SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
WEEK: __ LESSON: 57 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Cool jobs
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Jobs (e.g. lawyer), and related
Values vocabulary (e.g. help; work)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Academy Stars Differentiate learning
Speaking 2.1 Speaking 2.1.1 Year 6 according to the
1. Review jobs vocabulary with a spelling game. Focus on jobs covered in the unit as well Pupil’s Book: needs of your pupils.
Communicate Give detailed as jobs you think your pupils are interested in doing in the future. Leave the vocabulary Page(s): 53 Please see the seven
simple information information about written on the board. Exercise(s): 5 differentiation
intelligibly themselves and Teacher’s Book: strategies in Section
others Lesson delivery Page(s): 89 4.
Workbook:
Complementary Complementary 2. Ask pupils to recall the listening text from the previous lesson. Follow the instructions Page: 43 In addition, you may
Skill Skill for Activity 5 in the Teacher’s Book, p.89. Pupils discuss the questions in pairs. want to consider
Writing 4.3 Writing 4.3.2 giving pupils a model
3. Ask pupils to think about what they would like to do in the future. Have them write the of language you’d
Communicate Spell most high job name in their notebooks (e.g. lawyer, doctor, cook). Monitor and help pupils with like them to use in
with appropriate frequency words vocabulary as necessary and encourage them to use a dictionary to check the spelling if Step 5. This will
language form accurately in needed. support less
and style for a independent proficient pupils. You
range of purposes writing 4. Based on the vocabulary on the board, have pupils write, in a column, three more jobs may need to review
in print and digital they’d quite like to do, in order of preference with the jobs they wrote in Step 3 at the top. personality adjectives
media before this stage.
5. Have pupils work in pairs to talk about the jobs they would like to do, giving reasons for
their choice and explaining the kind of personality needed for that job (CCE: Values –
thinking about what different jobs require). For example, I really want to be a doctor
because I want to help people when they are sick. If I can’t be a doctor, then I want/I’d
like to be a firefighter. Firefighters help people in danger. Doctors and firefighters need to
be brave, I think.
6. Ask pupils to walk around the classroom to find other pupils who want to do the same
job as them. They should stand in pairs or groups. If some pupils can’t find a partner or
group, have them use a job further down their list or choose a group to go to.
7. Pupils work in pairs from their new groups. They write two to three sentences about the
job they have chosen. Tell pupils to focus on spelling at this time and remind them to
check or ask if they are not sure.
Post-lesson
9. Review collocations with make and do using word cards. Pupils look at the word cards
and divide them according to whether they go with make or do. See Workbook, p.43
Activity 1 for suggestions of make and do words.
Primary Year 6 Scheme of Work 101
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 58 (Language Arts 11) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Akbar’s Dream
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Punctuation: speech marks
/ Creativity and Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Akbar’s Dream
Main Skill Main Skill 1. Play video https://www.youtube.com/watch?v=d1HWaT6494w to remind pupils how by Differentiate learning
Language Arts Language Arts Jane Langford according to the
5.2 5.2.1 speech marks are used. Get pupils to find speech marks or spoken sentences in their needs of your pupils.
copy of Akbar’s Dream and share them with a friend. Akbar’s Dream Please see the seven
Express personal Describe in simple Teacher’s differentiation
responses to language a Lesson delivery Guidebook strategies in Section
literary texts character’s 2. Prepare cut-out speech strips from the guidebook (page 57) and put them in a box. 4.
actions or feelings 3. Select pupils randomly to pick out a speech strip. Pupils read out the speech strips Page(s): 56 - 58
Complementary and explain the In Step 5, you may
Skill reasons for them using appropriate intonation and expression. Using Speech want to consider
Writing 4.3 4. Other pupils guess the characters who said them and justify their answers by Marks - Basic asking more
Complementary https://www.youtu proficient pupils to
Communicate Skill providing evidence from the text. be.com/watch?v= find and write spoken
with appropriate Writing 4.3.1 5. Distribute worksheets from the guidebook (page 58) to each pupil. Pupils complete d1HWaT6494w sentences in the
language form short story on their
and style for a Use capital the worksheets individually. own, but allow less
range of purposes letters, full stops, 6. Have pupils check their answers in pairs, then as a whole class. Monitor and see how proficient pupils to
in print and digital commas in lists, use speech strips
media question marks, pupils manage the worksheets. Give feedback on their effort as much as their used in Step 3.
and speech marks answers. (Strategy 2)
appropriately at
discourse level Post-lesson Consider the effort
7. Use Post-lesson Task 11 (Peer Medals and Future Missions): Ask pupils to give put into completing
the worksheets as
feedback on their partner’s participation in the lesson. Guide the focus of the much as their
feedback (i.e. completion of the worksheet). Pupils prepare notes on two things their answers in Steps 6
partner did well (medals) and one thing the partner could improve on (missions) then and 7.
give their feedback orally to one another. Monitor and see how pupils provide peer (Strategy 7)
feedback.
Primary Year 6 Scheme of Work 102
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
WEEK: __ LESSON: 59 (Reading 12) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Cool jobs
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Spelling of common words, e.g.
played, love, football
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Introduce pupils to the topic of codes by playing ‘Fizz-Bump’: Pupils stand in a circle Academy Stars Differentiate learning
Reading 3.2 Reading 3.2.2 (more than one circle if you have a large class) to play a counting game. In turns, going Year 6 according to the
around the circle, they begin counting from 1. When a number can be divided by 3, pupils Pupil’s Book: needs of your pupils.
Understand a Understand say fizz instead of the number; when divisible by 5, say bump. E.g.: Please see the seven
variety of linear specific (1) one – (2) two – (3) fizz – (4) four – (5) bump – (6) fizz (because 2x3=6) – (7) Page(s): 57 differentiation
and non-linear information and seven – (8) eight – (9) fizz (because 3x3=9) – (10) bump (because 2x5=10) and so Exercise(s): 1–4 strategies in Section
print and digital details of simple on. Teacher’s Book: 4.
texts by using longer texts
appropriate Lesson delivery Page(s): 94–95 In addition, you may
reading strategies want to consider
2. Reinforce the idea of codes by following the instructions for Cooler: Numbers and A recording of a introducing a little
Complementary Complementary letters in the Teacher’s Book, p.95. Pupils should try to read words using a code. Note popular song in history behind code
Skill Skill that this kind of code breaking supports pupils’ spelling. English. breaking, such as its
Writing 4.3 Writing 4.3.2 3. Follow the instructions for Activity 1 in the Teacher’s Book, p.94. Pupils read and use in World War 2
answer the questions. and by Caesar, as
Communicate Spell most high 4. Follow the instructions for Activity 2 in the Teacher’s Book, p.94. Pupils use the code to mentioned in the text.
with appropriate frequency words decode the message. This may help
language form accurately in 5. Follow the instructions for Activity 3 in the Teacher’s Book, p.94. Pupils create their motivate pupils as it
and style for a independent own code in pairs. brings the topic alive.
range of purposes writing 6. Follow the instructions for Activity 4 in the Teacher’s Book, p.94. Pupils write a
in print and digital message for their partner using the code.
media 7. Follow the instructions for Musical learners in the Teacher’s Book, p.94.
Post-lesson
8. Follow the instructions for Warm-up in the Teacher’s Book, p.94. Pupils write words
beginning with the letters in their names.
Primary Year 6 Scheme of Work 103
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 60 (Writing 12) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Cool jobs
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Future: will & won’t for predictions
Values (e.g. I think I will be a doctor)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Writing 4.2 Writing 4.2.2 1. Review the topic of codes by having pupils work with a code (one from the previous lesson) Year 6 according to the
to write sentences. The sentences should be a model of language for this lesson in negative needs of your pupils.
Communicate Describe future and positive sentences, e.g. I think I will be a waiter when I grow up. / I don’t think I will be a Pupil’s Book: Please see the seven
basic information plans or events footballer when I grow up. differentiation
intelligibly for a Page: 43 strategies in Section
range of purposes Lesson delivery 4.
in print and digital Flashcards
media 2. Put the flashcards on the board and elicit the job vocabulary. Ask pupils to say what they (pictures if In addition, you may
would like to be when they grow up. Explain that sometimes we can’t do a job we’d really like possible) of want to consider
Complementary Complementary when we are young (e.g. children who want to become professional sports or pop stars). Ask various jobs. noting pupils’ scores
Skill Skill them, Do you think you will be a …? and elicit sentences similar to those in the warmer. on the reading task.
Reading 3.2 Reading 3.2.2 Encourage them to say why/why not, using personality adjectives or other answers. Worksheet: This will give you
information about the
Understand a Understand 3. Have pupils write two or three sentences about what they think they want to be, what they A short job class’s level, which
variety of linear specific will and won’t be when they grow up (e.g. I want to be a footballer, but I think I will be a sports advertisement for will help you decide
and non-linear information and teacher. I won’t be a doctor [because I don’t like blood!]). You may want to model this a computer how much practice
print and digital details of simple language specifically on the board before pupils begin writing. programmer. pupils need in this
texts by using longer texts kind of task.
appropriate 4. Have pupils talk to their partner about their ideas from Step 3. They should explain their
reading strategies answers.
5. Elicit the process for a job application, starting with job advert, application, interview etc.
Refer pupils back to the job advert in the Pupil’s Book, p.43.
6. Tell pupils they will see a job advert and should answer some MCQs (multiple-choice
questions). Ask pupils to do the tasks on the worksheet individually first, then they can check
with their partner.
7. Review the answers and ask pupils how they approached the task, e.g. read the job advert
and highlight the key information; read the questions and answers; and eliminate the answers
which are clearly wrong.
8. Ask pupils to imagine they have applied for this job. They talk to their partner: Will you get
the job? Why? Why not?
Post-lesson
9. Choose a post-lesson task from Section 3 to review and consolidate key learning, or you
could refer to the Games Bank in the Teacher’s Book pp.14–17.
Primary Year 6 Scheme of Work 104
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
WEK: 12 LESSON: 61 (Listening 12) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Cool jobs
CROSS-CURRICULAR ELEMENT (CCE): Language & LANGUAGE/GRAMMAR FOCUS: Functional language (polite
Values language, e.g. I’m afraid I…)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Listening 1.2 Listening 1.2.5 1. Review past participles with a game from the list of pre-lesson tasks in Section 3. Year 6 according to the
Pupil’s Book: needs of your pupils.
Understand Understand more Lesson delivery Page(s): 56 Please see the seven
meaning in a complex 2. Introduce Robert the robot using the picture in the Pupil’s Book, p.56. Follow the Exercise(s): 1–3 differentiation
variety of familiar supported instructions for Activity 1 in the Teacher’s Book, p.92. Teacher’s Book: strategies in Section
contexts questions 3. Have pupils guess the meaning of the words in the box in the Pupil’s Book, p.56. They Page(s): 92 4.
should then check the meanings in the dictionary at the back of the book. Workbook:
Complementary Complementary 4. Follow the instructions for Activity 2 in the Teacher’s Book, p.92. Pupils form questions Page: 46 In addition, you may
Skill Skill to act out a dialogue with Robert. Exercise: 1 want to consider
Listening 1.3 Listening 1.3.1 5. Follow the instructions for Activity 3 in the Teacher’s Book, p.92. Pupils listen for having pupils using a
questions and answers in the dialogue. Focus on polite language after pupils listen, as robot voice to play
Use appropriate Guess the explained in the Teacher’s Book for Activity 3. Robert in Step 4 to
listening meaning of make the role play
strategies in a unfamiliar words 6. Pupils work in pairs to reinforce polite language by completing the gap-fill activity more fun.
variety of contexts from clues (Activity 1) in the Workbook, p.46.
provided by other Ask fast finishers to
known words and Post-lesson make more questions
by context on and answers at this
familiar topics 7. Choose a post-lesson task from Section 3 to review and consolidate key learning, or stage.
you could refer to the Games Bank in the Teacher’s Book pp.14–17.
Primary Year 6 Scheme of Work 105
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
WEEK: __ LESSON: 62 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Cool jobs
CROSS-CURRICULAR ELEMENT (CCE): Language & LANGUAGE/GRAMMAR FOCUS: Functional language (polite
Values language, e.g. I’m afraid I…)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Write on the board: haven’t - I’m - time - I - sorry - had - . - , Academy Stars Differentiate learning
Speaking 2.2 Speaking 2.2.1 Pupils race to make a sentence [Answer: I’m sorry, I haven’t had time.] Repeat with Year 6 according to the
another phrase from the previous lesson. needs of your pupils.
