Primary Year 4 SK SOW-2

OOK BASED LESSON (Unit 9)

ding THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of superlative
adjectives

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

125). Get Smart Plus 4 Differentiate learning
according to the needs of
y (Part 2). Have them predict in Activity 1 your pupils and class. Please
y. Student’s Book see the seven differentiation
e five sections of the story to match (pages 100 & 101) strategies listed in the
uietly on their own. After reading, and Teacher’s introduction. Please also
in the Teacher’s Book for Activity 1 Book (pages 148 consider the following:
ok for the After reading activity. & 149)
Vary the questions you ask
e story in a pairwork or small group Pictures from as pupils follow the story so
story, cut up that you provide the right
challenge to different
Headings for each proficiencies while checking
section of the that all pupils have
story understood the text. You
could ask pupils to answer
some of the questions in
pairs so that more pupils
have the chance to answer.

188

WEEK: __ LESSON: 142 (Writing 27) SCHEME OF WORK: TEXTBO
TOPIC: Get active!
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Follow instructions in the Teacher’s Boo

4.2 4.2.1 Lesson delivery

Communicate basic Explain and give 2. Follow instructions in the Teacher’s Boo
information reasons for simple
intelligibly for a opinions 3. Follow instructions in the Teacher’s Boo
range of purposes
in print and digital Complementary 4. Follow instructions in the Teacher’s Boo
media Skill
5. Ask pupils to answer the questions in th
Complementary Reading know. Have pupils say what they think of th
Skill this activity to be a project-based activity u
3.2.2
Reading 6. Pupils write about the famous person, u
Understand a plan, but do not give the name.
3.2 specific
information and Post-lesson
Understand a details of simple
variety of linear and texts of one or two 7. Have pupils read each other’s writing by
non-linear print and paragraphs try to guess who the famous person are. If
digital texts by could do this at the beginning of Lesson 14
using appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 9)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Verb + preposition: e.g.
be good/bad at

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ok for the Warm up activity. Get Smart Plus 4 Differentiate learning
according to the
ok for Activity 1. Activities 1-2 needs of your pupils
ok for Activity 2. Student’s Book and class. Please see
ok for Writing Tip. (page 99) and the seven
he Writing tip for a famous person they Teacher’s Book differentiation
this person as well. You could organise (page 146) strategies listed in the
using ICT. introduction. Please
using their answers in the previous step as also consider the
following:

Set different word
limits for different
pupils. You could add
one or more
questions to the
planning stage for
more proficient pupils.

y conducting a gallery walk. They should
f you don’t have time for this stage, pupils

44 (Language Awareness lesson).

189

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 143 (Language Arts 27) MAIN SKILL FOCUS: Lang
__ TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson
Language Arts 1. Show a picture of ‘Akela’.
Language Arts
5.2.1 2. Have pupils to discuss the importance o
5.2
Say in simple words 3. Discuss how Akela died and what can b
Express personal and phrases how a Lesson delivery
responses to text makes them 4. Follow the instructions in the Teaching G
literary texts feel 5. Have pupils discuss Mowgli’s feelings o
Post – Lesson
Complementary Complementary 6. Have pupils write the poem in cursive w
Skill Skill

Writing Writing

4.1 4.1.2

Form letters and Use cursive writing
words in neat in written work*
legible print using
cursive writing

*all children

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 9)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Adjectives

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
of Akela to Mowgli.
be done to honour her. Year 4 Graphic Differentiate learning
Guidebook on page 70. (Steps 1 – 4) Novel – The according to the
on Akela’s death. Jungle Book needs of your pupils
writing. and class. Please see
Contemporary the seven
Children’s differentiation
Literature strategies listed in the
Teaching introduction. Please
Guidebook (BPK) also consider the
- Graphic Novel following:

