Primary Year 2 SK Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pic
Task 4: Identify the flashcard acti
Listening Listening (the
1.2 1.2.2 Lesson Delivery dra
Understand meaning in Understand with support 1. Review the flashcards on the board play
a variety of familiar specific information and from the pre-lesson task by checking swi
contexts details of simple pupils know these expressions. Then pian
sentences mime each one and ask pupils to guess one
what you are doing. be
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 2. Ask pupils to stand in a circle. Say Wo
the action words and pupils mime. Ask the
Speaking Speaking pupils to turn to their neighbour to do
2.1 2.1.1 this in pairs.
Communicate simple Give simple personal
information intelligibly information using basic 3. Put the days of the week word cards
statements around the classroom. Give each pupil
an action flashcard.

4. Say the sentence I (verb) on (day).
The pupil with the action flashcard
should take it and stand by the correct
day. Repeat for all cards.

5. Ask pupils to tell you a sentence for
their action and day (where they are
standing).

6. Pupils return to their places. Tell
pupils a sentence about your week (e.g.
I ride my pony on Mondays). They
should tell you if it is right or wrong.
Repeat a few times.

7. Pupils do the Right or Wrong activity
in pairs.

8. Feedback as a whole class by asking
pupils to tell you what their partner does
in the week. Depending on your class,
you could ask them to say:
X said, “I xxx on xxxs’
She xxxxs on xxxxs.
She doesn’t xxx on xxxs.

Post lesson
Task 1 (you will need to make notes as
pupils talk about their weekly activities
for this)

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Strategy 3 may be
suitable at stage 8 (see
cture flashcards for Language Learning Outline).
ions from p.56-60
ese can be hand- Use other strategies if
awn if necessary) : appropriate.
y football, go
imming, play the
no etc. Enough for
e per pupil (they can
repeated)

ord cards for days of
e week

35

Scheme of Work

Primary Year 2 S

36

Scheme of Work

WEEK: _______________ LESSON: 7 (Speaking 2)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
I / we + verb + on + day+s

Primary Year 2 S

37

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Task 4: Identify the flashcard
Speaking Speaking
2.1 2.1.1 Lesson delivery
Communicate simple Give simple personal 1. Write numbers 1 to 6 (or one to six)* on the
information intelligibly information using basic board. If you have a numbers song, you could
statements the song.

COMPLEMENTARY COMPLEMENTARY 2. Review the action flashcards and put them o
SKILL SKILL board next to a number as the pupils say them
correctly.
Listening Listening
1.2 1.2.2 3. Ask pupils to close their eyes or turn around
Understand meaning in Understand with support Remove an action card from the board. Ask pu
a variety of familiar specific information and tell you which card you removed. They can tel
contexts details of simple the number and/or the action. Repeat.
sentences
4. Put the pictures back on the board and write
phrase next to them (you can elicit spelling, as
pupils to write in their notebooks or ask a pupi
come and write on the board).

5. Give out papers. Pupils work in pairs to tell
other what they do in the week. They should c
(if possible) from the actions on the board 1 - 6
The partner listens and writes in the table (the
write the words or the number from the board)

6. Ask pupils to compare their worksheets to fi
any activity that they do at the same time. If th
they should say Let’s do it together! You will n
model this and explain together using gesture
mime.

7. Tell pupils to stand up and walk around the
to talk to new partners. They should try to find
something in common:
A: I play football on Saturdays.
B: I play football on Saturdays, too.
A&B: Let’s do it together!
Model and practice the dialogue before beginn
the activity.

8. Feed back by asking pupils to tell you what
have in common, e.g. We play football on
Saturdays.
Make notes on what pupils say here, you will n
this to prepare the next lesson.

Post lesson
Task 3

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES
REFERENCES CURRICULAR STRATEGIES / REMARKS

ELEMENT

Picture flashcards Language Strategies 2 or 5 may be
of actions (from suitable.
Lesson 6)
Use other strategies if
d sing One or two dice appropriate.
per pair or group
on the (or whole class if *You could extend this to
m not available) 12 and use two dice for
this activity.

d. A worksheet for
upils to each pupil with a
ll you table for pairwork
interview (see
e the below)
sk
il to

each
choose
6.
ey can
).

ind
hey do,
need to

and

room

ning 38
they
need

Scheme of Work

Example table for pairwork interview worksheet for Lesson 7

Day Activity
Mondays
Tuesdays I play football
Wednesdays
Thursdays
Fridays
Saturdays
Sundays

Primary Year 2 S

39

Scheme of Work

WEEK: _______________ LESSON: 8 (Reading 2)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
I / we + verb + on + day+s
/ei/ sound in words from unit

Primary Year 2 S

40

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pic
Task 4 acti
Reading Reading
3.1 3.1.2 Lesson delivery One
Recognise words in Recognise and sound out 1. Write the words on the board: eac
linear and non-linear with some support play Par
texts by using beginning, medial and watch Par
knowledge of sounds of final sounds in a word day bas
letters game res
COMPLEMENTARY ball
COMPLEMENTARY SKILL what
SKILL hurray
Reading match
Reading 3.1.1 Elicit the common letter (a).
3.1 Identify, recognise and Ask pupils to read the words to their
Recognise words in name the letters of the partner.
linear and non-linear alphabet
texts by using 2. Model the /ei/ sound. Ask pupils to
knowledge of sounds of tell their partner which words have this
letters sound.
Feedback on 1 and 2 whole class and
check pronunciation.