Use appropriate Keep interaction Pupil’s Book: Please see the seven
communication going in short Lesson delivery differentiation
strategies exchanges by 2. Follow the instructions for Communication in the Teacher’s Book, p.93. Extend this Page(s): 56 strategies in Section
checking step by showing pupils how to keep interaction going to extend the dialogue, e.g. by 4.
understanding of repeating a speaker’s key words to check understanding or with phrases such as Do you Exercise(s): 4
what a speaker is mean…? In addition, you may
saying 3. Follow the instructions for Activity 4 in the Teacher’s Book, p.93. Pupils act out a Teacher’s Book: want to consider
dialogue with Robert. They should use strategies from Step 2 in their dialogue. setting a time limit for
Complementary Complementary Page(s): 93 drawing at Step 5
Skill Skill 4. Hand out the worksheets and have pupils look at the dialogue and choose the most and reminding pupils
Reading 3.2 Reading 3.2.2 appropriate ways to complete it. They should work with expressions from this lesson at Worksheet: that their picture does
this stage, including polite language and interaction strategies. not need to be
Understand a Understand A dialogue perfect.
variety of linear specific 5. In their notebooks, pupils draw a picture of a robot, and give it a name. The picture building task,
and non-linear information and should show the robot doing something helpful (See Pupil’s Book, p.56 for a model). including
print and digital details of simple expressions from
texts by using longer texts 6. Pupils use their robots to create and practise a similar dialogue to Step 3. this lesson.
appropriate
reading strategies Post-lesson
7. Have volunteers come to the front of the class to perform their dialogue. Give positive
feedback on their efforts and draw attention in feedback to the use of interaction
strategies (Main Leaning Standard).
Primary Year 6 Scheme of Work 106
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 63 (Language Arts 12) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: My Sister’s Eating Porridge LANGUAGE/GRAMMAR FOCUS: Adjectives
CROSS-CURRICULAR ELEMENT (CCE):
Language/Creativity and Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main skill Main skill Pre-lesson Anthology of Differentiate learning
Language Arts Language Arts 1. Pupils look at the picture in the poem and describe what they can see in the picture. Poems for Year according to the
5.2 5.2.1 4,5, and 6 needs of your pupils.
Please see the seven
Express personal Describe in simple Lesson delivery My Sister’s Eating differentiation
responses to language a 2. Pupils recite the poem aloud. Porridge by John strategies in Section
literary texts character’s 3. Elicit responses from pupils: Coldwell 4.
actions or feelings
Complementary and explain the · How would you feel if the girl in the poem were your sister? Page: 31 In addition, you may
skill reasons for them · How would you react if food were to be thrown all over the place and on you? want to consider
Writing 4.3 · Would you dislike your sister? Why? Why not? Contemporary encouraging more
Complementary 4. Pupils describe how their younger brother /sister eats by filling in the Bubble Map Children’s proficient pupils to
Communicate with skill (Refer to guidebook). Literature give several reasons
appropriate Writing 4.3.2 Teaching for their answers in
language form Post-lesson Guidebook (BPK) Step 3.
and style for a Spell most high 5. Pupils present their Bubble Map to the class. -poetry
range of purposes frequency words
in print and digital accurately in
media independent
writing
Primary Year 6 Scheme of Work 107
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
WEEK: __ LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Teacher to complete: THEME: Teacher to complete: ___________
___________
LANGUAGE/GRAMMAR FOCUS:
TOPIC: Cool jobs CROSS-CURRICULAR ELEMENT (CCE): Teacher to complete: ___________
Language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Language Language Academy Stars Differentiate learning
Awareness Awareness 1. Review language from Unit 4 with an activity from the list of pre-lesson tasks in Section Year 6 according to the
lessons should be lessons should be 3 or refer to the Games Bank in the Teacher’s Book pp.14–17 for more ideas. Pupil’s Book: needs of your pupils.
presented and presented and Page(s): 58–59 Please see the seven
practised using a practised using a Lesson delivery Exercise(s): 1–5 differentiation
Main Skill and a Main Skill and a Teacher’s Book: strategies in Section
Complementary Complementary 2. Choose from activities from the Review section (Pupil’s Book pp.58–59, Activities 1–5), Page(s): 96–97 4.
Skill (Listening, Skill (Listening, which reviews the language, vocabulary and skills covered in Units 3 and 4. This choice
Speaking, Speaking, should be based on your observations and notes on pupils’ progress and achievement in Worksheet: Ask pupils to do the
Reading or Reading or these units. Choose activities which will review areas pupils found challenging or which self-assessment in
Writing). Writing). they may have forgotten. You could have pupils choose for themselves what they would A listening task. English. Monitor and
like to do in the review unit. See Teacher’s Book pp.96–97 for instructions for activities. give support to less
Teachers can use Teachers can use Self-assessment proficient pupils as
the Content and the Content and 3. Have pupils do a listening task which is based on the unit theme of jobs. You can worksheet (see needed.
Learning Learning create your own script and read it aloud if you can’t find a suitable audio recording, or you below)
Standards in the Standards in the could use a suitable video from the internet. Collect their work and note their
Year 6 DSKP. Year 6 DSKP. performance.
Note:
● Plan any further activities for this unit to develop language skills according to your
pupils’ needs.
● You can use information about your pupils’ performance which you collected using
formative assessment strategies while teaching this unit.
● The information could include your observation of pupils interacting in classroom
activities and their performance in written activities.
● Plan activities which focus on language practice in a meaningful, fun and
communicative way.
Post-lesson
4. Ask pupils to think about their learning and performance in this unit. They then
complete the self-assessment worksheet. Pupils should do this in English (see below).
5. Collect the worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in upcoming lessons.
Primary Year 6 Scheme of Work 108
How did I do in Unit 4?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
…talk about different jobs and jobs I Great ____ OK ____ A little____
might have
Great ____ OK ____ A little____
…use polite language Great ____ OK ____ A little____
…ask and answer questions using Great ____ OK ____ A little____
present perfect
…use words with make and do
● I’m proud of myself because I can ____________________________________ very well.
● In the next unit, I will ____________________________________ better/more.
Primary Year 6 Scheme of Work 109
Unit 5 SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 65 (Reading 13) MAIN SKILL FOCUS: Reading THEME: World of Stories
TOPIC: Getting around CROSS-CURRICULAR ELEMENT (CCE): Values LANGUAGE/GRAMMAR FOCUS: Comparative forms, e.g. as … as
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm up: Categories in the Teacher’s Book, p.98. Pupils Academy Stars Differentiate learning
Reading 3.3 Reading 3.3.1 brainstorm films of different categories (types). Ask pupils what kind of film they like Year 6 according to the
watching. Pupil’s Book: needs of your pupils.
Read Read and enjoy Page(s): 60–61 Please see the seven
independently for A2 fiction/non- Lesson delivery Exercise(s): 1–4 differentiation
information and fiction print and 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.98. Pupils look at the Teacher’s Book: strategies in Section
enjoyment digital texts of pictures and decide what kind of story it is. Page(s): 98–99 4.
interest 3. Follow the instructions for Activity 2 in the Teacher’s Book, p.98. However, encourage
pupils to relax, sit comfortably and read the story at their own pace. In addition, you may
Complementary Complementary want to consider
Skill Skill 4. Ask pupils if they enjoyed the story. Encourage them to give reasons for their answers having a task to give
Reading 3.2 Reading 3.2.1 and to explain what they liked (or didn’t like) in particular. pupils as they finish
5. Follow the instructions for Activity 3 in the Teacher’s Book, p.99. Pupils guess the reading (Step 3) so
Understand a Understand the meaning of the words in the box. that they can work
variety of linear main idea of 6. Follow the instructions for Activity 4 in the Teacher’s Book, p.99. Pupils identify the quietly without
and non-linear simple longer main theme of the story. Extend the discussion of the importance of playing outside as disturbing the pupils
print and digital texts well as inside (CCE: Values). who are still reading.
texts by using
appropriate Post-lesson
reading strategies 7. Follow the instructions for Cooler: Better in real life! in the Teacher’s Book, p.99.
Primary Year 6 Scheme of Work 110
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 66 (Writing 13) MAIN SKILL FOCUS: Writing THEME: World of Stories
TOPIC: Getting around CROSS-CURRICULAR ELEMENT (CCE): Language
LANGUAGE/GRAMMAR FOCUS: Cohesive devices (because, so,
but)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Writing 4.2 Writing 4.2.5 1. Review key vocabulary or ideas from the story in Lesson 65 that pupils found Year 6 according to the
challenging using an activity from the pre-lesson task list in Section 3. needs of your pupils.
Communicate Connect Pupil’s Book: Please see the seven
basic information sentences into Lesson delivery differentiation
intelligibly for a two coherent Page(s): 60–62 strategies in Section
range of purposes paragraphs or 2. Ask pupils to remember the names of the characters in the story from Lesson 65. 4.
in print and digital more using basic Then ask them about the theme of the story. Exercise(s): 1–3
media coordinating 3. Follow instructions for Activity 1 in the Teacher’s Book, p.100. However, play a In addition, you may
conjunctions and recording of the story or read it yourself, rather than have pupils read. Make sure that Teacher’s Book: want to consider
reference they sit comfortably, just as they did when they read the story in the last lesson. encouraging more
pronouns 4. Follow instructions for Activity 2 in the Teacher’s Book, p.100. Check answers and Page(s): 100 proficient pupils to
refer to the written text in Pupil’s Book, pp.60–61. write several reasons
Complementary Complementary Worksheet: for their answers in
Skill Skill 5. Highlight the use of because which links two ideas in a sentence in the examples in Sentence halves Step 7.
Listening 1.2 Listening 1.2.3 Activity 2 to give a reason. Elicit the meaning of so and but. Give pupils one or two which can be
examples to demonstrate and contrast the meaning of the words. connected using a
Understand Understand with linking word, which
meaning in a little or no support 6. On the first worksheet, have pupils work in pairs to match the sentence halves on the pupils match and
variety of familiar longer simple worksheet. Then they add a suitable linking word, e.g. [Susi wanted to play inside] then add a suitable
contexts narratives on a because [it was raining]. / [Grandma invented a cool robot] but [she couldn’t invent a linking word to
range of familiar flying machine.] / [Suddenly, the sun came out] so [Ruby went outside.] make a sentence.
topics 7. Follow the instructions for Activity 3 in the Teacher’s Book, p.100. Pupils write their
answers in full sentences using conjunctions (check they are punctuated properly), after
discussing with their partner. Monitor and gather common mistakes to use in the post-
lesson stage.
Post-lesson
8. Use examples of pupils’ mistakes from Step 7 to conduct whole-class error correction
on the board.
Primary Year 6 Scheme of Work 111
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 67 (Listening 13) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Getting around CROSS-CURRICULAR ELEMENT (CCE): Language
LANGUAGE/GRAMMAR FOCUS: Comparative forms: (just/not) as …
as; weak sound (schwa) /ə/
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Listening 1.1 Listening 1.1.1 1. Introduce the topic of transport by following the instructions for Warm-up: Secret words in Year 6 according to the
the Teacher’s Book, p.102. Leave your drawings on the board. needs of your pupils.
Recognise and Recognise and Pupil’s Book: Please see the seven
reproduce target reproduce Lesson delivery differentiation
language sounds independently a 2. Follow instructions for Working with words in the Teacher’s Book, p.100. Pupils focus on Page(s): 62–63 strategies in Section
wide range of adjectives with suffixes -ful and -less. 4.
target language Exercise(s): 1–2
phonemes 3. Ask pupils to give an adjective with -ful or -less for each picture on the board. In addition, you may
Teacher’s Book: want to consider
Complementary Complementary 4. Elicit some comparatives using the adjectives. If necessary, introduce sentences with (not) having pupils practise
Skill Skill as …. as… Page(s): 100, 102 the sound to
Reading 3.2 Reading 3.2.2 5. Follow the instructions for Activity 1 in the Teacher’s Book, p.102. Use the video or read the themselves and to a
sentences yourself. Draw attention to the weak sound in as - /əz/. Explain that this weak sound Worksheet: partner rather than
Understand a Understand is the most common sound in English. For example: She has been to the UK. (/həz/, rather having individuals
variety of linear specific than /hæz/; That dog is fearless (/fɪələs/, rather than /fɪəles/. Note too that comparative -er is Sentences/ saying it in front of
and non-linear information and usually weak too. questions with at the class, especially
print and digital details of simple Drill the sentences, focussing on this weak sound. It is called a ‘schwa’ sound. Focus on least one weak at Stage 5. You could
texts by using longer texts recently learned language (present perfect and comparatives as…as). sound in recently then monitor and
appropriate learned language, listen to individuals’
reading strategies 6. Hand out the worksheet. All sentences include at least one weak sound. Pupils listen and e.g. ‘as…as’; pronunciation as they
mark the weak sound (see examples in bold underline in Materials column). Have pupils ‘What have you work on speaking
practise saying the sentences using the weak sound. done?’; ‘He has and listening tasks.
7. Follow the instructions for the word card activity in Learning Styles in the Teacher’s Book, made the dinner’;
p.102. Have pupils identify who has a card with a weak sound (the pupils who have as). ‘You’re stronger
8.Follow the instructions for Activity 2 in the Teacher’s Book, p.102. Pupils fill in the gap. than me.’;
homeless /
9. Have pupils practice reading the text aloud with a partner. The partner listens and raises tasteless
his/her hand when he hears a weak sound.