Strategy 2:
Differentiate by the
type and amount of
support provided

190

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Lang

TOPIC: Get active! CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Language Language Pre-lesson
Awareness Awareness lessons
lessons should be should be 1. Follow the instructions in the Teacher’s
presented and presented and
practised using a practised using a Lesson delivery
main skill and a main skill and a
complementary complementary skill 2. Follow the instructions in the Teacher’s
skill (Listening, (Listening, could also use the Optional activity in the T
Speaking, Speaking, Reading
Reading or or Writing). 3. Plan any further activities for this lesson
Writing). Teachers Teachers can use according to your pupils’ needs. You can u
can use Year 4 Year 4 Content and performance which you collected using for
Content and Learning Standards while teaching this unit. The information co
Learning in DSKP curriculum pupils interacting in classroom activities an
Standards in document. activities. Plan activities which focus on lan
DSKP curriculum fun and communicative way.
document.
Post-lesson

4. Ask pupils to think about their learning a
then complete the self-assessment worksh
differentiation strategies column).

5. Collect the worksheets from pupils and
responses. If there are any areas of conce
upcoming lessons.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 9)

guage Awareness THEME: teacher to complete

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
from Unit 9

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Warm up activity.
Get Smart Plus 4 Differentiate learning
Book for Activities 1 to 3. You according to the needs of
Teacher’s Book. Revision 9 your pupils and class. Please
n to develop language skills Student’s Book see the seven differentiation
use information about your pupils’ and Teacher’s strategies listed in the
rmative assessment strategies Book introduction. Please also
ould include your observation of consider the following:
nd their performance in written Self-assessment
nguage practice in a meaningful, worksheet *Most pupils will be able to
complete the self-
and performance in this unit. They assessment worksheet with
heet (see below and note in just a little support. Continue
to explain the criteria to
review them to note pupils’ pupils so they understand
ern, prepare a review of these in them clearly. Support pupils
where needed and allow
pupils to write in their own
language if necessary. You
could then help them to
express themselves in
English.

191

How did I do in Unit 9? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about sports Great ____ OK

…talk about what we use for different sports Great ____ OK

…talk about what I like and don’t like Great ____ OK

…compare people and sports Great ____ OK

 I’m proud of myself because I ________________________
 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work



____ A little ____
____ A little ____
____ A little ____
____ A little ____

_____________ very well.
______ better / mor

192

Unit 10WEEK: __ SCHEME OF WORK: TEXTBO

LESSON: 145 (Listening 28) MAIN SKILL FOCUS: Listen
TOPIC: What’s the matter? CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNIN
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose an activity from the pre-lesson tas
Listening Listening
Lesson delivery
1.3 1.3.1
2. Follow the instructions in the Teacher’s Bo
Use appropriate Guess the vocabulary. Leave on the board.
listening meaning of
strategies in a unfamiliar words 3. Play the song and have pupils listen and r
variety of contexts from clues the board.
provided by
knowledge of the 4. Get pupils to work with a partner to decide
topic their knowledge of the topics. Note that the f
you could adapt the activity (e.g. hide the so
Complementary Complementary when listening the first time) in order to help
Skill Skill
5. Follow the instructions in the Teacher’s Bo
Listening Listening
6. Follow the instructions in the Teacher’s Bo
1.1 1.1.1
Optional: Focus on the rhyming words in th
Recognise and Recognise and identify more words which rhyme. This could
reproduce target reproduce with focus on a sound which is more challenging
language sounds support a wide the Teacher’s Book.
range of target
language
phonemes

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ning THEME: World of Self, Family and Friends
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: have got: What’s the
matter? I’ve got…

NG OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sks to introduce the topic health. Get Smart Plus 4 Differentiate
ook for Warm up. Use flashcards to show the learning according
raise their hand when they hear the words on Activity 1 to the needs of your
Student’s Book pupils and class.
(page 103) and Please see the
Teacher’s Book seven differentiation
(page 152) strategies listed in
the introduction.
Flashcards Please also
consider the
e on the meaning of the new words, based on following:
focus of this lesson should be on listening, so
ong lyrics or ask pupils to close their books Pupils will be used
the pupils to focus on listening not reading. to this activity style
by now, but some
ook for the TPR activity. may still not feel
comfortable singing
ook for Vocabulary (Track 68). along. As the lesson
focuses on rhyming
he song. You could play a game where pupils words, give pupils
d use the same sound as the song, or it could the choice of saying
or singing the
for pupils. See remaining phonics pages in words.

