme: Teddy bear, teddy

r

e line images
odbye song

bold are Complementary Skills
OR GUIDANCE
OR GUIDANCE
FOR GUIDANCE

49

TOPIC My toys LESSON 2

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pup
BI 1.2 BI 1.2.1 Opening time Hello
Listen and respond BI 1.2.2  Greetings and a hello song Clas
appropriately BI 1.2.3  Register Rhy
BI 1.2.4  Emotions routine Time
 Weather routine
BI 1.3 BI 1.3.1  Say a rhyme 1) F
Listen, understand and i) exchange greetings  English today
respond in a variety of ii) introduce oneself
contexts iv) express feelings Lesson development
v) answer simple ENGAGE
questions Circle time
 Remembering activity 1
 Encounter activity 3
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines Time
Closing time Goo
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

5

MAIN SKILL(S) FOCUS: Listening and Speaking 1

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the new
ss register topic in different ways:
yme: Teddy bear, teddy bear a) by miming only
e line images b) by mouthing the new
language
c) by repeating the new
language after or with you

Flashcards or realia (six toys)

e line images
odbye song

old are Complementary Skills

50

TOPIC My toys LESSON 3

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pup
BI 1.2 BI 1.2.1 Opening time Hello
Listen and respond BI 1.2.2  Greetings and a hello song Clas
appropriately BI 1.2.3  Register Rhy
BI 1.2.4  Emotions routine Time
 Weather routine
BI 1.3 BI 1.3.1  Say a rhyme 1) F
Listen, understand and i) exchange greetings  English today 2) S
respond in a variety of ii) introduce oneself
contexts iv) express feelings Lesson development
v) answer simple ENGAGE
questions Circle time
 Remembering activity 2
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time
Closing time Goo
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

5

MAIN SKILL(S) FOCUS: Listening and Speaking 2

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it a train or is it a car?
yme: Teddy bear, teddy bear
e line images b) Say first letter sound(s,) e.g.
It’s a ccc; It’s a trtrtr

c) Prompt with mime

Flashcards or realia (all toys) Differentiate by outcome – allow
Song: I’ve got a ball. children to respond to the topic
in different ways:
a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

e line images
odbye song

bold are Complementary Skills

51

TOPIC My toys LESSON 4

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pup
BI 1.2 BI 1.2.1 Opening time Hello
Listen and respond BI 1.2.2  Greetings and a hello song Clas
appropriately BI 1.2.3  Register Wea
BI 1.2.4  Emotions routine Rhy
 Weather routine Time
BI 1.3 BI 1.3.1  Say a rhyme
Listen, understand and i) exchange greetings  English today 1) F
respond in a variety of ii) introduce oneself 2) S
contexts iii) show appreciation Lesson development 3) W
iv) express feelings ENGAGE toy)
v) answer simple Circle time
questions  Remembering activity 2
 Sing a song
BI 3.1 BI 3.1.1  Engage activity 4
Develop prewriting skills BI 3.1.2  Set up table time
BI 3.1.3
BI 3.2 Table time
Develop early writing BI 3.2.1  Transition chant
skills BI 3.2.2  Manual activity
BI 3.2.3  Tidy up
BI 3.2.4  Show and tell

Post-lesson routines Time
Closing time Goo
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

5

MAIN SKILL(S) FOCUS: Listening and Speaking 3

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate by outcome – allow
o song children to respond to the topic
ss register in different ways:
ather chart a) by miming only
yme: Teddy bear, teddy bear b) by mouthing the new
e line images language
c) by repeating the new
language after or with you

Flashcards or realia (toys) Differentiate with support
Song: I’ve got a ball. a) Offering options, e.g.
Is it a train or is it a car?
Worksheets (My favourite b) Say first letter sound(s,) e.g.
It’s a ccc; It’s a trtrtr
c) Prompt with mime

Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

e line images
odbye song

bold are Complementary Skills

52

TOPIC My toys LESSON 5

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pup
BI 1.2 BI 1.2.1 Opening time Hello
Listen and respond BI 1.2.2  Greetings and a hello song Clas
appropriately BI 1.2.3  Register Wea
BI 1.2.4  Emotions routine Rhy
 Weather routine Time
BI 1.3 BI 1.3.1  Say a rhyme
Listen, understand and i) exchange greetings  English today 1) S
respond in a variety of ii) introduce oneself 2) S
contexts iv) express feelings Lesson development toys
v) answer simple ENGAGE 3) F
questions Circle time
 Sing a song Time
BI 2.1 BI 2.1.2  Post-song activity Goo
Show appropriate book  Story book pre-listening 1
handling skills  Story book reading
 Story book post listening 1
BI 2.2 BI 2.2.1  Engage activity 3
Apply sounds of letters to BI 2.2.2  Engage activity 5
recognise words BI 2.2.3
BI 2.2.4 Post-lesson routines
Closing time
BI 2.3 BI 2.3.1  Reflecting on learning
Demonstrate BI 2.3.2  Goodbye and song
understanding of a
variety of texts in the
form of print and digital
materials

BI 2.4 BI 2.4.1
Develop interest in
reading independently
for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

5

MAIN SKILL(S) FOCUS: Listening and Speaking 4

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it a train or is it a car?
ather chart b) Say first letter sound(s), e.g.
yme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
e line images c) Prompt with mime

Song: I’ve got a ball. Differentiate by outcome – allow
Story book (topic related / children to respond to the topic
s) in different ways:
Flashcards or realia (toys) a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

e line images
odbye song

bold are Complementary Skills

53

TOPIC My toys LESSON 6

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)

BI 1.2 BI 1.2.1 Pre-lesson routines (Pup
Listen and respond BI 1.2.2 Opening time Hello
appropriately BI 1.2.3  Greetings and a hello song Clas
BI 1.2.4  Register Wea
 Emotions routine Rhy
BI 1.3 BI 1.3.1  Weather routine Time
Listen, understand and i) exchange greetings  Say a rhyme
respond in a variety of ii) introduce oneself  English today
contexts iii) show appreciation
iv) express feelings
v) answer simple Lesson development
questions ENGAGE/EXPLOIT
Circle time
BI 2.1 BI 2.1.2  Sing a song 1) S
 Story book pre-listening 2 2) S
Show appropriate book  Story book reading toys
 Story book post listening 2 3) F
handling skills  Engage activity 3 (word and 4) W

BI 2.2 BI 2.2.1 image) Time
Apply sounds of letters BI 2.2.2  Exploit activity 4 Goo
to recognise words BI 2.2.3
BI 2.2.4 Post-lesson routines
Closing time
BI 2.3 BI 2.3.1  Reflecting on learning
Demonstrate BI 2.3.2  Goodbye and song
understanding of a
variety of texts in the
form of print and digital
materials

BI 2.4 BI 2.4.1
Develop interest in
reading independently
for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

5

MAIN SKILL(S) FOCUS: Reading 1

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it a train or is it a car?
ather chart
yme: Teddy bear, teddy bear b) Say first letter sound(s), e.g.
e line images It’s a ccc; It’s a trtrtr

c) Prompt with mime

Song; I’ve got a ball
Story book (topic related /
s)
Flashcards or realia (toys)
Word cards (toys)

e line images
odbye song

bold are Complementary Skills

54

TOPIC My toys LESSON 7

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)

BI 1.2 BI 1.2.1 Pre-lesson routines (Pup
Listen and respond BI 1.2.2 Opening time Hello
appropriately BI 1.2.3  Greetings and a hello song Clas
BI 1.2.4  Register Wea
BI 1.3  Emotions routine Rhy
Listen, understand and BI 1.3.1  Weather routine Time
respond in a variety of i) exchange greetings  Say a rhyme
contexts ii) introduce oneself  English today
iii) show appreciation
iv) express feelings Lesson development
v) answer simple EXPLOIT
questions Circle time