Post-lesson
10. Choose a post-lesson task from Section 3 to review and consolidate key learning, or you
could refer to the Games Bank in the Teacher’s Book pp.14–17.
Primary Year 6 Scheme of Work 112
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 68 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Getting around
CROSS-CURRICULAR ELEMENT (CCE): Language & LANGUAGE/GRAMMAR FOCUS: Modifying adjectives with (not/just)
Environmental Sustainability as…as; too… ; not … enough
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Cooler: Getting around in the Teacher’s Book, p.103. Academy Stars Differentiate learning
Speaking 2.1 Speaking 2.1.1 Year 6 according to the
Lesson delivery Pupil’s Book: needs of your pupils.
Communicate Give detailed 2. Review the previous lesson with Activity 3 in the Teacher’s Book, p.103. Pupils talk Page(s): 63–64 Please see the seven
simple information information about about different transport. They can use ideas of transport from Step 1 as well as from the Exercise(s): 1–3 differentiation
intelligibly themselves and Pupil’s Book, p.63. Teacher’s Book: strategies in Section
others Page(s): 103–105 4.
Complementary 3. Ask pupils how they get to school. Ask some follow up questions about their journey to
Skill Complementary school every day (e.g. how long it takes/costs, what they do on the journey, etc.) In addition, you may
Speaking 2.1 Skill 4. Follow instructions for Activity 1 in the Teacher’s Book, p.104. Pupils listen to the want to consider
Speaking 2.1.3 dialogue which introduces the new language. using target language
Communicate 5. Follow instructions for Activity 2 in the Teacher’s Book, p.104. Pupils practise the new cards or tokens
simple information Explain and give language in a controlled way. which pupils must
intelligibly reasons for simple 6. Follow the instructions for Activity 3 in the Teacher’s Book, p.105. Pupils talk about ‘use up’ when they
advice their journeys to school using modified adjectives. share their ideas in
7. Follow the instructions for Warm-up: Shall I take the bus? in the Teacher’s Book, step 6. This will
p.104. During the presentation stage, have pupils conclude by saying whether they think ensure all pupils
people should or shouldn’t use the mode of transport, e.g. …so we think people shouldn’t participate, and that
use their cars for short journeys because it is harmful to the environment. They should they practise the
walk because it is healthier and not harmful to the environment. (CCE: Environmental Target Language
Sustainability.) (modified adjectives).
Post-lesson
8. Follow the instructions for Cooler: Team sentences in the Teacher’s Book, p.105 or
you could choose an activity to consolidate learning from the post-lesson tasks in Section
3.
Primary Year 6 Scheme of Work 113
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 69 (Language Arts 13) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: My Sister’s Eating Porridge
CROSS-CURRICULAR ELEMENT (CCE): LANGUAGE/GRAMMAR FOCUS: Present continuous tense (e.g.
Language/ Creativity & innovation eating, going, dripping, crying)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Pre-lesson
Language Arts Main Skill 1. Pupils Play Charade on action verbs such as eating, drinking, smelling. Anthology of Differentiate learning
5.3 Language Arts Poems for Year according to the
5.3.1 Lesson delivery 4,5, and 6 needs of your pupils.
Express an 2. Pupils read the poem aloud. Please see the seven
imaginative Respond My Sister’s Eating differentiation
response to imaginatively and 3. Introduce pupils to the present continuous tense in the poem (eating, going, dripping, Porridge by John strategies in Section
literary texts intelligibly through crying). Coldwell 4.
creating simple
Complementary stories and simple 4. Show pupils pictures of the verbs and ask pupils to match. Page 31 In addition, you may
Skill poems 5. Ask pupils what other verbs they can think of when their younger sibling is eating e.g. want to consider
Reading 3.3 Contemporary providing support by
Other imaginative licking, sucking, blowing, throwing, breaking, picking Children’s giving visual clues to
Read responses as 6. Show pupils an alternate poem. Pupils read and fill in the blanks with suitable verbs. Literature help pupils
independently for appropriate Teaching understand the
information and (Refer to Appendix 1) Guidebook (BPK) meaning of the verbs.
enjoyment Complementary 7. Pupils recite the poem with actions. – Poetry
Skill
Reading 3.3.1 Post-lesson
8. Ask pupils if parents should let babies eat on their own. Pupils discuss and give
Read and enjoy
A2 fiction/non- reasons for their answers.
fiction print and
digital texts of
interest
Primary Year 6 Scheme of Work 114
Appendix 1
My brother’s _____________ corn soup,
It’s _____________ everywhere,
Down his front and on his chair,
And corn pieces _____________ in his hair.
My brother’s _____________ corn soup,
One, two, three pieces of corn,
He’s _____________ them with his fingers,
And _____________ them on the floor.
suggested verbs :
drinking
spilling
sticking
slurping
picking
throwing
Primary Year 6 Scheme of Work 115
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 70 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Stories
TOPIC: Getting around CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Narrative tenses review, e.g. past
Creativity & Innovation simple, past continuous
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Year Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose a pre-lesson task from the list in Section 3 to review key vocabulary within the topic 6 according to the
of this lesson. needs of your pupils.
Understand a Understand the Pupil’s Book: Please see the seven
variety of linear main idea of Lesson delivery differentiation
and non-linear simple longer 2. Show the story pages of the Pupil’s Book, pp.60-61. Ask pupils to remember the title of the Page(s): 60–61, 66 strategies in Section
print and digital texts story and who the main characters are (without reading the text). Exercise(s): 1–2 4.
texts by using
appropriate 3. Hand out the worksheets. Pupils read the summaries and decide which one is the best Teacher’s Book: In addition, you may
reading strategies summary of the story. want to consider
Page(s): 108 having pupils write
Complementary Complementary 4. Pupils check their answer with their partner, then re-read the story quickly to check. notes in Step 7,
Skill Skill 5. Follow the instructions for Activity 1 in the Teacher’s Book, p.108, using a worksheet rather Worksheets: which they can use to
Speaking 2.3 Speaking 2.3.1 than having pupils look at their Pupil’s Book. This is so that they don’t see the picture story in share their ideas in
Activity 2 in the book. Two or three short Step 8. Monitor
Communicate Narrate short summaries of the carefully and support
appropriately to a stories, events 6. Write time travel on the board and ask pupils what they know about this topic. Ask pupils if main ideas of the pupils who are
small or large and experiences they know any stories about time travel. Tell them they will look at stories about time travel. story from Pupil’s struggling with ideas.
group Book pp.60–61. They could use some
7. Hand out the sets of pictures. Pupils look at the pictures and think about the order in which Only one of the rather than all of the
they may come in a story. There could be many different ways to order the story, and no summaries is pictures to make the
‘correct’ answer. Allow pupils to use their imagination to create a story using the pictures with accurate, the others task simpler.
their partner. have mistakes in the
events themselves
8. Put pairs of pupils into groups of four or six. Have pairs tell their story to their group. Remind (but not the order of
them to talk about the beginning, middle and end, as in Activity 1. Allow there to be a focus on events, as this could
fluency here, so that they are concentrating on the story rather than on language accuracy. confuse pupils).
Give feedback to the class on the stories themselves.
9. Follow the instructions for Activity 2 in the Teacher’s Book, p.108. Pupils look at the story A copy of Activity 1
and think about what happens in picture 5. in Pupil’s Book, p.66
Note that this lesson supports pupils in their skills development for the speaking assessment. on a worksheet.
Post-lesson Copies of the
pictures in Activity 2
10. Pupils use their notes to tell larger groups or the whole class about picture 5. Ask pupils if in Pupil’s Book,
they preferred their own story to the one shown in the book.
p.66, cut up. One
set per pair/small
group.
Primary Year 6 Scheme of Work 116
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 71 (Writing 14) MAIN SKILL FOCUS: Writing THEME: World of Stories
TOPIC: Getting around
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Narrative tenses review, e.g. past
Creativity & innovation simple, past continuous
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Writing 4.2 Writing 4.2.3 1. Gather pupils to the front of the classroom around you, or make sure they are sitting Year 6 according to the
comfortably in their places. Tell the story you have chosen for this lesson. Make sure to needs of your pupils.
Communicate Narrate factual include the beginning, middle and end. Ask a gist listening question to give pupils a Pupil’s Book: Please see the seven
basic information and imagined reason to listen. differentiation
intelligibly for a events and Page(s): 66–67 strategies in Section
range of purposes experiences Lesson delivery 4.
in print and digital Exercise(s): 3
media 2. Ask pupils if they enjoyed listening to the story and give feedback on the gist question. In addition, you may
Cut-up sentences want to consider
Complementary Complementary 3. Tell pupils they will create their own stories in this lesson. Hand out the cut-up from Activity 3, monitoring closely at
Skill Skill sentences from Pupil’s Book, p.67, one sentence per pupil. Note that these should be the Pupil’s Book, p.67 Step 4 to ensure that
Listening 1.2 Listening 1.2.3 first sentence given, not the questions and prompts, i.e. Tania sat up in bed. NOT She all pupils are able to
was excited because (Why?). Ask pupils to look at the picture and match their sentence A short story of write their stage of
Understand Understand with to a picture. your choice on a the story. Give extra
meaning in a little or no support 4. Have pupils read the questions and prompts for their sentence on Pupil’s Book, p.67. topic familiar to support to less
variety of familiar longer simple In their notebooks, they write their sentence and then extend that stage of the story using pupils proficient pupils and
contexts narratives on a the prompts given. They can answer these in any way they wish, even if it doesn’t exactly allow them to ask
range of familiar match the story. other pupils for help
topics and ideas. Also, use
5. Put pupils in groups of six so that the groups are made up of one pupil for each the first sentence as
sentence/picture/stage of the story. Have pupils share their ideas to create a story. Note a model when setting
that the story may turn out oddly because it includes different ideas. Have pupils decide up the activity, then
on a more logical progression of the story if necessary, although allow plenty of creativity give this same
and imagination – the story doesn’t have to be fixed. sentence to less
proficient pupils to
6. Within the groups, pupils make pairs. In their notebooks, they work together to write work on.
the story. Allow plenty of time for this, and have pupils work together to co-write the story.
Monitor and check pupils are participating equally.
Post-lesson
7. Have volunteers read their stories to the class. The class should listen and identify any
differences between what they hear and their own story.
Primary Year 6 Scheme of Work 117
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 72 (Listening 14) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Getting around
CROSS-CURRICULAR ELEMENT (CCE): Values; LANGUAGE/GRAMMAR FOCUS: Adjective modifiers review (e.g. too,
Financial Education just, really)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Listening 1.2 Listening 1.2.2 1. Introduce the topic of the lesson by asking pupils about popular sports and activities. Year 6 according to the
You could also use a pre-lesson task from the list in Section 3 to introduce the topic. needs of your pupils.
Understand Understand with Pupil’s Book: Please see the seven
meaning in a little or no support Lesson delivery differentiation
variety of familiar specific 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.106. Pupils look at the Page(s): 65 strategies in Section
contexts information and picture of the skateboarder and talk about skateboarding. 4.
details of longer 3. Follow the instructions for Activity 2 in the Teacher’s Book, p.106. Pupils listen for Exercise(s): 1–4
simple texts on a detail to answer the questions. In addition, you may
range of familiar 4. Draw attention to the words in the box in the Pupil’s Book, p.65. Hand out the Teacher’s Book: want to consider
topics worksheet. Play the audio again and ask pupils to listen for the sentences with these having pupils follow
words. After listening, they discuss the possible meaning of the words, then check in the Page(s): 106–107 the audio script if
Complementary Complementary dictionary in the Pupil’s Book. they find the listening
Skill Skill 5. Follow the instructions for Activity 3 in the Teacher’s Book, p.107. Have pupils try to Worksheet: activities very
Listening 1.3 Listening 1.3.1 answer before listening, then to check with a third listening. difficult. You could
6. Follow the instructions for Activity 4 in the Teacher’s Book, p.107. Pupils discuss the The sentences replay short extracts
Use appropriate Guess the question with a partner. Give feedback on pupils’ ideas as a class. from the audio if necessary, but it is
listening meaning of 7. Focus on Values, in particular the price-quality question (see Teacher’s Book, p.107) script (Teacher’s better to avoid
strategies in a unfamiliar words (CCE: Values; Financial Education). Book, p.106) playing the whole
variety of contexts from clues which contain the recording for a fourth
provided by other Post-lesson words in the time as many pupils
known words and 8. Follow the instructions for Cooler: Skateboard design in the Teacher’s Book, p.107. vocabulary box in will be bored and
by context on Pupil’s Book, could become de-
familiar topics p.65. Highlight the motivated.
words within
those sentences.
Primary Year 6 Scheme of Work 118
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 73 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Getting around
CROSS-CURRICULAR ELEMENT (CCE): LANGUAGE/GRAMMAR FOCUS: Modal verbs for expression rules
Entrepreneurship; Values and obligation: have to, need to
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Review sports and activities vocabulary from the previous lesson using a pre-lesson Year 6 according to the
task from the list in Section 3. needs of your pupils.