3. Elicit spellings for /ei/ sound: ay and
a+C+e (ask pupils to say the letter
names).
Ask pupils to write (or tell you) more
words which follow this rule.

4. Give pupils the worksheet. Ask them
to read the sentences in part 1 and
circle the /ei/ sounds. Then they should
read them with their partner before
checking whole class.

5. Ask pupils to read the sentences in
Part 2 of the worksheet (these should
be a mix of sentences about pupils,
some true (or right), some false (or
wrong), based on their responses in
Lesson 7. See below). They should
circle True or False.

6. Check answers whole class by
asking the relevant pupils to say if it is
true or false.

Post lesson
Task 12

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

cture flashcards of Language Strategies 1 or 3 may be
ions suitable.

e worksheet for Use other strategies if
appropriate.
ch pupil, in two parts.
rt 1 – see below. When writing the
rt 2 – sentences worksheet part 2, you
sed on pupils’ could choose pupils who
participate less often,
sponses in Lesson 7) who have lower
proficiency or who have
low motivation. This will
help involve them more in
their learning.

If appropriate, select
suitable activities for your
pupils from LINUS
Module 1 to be added in
to this lesson to focus on
phonemes from Lines a
and b of the Year 1
Phonics Table (see
syllabus)

41

Scheme of Work

Example sentences for worksheet part 1 (Lesson 8):

1. I play football on Mondays.
2. I go swimming on Saturdays.
3. I ride my bike on Sundays.
[Add more activities that your pupils do regularly]
Example sentences for worksheet part 2:
(Pupil’s name) I xxx on xxxs.
1. (Aishah) I play computer games on Mondays and Sundays. True / False
2. (Ryan) I ride my bike on Saturdays and Sundays. True / False
(8 - 10 sentences, depending on your class)

Primary Year 2 S

42

Scheme of Work

WEEK: _______________ LESSON: 9 (Writing 2)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
My favourite day is X.
I + verb + on + day+s.

Primary Year 2 S

43

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Wo
Task 1 (days of the week) sen
Writing Writing stud
4.3 4.3.3 Lesson delivery
Communicate with Plan, draft and write 1. Have pupils sit or stand in a circle. I/g
appropriate language simple sentences Give each pupil a word card. Ask pupils Sat
form and style for a to find friends to make sentences. They foo
range of purposes in should stand in a line to make a
print and digital media sentence with their words. Wo
If you have a very large class or would pup
like to control this more, children can
COMPLEMENTARY COMPLEMENTARY work in groups so that each group
SKILL SKILL makes one sentence.
Ask pupils to say their sentences. Put
Writing Writing the sentences on the board. Elicit the
4.2 4.2.1 need for full stops.
Communicate basic Ask for and give basic
information intelligibly personal information 2. Play a game to elicit the spelling of
for a range of purposes using basic questions favourite (e.g. see pre-lesson task 7),
in print and digital and statements leave the word on the board.
media
3. Tell pupils that your favourite day is
X. Tell them what you do on that day.
Ask pupils to write their favourite day in
their exercise books. They can also
write what they do on that day,
depending on the proficiency level of
your class or pupils. Monitor and help
pupils as necessary.

4. Ask pupils to check their partner’s
writing.

5. Hand out worksheet to pupils. They
should write their favourite day at the
top of the page. On the lines at the
bottom, they write My favourite day is
X. They can also write I xxx on xxxs if
they drafted this in stage 3. They draw
a picture in the box.

6. Display pupils’ work in the
classroom. Ask pupils to tell the class
about their work.

Post lesson
Task 5

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

ord cards to make up Language Strategies 3 or 4 may be
ntences. One per suitable (see learning
dent. e.g. outline).

go / swimming / on / Use other strategies if
turdays / I / play / appropriate.
otball / on / Fridays
If appropriate, select
orksheet for each suitable activities for your
pil (see below) pupils from LINUS
Module 1 to be added in
to this lesson to focus on
phonemes from Lines a
and b of the Year 1
Phonics Table (see
syllabus).