BI 2.3 BI 2.3.2  Sing a song
Demonstrate  Alphabet activity
understanding of a  Exploit activity 4 (words and 1) S
variety of texts in the 2) F
form of print and digital pictures) 3) A
materials 4) W

Post-lesson routines Time
Closing time Goo
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

5

MAIN SKILL(S) FOCUS: Reading 2

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it a train or is it a car?
ather chart
yme: Teddy bear, teddy bear b) Say first letter sound(s), e.g.
e line images It’s a ccc; It’s a trtrtr

c) Prompt with mime

Song: I’ve got a ball
Flashcards or realia (toys)
Alphabet visuals
Word cards (topic +)

e line images
odbye song

bold are Complementary Skills

55

TOPIC My toys LESSON 8

CONTENT LEARNING LEARNING OUTLINE MA
STANDARD(S) STANDARD(S)
Pre-lesson routines (Pup
BI 1.2 BI 1.2.1 Opening time Hello
Listen and respond BI 1.2.2  Greetings and a hello song Clas
appropriately BI 1.2.3  Register Wea
BI 1.2.4  Emotions routine Rhy
BI 1.3  Weather routine Time
Listen, understand and BI 1.3.1  Say a rhyme
respond in a variety of i) exchange greetings  English today
contexts ii) introduce oneself
iii) show appreciation
iv) express feelings Lesson development
v) answer simple EXPLOIT
questions Circle time
 Sing a song
BI 2.3 BI 2.3.2  Exploit activity 2 (words and 1) S
Demonstrate 2) F
understanding of a BI 3.1.1 pictures) 3) W
variety of texts in the BI 3.1.2  Set up table time 4) W
form of print and digital BI 3.1.3
materials BI 3.2.1 Table time
BI 3.2.2  Transition chant
BI 3.1 BI 3.2.3  Manual activity
Develop prewriting BI 3.2.4  Tidy up
skills  Show and tell

BI 3.2 Post-lesson routines Time
Develop early writing Closing time Goo
skills  Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in

5

MAIN SKILL(S) FOCUS: Reading and Writing

ATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

ppet) Differentiate with support
o song a) Offering options, e.g.
ss register Is it a train or is it a car?
ather chart b) Say first letter sound(s), e.g.
yme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
e line images c) Prompt with mime

Differentiate by learning
preferences
a) What medium to use, e.g.
crayon, paint, collage

Song: I’ve got a ball Differentiate by time
Flashcards or realia a) Allow child longer to finish
Word cards (topic +) b) Set up activities for fast
Worksheets (toys mini-book) finishers

e line images
odbye song

bold are Complementary Skills

56

SCHEME O
PRESCH

5

OF WORK
HOOL 5+

57





TOPIC Introduction LESSON SCHEME OF WORK:
1

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MAT
STANDARD (S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Song
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
BI 1.3  Sing / say a favourite song / 1) Fla
Listen, understand and BI 1.1.3 2) ASL
respond in a variety of contexts rhyme 3) Rhy
BI 1.2.6  English today

BI 1.3.2 Lesson development
BI 1.3.3 ENCOUNTER
BI 1.3.4 Circle time
1. Encounter activity 1
2. Encounter activity 2
3. Encounter activity 3
4. Pre-rhyme activity
5. Say a rhyme
6. Encounter activity 4

Post-lesson routines Time l
Closing time Goodb
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo
** The days of the week flashcards should be different colours, so the children can refer to them by
*** Mouthing: imitating the movement of the mouth associated with a word or words which is/are be
recently been introduced. This may or may not always be accompanied by the production of the sou

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMEN
SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

5

INTRODUCTION (5+)
MAIN SKILL(S) FOCUS: Listening

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
song children to respond to the new
register topic in different ways:
her chart a) by miming only
/ rhyme b) by mouthing*** the new
line images language
c) by repeating the new
language after or with you

ashcards (week days)**
L signs for week days
yme: Days of the week

line images
bye song

old are Complementary Skills
y colour as well. You can also play different association games if you use different colours.
eing learned. This is often associated with accompanying a song or a rhyme which has
und.
NT (SECTION 4) FOR GUIDANCE LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER

59

TOPIC Introduction LESSON 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Song
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
BI 1.3  Sing / say a favourite song / 1) Fla
Listen, understand and BI 1.1.3 2) ASL
respond in a variety of contexts rhyme 3) Rhy
BI 1.2.6  English today 4) Son
5) Fla
BI 1.3.2 Lesson development image
BI 1.3.3 ENGAGE
BI 1.3.4 Circle time
 Remembering activity 1
 Encounter activity 3
 Engage activity 1
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time l
Closing time Goodb
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Listening and Speaking 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
song children to respond to the new
register topic in different ways:
her chart a) by miming only
/ rhyme b) by mouthing the new
line images language
c) by repeating the new
language after or with you

ashcards (week days)*
L signs for week days
yme: Days of the week
ng: One for sorrow
ashcards (One for sorrow
es)

line images
bye song

old are Complementary Skills

60

TOPIC Introduction LESSON 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Rhym
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
BI 1.3  Days of the week routine 1) Fla
Listen, understand and BI 1.1.3  Say a rhyme colour
respond in a variety of contexts  English today 2) Son
BI 1.2.6 3) Fla
Lesson development image
BI 1.3.2 ENGAGE 4) Fla
BI 1.3.3 Circle time / emot
BI 1.3.4  Remembering activity 2
 Encounter 3
 Engage activity 3 (colour

flashcards + week days)
 Sing a song
 Sequence song images
 Engage activity 8 (numbers,

colours, emotions)

Post-lesson routines Time l
Closing time Goodb

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Listening and Speaking 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it sunny or is it rainy?
her chart b) Say first letter sound, e.g. It’s
me: Days of the week sss; It’s www
line images c) Prompt with mime

ashcards (week days / Differentiate by outcome – allow
rs) children to respond to the topic
ng: One for sorrow in different ways:
ashcards (One for sorrow a) by miming only
es) b) by mouthing the new
ashcards (colours / number language
tions) c) by repeating the new
language after or with you

line images
bye song

old are Complementary Skills

61

TOPIC Introduction LESSON 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Rhym
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
BI 1.1.3  Say a rhyme 1) Fla
BI 1.3 BI 1.2.6  English today week)
Listen, understand and 2) Son
respond in a variety of contexts BI 1.3.2 Lesson development 3) Fla
BI 1.3.3 ENGAGE image
BI 2.2 BI 1.3.4 Circle time 3) Wo
Apply sounds of letters to BI 2.2.5  Remembering activity 2
recognise words  Sing a song images Time l
BI 2.3.3  Sequence song Goodb
BI 2.3  Set up table time
Demonstrate understanding of a
variety of texts in the form of print Table time
and digital materials  Transition chant
 Manual activity
 Tidy up
 Show and tell

BI 3.1 (BI 3.1 Post-lesson routines
Develop prewriting skills +4 standards) Closing time
 Reflecting on learning
BI 3.2 BI 3.2.1  Goodbye and song
Develop early writing skills

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Listening and Speaking 3

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Days of the week Is it sunny or is it rainy?
line images b) Say first letter sound, e.g. It’s
sss; It’s www

c) Prompt with mime

ashcards (days of the Differentiate with support
) a) Offering options e.g.
ng: One for sorrow Is it a train or is it a car?
ashcards (One for sorrow b) Say first letter sound(s) e.g.
es) It’s a ccc; It’s a trtrtr
orksheets (One for sorrow) c) Prompt with mime

Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

line images
bye song

old are Complementary Skills

62

TOPIC Introduction LESSON 5

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Rhym
Listen and respond rhyme  Emotions routine Time l
appropriately (iv) alliteration  Weather routine
 Days of the week routine 1) Son
BI 1.3 BI 1.1.3  Say a rhyme 2) Fla
Listen, understand and  English today image
respond in a variety of contexts BI 1.2.6 3) Sto
Lesson development Mice)*
BI 2.1 BI 1.3.2 ENGAGE 4) Fla
Show appropriate book handling BI 1.3.3 Circle time
skills BI 1.3.4  Sing a song Time l
 Sequence song images Goodb
BI 2.2 BI 2.1.1  Story book pre-listening
Apply sounds of letters to BI 2.1.2  Story book reading
recognise words BI 2.1.3  Story book post listening
 Engage activity 7 (colours)
BI 2.2.5

BI 2.3 BI 2.3.3 Post-lesson routines
Demonstrate understanding of a Closing time
variety of texts in the form of print
and digital materials  Reflecting on learning
 Goodbye and song

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo
** A story that revises colours / numbers / emotions.

6

MAIN SKILL(S) FOCUS: Listening and Speaking 4

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it sunny or is it rainy?
her chart b) Say first letter sound, e.g. It’s
me: Days of the week sss; It’s www
line images c) Prompt with mime

ng: One for sorrow Differentiate by outcome – allow
ashcards (One for sorrow children to respond to the topic
es) in different ways:
ory book (Seven Blind a) by miming only
** b) by mouthing the new
ashcards (colours) language
c) by repeating the new
language after or with you

line images
bye song

old are Complementary Skills

63

TOPIC Introduction LESSON 6

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine Time l
 Weather routine
BI 1.1.3  Days of the week routine 1) Son
 Say a rhyme 2) Sto
BI 1.2.6  English today Mice)*
3) Fla
BI 1.3 BI 1.3.2 resour

Listen, understand and respond in BI 1.3.3 Lesson development Time l
ENGAGE/EXPLOIT Goodb
a variety of contexts BI 1.3.4 Circle time
 Sing a song
BI 2.1 BI 2.1.1  Story book pre-listening
Show appropriate book BI 2.1.2  Story book reading
handling skills BI 2.1.3  Story book post listening
BI 2.2.5  Engage / exploit activities
BI 2.2
Apply sounds of letters to BI 2.3.3 (related or not to the story)
recognise words
Post-lesson routines
BI 2.3 Closing time
Demonstrate understanding of  Reflecting on learning
a variety of texts in the form of  Goodbye and song
print and digital materials

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Reading 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Days of the week Is it sunny or is it rainy?
line images b) Say first letter sound, e.g. It’s
sss; It’s www

c) Prompt with mime

ng: One for sorrow
ory book (Seven Blind
*
ashcards OR Story book
rces

line images
bye song

old are Complementary Skills

64

TOPIC Introduction LESSON 7

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
BI 1.1 (Pupp
Listen to and identify sounds BI 1.1.2 Pre-lesson routines Hello
(ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
rhyme  Register Rhym
(iv) alliteration  Emotions routine Time l
 Weather routine
BI 1.1.3  Days of the week routine
 Say a rhyme
 English today

BI 1.2 BI 1.2.6

Listen and respond appropriately Lesson development
EXPLOIT
BI 1.3 BI 1.3.2 Circle time

Listen, understand and respond in BI 1.3.3  Sing a song 1) Son
 Alphabet activity 2) Alp
a variety of contexts BI 1.3.4  Sing a song 3) Son
 Sounds activity (topic related 4) Fla
BI 2.2 BI 2.2.5 5) Wo
Apply sounds of letters to BI 2.3.3 or story related) 6) Let
recognise words
Post-lesson routines Time l
BI 2.3 Closing time Goodb
Demonstrate understanding of  Reflecting on learning
a variety of texts in the form of  Goodbye and song
print and digital materials

