Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 41 (Listening 9)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 - 40: colours
What colour’s the…?

Primary Year 1 S

111

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-Lesson

Listening Listening 1. Pre-Lesson task 10: Say what’s missing
1.2 1.2.2 Lesson Delivery
Understand meaning Understand with
in a variety of familiar support specific 2. Draw 4 columns on the board.
contexts information and details 3. Divide the class into 4 teams. Ask each team to sta
of very simple phrases
COMPLEMENTARY and sentences line facing the board.
SKILL 4. Give each pupil at the front of the line a set of colou

Listening COMPLEMENTARY 5. Go to the back of the line and ask the 4 pupils at th
1.2 SKILL of each line to come to you.
Understand meaning
in a variety of familiar 6. Show them a colour card.
contexts
Listening 7. The pupils go back to their lines and whisper the co
1.2.5 the next pupil in the line. This continues until the pu
Understand short front of the line, who shows a card matching the co
supported questions they hear.

8. Each team gets one point for a correct answer. The
who finished first get an extra point if their answer is
correct.

9. Continue with new colours.

10. Change the order in the line each time (e.g. pupil a
front goes to the back, so that there is a new pupil a
front).

11. You can add challenge by showing 2 or 3 colours,
pupils have to whisper more than one colour at the
time.

12. Change focus by putting classroom objects on a ta
pictures of these on a screen.

13. Give pupils time to remember the objects and reme
their colours.

14. Cover the objects and ask What colour’s the (penc

15. Repeat step 14 a few times.

16. Divide pupils into small groups: They play the same
with their own classroom objects.

Post lesson

17. Post lesson task 9 Read your friend’s mind.

Primary Year 1 S

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

5 sets of colours Language Strategies 2 and 7
cards: one for you, may be suitable.
and 4 sets for 4
teams of pupils Use other strategies if
appropriate.

Classroom objects:
and in a real ones or pictures

A cloth to cover the
ur cards. objects with
he back

olour to
upil at the
olour

e team
is

at the
at the

so that
e same

able, or

ember
cil case)?

e game

112

Scheme of Work

WEEK: _______________ LESSON: 42 (Speaking 9)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 - 40
Imperatives: Put away your…please, Take out your… please, Pass me
please, Thank you.
Classroom objects

Primary Year 1 S

e a… please, Open your…

113

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-Lesson Cla

Speaking Speaking 1. Pre-Lesson Task 2: Sequence the
2.1 2.1.4 information
Communicate simple Greet, say goodbye, and (Do this with a set of instructions
information intelligibly express thanks using similar to those on p.17 of the
suitable fixed phrases textbook).

Lesson Delivery

COMPLEMENTARY COMPLEMENTARY 2. Give instructions to pupils similar to
SKILL SKILL those on p.17 of Superminds 1
(e.g. Open your notebooks please).
Listening Listening Say Thank you when pupils follow
1.2 1.2.4 the instructions carefully.
Understand meaning in Understand short basic
a variety of familiar supported classroom 3. Divide pupils into small groups.
contexts instructions
4. Ask them to take turns to give
instructions, and say thank you
when others in the group do this
correctly.

5. Ask some pupils to give
instructions to the whole class.

6. Extend step 2 by combining
instructions (e.g. Pass me a pencil
and a rubber please, Open your
bag and take out your notebook,
please).

Post lesson

7. Post lesson task 5: Remember it,
say it

Primary Year 1 S

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

assroom objects ELEMENT Strategies 4 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

114

Scheme of Work

WEEK: _______________ LESSON: 43 (Reading 9)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 - 40
Colours

Primary Year 1 S

115

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Col
Review the words you will need for this set)
Reading Reading lesson (depending on your picture) by
3.1 3.1.2 playing a word game, e.g. Task 1. Pap
Recognise words in Recognise and sound out num
linear and non-linear with support beginning, Lesson delivery exa
texts by using medial and final sounds 1. Review colour words using the cards par
knowledge of sounds of in a word – either as a whole class matching as a
letters activity on the board, or by giving each
COMPLEMENTARY pupil a card and asking them to find
COMPLEMENTARY SKILL their partner (a pair is the colour and its
SKILL matching word).
Writing
Writing 4.3.2 2. Feedback on this activity and write
4.3 Spell familiar high the colours on the board, numbered (in
Communicate with frequency words preparation for the next step).
appropriate language accurately
form and style for a 3. Draw a picture on the board, or give
range of purposes in a handout. Write numbers inside some
print and digital media of the things in your picture, and add a
number key (e.g. 1 = blue, 2 = green).