193

Post-lesson
7. Review learning in this lesson of vocabula
your pupils. Choose an appropriate activity f

Primary Year 4 SK Scheme of Work

ary or sounds, depending on the needs of
from the post-lesson tasks.

194

WEEK: __ LESSON: 146 (Speaking 28) SCHEME OF WORK: TEXTBO
TOPIC: What’s the matter?
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
2.2 Speaking 1. Review the previous vocabulary using a
Use appropriate play the song again, following instructions
communication 2.2.1
strategies Lesson delivery
Keep interaction 2. Follow the instructions in the Teacher’s
Complementary going in short 3. Follow the instructions in the Teacher’s
Skill exchanges by:
Listening 4. Talk to pupils and elicit some ideas for e
1.2 using suitable natural and includes expressions such as
Understand words etc.)
meaning in a
variety of familiar (i) to show 5. Give pairs the lines of an extended dialo
contexts understanding them in the correct order, then practise the

(ii) to ask for 6. Have pupils create, practise then perform
clarification
Post-lesson
Complementary 7. Play ‘hot card pantomime’ in groups (se
Skill

Listening

1.2.5

Understand longer
supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

aking THEME: World of Self, Family and Friends
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: have got: What’s the
matter? I’ve got…

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

an activity from the pre-lesson tasks or Get Smart Plus 4 Differentiate learning
in the Teacher’s Book for TPR activity. according to the needs
Activity 3 of your pupils and
Book for Grammar Box. Student’s Book class. Please see the
Book for Activity 3. (page 103) and seven differentiation
extending the dialogue so that it is more Teacher’s Book strategies listed in the
‘Really?’ / ‘A headache? Oh poor you!!’ (page 153) introduction. Please
also consider the
ogue you have prepared. They should put Lines of extended following:
e dialogue. dialogue, mixed
rm a new dialogue in pairs. up In Stage 6, pupils could
simply substitute the
sickness vocabulary, or
they could change the
dialogue, depending on
their proficiency level.

ee Teacher’s Book, Optional activity).

195

WEEK: __ LESSON: 147 (Reading 28) SCHEME OF WORK: TEXTBO
TOPIC: What’s the matter?
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 3.2.3 1. Choose a pre-lesson task to introduce th
Guess the meaning 2. Follow the instructions in the Teacher’s
3.2 of unfamiliar words
from clues provided 3. Write the word should on the board. Ask
Understand a by title and topic
variety of linear 4. Show the pictures from the story. Have
and non-linear Complementary the pictures.
print and digital Skill
texts by using Listening 5. Ask pupils some questions about the sto
appropriate at the end of the story?). Play the CD and
reading strategies pictures, then answer the gist question.
6. Follow instructions in the Teacher’s Boo
Complementary
Skill Post-lesson
7. Complete Activity 3 from the Student’s
Listening
1.2.3
1.2
Understand with
Understand support short simple
meaning in a narratives on a
variety of familiar range of familiar
contexts topic

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ding THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: modal verb (should)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

he vocabulary. Lesson delivery Get Smart Plus 4 Differentiate learning
Book for Grammar Box. according to the needs
k pupils what it means. Activity 1 of your pupils and
pupils tell each other words they know in Student’s Book class. Please see the
(page 104) and seven differentiation
ory (e.g. Why can the children stay longer Teacher’s Book strategies listed in the
ask pupils to listen and look at the (page 154) introduction. Please
also consider the
ok for Activity 1 (Track 72). Enlarged pictures following:
from the story
Book. * It is a good idea to
check before the lesson
that none of the pupils
in your class has
traumatic experiences
relating to health (their
own or someone close
to them). In this case,
you can leave out
Stage 7 and other
personalised activities,
or plan them so that
pupils are not reminded
of or need to talk about
these experiences.

196

WEEK: __ LESSON: 148 (Writing 28) SCHEME OF WORK: TEXTBO
TOPIC: What’s the matter?
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Technology / Values

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
1. Play hot card pantomime (see instruction in t
or choose a pre-lesson activity from the list.