44

Scheme of Work

Suggested design of worksheet for Lesson 9:
Day: _____________________________________

_________________________________
_________________________________
_________________________________

Primary Year 2 S

45

Scheme of Work

WEEK: _______________ LESSON: 10 (Language Arts 2)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
Days of the week and food vocabulary review

Primary Year 2 S

46

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson linked to You
the main and the complementary on
Language Arts Language Arts content and learning standards. less
5.2 5.2.1
Express personal Name people, things, You could extend Lesson 5 by re- Sug
responses to literary actions, or places of reading The Very Hungry Caterpillar The
texts interest in texts. and providing some activities to Cat
develop understanding of life cycles in
COMPLEMENTARY nature, specifically the butterfly.
SKILL
COMPLEMENTARY
Speaking SKILL
2.1
Communicate simple Speaking
information intelligibly 2.1.3
Give a short sequence of
basic instructions

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Your choice depending
on your lesson
ur choice depending Science and
the focus of your Technology
son.

ggested material:
e Very Hungry
terpillar

47

Scheme of Work

WEEK: _______________ LESSON: 11 (Speaking 3)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
Do you…?
Yes, I do…/ No, I don’t

Primary Year 2 S

48

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE Sup
STANDARD STANDARD
Pre-lesson
MAIN SKILL MAIN SKILL See Teacher’s Book.

Speaking Speaking Lesson Delivery
2.1 2.1.1 See Teacher’s Book.
Communicate simple Give simple personal
information intelligibly information using basic Post lesson
statements See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.61 ELEMENT Strategy 2, 3 or 7 may be
suitable.
Language
Use other strategies if
appropriate.

49

Scheme of Work

WEEK: _______________ LESSON: 12 (Listening 3)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
We’re lost
Lake
Wait and see
Come with me
Thank you very much

Primary Year 2 S

50

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book. p.6

Listening Listening Lesson Delivery
1.2 1.2.3 See Teacher’s Book.
Understand meaning in Understand with support
a variety of familiar very short simple NB – this lesson focuses on Activity 1
contexts narratives (picture story), which continues onto
page 63.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
See Teacher’s Book.

Listening Listening
1.2 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of simple
sentences

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.62- ELEMENT
63
Values Strategy 6 may be
(asking for help when suitable.
you need it)
Use other strategies if
appropriate.

51

Scheme of Work

WEEK: _______________ LESSON: 13 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
Recycled story language from lesson 17

Primary Year 2 S

52

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Reading Reading
3.1 3.1.3 Lesson Delivery
Recognise words in Blend phonemes (CVC, See Teacher’s Book.
linear and non-linear CCVC, CVCV, CCV)
texts by using Post lesson
knowledge of sounds of See Teacher’s Book.
letters

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds range of high frequency
target language
phonemes

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.63 ELEMENT

Values Strategy 2 may be
(asking for help when suitable.
you need it)
Use other strategies if
appropriate.

53

Scheme of Work

WEEK: _______________ LESSON: 14 (Writing 3)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
How many days do….?
Possessive ’s

Primary Year 2 S

54

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Writing Writing
4.3 4.3.1 Lesson Delivery
Communicate with Use capital letters and See Teacher’s Book.
appropriate language full stops appropriately in
form and style for a guided writing at Post lesson
range of purposes in sentence level See Teacher’s Book.
print and digital media

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of simple
sentences

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.64 ELEMENT Strategy 2 may be
suitable.
Language
Use other strategies if
appropriate.

55

Scheme of Work

WEEK: _______________ LESSON: 15 (Language Arts 3)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
Your choice of phoneme blends CVC, CCVC, CVCV, CCV

Primary Year 2 S

56

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Design your own Language Arts lesson You
linked to the main and the app
Language Arts Language Arts complementary content and learning less
5.1 5.1.2 standards.
Enjoy and appreciate Say the words in simple Som
rhymes, poems and texts, and sing simple In this lesson, pupils listen to and join in can
songs songs with intelligible a song which focuses on blending
pronunciation, rhythm phonemes. They should see and work http
and intonation with the words of the song in written com
i) simple chants and raps form as well. son
ii) simple rhymes
iii) simple action songs http
iv) simple songs ode
bes

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC, CVCV, CCV)
texts by using
knowledge of sounds of
letters

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Your choice, as
appropriate to your
ur choice, as Language lesson.
propriate to your
son.

me example songs
n be found here:

ps://www.kizphonics.
m/phonics-phoneme-
ngs/

p://www.earlychildho
educationzone.com/
st-phonics-songs/

57

Scheme of Work

WEEK: _______________ LESSON: 16 (Listening 4)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS:
Your choice of review or extension of recently introduced language an

Primary Year 2 S

nd vocabulary 58

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Design your own lesson linked to the You
main and the complementary content app
Listening Listening and learning standards. less
1.2 1.2.2 Rev
Understand meaning in Understand with support One possibility is to extend the listening p.6
a variety of familiar specific information and activity on p.64 of the textbook. Pupils
contexts details of simple work in pairs to dictate spelling and
sentences other information to each other in a
similar way.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Reading Reading
3.1 3.1.1
Recognise words in Identify, recognise and
linear and non-linear name the letters of the
texts by using alphabet
knowledge of sounds of
letters

Primary Year 2 S

MATERIALS / CROSS DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ur choice, as ELEMENT Your choice, as
propriate to your appropriate to your
son Language lesson.
view or extend
61-64.

59

Scheme of Work