Communicate Ask about and Pupil’s Book: Please see the seven
Lesson delivery differentiation
simple information express rules and Page(s): 65 strategies in Section
2. Show the picture of the skateboarder and ask pupils what kind of safety equipment the 4.
intelligibly obligations boy is using (helmet, knee and elbow pads). Teach the vocabulary using the picture. Pictures of
Explain that the boy needs use this to stay safe. However, he doesn’t have to use it – various In addition, you may
Complementary Complementary there are no rules to tell him to use this in skateboarding. Elicit more examples of need to sports/activities want to consider
Skill Skill and have to related to sports and activities. Write one or two examples of each on the which show giving pupils the
Speaking 2.2 Speaking 2.2.2 board. people using steps on cut-up
safety equipment, papers in Step 3 and
Use appropriate Agree a set of 3. Put pupils into small groups. Tell them they will make a poster about safety in a sport including the asking them to put
communication basic steps or activity of their choice. Explain that pupils will need to decide for themselves how to skateboarder in them in order.
strategies needed to approach and carry out the task. To do this, they should agree on the steps they need to Pupil’s Book, Encourage pupils to
complete take. First, have pupils assign different roles in the group (e.g. someone to write, to draw, p.65. choose the different
extended to check vocabulary and spelling, maintain use of English and organise the project). Next roles in the group
classroom tasks pupils should decide a set of steps to complete the task (e.g. first, decide which sport or Materials and themselves, but if
activity, then begin researching and designing our poster etc.) (CCE: Entrepreneurship). resources for they are not able to
making posters do this, assign the
4. Pupils make the posters in groups. Remind pupils that these are posters, not pictures, roles yourself.
so they should put a little text on them which talks about the rules and what people need
to do to keep safe. They should speak in English in their groups, however, and talk to You could create a
each other to discuss the things people need or have to do for this sport. This will help model poster.
prepare them to speak in the final stage of the lesson.
Post-lesson
5. Conduct a gallery walk, where pupils walk around and look at each other’s posters.
Have groups talk about their posters as you do this, in a casual way, focussing on rules
and obligations.
6. Talk to pupils about the importance of following rules for fair play in sport (CCE:
Values).
Primary Year 6 Scheme of Work 119
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 74 (Language Arts 14) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Here is the Nose
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Subject-verb agreement: here is /
/ Creativity and Innovation here are
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Language Arts Poems for Year according to the
5.3 5.3.1 1. Show pupils pictures of the poem. 4,5, and 6 needs of your pupils.
Express an 2. Ask pupils to predict words they might hear/read in the poem. (see Pre-lesson Task 8) Please see the seven
imaginative Respond differentiation
response to imaginatively and Lesson delivery Here is the Nose strategies in Section
literary texts intelligibly through 3. Pupils read the poem aloud. by Clyde Watson 4.
creating simple 4. Elicit from the pupils on what the poem is about and would they do the same as the
Complementary stories and simple Page 32 In addition, you may
Skill poems boy. want to consider
Reading 3.3 5. Put the pictures on the board but not in sequence. Contemporary encouraging more
Other imaginative Children’s proficient pupils to
Read responses as (Refer to guidebook. Page: 85) Literature give several reasons
independently for appropriate 6. Pupils sequence the pictures based on the poem. Teaching for their answers in
information and 7. Pupils get into groups. Guidebook (BPK) Step 4.
enjoyment Complementary 8. Distribute envelopes with cut-up strips to each group. – Poetry (Page
Skill 9. In groups, pupils rearrange the steps according to the pictures sequenced and paste 85)
Reading 3.3.1
them on a piece of paper.
Read and enjoy
A2 fiction / non- Post-lesson
fiction print and 10. Pupils display their work in a gallery walk.
digital texts of
interest
Primary Year 6 Scheme of Work 120
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 75 (Reading 15) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Getting around
CROSS-CURRICULAR ELEMENT (CCE): Science & LANGUAGE/GRAMMAR FOCUS: Cohesive devices; Modal verbs for
Technology rules & obligation: have to and need to
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Reading 3.2 Reading 3.2.2 1. Introduce the topic of video games in a fun way using a pre-lesson task or a video Year 6 according to the
game-like activity of your own. Pupil’s Book: needs of your pupils.
Understand a Understand Please see the seven
variety of linear specific Lesson delivery Page(s): 69 differentiation
and non-linear information and 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.112. Pupils look at the Exercise(s): 1–3 strategies in Section
print and digital details of simple video game and answer questions. Teacher’s Book: 4.
texts by using longer texts 3. Follow the instructions for Activity 2 in the Teacher’s Book, p.112. Pupils read the text
appropriate in detail and try to solve the puzzle. Page(s): 112 In addition, you may
reading strategies 4. Follow the instructions for Activity 3 in the Teacher’s Book, p.112. Pupils give the steps want to consider
to solve the puzzle. introducing a model
Complementary Complementary of language for Steps
Skill Skill 5. Ask pupils about their favourite video games. Elicit what steps gamers follow to play 5 and 6 using a game
Writing 4.2 Writing 4.2.5 the game. Encourage pupils to use words to link their ideas, following the example in most pupils know
Activity 3 in the Pupil’s Book, p.69. Encourage pupils to add in have to and need to to the well, perhaps one
Communicate Connect example. which is very popular
basic information sentences into at the moment.
intelligibly for a two coherent 6. Pupils work in pairs. They think about a video game they both know and decide on the
range of purposes paragraphs or steps to follow to play the game using the words in the model and adding have to and Limit the number of
in print and digital more using basic need to where appropriate. They write the steps in their notebooks. steps in the game to
media coordinating four (in Step 5 of the
conjunctions and Post-lesson lesson) and allow
reference less proficient pupils
pronouns 7. Ask for volunteers to present their video games from Step 6. to include just two or
three.
8. If you have time, you could follow instructions for the Cooler: A new member of the
team in the Teacher’s Book, p.112.
Primary Year 6 Scheme of Work 121
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 76 (Writing 15) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Getting around CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Review of tenses, modal verbs for
Science & Technology; Values rules and obligations, cohesive devices
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Worksheet: Differentiate learning
Writing 4.3 Writing 4.3.3 1. Introduce the lesson with a fun, active pre-lesson task from the list in Section 3 which will review according to the
key vocabulary and ideas about video games. A model email needs of your pupils.
Communicate Produce a plan or (see learning Please see the seven
with appropriate draft of two Lesson delivery outline) differentiation
language form paragraphs or 2. Show the picture of the girl and tell pupils her name. Explain that she is ‘their’ email pen friend, strategies in Section
and style for a more for a familiar and that she loves video games. An email writing 4.
range of purposes topic and modify template (see
in print and digital this appropriately 3. Handout the model email worksheet, which is an email from the girl to a pupil. In the email, she learning outline) In addition, you may
media in response to says that she loves playing and creating video game ideas. She writes about the steps of her want to consider
feedback favourite game (one she plays or has created) and recommends it. The email uses a range of target A picture of a girl giving constructive
Complementary language from this lesson. Ask pupils to read the email, but first, set a gist question for them. (the writer of the support to less
Skill Complementary model email) proficient pupils as
Writing 4.2 Skill 4. Draw attention to specific language used in the email, including both the target language and they write as well as
Writing 4.2.5 common expressions for opening and closing emails. A set of simple using questions to
Communicate writing evaluation push more proficient
basic information Connect 5. Explain that they are going to write a reply to the email. Hand out the next worksheet. It should criteria focussing pupils to give
intelligibly for a sentences into give guidance on the worksheet about what to write in the email (e.g. – greet your penfriend and on content as well extended detail and
range of purposes two coherent thank her for her email; – tell her if you like video games or not; – tell her the name of a video game as use of target stretch themselves.
in print and digital paragraphs or you play; – tell her the main steps of this game; – finish your email), and how much to write (e.g. language and
media more using basic around 50 words). vocabulary.
coordinating
conjunctions and 6. Give pupils around 25 minutes to write their emails. Encourage them to do this individually, but
reference monitor and help pupils as they work. Draw pupils’ attention to the model provided, as necessary.
pronouns
7. Show pupils the evaluation criteria on the third worksheet and explain as necessary. Have pupils
swap their papers with a partner and use the criteria to peer-evaluate. Make sure pupils provide
constructive feedback by reminding them to make suggestions for improvement as well as to make a
positive comment. Focus on this as a way to help their classmates learn better in a positive
environment (CCE: Values).
8. If time, have pupils re-draft their emails based on the feedback, in another colour. If there is no
time, you could ask pupils to do this for homework.
Collect their work and use it for formative assessment.
Post-lesson
9. Choose a post-lesson task from Section 3 to review and consolidate key learning, or you could
refer to the Games Bank in the Teacher’s Book, pp.14–17.
Primary Year 6 Scheme of Work 122
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 77 (Listening 15) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Getting around
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Functional language: getting
Financial Education around, e.g. Could I have two return tickets, please?
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm-up: Board race in the Teacher’s Book, p.110 to Academy Stars Differentiate learning
Listening 1.2 Listening 1.2.5 review/introduce the topic of travel. Year 6 according to the
needs of your pupils.
Understand Understand more Lesson delivery Pupil’s Book: Please see the seven
meaning in a complex 2. Follow the instructions for Vocabulary in the Teacher’s Book, p.110 to introduce key differentiation
variety of familiar supported vocabulary. Ask pupils what they think the topic of the listening activity will be. Elicit/teach Page(s): 68 strategies in Section
contexts questions the words. 4.
3. Follow the instructions for Activity 1 in the Teacher’s Book, p.110. Pupils look at the Exercise(s): 1–2
Complementary Complementary photos before listening. In addition, you may
Skill Skill 4. Follow the instructions for Activity 2 in the Teacher’s Book, p.110. Pupils listen and fill Teacher’s Book: want to consider
Listening 1.1 Listening 1.1.1 in the gaps. During feedback, ask pupils if they think the ferry trip is cheap or expensive drilling the language
compared to transport prices in Malaysia. Talk about how things cost different amounts in Page(s): 110 in different ways in
Recognise and Recognise and different countries (CCE: Financial Education). Step 6 to encourage
reproduce target reproduce Worksheet: pupils to speak
language sounds independently a 5. Hand out the worksheets and ask pupils to listen again. They should choose which loudly, quietly,
wide range of questions they hear. An MCQ activity happily, angrily etc.
target language where pupils This will help pupils
phonemes 6. Drill the questions and different answers. Focus on the intonation in questions in listen and choose learn to express
particular, based on the audio recording. which questions themselves and will
they hear. make drilling more
7. Have pupils practice the conversation using the questions and answers based on the fun.
information in Activity 2. Give feedback on their use of intonation, using the audio
recording as a model to refer to.
Post-lesson
8. Choose a post-lesson task from Section 3 to review and consolidate key learning, or
you could refer to the Games Bank in the Teacher’s Book pp.14–17.
Primary Year 6 Scheme of Work 123
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
WEEK: __ LESSON: 78 (Speaking 15) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Getting around CROSS-CURRICULAR ELEMENT (CCE): Language
LANGUAGE/GRAMMAR FOCUS: Functional language – checking
understanding (e.g. Can I check something, please?): getting around
(e.g. Could I have two return tickets, please?)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Speaking 2.2 Speaking 2.2.1 1. Review key vocabulary using a speaking game from the pre-lesson task list in Section Year 6 according to the
3. needs of your pupils.
Use appropriate Keep interaction Pupil’s Book: Please see the seven
communication going in short Lesson delivery differentiation
strategies exchanges by Page(s): 68 strategies in Section
checking 2. Review vocabulary for the dialogue with the worksheet, which asks pupils to write the 4.
Complementary understanding of word which matches the definition given. Have pupils work alone on this before checking Exercise(s): 3
Skill what a speaker is answers with a partner. In addition, for Step
Listening 1.2 saying 3. Follow the instructions for the Learning to Learn in the Teacher’s Book, p.108. Pupils Teacher’s Book: 4, you could consider
look at and work with a timetable in English. asking the nominated
Understand Complementary Page(s): 110–111 pupil at the beginning
meaning in a Skill 4. Hand out the second worksheet. Tell pupils they will hear you and a pupil (nominate a of the lesson and
variety of familiar Listening 1.2.5 more proficient pupil to act with you) acting a scene. Note that the dialogue should Worksheet: have him/her practice
contexts include phrases and expressions for checking understanding (See Main Learning the dialogue quietly
Understand more Standard) and be modelled on the dialogue from the previous lesson (see Teacher’s A writing task on before Step 4 of the
complex Book, p.110). Act out the dialogue with the nominated pupil. Pupils listen and fill the gaps. definitions activity lesson, perhaps at
supported using travel the pre-lesson stage.
questions 5. Give feedback on the answers to the gap-fill, then draw attention (re-elicit) the vocabulary from You could also ask
language for checking understanding (e.g. Can I check something, please? See Pupil’s the previous this pupil to help you
Book, p.30 for more examples). Repeat the dialogue and/or put them on the board if lesson. monitor and support
necessary. pupils at Step 6.