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Reading 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Days of the week Is it sunny or is it rainy?
line images b) Say first letter sound, e.g. It’s
sss; It’s www

c) Prompt with mime

ng: One for sorrow
phabet visuals
ng: Alphabet song
ashcards (intro topics)
ord cards (intro topics)
tter cards

line images
bye song

old are Complementary Skills

65

TOPIC Introduction LESSON 8

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine Time l
 Weather routine
BI 1.1.3  Days of the week routine 1) Son
 Say a rhyme Alpha
BI 1.2.6  English today 2) Fla
3) Wo
BI 1.3 BI 1.3.2 Lesson development things
EXPLOIT the sto
Listen, understand and respond in BI 1.3.3 Circle time
 Sing a song Time l
a variety of contexts BI 1.3.4  Exploit activity 5 Goodb
 Set up table time
BI 2.2 BI 2.2.5
Apply sounds of letters to Table time
recognise words  Transition chant
 Manual activity
BI 2.3 BI 2.3.3  Tidy up
Demonstrate understanding of a  Show and tell
variety of texts in the form of print
and digital materials Post-lesson routines
Closing time
BI 3.1 (BI 3.1  Reflecting on learning
Develop prewriting skills +4 standards)  Goodbye and song

BI 3.2 BI 3.2.1
Develop early writing skills

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Reading and Writing

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it sunny or is it rainy?
her chart b) Say first letter sound, e.g. It’s
me: Days of the week sss; It’s www
line images c) Prompt with mime

ng: One for sorrow / Differentiate by learning
abet song preferences
ashcards (intro topics) a) What medium to use, (e.g.
orksheets (My favourite crayon, paint, collage)
s OR something related to
ory) Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

line images
bye song

old are Complementary Skills

66

TOPIC My School LESSON SCHEME OF WORK
1

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MAT
STANDARD (S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Song
BI 1.2 (iii) rhythm and  Register Time l
Listen and respond rhyme  Emotions routine
appropriately (iv) alliteration  Weather routine 1) Fla
BI 1.3  Days of the week routine 2) Rhy
Listen, understand and BI 1.1.3  Sing / say a favourite song / your h
respond in a variety of contexts
BI 1.2.6 rhyme
 English today
BI 1.3.2
BI 1.3.3 Lesson development
BI 1.3.4 ENCOUNTER
Circle time
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3**
 Pre-rhyme activity
 Say a rhyme
 Encounter activity 5

Post-lesson routines Time l
Closing time Goodb
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

**Associate actions like playing, reading and writing, eating, washing hands and jumping to aid the

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMEN
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR

6

K: MY SCHOOL (5+)
MAIN SKILL(S) FOCUS: Listening

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
song children to respond to the new
register topic in different ways:
/ rhyme a) by miming only
line images b) by mouthing the new
language
c) by repeating the new
language after or with you

ashcards (school places)
yme: Wash, wash, wash
hands

line images
bye song

old are Complementary Skills
memorisation of the actions in this topic.
NT (SECTION 4) FOR GUIDANCE
R GUIDANCE

67

TOPIC My School LESSON 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)

BI 1.1 BI 1.1.2 Pre-lesson routines (Pupp
Listen to and identify sounds (ii) voice Opening time Hello
sounds  Greetings and a hello song Class
BI 1.2 (iii) rhythm and  Register Rhym
Listen and respond rhyme  Emotions routine hands
appropriately (iv) alliteration  Weather routine Time l
BI 1.3  Days of the week routine
Listen, understand and BI 1.1.3  Say a rhyme 1) Fla
respond in a variety of contexts  English today
BI 1.2.6
Lesson development
BI 1.3.2 ENGAGE
BI 1.3.3 Circle time
BI 1.3.4  Remembering activity 1
 Encounter activity 3
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4 (use Where

is ...)

Post-lesson routines Time l
Closing time Goodb
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Listening and Speaking 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
song children to respond to the new
register topic in different ways:
me: Wash, wash, wash your a) by miming only
s b) by mouthing the new
line images language
c) by repeating the new
language after or with you

ashcards (school places)

line images
bye song
old are Complementary Skills

68

TOPIC My School LESSON 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
Pre-lesson routines (Pupp
BI 1.1 BI 1.1.2 Opening time Hello
Listen to and identify (ii) voice sounds  Greetings and a hello song Class
sounds (iii) rhythm and  Register Rhym
rhyme  Emotions routine hands
(iv) alliteration  Weather routine Time l
 Days of the week routine
BI 1.1.3  Say a rhyme 1) Fla
 English today and ac
BI 1.2 BI 1.2.6 2) Son
Listen and respond Lesson development playgr
appropriately BI 1.3.2 ENGAGE
BI 1.3.3 Circle time
BI 1.3 BI 1.3.4  Remembering activity 2
Listen, understand and  Encounter 3
respond in a variety of  Engage activity 3 (room +
contexts
action)
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time l
Closing time Goodb
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