4.2 4.2.2 Lesson delivery
2. Give pupils a model conversation (see mater
Communicate Make and Sandy: I have a cut on my finger. (cause)
basic information respond to Greg: Let me help you put on a plaster. (offer)
intelligibly for a simple offers Sandy: Why?
range of and invitations Greg: You will feel better. (reason)
purposes in print
and digital media

Complementary Complementary Sandy: Yes, thank you.
Skill Skill
3. Give pupils a worksheet and ask them to writ
Writing Writing Focus on giving simple opinions, as well as ma

4.2 4.2.1 Post-lesson

Communicate Explain and give 4. Choose an appropriate activity from the post
basic information reasons for
intelligibly for a simple opinions
range of
purposes in print
and digital media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ng THEME: World of Self, Family and Friends

EMENT: Science and LANGUAGE/GRAMMAR FOCUS: Modal verbs: should / shall

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

the Teacher’s Book) to review vocabulary Get Smart Plus 4 Differentiate learning
rials). according to the needs of
Activity 3 Student’s your pupils and class.
te a conversation using these phrases. Book (page 105) and Please see the seven
aking and responding to offers. Teacher’s Book differentiation strategies
t-lesson tasks. (page 155) listed in the introduction.
Please also consider the
Worksheet designed following:
to look like a text
message When writing the model text
conversation message conversation,
keep your pupils in mind.
Model text message Think about their
conversation experiences and their
needs as well as the level
Mobile phones of language you use. It
(optional) should be a useful and
clear model for pupils to
base their own writing on.
See suggestions in Stage
4.

Focus on and highlight the
English language for the
learning standards (I
think… / Shall I…?) and
have pupils practise it
before stage 5 if necessary.

197

sore throat take medicine
stomach ache get a glass of water
toothache call a doctor

Sandy: I have ________________________ .
Greg: _________________________________ .
Sandy: Why?
Greg: _______________________ .
Sandy: Yes, thank you.

Primary Year 4 SK Scheme of Work

198

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 149 (Language Arts 28) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book
CROSS-CURRICULAR ELE
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Show video clips of scenes in a village a

5.2 5.2.1 2. Have pupils to state where would they w

Express personal Say in simple words Lesson delivery
responses to and phrases how a 3. Follow the instructions in the Teaching G
literary texts text makes them
feel

Complementary Complementary 4. Have pupils share their opinions in class
Skill Skill
Post – Lesson
Writing Writing 5. Get a consensus of what the class think

4.3 4.3.1

Communicate Use capital letters,
with appropriate full stops, question
language form marks and commas
and style for a in lists appropriately
range of purposes in guided writing at
in print and digital discourse level
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

guage Arts THEME: World of Stories

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Present/Past Simple Tense

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
and a jungle.
want to live and give reason(s) Year 4 Graphic Differentiate learning
Novel – The according to the needs of
Guidebook on page 73. (Steps 1 – 2) Jungle Book your pupils and class.
s. Please see the seven
Contemporary differentiation strategies
Children’s listed in the introduction.
Literature Please also consider the
Teaching following:
Guidebook (BPK)
- Graphic Novel Strategy 3: Differentiate by
the outcome expected from
pupils

ks Mowgli should do.

199

WEEK: LESSON: 150 (Listening 29) SCHEME OF WORK: TEXTBO
__ TOPIC: What’s the matter?
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Review key vocabulary through an activ
Listening Listening
Lesson delivery
1.2 1.2.2
2. Use the pictures of the people in Activity
Understand Understand with health problems/sicknesses. Have pupils p
meaning in a support specific activity.
variety of familiar information and 3. Follow the instructions in the Teacher’s B
contexts details of longer 4. Follow the instructions in the Teacher’s B
simple texts Note that the dialogue could be developed
standard, for example: He’s got a fever, so
Complementary Complementary
Skill Skill Post-lesson

Speaking Speaking 5. Review and consolidate learning with an

2.1 2.1.1

Communicate Explain and give
simple information reasons for basic
intelligibly opinions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: modal verb: should

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

vity from the pre-lesson task list. Get Smart Plus 4 Differentiate learning
according to the needs
y 4 to review vocabulary for different Activity 4-5 Student’s of your pupils and class.
practise these in an interactive Book (page 105) and Please see the seven
Teacher’s Book (page differentiation strategies
Book for Activity 4 (CD2, Track 73). 155) listed in the introduction.
Book for Activity 5 (CD2, Track 74). Please also consider the
d to meet the complementary learning Pictures of each of the following:
o I think he should… people in Activity 4
Note the names in
Activity 3. Some pupils
may be unsure of
English names. It will
help them in the listening
to know whether they are
boys’ or girls’ names.

n activity from the post-lesson tasks.