6. Follow instructions for Activity 3 in the Teacher’s Book, p.110. Remind pupils to use A model dialogue
phrases to check understanding in their dialogues. (recorded or acted
by you and a
7. Have pupils perform their dialogues in small groups. pupil).
8. Encourage pupils to self-assess their speaking. See Extension in the Teacher’s Book,
p.111. A listening task
similar to Activity
Post-lesson 2 in the Pupil’s
9. Follow instructions for Cooler: Let’s Go! in the Teacher’s Book, p.111. Book, p.68 for
model dialogue.
Primary Year 6 Scheme of Work 124
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Here is the Nose CROSS-CURRICULAR ELEMENT (CCE): Language / LANGUAGE/GRAMMAR FOCUS: Adjectives
Creativity and Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language arts Language arts 1. Show the poem and guide pupils to recite the poem. Poems for Year according to the
5.3 5.3.1 4,5, and 6 needs of your pupils
Lesson delivery and class. Please see
Express an Respond Here is the Nose the seven
imaginative imaginatively and 2. Elicit responses from pupils about five senses and ask them to describe the by Clyde Watson differentiation
response to intelligibly through actions done by the body parts in the poem. strategies listed in the
literary texts creating simple Page 32 introduction. Please
stories and simple E.g.: nose - smell eyes - spot/see arms - bring/touch also consider the
Complementary poems tongue - taste ears - hear Contemporary following:
Skill Children’s
Writing 4.2 Other imaginative 3. Ask questions on the types of pies and cakes that the pupils like. Literature In addition, in Step 5,
responses as Teaching you may want to
appropriate 4. Elicit responses from pupils: Guidebook (BPK) consider giving pupils
– Poetry the opportunity to
Complementary • When did you last eat pies and cakes? describe any local
Skill • What did they taste like? desserts other than
Writing 4.2.1 • Did you enjoy eating them? Why? pies and cakes.
5. Pupils create a short 5-line description of a pie or cake that they like based on
the five senses.
Communicate Give detailed Post-lesson
basic information information about 6. Pupils present their 5-line description to the class.
intelligibly for a themselves and
range of purposes others
in print and digital
media
Primary Year 6 Scheme of Work 125
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Project-Based Learning THEME: Teacher to select
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT (CCE): LANGUAGE/GRAMMAR FOCUS: Teacher to select
Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers will need to develop their own lessons based on topic/themes and resources
Teachers to Teachers to select that they select. Ideas for projects should be based on the needs and interests of the Teacher to select For differentiation
select an an appropriate pupils. their own strategies, please
appropriate main main skill and materials refer to the provided
skill and complementary list of differentiation
complementary skill based on the strategies and select
skill based on the needs and appropriate
needs and interest of the strategy/strategies
interest of the pupils. based on the needs
pupils. of the pupils.
Primary Year 6 Scheme of Work 126
Unit 6 SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 81 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Environmental LANGUAGE/GRAMMAR FOCUS: Present forms: passive (e.g. be
Sustainability; Values made) and active (it takes…)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Reading 3.2 Reading 3.2.4 1. Choose an activity from the pre-lesson tasks in Section 3 to introduce the new topic. Year 6 according to the
Pupil’s Book: needs of your pupils.
Understand a Use with some Lesson delivery Page(s): 70–71 Please see the seven
variety of linear support familiar 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.114. Pupils discuss the Exercise(s): 1–4 differentiation
and non-linear print and digital introductory questions. Teacher’s Book: strategies in Section
print and digital resources to 3. Follow the instructions for Activity 2 in the Teacher’s Book, p.114. Pupils read the text Page(s): 114–115 4.
texts by using check meaning for general understanding.
appropriate Dictionaries In addition, in Step 5,
reading strategies 4. Pupils work in pairs with a dictionary. They check the meaning of the words in the box (optional) you may want to
on the Pupils’ Book, p.70. Then they look for the words in the text to check their consider putting the
Complementary Complementary understanding of them. If dictionaries are not available, pupils can use the word list at the words on cards and
Skill Skill back of the Pupil’s Book (p.139) placing them around
Reading 3.2 Reading 3.2.1 the room. Pupils
5. Play a definitions game. Say a definition for a word in the box. Pupils listen and circle have to move to the
Understand a Understand the or write the word. right card when you
variety of linear main idea of 6. Follow the instructions for Activity 4 in the Teacher’s Book, p.115. Pupils read the text give the definition of
and non-linear simple longer again to understand the steps in the jeans-making process. the word. This is
print and digital texts useful for particularly
texts by using 6. Talk further with pupils about recycling clothes to help the environment and as charity active classes.
appropriate (CCE: Environmental Sustainability; Values).
reading strategies
7. Ask pupils to note any more words in the text that are new. Encourage them to guess
the meaning from the context. Then have them check the words in the dictionary.
8. Gather ideas from pupils in the class. If you have extra time, you could play a
vocabulary game with some or all of the new words.
Post-lesson
9. Follow the instructions for Cooler: Backs to the boards in the Teacher’s Book, p.115.
Primary Year 6 Scheme of Work 127
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 82 (Writing 16) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Suffixes (-tion; -sion); spelling of
recently learned vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Writing 4.3 Writing 4.3.2 1. Review the vocabulary and topic from the previous lesson with an activity from the pre- Year 6 according to the
lesson tasks in Section 3. Focus on spelling as appropriate. needs of your pupils.
Communicate Spell most high Pupil’s Book: Please see the seven
with appropriate frequency words Lesson delivery differentiation
language form accurately in Page(s): 70–72 strategies in Section
and style for a independent 2. Remind pupils of the topic of the reading from the previous lesson and follow the 4.
range of purposes writing instructions for Activity 2 in the Teacher’s Book, p.116, but have pupils try to answer the Exercise(s): 2
in print and digital questions in pairs from memory before they read. In addition, you may
media 3. Follow the instructions for Working with words in the Teacher’s Book, p.116. Pupils Teacher’s Book: want to consider
work with -sion / -tion suffixes. Focus on pronunciation difference here (/-ʒən/ and /-ʃən/ having fast finishers
Complementary Complementary respectively). Page(s): 116 do a second activity
Skill Skill from the worksheet in
Listening 1.1 Listening 1.1.1 4. Play a word discrimination game: teacher says a word and pupils say if it ends with Worksheet: Step 5. Allowing
-sion or -tion. Repeat with a number of different words. choice of activity here
Recognise and Recognise and Various spelling will help motivate
reproduce target reproduce 5. Hand out the worksheet. Have pupils choose one activity to do from the worksheet. and word games pupils. You could
language sounds independently a First, they work on their own. (e.g. wordsearch, rank the activities
wide range of crossword, from less to more
target language 6. Pupils share their work with a partner to check together. jumbled letters) difficult so pupils can
phonemes using words from choose their level of
7. Have pupils look through the text again. They should find words which they think are the text and/or challenge too.
difficult to spell (‘tricky words’). In pairs, pupils make a word game of their own using recent lessons.
these words.
8. Pairs join another pair and complete each other’s word games. Note: there are
webpages that
Post-lesson create
9. Ask for volunteers to come to the front of the class and ‘deliver’ their word game. They wordsearches and
may need to use the board for this, or project it on a screen if possible. crosswords, e.g.
puzzlemaker.com.
Primary Year 6 Scheme of Work 128
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 83 (Listening 16) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Passive voice: Statements (e.g. be
made from..)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm-up: Tic-tac-toe in the Teacher’s Book, p.118. Academy Stars Differentiate learning
Listening 1.2 Listening 1.2.2 Year 6 according to the
Lesson delivery needs of your pupils.
Understand Understand with 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.118. Pupils are Pupil’s Book: Please see the seven
meaning in a little or no support introduced to the new target language. differentiation
variety of familiar specific 3. Read aloud a section from the text in the Pupils’ Book, p.70–71. Have pupils listen and Page(s): 73 strategies in Section
contexts information and count how many passive forms you say. 4.
details of longer Exercise(s): 1–3
Complementary simple texts on a 4. Read it again and have them write the passive verb in their notebooks when they hear In addition, you may
Skill range of familiar it. Teacher’s Book: want to consider
Reading 3.2 topics 5. Adapt Activity 2 in the Pupil’s Book, p.73 (see Worksheet in Materials/References using the video, if
column to the right). Hand out worksheets A and B to each pair of pupils, so that one Page(s): 118–119 available, in Step 2 to
Understand a Complementary pupil has A and one has B. In turns, pupils read aloud their sentence, pair by pair, while engage pupils who
variety of linear Skill the partner listens. Together they decide which sentence in each pair sounds better. Worksheet: prefer to watch this.
and non-linear Reading 3.2.2 6. Follow the instructions for Activity 3 in the Teacher’s Book, p.119. Pupils complete the
print and digital text with the passive form. Versions A and B.
texts by using Understand One of each pair
appropriate specific Post-lesson of sentences from
reading strategies information and 7. Follow the instructions for Cooler: What are they made of? in the Teacher’s Book, Pupil’s Book,
details of simple p.119 p.73, Activity 2 on
longer texts worksheets A and
B each. Add more
examples of pairs
of sentences.
Primary Year 6 Scheme of Work 129
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 84 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Passive voice: questions (e.g.
What’s it made of?) and statements (e.g. It’s made of…)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm-up: Telephone in the Teacher’s Book, p.120. Academy Stars Differentiate learning
Speaking 2.1 Speaking 2.1.1 Year 6 according to the
Lesson delivery needs of your pupils.
Communicate Give detailed Pupil’s Book: Please see the seven
simple information information about 2. Introduce the items and materials using the realia. Use the passive voice when talking differentiation
intelligibly themselves and about what the items are made of, e.g. this clock is made of glass and metal. Page(s): 74 strategies in Section
others 4.
3. Play a game to practise the new vocabulary. You could choose an activity from the Exercise(s):1–3
Complementary Complementary Games Bank in the Teacher’s Book, pp.14–17 or you could play a categorisation or In addition, you may
Skill Skill brainstorming game/activity. Teacher’s Book: want to consider
Listening 1.2 Listening 1.2.5 4. Follow the instructions for Activity 1 in the Teacher’s Book, p.120. Pupils hear the asking each pupil to
target language in context in the dialogue. Page(s): 120 choose between two
Understand Understand more 5. Follow instructions for Activity 2 in the Teacher’s Book, p.120. Pupils describe the and five items to
meaning in a complex objects. Realia (real describe in Step 7.
variety of familiar supported 6. Follow instructions for Activity 3 in the Teacher’s Book, p.120. Pupils make a new things) of a range This would allow
contexts questions dialogue based on Activity 2. of common items more proficient pupils
found in the home to talk more, yet
7. Pupils work in groups. Give each group some realia. You could ask pupils to add to the made of different ensure less proficient
realia using their own items. Pupils talk about the items they have, based on the model materials. or shy pupils also
dialogue. Monitor and help with vocabulary. Also, check that all pupils are participating. participate.
You could ask
8. Give feedback by asking pupils to tell you what they have that is made of pupils to bring
wood/metal/etc. some unusual
items from home.
Post-lesson
9. Play a guessing game where you describe items according to what they are made of
and pupils guess what the items are, e.g. it is made of plastic, metal and glass. It is used
for talking to people (answer: mobile phone).
Primary Year 6 Scheme of Work 130
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Don’t
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Negative Imperative (Don’t)
/ Values
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Language Arts 1. Show pupils a picture of a mother reprimanding her child. Poems for Year according to the
5.2 5.2.1 2. Ask pupils to predict what the mother could possibly say.(See pre-lesson task 8) 4,5, and 6 needs of your pupils
Express personal and class. Please see
responses to Describe in simple Lesson delivery Don’t by John the seven
literary texts language a 3. Introduce the poem. Kitching differentiation
character’s actions 4. Pupils recite the poem in the intonation and voice of an adult. strategies listed in the
Complementary or feelings and 5. Elicit responses from pupils: Page 34 introduction. Please
Skill explain the also consider the
Speaking 2.1 reasons for them - Why do parents set rules/are rules necessary? Contemporary following:
Communicate - Have you ever felt angry when your parents tell you something? Children’s
simple information Complementary - Do you like it when your parents forbid you from doing something you like? Literature In addition, in Step 5,
intelligibly Skill 6. Pupils give reasons for all ‘Don’ts’ in the poem. (Refer to activity on page 81 of the Teaching you may want to
Speaking 2.1.1 CCL guidebook) Guidebook (BPK) consider providing
7. Pupils work in groups. Every group brainstorms a list of things their parents have told – Poetry marker or model
Give detailed them not to do. sentences for weaker
information about pupils. This will
themselves and increase their
others chances of success
by being able to give
Post-lesson responses.