6

MAIN SKILL(S) FOCUS: Listening and Speaking 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it sunny or is it rainy?
me: Wash, wash, wash your b) Say first letter sound, e.g. It’s
s sss; It’s www
line images c) Prompt with mime

ashcards (school spaces Differentiate by outcome – allow
ctions) children to respond to the topic
ng: Playing in the in different ways:
round a) by miming only
b) by mouthing the new
language
c) by repeating the new
language after or with you

line images
bye song
old are Complementary Skills

69

TOPIC My School LESSON 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
Pre-lesson routines (Pupp
BI 1.1 BI 1.1.2 Opening time Hello
Listen to and identify (ii) voice sounds  Greetings and a hello song Class
sounds (iii) rhythm and  Register Weath
rhyme  Emotions routine Rhym
(iv) alliteration  Weather routine hands
 Days of the week routine Time l
BI 1.1.3  Say a rhyme
 English today 1) Fla
BI 1.2 BI 1.2.6 2) Son
Listen and respond Lesson development playgr
appropriately BI 1.3.2 ENGAGE 3) Wo
BI 1.3.3 Circle time
BI 1.3 BI 1.3.4  Remembering activity 2 Time l
Listen, understand and  Sing a song Goodb
respond in a variety of BI 2.2.5  Engage activity 4
contexts  Set up table time

BI 2.2 Table time
Apply sounds of letters to  Transition chant
recognise words  Manual activity
 Tidy up
BI 2.3 BI 2.3.3  Show and tell
Demonstrate understanding of
a variety of texts in the form of Post-lesson routines
print and digital materials Closing time
 Reflecting on learning
BI 3.1 (BI 3.1  Goodbye and song
Develop prewriting skills +4 standards)

BI 3.2 BI 3.2.1
Develop early writing skills

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

7

MAIN SKILL(S) FOCUS: Listening and Speaking 3

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate by outcome – allow
song children to respond to the topic
register in different ways:
her chart a) by miming only
me: Wash, wash, wash your b) by mouthing the new
s language
line images c) by repeating the new
language after or with you

ashcards (school spaces) Differentiate with support
ng: Playing in the a) Offering options, e.g.
round Is it sunny or is it rainy?
orksheets (My school) b) Say first letter sound, e.g. It’s
sss; It’s www
c) Prompt with mime

Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

line images
bye song

old are Complementary Skills

70

TOPIC My School LESSON 5

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice Opening time Class
sounds  Greetings and a hello song Weath
BI 1.2 (iii) rhythm and  Register Rhym
Listen and respond rhyme  Emotions routine hands
appropriately (iv) alliteration  Weather routine Time l
 Days of the week routine
BI 1.1.3  Say a rhyme 1) Son
 English today playgr
BI 1.2.6 2) Sto
schoo
BI 1.3 BI 1.3.2 Lesson development 3) Fla
ENGAGE and ac
Listen, understand and BI 1.3.3 Circle time
 Sing a song Time l
respond in a variety of contexts BI 1.3.4  Post-song activity Goodb
 Story book pre-listening
BI 2.1 BI 2.1.1  Story book reading
Show appropriate book handling BI 2.1.2  Story book post listening
skills BI 2.1.3  Engage activity 3
 Engage activity 6 (school
BI 2.2 BI 2.2.5
Apply sounds of letters to spaces / actions)
recognise words
Post-lesson routines
BI 2.3 BI 2.3.3 Closing time
Demonstrate understanding of a  Reflecting on learning
variety of texts in the form of print  Goodbye and song
and digital materials