200

SCHEME OF WORK: NON-TEXTB

WEEK: __ LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Spea

TOPIC: teacher to complete CROSS-CURRICULAR ELE
and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose a pre-lesson task which will intr

2.1 2.1.1 Lesson delivery

Communicate Explain and give 2. Plan a non-textbook based lesson wher
about what we should/shouldn’t do to learn
simple information reasons for basic classroom and outside the classroom (at h

intelligibly opinions The lesson should help develop the main a
and can also help pupils develop independ
resources to show pupils, including compu
language learning games, stories and onlin

Complementary Complementary Pupils could practise speaking skills in an
Skill Skill advice with their language learning, or they
English, of appropriate.
Listening Listening
You may want to introduce shouldn’t in this
1.2 1.2.5
Post-lesson
Understand Understand longer
meaning in a supported questions 3. Review pupils’ learning and the content
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

aking THEME: World of Knowledge

EMENT: ICT / Creativity LANGUAGE/GRAMMAR FOCUS: modal verb:
should/shouldn’t

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
roduce the theme of the lesson.
Different learning Differentiate learning
re pupils use should to give their opinions resources in according to the needs of
n English. This can include in the English, including your pupils and class.
home or in the local environment). computer-based Please see the seven
and complementary learning standards resources if differentiation strategies
dent learning skills for the future. Bring possible. listed in the introduction.
uter-based resources if possible (e.g. Please also consider the
ne activities). following:
activity where they ask each other for
y could conduct a survey with teachers in Your pupils may have
access to different
s lesson. resources at home, some
more than others. Be
aware of this when
making suggestions for
how to practise and
develop English skills
outside of the classroom.

of the lesson using a post-lesson task.

201

WEEK: LESSON: 152 (Reading 29) SCHEME OF WORK: TEXTBO
__ TOPIC: What’s the matter?
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose a pre-lesson task to introduce th

3.2 3.2.2 Lesson delivery

Understand a Understand specific 2. Write some of the new vocabulary on th
variety of linear information and the words in the dictionary and talk to a pa
and non-linear details of simple
print and digital texts of one or two 3. Follow the instructions in the Teacher’s
texts by using paragraphs Track 75). Pupils check their answers to st
appropriate
reading strategies Complementary 4. Follow the instructions in the Teacher’s
Skill
Complementary 5. Optional: Follow the instructions in the T
Skill Reading may have used shouldn’t in the previous le
this lesson. Follow the instructions in the T
Reading 3.2.4
Post-lesson
3.2 Recognise and use
with little or no 6. Review pupils’ learning with a mime gam
Understand a support key stage 6.
variety of linear features of a simple
and non-linear monolingual
print and digital dictionary
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ding THEME: World of Self, Family and Friends
EMENT: Values LANGUAGE/GRAMMAR FOCUS: modal verb: should/shouldn’t

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

he context of ‘at home’. Get Smart Plus 4 Differentiate learning
according to the needs of
he board (2-4 words). Have pupils check Activities 1-2 your pupils and class.
artner about their meanings. Student’s Book Please see the seven
(pages 106-107) differentiation strategies
Book for Warm up and Vocabulary (CD2, and Teacher’s listed in the introduction.
tep2 at this point. Book (pages 156- Please also consider the
Book for Activity 1 (CD2, Track 76). 157) following:
Teacher’s Book for Grammar Box. Pupils
esson, but it is helpful to review it again in Monolingual Stage 6 allows pupils to
Teacher’s Book for Activity 2. dictionaries think about the rules in
their own home. Their
me. Focus in particular on pupils’ ideas in home may be quite
different from the one in
the textbook. Support all
pupils to express
themselves in this
personalised activity.