8. Pupils set up a gallery walk. Pupils read all the “Don’ts” and put a sticker on every
‘Don’t’ their parents have said to them before.
9. Pupils compare the similarities and differences in the lists written by their friends and
identify the most popular ‘Don’t’.
Primary Year 6 Scheme of Work 131
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 86 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): ICT; Values LANGUAGE/GRAMMAR FOCUS: Passive voice: statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Reading 3.2 Reading 3.2.2 1. Introduce any new food vocabulary from the recipes for this lesson using a spelling Year 6 according to the
activity from the list of pre-lesson tasks in Section 3. needs of your pupils.
Understand a Understand Pupil’s Book: Please see the seven
variety of linear specific Lesson delivery differentiation
and non-linear information and Page(s): 77 strategies in Section
print and digital details of simple 2. Hand out the definitions worksheet. Pupils read the definitions and write the words. 4.
texts by using longer texts Pupils check in pairs before checking as a whole class. Remind pupils that they need to Exercise(s):
appropriate spell the answers correctly. Learning to Learn In addition, you may
reading strategies 3. Show pupils the recipe on the second worksheet. Elicit the word ‘recipe’. Ask pupils if want to consider
they enjoy cooking and whether they follow recipes to make food at home. Teacher’s Book: adding in another
Complementary Complementary activity to give more
Skill Skill 4. Have pupils read the two versions of the recipe and decide which one is correct. Pupils Page(s): 124 practice in the
Writing 4.3 Writing 4.3.2 tell their partner why they think this. passive voice if your
Worksheets: pupils are struggling
Communicate Spell most high 5. Pupils re-read the correct recipe and underline the passive forms. Check answers in with this form. This
with appropriate frequency words pairs before whole class. A writing task on could come after
language form accurately in definitions activity Step 5.
and style for a independent 6. Have pupils read the correct recipe again and mime it in pairs. using passive
range of purposes writing voice, focussing
in print and digital 7. Tell pupils where you found the recipe (e.g. on the internet). Follow instructions for on food e.g.
media Learning to Learn in the Teacher’s Book, p.124. Talk to pupils about internet safety and Noodles are made
how to identify real from fake information online (CCE: ICT; Values). of rice or wheat.
Post-lesson Two versions of a
recipe (using
8. Ask for volunteers to come out and mime a recipe they know well. The class should passive voice),
guess what the pupil is making. one which is
correct, the other
with mistakes.
Primary Year 6 Scheme of Work 132
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 87 (Writing 17) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Passive voice (e.g. Water is added
to…); linking words (Sequencing: first, second, next, then, finally)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Writing 4.2 Writing 4.2.5 1. Use an activity from the list of Pre-lesson tasks in Section 3 to review the topic of food Year 6 according to the
and introduce ‘pasta’. Pupil’s Book: needs of your pupils.
Communicate Connect Page(s): 76–77 Please see the seven
basic information sentences into Lesson delivery Exercise(s): 1–3 differentiation
intelligibly for a two coherent 2. Look through the activities on pp.76–77 and note any vocabulary which is new for Teacher’s Book: strategies in Section
range of purposes paragraphs or pupils. Write the new vocabulary on the board. Give different pairs two or three words to 4.
in print and digital more using basic check in the dictionary or in the word list at the back of the Pupil’s Book (p.137). Page(s): 124
media coordinating In addition, you may
conjunctions and 3. Hand out the worksheets. Ask pairs to find the definitions for their words from Step 2. Worksheet: want to consider
Complementary reference nominating a few
Skill pronouns 4. Have pupils mingle in order to find out which words their classmates think match which Definitions for pupils to monitor in
Writing 4.3 definition. They will need to talk about the words they worked with in Steps 2 and 3. They new vocabulary in the mingling activity
Complementary should not show their worksheet, but should communicate in English to find out what their this lesson. in Step 4 to remind
Communicate Skill classmates think. pupils to speak
with appropriate Writing 4.3.1 5. Follow the instructions for Activity 1 in the Teacher’s Book, p.124. Pupils match the Dictionaries English and not to
language form stages with the pictures in the infographic and complete the sentences using the passive (optional) show their worksheet
and style for a Use capital voice. to others.
range of purposes letters, full stops,
in print and digital commas in lists, 6. Give feedback on the answers for Step 5. Introduce or review linking words for
media question marks, sequencing at this stage (see Look! box in Pupil’s Book, p.77), focussing on the use of
and speech marks commas where appropriate.
appropriately at 7. Follow the instructions for Activity 2 in the Teacher’s Book, p.124. Pupils answer
discourse level questions to guide them in writing an introduction.
8. Follow the instructions for Activity 3 in the Teacher’s Book, p.124. Pupils work in pairs
to write about how pasta is made. Remind them to use linking words to help the flow of
their writing.
Post-lesson
9. Review and consolidate new vocabulary and target language from this lesson with an
activity from the post-lesson tasks in Section 3 or refer to the Games Bank in the
Teacher’s Book, pp.14–17 for more ideas.
Primary Year 6 Scheme of Work 133
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 88 (Listening 17) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Values LANGUAGE/GRAMMAR FOCUS: Review of passive voice
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm-up: What’s your favourite TV programme? in the Academy Stars Differentiate learning
Listening 1.2 Listening 1.2.2 Teacher’s Book, p.122. Year 6 according to the
Pupil’s Book: needs of your pupils.
Understand Understand with Lesson delivery Please see the seven
meaning in a little or no support 2. Follow the instructions for Vocabulary in the Teacher’s Book, p.122. Pupils share their Page(s): 75 differentiation
variety of familiar specific understanding of the words in the box in the Pupil’s Book, p.75. Exercise(s): 1–5 strategies in Section
contexts information and 3. Follow the instructions for Activity 1 in the Teacher’s Book, p.122. Pupils look at the Teacher’s Book: 4.
details of longer pictures before listening and begin to think about the topic. Page(s): 122–123
simple texts on a 4. Follow the instructions for Activity 2 in the Teacher’s Book, p.122. Pupils listen to the In addition, you may
range of familiar adverts to decide what they are selling. want to consider
topics 5. Follow the instructions for Activity 3 in the Teacher’s Book, p.123. Pupils identify fact having pupils discuss
and opinion (CCE: Values). their ideas in small
Complementary Complementary 6. Follow the instructions for Activity 4 in the Teacher’s Book, p.123. Pupils listen again groups in Step 8, as
Skill Skill and answer questions about what they heard. Encourage pupils to try to answer the this will give more
Speaking 2.1 Speaking 2.1.1 questions before they listen again. pupils the chance to
7. Follow the instructions for Activity 5 in the Teacher’s Book, p.123. Pupils talk about speak in the time
Communicate Give detailed which advert they like best. given. Some pupils
simple information information about may not like speaking
intelligibly themselves and Post-lesson to the whole class.
others
8. Elicit some adverts that pupils like or know well. They may be on TV or another media.
Have pupils talk about them in English.
Primary Year 6 Scheme of Work 134
SCHEME OF WORK: TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 89 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: How is it made? CROSS-CURRICULAR ELEMENT (CCE): Values: LANGUAGE/GRAMMAR FOCUS: Use of language in advertising, e.g.
Financial Education; Creativity & Innovation great value; wonderful; only $XX
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Speaking 2.2 Speaking 2.2.2 1. Review the topic of recent lessons, focussing on the previous lesson in particular. You could Year 6 according to the
use an activity from the list of pre-lesson tasks from Section 3. needs of your pupils.
Use appropriate Agree a set of Pupil’s Book: Please see the seven
communication basic steps Lesson delivery differentiation
strategies needed to Page(s): 75, 78 strategies in Section
complete 2. Show the adverts. Pupils decide what each advert is selling. They talk to their partner and 4.
Complementary extended note their answer. Exercise(s): 3–4
Skill classroom tasks 3. Play the recording of the adverts in Pupil’s Book, Lesson 5 (Audio 1.28, see Teacher’s In addition, for Step
Listening 1.2 Book, p.122). Discuss with pupils the kind of language strategies used to try to encourage Audio 1.28 (See 8, you may want to
Complementary people to buy the product. This may be using strong words like love or fantastic, or telling Teacher’s Book, consider assigning
Understand Skill people it is free or just.. (CCE: Values; Financial Education) p.122) one pupil per group
meaning in a Listening 1.2.4 4. Have pupils look again at the Pupil’s Book, p.75, Activity 2 to identify how language is used to ensure everyone is
variety of familiar to sell the products. Three or four on task and using
contexts Understand adverts from English as
longer sequences 5. Show the adverts you brought again. Have pupils identify similar language. If it is in their L1, magazines and/or appropriate.
of supported have them try to translate it into English. TV. These could
classroom be in English
instructions 6. Tell pupils they will work in groups to create and perform an advert (CCE: Creativity & and/or L1.
Innovation). Assign groups and hand out the worksheet. Pupils put the steps in order so that
they can complete the task, e.g. – decide what you will sell in your advert; - decide what Worksheet:
language you will use to encourage people to buy it; - write a script; - practise your advert; - Jumbled
perform your advert. (CCE: Values). sentences giving
the steps of the
7. Read out the steps of the project in order. Pupils listen and check their answers from Step 6. mini project to
Focus pupils’ attention further on the guidelines in the Pupil’s Book, p.78, Activities 3 and 4. follow.
8. Pupils prepare their adverts. Monitor to offer support and encouragement. Make sure pupils
practise their adverts.
Post-lesson
9. Groups perform their adverts to the class. Have the class evaluate them in terms of the kind
of language they use and how effective the adverts are in selling the product. Manage this
stage so that pupils give constructive comments and plenty of praise. (CCE: Values). Make a
note of some of the feedback points, so you can refer to it in Lesson 94.
Primary Year 6 Scheme of Work 135
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 90 (Language Arts 17) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Don’t
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Negative Imperative (Don’t)
/ Values
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Anthology of Differentiate learning
Language Arts Language Arts 1. Pupils share some ‘Don’ts’ that they remember from the poem (pre-lesson task 9: Poems for Year according to the
5.3 5.3.1 4,5, and 6 needs of your pupils.
memory chain) before going through the poem. Please see the seven
Express an Respond 2. Ask pupils instead of ‘don’ts’, what are some ‘do’s’ that their parents have told them Don’t by John differentiation
imaginative imaginatively and Kitching strategies in Section
response to intelligibly through before. 4.
literary texts creating simple Page 34
stories and simple Lesson delivery In addition, in Step 5,
poems 3. Pupils read the poem aloud using proper rhythm and intonation. Contemporary you may consider
4. Tell pupils that they are now a poet. Children’s providing pupils with
Other imaginative 5. Ask pupils to change the tone of the poem ‘Don’t’ into a positive tone by substituting Literature the verbs they need
responses as Teaching and have them match
appropriate. the verbs or nouns. (Refer to CCL guidebook page 79). Guidebook (BPK) to the correct
– Poetry phrases. High
Complementary Complementary Post-lesson proficiency pupils can
Skill Skill 6. Pupils recite their ‘Do’s’ poem to the class. come up with their
Writing 4.3 Writing 4.3.2 own verbs or nouns
or even change the
phrases.
Communicate with Spell most high
appropriate frequency words
language form accurately in
and style for a independent
range of purposes writing
in print and digital
media
Primary Year 6 Scheme of Work 136
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 91 (Reading 18) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Financial LANGUAGE/GRAMMAR FOCUS: Functional language: giving
Education; Values opinions (e.g. For me, it’s important that…)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions in the Teacher’s Book, p.128 for Warm-up: Ready, set, draw. Academy Stars Differentiate learning
Reading 3.2 Reading 3.2.2 Year 6 according to the
Lesson delivery needs of your pupils.
Understand a Understand Pupil’s Book: Please see the seven
variety of linear specific 2. Review the topic of jeans by asking pupils if they wear jeans. Encourage them to talk differentiation
and non-linear information and about the small differences between jeans they wear (or other clothes). Page(s): 79 strategies in Section
print and digital details of simple 4.
texts by using longer texts 3. Tell pupils they will read about some jeans and answer some reading comprehension Exercise(s): 1–3
appropriate questions. Pupils do the activity on the worksheet on their own. Monitor and note how In addition, you may
reading strategies pupils do on this activity, and discuss the answers as a whole class. Teacher’s Book: want to consider
4. Follow the instructions for Activity 1 in the Teacher’s Book, p.128. Pupils read the texts having less proficient
Complementary Complementary (including the one they have just read) and complete the table. Page(s): 128 pupils work with just
Skill Skill one or two of the
Speaking 2.1 Speaking 2.1.1 5. Tell pupils how many RM (Malaysian Ringgits) there are in £1 (pound). Show them Worksheet: texts in Step 4.
how to convert £ into RM. Have them convert the prices shown in the texts. (CCE:
Communicate Give detailed Financial Education). Use one of the
simple information information about 6. Follow the instructions for Activity 2 in the Teacher’s Book, p.128. Pupils talk about the texts (Pupil’s
intelligibly themselves and different jeans. Book. p.79) to
others 7. Follow the instructions for Activity 3 in the Teacher’s Book, p.128. Pupils discuss how create a reading
they would spend their £50. (CCE: Values). comprehension
assessment.