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

7

MAIN SKILL(S) FOCUS: Listening and Speaking 4

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song a) Offering options, e.g.
register Is it sunny or is it rainy?
her chart b) Say first letter sound, e.g. It’s
me: Wash, wash, wash your sss; It’s www
s c) Prompt with mime
line images
Differentiate by outcome – allow
ng: Playing in the children to respond to thetopic
round in different ways:
ory book (topic related / a) by miming only
ol / actions) b) by mouthing the new
ashcards (school space language
ctions) c) by repeating the new
language after or with you

line images
bye song

old are Complementary Skills

71

TOPIC My School LESSON 6

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)
(Pupp
BI 1.1 BI 1.1.2 Pre-lesson routines Hello
Listen to and identify sounds (ii) voice sounds Opening time Class
(iii) rhythm and  Greetings and a hello song Weath
BI 1.2 rhyme  Register Rhym
Listen and respond appropriately (iv) alliteration  Emotions routine hands
 Weather routine Time l
BI 1.1.3  Days of the week routine
 Say a rhyme 1) Son
BI 1.2.6  English today playgr
2) Sto
BI 1.3 BI 1.3.2 schoo
3) Fla
Listen, understand and respond in BI 1.3.3 Lesson development and ac
ENGAGE/EXPLOIT 4) Wo
a variety of contexts BI 1.3.4 Circle time
 Sing a song Time l
BI 2.1 BI 2.1.1  Story book pre-listening Goodb
Show appropriate book BI 2.1.2  Story book reading
handling skills BI 2.1.3  Story book post listening
 Engage activity 8
BI 2.2 BI 2.2.5  Exploit activity 5 (school
Apply sounds of letters to
recognise words places)

BI 2.3 BI 2.3.3 Post-lesson routines
Demonstrate understanding of Closing time
a variety of texts in the form of  Reflecting on learning
print and digital materials  Goodbye and song

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

7

MAIN SKILL(S) FOCUS: Reading 1

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Wash, wash, wash your Is it sunny or is it rainy?
s b) Say first letter sound, e.g. It’s
line images sss; It’s www

c) Prompt with mime

ng; Playing in the
round
ory book (topic related /
ol)
ashcards (school spaces
ctions)
ord cards

line images
bye song

old are Complementary Skills

72

TOPIC My School LESSON 7

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MAT
STANDARD(S)

BI 1.1 BI 1.1.2 Pre-lesson routines (Pupp
Listen to and identify sounds (ii) voice sounds Opening time Hello
(iii) rhythm and  Greetings and a hello song Class
BI 1.2 rhyme  Register Weath
Listen and respond appropriately (iv) alliteration  Emotions routine Rhym
 Weather routine hands
BI 1.1.3  Days of the week routine Time l
 Say a rhyme
BI 1.2.6  English today

BI 1.3 BI 1.3.2

Listen, understand and respond in BI 1.3.3 Lesson development
EXPLOIT
a variety of contexts BI 1.3.4 Circle time
 Sing a song
BI 2.2 BI 2.2.5  Post song activity - expansion 1) Son
Apply sounds of letters to  Sounds activity playgr
recognise words  Exploit activity 5 (words and 2) Fla
and ac
BI 2.3 BI 2.3.3 pictures) 3) Wo
Demonstrate understanding of 4) Wo
a variety of texts in the form of
print and digital materials

Post-lesson routines Time l
Closing time Goodb

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bo

7

MAIN SKILL(S) FOCUS: Reading 2

TERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STRATEGIES REMARKS

pet) Differentiate with support
song
register a) Offering options, e.g.
her chart
me: Wash, wash, wash your Is it sunny or is it rainy?
s b) Say first letter sound, e.g. It’s
line images sss; It’s www

c) Prompt with mime

ng: Playing in the
round
ashcards (school places
ctions)
ord cards
ord cards and letter cards

line images
bye song

old are Complementary Skills

73