202

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON: 153 (Writing 29) MAIN SKILL FOCUS: Writin
__ TOPIC: What’s the matter? CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task which reviews

4.3 4.3.3 Lesson delivery

Communicate Produce a plan or 2. Plan a non-textbook based lesson wher
with appropriate draft of one They should create posters giving advice a
language form paragraph for a example, draw a person on their poster. Th
and style for a familiar topic and body, label them and add a written sugges
range of purposes modify this healthy (e.g. brain (head) – We should drin
in print and digital appropriately in our teeth twice a day). Alternatively, have
media response to large-sized poster/display, with pairs or gro
feedback for one body part each.
Complementary
Skill Complementary Pupils should focus on accurate spelling a
Skill it on to the poster.
Writing
Writing Post-lesson
4.3
4.3.2 3. Choose a post-lesson task which asks p
Communicate sequence of lessons.
with appropriate Spell most high
language form frequency words
and style for a accurately in guided
range of purposes writing
in print and digital
media

Primary Year 4 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

ng THEME: World of Knowledge
EMENT: Values LANGUAGE/GRAMMAR FOCUS: modal verb: should/shouldn’t

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

s parts of the body and health vocabulary. Dictionaries Differentiate learning
according to the needs of
re pupils focus on the topic of ‘Health’. Resources for your pupils and class.
about how to be healthy. Pupils could, for making and Please see the seven
hen they choose a number of parts of the putting up posters differentiation strategies
stion for how to keep that part of the body listed in the introduction.
nk lots of water // teeth – We should brush Please also consider the
pupils work as a class to make a single following:
oups focussing on more detailed advice
Pupils will need a lot of
and should plan their writing before putting help with vocabulary in this
lesson. Monitor carefully
pupils to reflect on their learning in this and help pupils with
vocabulary, provide
dictionaries for them to
check spellings and if you
have very proficient pupils,
they can help you.

203

SCHEME OF WORK: TEXTBO

WEEK: LESSON: 154 (Language Arts 29) MAIN SKILL FOCUS: Lang
__ TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Elicit responses from pupils pertaining to

5.2 5.2.1 relationships, feelings, behaviour, deeds

Express personal Say in simple words Lesson delivery
responses to and phrases how a 2. Follow the instructions in the Teaching G
literary texts text makes them Post – Lesson
feel

Complementary 3. Have pupils do a gallery walk by awardi
Skill
Complementary
Writing Skill

4.2 Writing

Communicate 4.2.4
basic information
intelligibly for a Describe people
range of purposes and objects using
in print and digital suitable statements
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary, Adjectives

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o the characters of the story. (e.g. their
s, etc) Year 4 Graphic Differentiate learning
Guidebook page 77. (Steps 1 – 8) Novel – The according to the needs of
ing stars/ smileys and wishes. Jungle Book your pupils and class.
Please see the seven
Contemporary differentiation strategies
Children’s listed in the introduction.
Literature Please also consider the
Teaching following:
Guidebook (BPK)
- Graphic Novel Strategy 7: Differentiate by
the feedback given

204

WEEK: __ LESSON: 155 (Listening 30) SCHEME OF WORK: TEXTBO
TOPIC: What’s the matter?
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a pre-lesson task which re-intro
Listening Listening
Lesson delivery
1.2 1.2.2
2. Review new vocabulary for Activity 3. Th
Understand Understand with new vocabulary.
meaning in a support specific 3. Check pupils’ understanding of the pictu
variety of familiar information and instructions in the Teacher’s Book for Activ
contexts details of longer 4. Follow the instructions in the Teacher’s
simple texts Have pupils explain the reasons for their s
can say if they agree or not.
Complementary Complementary
Skill Skill Post-lesson

Speaking Speaking 5. Choose a post-lesson task which review
shouldn’t.
2.1 2.1.1

Communicate Explain and give
simple information reasons for basic
intelligibly opinions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ning THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: modal verb:
should/shouldn’t

OUTLINE MATERIALS / DIFFERENTIATION
oduces the theme of safety at home. REFERENCES STRATEGIES
hen, get pupils to listen and say the
Get Smart Plus 4 Differentiate learning
according to the needs of
Activities 3-4 your pupils and class.
Student’s Book (page Please see the seven
107) and Teacher’s differentiation strategies
Book (page 157) listed in the introduction.

ures in Activity 3, then follow the
vity 3.