Post-lesson
8. Follow the instructions for Cooler: Football game, choose an activity from the post-
lesson tasks in Section 3 or refer to the Games Bank in the Teacher’s Book, pp.14–17 for
more ideas.
Primary Year 6 Scheme of Work 137
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 92 (Writing 18) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Language and vocabulary review
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Writing 4.3 Writing 4.3.3 1. Choose an activity from the pre-lesson tasks in Section 3 to review key language and Year 6 according to the
vocabulary that pupils continue to find challenging. needs of your pupils.
Communicate Produce a plan or Workbook: Please see the seven
with appropriate draft of two Lesson delivery differentiation
language form paragraphs or Page: 70 strategies in Section
and style for a more for a familiar 2. Show pupils the picture from the Workbook, p.70 (Activity 1). Ask pupils what they can 4.
range of purposes topic and modify see. Explain that it is a ketchup pen. Activity: 1 picture
in print and digital this appropriately In addition, you may
media in response to 3. Hand out the worksheet. Pupils read the text and choose the best word(s) to fill the Worksheet: want to consider
feedback gaps. Pupils do this individually before checking in pairs. setting a minimum
Complementary A reading task: word limit for the
Skill Complementary 4. Show the pictures of interesting inventions. Elicit some vocabulary for each picture, MCQ gap-fill writing task in Step 5.
Reading 3.2 Skill write these words on the board and put the picture next to the words. based on the text
Reading 3.2.2 in the Workbook,
Understand a 5. Tell pupils they will write about an invention. This could be something they have p.70, Activity 1.
variety of linear Understand invented themselves or it could be one of the inventions in the pictures. Have pupils write
and non-linear specific a first draft of their text, which can be modelled on the text from the Workbook. Pictures of
print and digital information and interesting
texts by using details of simple 6. Hand out the paper and ask pupils to draw their invention on the paper. inventions
appropriate longer texts Collect pupils’ writing and review it to identify common mistakes. Use a correction code to sourced from the
reading strategies highlight mistakes in the target language. Have pupils’ work ready to return to them in internet.
Lesson 94.
Paper for drawing.
Post-lesson
7. Choose a fun activity to have pupils move around as they review language. Choose
from the post-lesson tasks in Section 3 or refer to the Games Bank in the Teacher’s Book
pp.14–17 for more ideas.
Primary Year 6 Scheme of Work 138
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 93 (Listening 18) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Use of language in advertising, e.g.
Values No other XX is as useful as…
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm-up: Unscramble in the Teacher’s Book, p.126. Academy Stars Differentiate learning
Listening 1.2 Listening 1.2.2 Year 6 according to the
Lesson delivery needs of your pupils.
Understand Understand with 2. Follow the instructions for Vocabulary in the Teacher’s Book, p.126. Pupils are Pupil’s Book: Please see the seven
meaning in a little or no support introduced to the new vocabulary. differentiation
variety of familiar specific Page(s): 78 strategies in Section
contexts information and 3. Put the picture of the Lumina pen/torch on the board and ask pupils what it is. Write on 4.
details of longer the board the questions What’s it made of? and What can you use if for? and have pupils Exercise(s): 1–2
Complementary simple texts on a listen to Audio 1.29 from Pupil’s Book, p.78 and answer the questions. In addition, you may
Skill range of familiar Audio 1.29 want to consider
Listening 1.2 topics 4. Hand out the worksheet. Ask pupils to draw the product they heard about in Step 3 in adding in some
the box on the right. Give just two minutes for this. Pupils then compare their picture with Teacher’s Book: information onto the
Understand Complementary a partner. Show the picture in the Pupil’s Book, p.78, for pupils to compare their drawings worksheet for Step 5
meaning in a Skill with too. Page(s): 126 to reduce the amount
variety of familiar Listening 1.2.1 pupils need to write,
contexts 5. Play the recording again. Pupils listen and complete the information on the left-hand Worksheet: or have two versions
Understand with side of the worksheet. Have them check in pairs before doing so as a class. of the worksheet, one
little or no support Copy the box in requiring more writing
the main idea of 6. Write advantages and disadvantages on the board. Elicit the meaning of these words if Activity 3, Pupil’s of detail than the
longer simple they are new to pupils. Ask pupils to brainstorm in pairs the advantages (e.g. it’s small so Book, p.78 onto a other.
texts on a range you can fit it in your pocket) and disadvantages (e.g. it’s small so you can lose it easily) of worksheet.
of familiar topics the Lumina torch in their notebooks.
Picture of Lumina
Post-lesson pen/torch from
p.78, Pupil’s
7. Lead a class discussion on the power of advertising and the media. Encourage pupils Book.
to think critically about the dangers and negative aspects of advertising and the media as
well as the positive. (CCE: Values)
Primary Year 6 Scheme of Work 139
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 94 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: How is it made?
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Use of language in advertising, e.g.
Creativity & Innovation strong adjectives, e.g. wonderful, cool; giving advice to consumers, e.g.
We think you should give it a try!
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Use some examples of pupils’ mistakes in their writing (from Lesson 92) in an error Academy Stars Differentiate learning
Speaking 2.1 Speaking 2.1.3 correction activity. You could conduct this as a game. Year 6 according to the
Pupil’s Book: needs of your pupils.
Communicate Explain and give Lesson delivery Please see the seven
simple information reasons for simple Page(s): 78 differentiation
intelligibly advice 2. Remind pupils about the inventions they wrote about in Lesson 92 and the adverts they Exercise(s): 3–4 strategies in Section
performed in Lesson 89. Explain that this lesson they will work on these ideas to create Teacher’s Book: 4.
Complementary Complementary an advert for the radio. Page(s): 126–127
Skill Skill 3. Return pupils’ writing from Lesson 92, where they wrote about an invention. Have In addition, you may
Writing 4.3 Writing 4.3.3 pupils work to correct the mistakes you have identified. want to consider
4. Review the key points of the peer feedback on pupils’ advert performances in Lesson encouraging pupils to
Communicate Produce a plan or 89. ask each other for
with appropriate draft of two 5. Follow the instructions for Activity 3 in the Teacher’s Book, p.126. Pupils can use their help as well as
language form paragraphs or invention from Lesson 92, their advert from Lesson 89 or another, new idea. asking you. in Step 3
and style for a more for a familiar 6. Follow the instructions for Activity 4 in the Teacher’s Book, p.126. In addition, have in particular.
range of purposes topic and modify pupils include advice to certain groups of people (consumers/their ‘market’), e.g. All office
in print and digital this appropriately workers should use this pen because… / We think you should try it! Pupils practice and
media in response to perform their radio advert. This activity will allow them to improve on the previous oral
feedback advert they did in Lesson 89, based on feedback and on learning since then.
Post-lesson
7. Follow the instructions for Cooler: Class survey in the Teacher’s Book, p.127.
Primary Year 6 Scheme of Work 140
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: The Wizard of Oz
CROSS-CURRICULAR ELEMENT (CCE): LANGUAGE/GRAMMAR FOCUS: First conditional, e.g. If you.., will..
Language/ Creativity And Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Write ‘Magic’ on board and elicit responses from pupils about what they know about The Wizard of Oz Differentiate learning
Language Arts Language Arts by L. Frank Baum according to the
5.3 5.3.1 magic. needs of your pupils.
The Wizard of Oz Please see the seven
Express an Respond Lesson delivery Teacher’s differentiation
imaginative imaginatively and Guidebook strategies in Section
response to intelligibly through 2. Go through the features of the book cover with pupils. 4.
literary texts. creating simple 3. Pupils brainstorm ideas (characters, setting, story) about the book.
stories and simple 4. Pupils name themselves with special names (e.g. Jason the Joker, Henry the In addition, you may
poems want to consider
Handyman, Dave the Deejay) encouraging pupils to
Other imaginative 5. Pose a question “If you become a Wizard what would you do?” Pupils share their ask each other for
responses as help as well as
appropriate. ideas. asking you in Step 5
6. Pupils describe the special powers they want to have and the reasons for having the and 6 in particular.
powers.
Complementary Complementary Post-lesson
Skill Skill 7. Pupils imagine and design a costume for themselves as a witch or wizard.
Speaking 2.1 Speaking 2.1.1
Communicate Give detailed
simple information information about
intelligibly themselves and
others
Primary Year 6 Scheme of Work 141
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
WEEK: __ LESSON: 96 (Language Awareness MAIN SKILL FOCUS: Teacher to complete: THEME: Teacher to complete: ___________
5) ___________
TOPIC: How is it made? CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS:
Teacher to complete: ___________
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Language Language Academy Stars Differentiate learning
Awareness Awareness 1. Review language from Unit 6 with an activity from the list of pre-lesson tasks in Section Year 6 according to the
lessons should be lessons should be 3 or refer to the Games Bank in the Teacher’s Book pp.14–17 for more ideas. Pupil’s Book: needs of your pupils.
presented and presented and Page(s): 80–81 Please see the seven
practised using a practised using a Lesson delivery Exercise(s): 1–5 differentiation
Main Skill and a Main Skill and a 2. Choose from activities from the Review unit (Pupil’s Book pp.80–81, Activities 1–5), Teacher’s Book: strategies in Section
Complementary Complementary which review the language, vocabulary and skills covered in Units 5 and 6. This choice Page(s): 130–131 4.
Skill (Listening, Skill (Listening, should be based on your observations and notes on pupils’ progress and achievement in
Speaking, Speaking, these units. Choose activities which will review areas pupils found challenging or which Worksheet: Ask pupils to do the
Reading or Reading or they may have forgotten. You could have pupils choose for themselves what they would self-assessment in
Writing). Writing). like to do in the review unit. See Teacher’s Book pp.130–131 for instructions for activities. A reading task. English. Monitor and
give support to less
Teachers can use Teachers can use 3. Have pupils do a reading task which is based on the unit theme. Collect their work and Self-assessment proficient pupils as
the Content and the Content and note their performance. worksheet (see needed.
Learning Learning below).
Standards in the Standards in the Note:
Year 6 DSKP. Year 6 DSKP. ● Plan any further activities for this unit to develop language skills according to your
pupils’ needs.
● You can use information about your pupils’ performance which you collected using
formative assessment strategies while teaching this unit.
● The information could include your observation of pupils interacting in classroom
activities and their performance in written activities.
● Plan activities which focus on language practice in a meaningful, fun and
communicative way.
Post-lesson
4. Ask pupils to think about their learning and performance in this unit. They then
complete the self-assessment worksheet. Pupils should do this in English (see below).
5. Collect the worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in upcoming lessons.
Primary Year 6 Scheme of Work 142
How did I do in Unit 6?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
…talk about how things are made Great ____ OK ____ A little____
Great ____ OK ____ A little____
…use language to help sell something Great ____ OK ____ A little____
(e.g. an advert) Great ____ OK ____ A little____
…tell the difference between fact and
opinion
…use the passive (e.g. is made)
● I’m proud of myself because I can ____________________________________ very well.
● In the next unit, I will ____________________________________ better/more.
Primary Year 6 Scheme of Work 143
Unit 7 SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
WEEK: __ LESSON: 97 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Music and Song
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Future forms introduction: will,
going to, present continuous
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Reading 3.2 Reading 3.2.1 1. Have pupils sit comfortably. Play the music extracts. Ask pupils how it makes them feel Year 6 according to the
and whether they liked that music. needs of your pupils.
Understand a Understand the Pupil’s Book: Please see the seven
variety of linear main idea of Lesson delivery differentiation
and non-linear simple longer 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.132. Pupils are Page(s): 82–83 strategies in Section
print and digital texts introduced to the names of different types of music and talk about music they like. 4.
texts by using 3. Follow the instructions for Activity 2 in the Teacher’s Book, p.132. Play the recording Exercise(s): 1–3
appropriate Complementary as pupils read the text. This will help their reading fluency and encourage them not to In addition, you may
reading strategies Skill stop when they don’t understand something. Teacher’s Book: want to consider
Listening 1.2.1 4. Follow the instructions for Activity 3 in the Teacher’s Book, p.133. Pupils guess the asking pupils to
Complementary meaning of new words from context, then check them in the dictionary at the back of the Page(s): 132–133 choose only three
Skill Understand with book. words from the box to
Listening 1.2 little or no support 5. Ask pupils where the text (Pupil’s Book pp.82–83) comes from. Find out whether they Recordings of guess and check in
the main idea of read music magazines or read about music online. extracts of Step 4. More
Understand longer simple different types of proficient pupils can
meaning in a texts on a range 6. Tell pupils they will hear a song in English and should decide what the topic of the music. check more. They
variety of familiar of familiar topics song is. Write three options for this on the board, with one correct, the others incorrect. can all then share
contexts 7. Play the song. Pupils listen and decide what the song is about. They don’t need to Recording of a their words with the
understand every word of the song. song in English class. This will save
which you think time.
Post-lesson your pupils will
know and which
8. Use the song again in another activity. For example, pupils listen to the song again and has clear lyrics.
stand up every time they hear a name or a particular word. You could have pupils sing
along to the chorus, depending on the song you have chosen.
Primary Year 6 Scheme of Work 144
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
WEEK: __ LESSON: 98 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of Stories
TOPIC: Music and Song
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Adjectives to describe personality;
Values prefixes: im- / un- / dis-
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm-up: One-question interview in the Teacher’s Book, Academy Stars Differentiate learning
Writing 4.2 Writing 4.2.1 p.132. Year 6 according to the
needs of your pupils.
Communicate Give detailed Lesson delivery Pupil’s Book: Please see the seven
basic information information about 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.134. Pupils review the differentiation
intelligibly for a themselves and reading text from the previous lesson and answer questions in Pupil’s Book, p.84. Page(s): 82–84 strategies in Section
range of purposes others 4.
in print and digital 3. Elicit and tell pupils more about the legend of Robin Hood, an English folk legend. Exercise(s): 1–2
media Focus in particular on how he helped people and was a hero (CCE: Values). You could In addition, you may
show a picture of Robin Hood or even an extract from one of many films about him. Teacher’s Book: want to consider the
Complementary Complementary 4. Follow the instructions for Activity 2 in the Teacher’s Book, p.134. Pupils think about extension activity in
Skill Skill the focus and features of the two texts. Page(s): 132, 134 the Teacher’s Book
Speaking 2.1 Speaking 2.1.5 5. Follow the instructions for Working with words in the Teacher’s Book, p.134. Pupils on p.135.
look at modifying words in order to make them negative. Picture of Robin
Communicate Ask about and Hood and/or
6. Ask pupils to highlight words which relate to personality. Brainstorm more adjectives to extract from a
describe personality. Robin Hood film.
simple information describe 7. In pairs, have pupils use some of the words to describe Robin Hood. They discuss
their ideas first.
intelligibly personality
8. Then, have pairs of pupils write at least four sentences to describe the personality of
Robin Hood. Focus on the adjectives in particular and have pupils check spelling.
9. Pairs share and discuss their ideas with another pair to see if they agree.
Post-lesson
10. Play a short extract from a Robin Hood film and ask pupils to check their personality
adjectives. Or you could use the personality adjectives in a personalised activity, such as
one from the list of post-lesson tasks in Section 3.
Primary Year 6 Scheme of Work 145
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
WEEK: __ LESSON: 99 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Music and Song
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Present simple for future meaning
Patriotism
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Listening 1.2 Listening 1.2.2 1. Review the texts from the previous lesson by asking Questions 2 and 3 in Activity 3 in Year 6 according to the
the Pupil’s Book, p.84. (CCE: Patriotism) needs of your pupils.
Understand Understand with Pupil’s Book: Please see the seven
meaning in a little or no support Lesson delivery differentiation
variety of familiar specific Page(s): 84, 86 strategies in Section
contexts information and 2. Ask pupils if they have ever been to or performed in a music concert to set the context 4.
details of longer of the dialogue. Exercise(s): 3, 1–
simple texts on a 3. Follow the instructions for Vocabulary in the Teacher’s Book, p.138. 3 In addition, you may
range of familiar 4. Show the picture in the Pupil’s Book, p.86 to further set the context, then hand out the want to consider
topics worksheet. Ask pupils to close their books (so they can’t read) and then have them listen Audio 2.2 supporting less
to the recording of the dialogue (See Teacher’s Book, p.138/Pupil’s Book, p.86, Audio proficient pupils in
Complementary Complementary 2.2) and answer the questions individually. Teacher’s Book: listening by allowing
Skill Skill them to refer to the
Speaking 2.1 Speaking 2.1.4 5. Pupils check their answers in pairs before reviewing them as a class. Note any Page(s): 138–139 script in the Pupil’s
problems pupils have with this style of question, or individuals who found this particularly Book as they answer
Communicate Ask about and challenging. Worksheet: the questions on the
6. Draw pupils’ attention to the future meaning in the use of present form, e.g. The bus worksheet.
leaves at 6.30 – is 6.30 now, or in the future? A listening task:
simple information describe future 7. Follow the instructions for Activity 2 in the Teacher’s Book, p.138. Pupils make MCQs for the
statements in the present simple for future meaning. dialogue (Pupil’s
intelligibly plans or events 8. Follow instructions for Activity 3 in the Teacher’s Book, p.138. Pupils make and Book, p.86,
practise similar dialogues. Activity 1).
Post-lesson
9. Follow the instructions for Cooler: Itinerary in the Teacher’s Book, p.139.
Primary Year 6 Scheme of Work 146
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
WEEK: __ LESSON: 100 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Music and Song
CROSS-CURRICULAR ELEMENT (CCE): Language; LANGUAGE/GRAMMAR FOCUS: Future forms: will and going to
Values
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Follow the instructions for Warm-up: Tense review in the Teacher’s Book, p.136. Academy Stars Differentiate learning
Speaking 2.1 Speaking 2.1.4 Year 6 according to the
Lesson delivery Pupil’s Book: needs of your pupils.
Communicate Ask about and 2. Follow the instructions for Activity 1 in the Teacher’s Book, p.136. Pupils are Page(s): 85 Please see the seven
introduced to will and going to futures. Contrast with the use of present simple, which we Exercise(s): 1–3 differentiation
simple information describe future use for scheduled future events. Teacher’s Book: strategies in Section
3. Follow the instructions for Activity 2 in the Teacher’s Book, p.136. Pupils complete the Page(s): 136–137 4.
intelligibly plans or events sentences with will or going to. Workbook:
4. Follow the instructions for Activity 3 in the Teacher’s Book, p.137. Pupils discuss the In addition, you may
Complementary Complementary questions. Page: 74 want to consider
Skill Skill Exercise: 3 focussing on
Writing 4.2 Writing 4.2.2 5. Ask pupils to write about their future ideas in Activity 3 in the Workbook, p.74. You meaning rather than
could make a worksheet based on this. using grammatical
Communicate Describe future terminology in Step 1
basic information plans or events 6. In pairs, pupils talk about their ideas in Step 5. Encourage them to ask each other if pupils are less
intelligibly for a extension questions. familiar with tense
range of purposes names in English.
in print and digital Post-lesson
media 7. Discuss the Values question in the Pupil’s Book, p.85 (See Teacher’s Book, p.137)
with the class, then have them brainstorm ideas in small groups. (CCE: Values)
Primary Year 6 Scheme of Work 147
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK: __ LESSON: 101 (Language Arts 19) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: The Wizard of Oz CROSS-CURRICULAR ELEMENT (CCE): LANGUAGE/GRAMMAR FOCUS: Future forms: will and going to
Language/ Creativity and Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Pre-lesson
Language Arts Main Skill 1. Paste the enlarged version of ‘What is on the Cover’ worksheet from the guidebook The Wizard of Oz Differentiate learning
5.3 Language Arts by L. Frank Baum according to the
Express an 5.3.1 on the board. needs of your pupils.
imaginative 2. Pupils get into groups. In groups, pupils discuss and paste the answer cut-outs on the https://www.youtu Please see the seven
response to Respond be.com/watch?v= differentiation
literary text imaginatively and board. RQWSh7Db-_E strategies in Section
intelligibly through 3. Discuss the answers. Group with the most correct answers is the winner. 4.
Complementary creating simple The Wizard of Oz
Skill stories and simple Lesson delivery Teacher’s In addition, in Step 9,
Writing 4.3 poems Guidebook you may want to
4. Each group performs group reading for Chapter 1 and 2. Page(s): 32, 100- consider providing
Communicate Other imaginative 5. Elicit responses from pupils about the setting, characters and how Dorothy’s house 104 marker or model
with appropriate responses as sentences for weaker
language form appropriate landed in the Land of Oz. pupils. This will
and style for a 6. Pupils watch a short video of Dorothy in her blown away house. increase their
range of purposes Complementary chances of success
in print and digital Skill https://www.youtube.com/watch?v=RQWSh7Db-_E by being able to write
media Writing 4.3.1 a story.
7. Asks pupils the following questions:
Use capital a. “If you were carried away by a cyclone like what happened to Dorothy, where do
letters, full stops, you think you will end up?”
commas in lists, b. What will you see at the new place?
question marks c. What kind of characters will you meet?
and speech marks
appropriately at 8. Pupils complete the Circle Map worksheets. (Refer to guidebook page 100 -104)
discourse level 9. Based on the three Circle Maps, pupils create a story that begins with:
‘If I was carried away by a cyclone like what happened to Dorothy, I think I would end
up on…’
Post-lesson
10. Pupils present their stories to the class.
Primary Year 6 Scheme of Work 148
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
WEEK: __ LESSON: 102 (Reading 20) MAIN SKILL FOCUS: Reading THEME: World of Stories
TOPIC: Music and Song
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Phonology: rhythm and rhyme
(listen to song in this lesson for example rhythm; rhyming words, e.g.
same-game; back-soundtrack)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Reading 3.2 Reading 3.2.1 1. Ask pupils about their favourite song. It may be In English, Malay or another language. Year 6 according to the
Have pupils work in small groups to try to write the lyrics of the chorus in the language Pupil’s Book: needs of your pupils.
Understand a Understand the the song is in and in English if possible. Page(s): 88–89 Please see the seven
variety of linear main idea of Exercise(s): 1–3 differentiation
and non-linear simple longer Lesson delivery Teacher’s Book: strategies in Section
print and digital texts 2. Follow the instructions for Learning to learn in the Teacher’s Book, p.142. Focus on the 4.
texts by using rhyming sounds at the end of lines, as well as rhythm and number of stressed syllables. Page(s): 142
appropriate Point out that words can rhyme even when they are not spelt the same (e.g. when & In addition, you may
reading strategies again / around & down). want to consider
providing extra
Complementary Complementary 3. Ask pupils to look at the song lyrics they wrote in Step 1. Ask pupils to identify features practice or focus on
Skill Skill of this song from Step 2. rhyming words at
Listening 1.1 Listening 1.1.1 4. Follow the instructions for Activity 1 in the Teacher’s Book, p.142. Pupils listen to the Step 2 to support
song to check their predictions. Have them read the lyrics as they listen. pupils who are less
Recognise and Recognise and 5. Follow the instructions for Activity 2 in the Teacher’s Book, p.142. Pupils re-read the proficient in listening
reproduce target reproduce song and decide on a title. or speaking skills.
language sounds independently a 6. Follow the instructions for Activity 3 in the Teacher’s Book, p.142. Pupils analyse the
wide range of song lyrics and structure.
target language
phonemes 7. Ask pupils to look back at their song from Step 1 again to try to answer the questions
from Activity 3 in relation to that song.
Post-lesson
8. Play the song again and encourage pupils to sing along.
Primary Year 6 Scheme of Work 149
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
WEEK:__ LESSON: 103 (Writing 20) MAIN SKILL FOCUS: Writing THEME: World of Stories
TOPIC: Music and Song
CROSS-CURRICULAR ELEMENT (CCE): Language LANGUAGE/GRAMMAR FOCUS: Phonology: rhythm and rhyme
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Academy Stars Differentiate learning
Writing 4.3 Writing 4.3.2 1. Play a rhyming game, where pupils hear a word and should say another word which Year 6 according to the
rhymes. Pupil’s Book: needs of your pupils.
Communicate Spell most high Page(s): 88–89 Please see the seven
with appropriate frequency words Lesson delivery Exercise(s): 4–5 differentiation
language form accurately in Teacher’s Book: strategies in Section
and style for a independent 2. Re-elicit and write some of the pairs of rhyming words on the board from p.88 of the 4.
range of purposes writing Pupil’s Book. Remind pupils that sometimes the spelling is consistent between the pairs Page(s): 142
in print and digital (e.g. same & game), but other times it is different (e.g. first & worst). In addition, you may
media 3. Play the song from Lesson 102 again. Have pupils read along in the Pupil’s Book, p.88 want to consider
as they listen. having pupils use the
Complementary Complementary model in Activity 4 to
Skill Skill 4. Ask pupils to identify the rhyming words in the song. write another verse in
Listening 1.1 Listening 1.1.1 5. Follow the instructions for Activity 4 in the Teacher’s Book, p.143. Pupils use a word in Step 6 if they need it.
the box to complete the song. More proficient pupils
Recognise and Recognise and could write a
reproduce target reproduce 6. Have pupils try to write another verse for the song using their own ideas. completely new
language sounds independently a 7. Follow the instructions for Activity 5 in the Teacher’s Book. Note that pupils’ verses verse.
wide range of could be very different from one another’s.
target language
phonemes Post-lesson
8. Ask for volunteers to sing their verse to the class. Ask for feedback on the rhythm and
rhyme in particular.
Primary Year 6 Scheme of Work 150
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