Book for Activity 4 (CD2, Track 78).
suggestions using because. Partners

ws and consolidates should and

205

WEEK: __ LESSON: 156 (Speaking 30) SCHEME OF WORK: TEXTBO
TOPIC: What’s the matter?
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Review any key vocabulary using a wor
task list.
2.2 2.2.2
Lesson delivery
Use appropriate Check steps
communication needed to complete 2. Follow the instructions in the Teacher’s
strategies short classroom Vocabulary (CD2, Track 79).
tasks
Complementary 3. Follow the instructions in the Teacher’s
Skill Complementary
Skill 4. Follow the instructions in the Teacher’s
Listening
Listening 5. Follow the instructions in the Teacher’s
1.2 ‘silly advice’.
1.2.4
Understand Post-lesson
meaning in a Understand longer
variety of familiar supported 6. Finish the lesson with a post-lesson acti
contexts classroom positively evaluates some of the contributio
instructions the lesson’s activities.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Yes/no questions with
modal verb: e.g. Should I…? / Yes, you should.

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rd game from the pre-lesson
Get Smart Plus 4 Differentiate learning according
Book for Warm up and to the needs of your pupils and
Book for Grammar Box. Activity 1 Student’s class. Please see the seven
Book for Activity 1. Book (page 108) and differentiation strategies listed in
Book for the Optional activity, Teacher’s Book (page the introduction. Please also
159) consider the following:
ivity which reviews and
ons that pupils have made to Set of instructions for Depending on how much your
the board game. class has practised checking
instructions during the year, they
may need some support with
language for this. If you have a
classroom poster displaying the
language, then you could ask
pupils to refer to it (but only if
they really need to).

206

WEEK: __ LESSON: 157 (Reading 30) SCHEME OF WORK: TEXTBO
TOPIC: What’s the matter?
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Choose either one reading text from the fo
a) What are germs? (Student’s Book page
Reading Reading b) Teeth facts! (Student’s Book page 133)

3.2.2 3.2.2 Pre-lesson

Understand Understand specific 1. Choose a pre-lesson task to introduce th
specific information and chosen.
information and details of simple
details of simple texts of one or two Lesson delivery
texts of one or two paragraphs 2. Follow the instructions in the Teacher’s
paragraphs and Activity 2.

Complementary Complementary 3. Ask pupils to guess the meaning of som
Skill Skill their knowledge of the topic. They could ch
4. Follow up the Student’s Book activities w
Reading Reading where pupils react to the text either using s

3.2 3.2.3 Post-lesson

Understand a Guess the meaning 5. Finish the lesson with a post-lesson acti
variety of linear of unfamiliar words quiz.
and non-linear from clues provided
print and digital by title and topic
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ding THEME: World of Knowledge
EMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 10 and/or learning in the year.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ollowing: Get Smart Plus Differentiate learning
e 110) or 4 according to the needs of
your pupils and class.
he topic of the reading text you have Activities 1-2 Please see the seven
Student’s Book differentiation strategies
s Book for Warm up, Vocabulary, Activity 1 (pages 110-111) listed in the introduction.
me unknown words in the text, based on and Teacher’s Please also consider the
heck these in the dictionary. Book (pages following:
162-163)
with an activity to extend the chosen topic, There are two texts to
spoken or written language. or choose from for this
lesson. Choose the text
CLIL 5 Student’s based on the interests and
Book (page 133) needs of your pupils.
and Teacher’s
Book (page 197)

Monolingual
dictionaries

ivity to review the text, such as a true/false

207

WEEK: __ LESSON: 158 (Writing 30) SCHEME OF WORK: TEXTBO
TOPIC: What’s the matter?
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Creativity and Innovation

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Follow the instructions in the Teacher’s
in the Teacher’s Book for Warm up.
4.3 4.3.3
Lesson delivery
Communicate Produce a plan or
with appropriate draft of one 2. Follow the instructions in the Teacher’s
language form paragraph for a check the instructions in English with their
and style for a familiar topic and they may still have. Note that pupils write t
range of purposes modify this poster. Pupils plan their work and draft it in
in print and digital appropriately in poster.
media response to
feedback 3. Follow the instructions in the Teacher’s
Complementary present in groups and listen to see how ma
Skill Complementary a safety instruction that no-one else had o
Skill
Speaking 4. Optional: Follow the instructions in the T
Speaking activity.
2.2
2.2.2 Post-lesson
Use appropriate
communication Check steps 5. Ask pupils to think about their learning a
strategies needed to complete year. They then complete the self-assessm
short classroom
tasks 6. Collect the worksheets from pupils and t
progress. Allow plenty of time for this stage
group review activity for pupils to work on a

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ng THEME: World of Self, Family and Friends

EMENT: Values / LANGUAGE/GRAMMAR FOCUS: modal verb:
should/shouldn’t

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book for Revision or the instructions Get Smart Plus Differentiate learning
4 according to the needs of your
Book for Activity 1*. Have pupils pupils and class. Please see
classmates. Then elicit questions Activities 1-2 the seven differentiation
the safety instruction on the safety Student’s Book strategies listed in the
n their notebook before making the (page 109) and introduction. Please also
Teacher’s Book consider the following:
Book for Activity 2. Have pupils (pages 160-161)
any original ideas they each had (i.e. *You may want to change the
on their poster). context of the safety poster if
Teacher’s Book for the Optional this is culturally inappropriate.
If you do this, you will need to
rewrite the instructions, but
pupils can still use the model
in Activity 2 to help with
language and concept.

and performance in this unit and the
ment worksheet (see below).

talk to them individually about their
e of the lesson. Provide a small
as you talk to individuals.

208

How did I do in Unit 10? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about health problems and Great ____ OK ____
illnesses Great ____ OK ____

…give advice

…say what I think and why I think it Great ____ OK ____

…talk about safety Great ____ OK ____

…compare people and sports Great ____ OK ____

 I’m proud of myself because I ________________________
 This year, I think I was good at:

1. ___________________________________
2. ___________________________________
3. ___________________________________
 Next year, I will try to_______________________________

Primary Year 4 SK Scheme of Work



A little
____
A little
____
A little
____
A little
____
A little
____

_____________ very well in this unit.

______________________

______________________

______________________

___________________ more/better.

209

SCHEME OF WORK: NON-TEXTB

WEEK: __ LESSON: 159 (Language Arts 30) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book
CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson
1. Get pupils to watch a video clip on a Re
Language Arts Language Arts
Lesson delivery
5.3 5.3.1
2. Follow the instructions in the Teaching G
Express an Respond – 7)
imaginative imaginatively and
response to intelligibly through 3. Use the assessment form for group wor
literary texts creating simple Guidebook.
picture stories, Post – Lesson
simple poems and
cartoon stories 4. Have pupils give medals and missions t

Complementary Complementary
Skill Skill

Reading Reading

3.3 3.3.1

Read Read and enjoy A1
independently for fiction/non-fiction
information and print and digital
enjoyment texts of interest

Primary Year 4 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Pronunciation and Intonation

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

eaders’ Theatre. Year 4 Graphic Novel Differentiate learning
Guidebook on pages 84-88. (Steps 1 – The Jungle Book according to the needs of
rk on page 128 of the Teaching your pupils and class. Please
Contemporary see the seven differentiation
Children’s Literature strategies listed in the
Teaching Guidebook introduction. Please also
(BPK) - Graphic consider the following:
Novel
Strategy 2: Differentiate by
the type and amount of
support provided

to other groups. Strategy 3: Differentiate by
the outcome expected from
pupils

210

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Proje
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Teachers to select Teachers to select Teachers will need to develop their own le
an appropriate an appropriate main resources that they select. Ideas for projec
main skill and skill and and interests of the pupils.
complementary complementary skill
skill based on the based on the needs
needs and and interest of the
interest of the pupils.
pupils.

Primary Year 4 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

ect-Based Learning THEME: Teacher to select

EMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
essons based on topic/themes and
cts should be based on the needs Teacher to For differentiation strategies,
select their own please refer to the provided
materials list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

211