4. Pupils (copy and) colour the picture
appropriately, according to the number
key.

5. Pupils then draw their own picture,
create their own key, and exchange
with a partner.

6. Pupils then colour the picture

according to the key and check each
other’s work.

Post lesson
Task 1

Primary Year 1 S

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

lour / word cards (1 ELEMENT Strategies 1 or 3 may be
) appropriate, especially if
Language you have strong readers
per, pens, and a in your class.
mbered picture (for
ample of a house or If appropriate, select
rk) on the board or suitable activities for your
a handout pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
from Line d of the
Phonics Table (see
Syllabus).

116

Scheme of Work

WEEK: _______________ LESSON: 44 (Writing 9)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 – 40

Primary Year 1 S

117

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Ac
Task 6 using colour words boa
Writing Writing
4.3 4.3.2 Lesson delivery Col
Communicate with Spell familiar high 1. Draw a colour wheel on the board,
appropriate language frequency words and ask pupils to copy and then label it Dic
form and style for a accurately with the correct colour words.
range of purposes in Inst
print and digital media COMPLEMENTARY 2. Pupils create their own colour wheel, 1. D
SKILL and swap it with another pupil and label 2. O
COMPLEMENTARY their new wheel. 3. S
SKILL Reading 4. T
3.2.2 3. On the board (or worksheet), write text
Reading Understand specific six instructions, numbered. Have pupils 5. P
3.2 information and details of read them together. you
Understand a variety of very simple phrases and 6. S
linear and non-linear sentences 4. Give each group a dice. In turns,
print and digital texts by pupils roll the dice. The other pupils
using appropriate should tell them what to do. according
reading strategies to the number they roll, e.g. Sam, open
your book.

5. Groups write new instructions 1-6
and exchange with another group.

6. Groups play the dice again.

Post lesson
Ask pupils if they had to do something
funny in this lesson. What was it?

Primary Year 1 S

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

colour wheel on the ELEMENT Strategy 3 may be
ard or on a handout suitable.
Language
lour pencils. Other strategies may be
appropriate depending on
ce (one per group) your class.

tructions on board: If appropriate, select
Draw a red circle. suitable activities for your
Open your book. pupils from LINUS
Stand up. Module 1 to be added in
Take out your to this lesson
tbook. to focus on phonemes
Put your ruler on from Line d of the
ur head. Phonics Table (see
Stretch. Syllabus).

118

Scheme of Work

WEEK: _______________ LESSON: 45 (Language Arts 9)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Vocabulary review:
Primary and secondary colours

Primary Year 1 S

119

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Language Arts Guessing game. Think of an item, pupils ask y
5.1 Language Arts about what colour it is and guess, e.g. Teache
Enjoy and appreciate 5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Y
rhymes, poems and Demonstrate Is it a banana? Yes. Depending on time availa
songs appreciation through and the level of your class, you could have the
non-verbal responses pupils take the role of the teacher or work in p
COMPLEMENTARY to
SKILL Lesson delivery
Language Arts i) simple chants and 1. Put flashcards with words of the six main
5.3 raps colours (primary and secondary) on the board
Express an ii) simple rhymes Ask pupils to put them into two groups.
imaginative response iii) simple action
to literary texts songs 2. Play/sing the song and ask pupils to check
answer to stage 1.
COMPLEMENTARY
SKILL 3. Give each pupil a colour flashcard OR ask e
pupil to write the name of their favourite colou
Language Arts a paper.
5.3.1
Respond 4. Play/sing the song again and ask pupils to h
imaginatively and up their flashcard/paper when they hear their
intelligibly through colour.
creating simple art
and craft products 5. Draw a circle on the board and divide it into
parts. Elicit the primary colours and write them
Other imaginative ask a pupil to write them) in alternate parts of
responses as circle.
appropriate
6. Elicit the secondary colours that are made
when the primary colours are mixed and fill in
last three segments with these. The order sho
be: red – orange – yellow – green – blue – pu

7. Ask pupils to make their own colour wheels
They should colour each part (not write the co
name); make a small hole in the middle of the
circle and put in their pencil/pen so it will spin.

8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and t
you.

Post lesson
Ask pupils to tell each other which colour they
best and why, e.g. I like red. My pencil case is
red.

Primary Year 1 S

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

ELEMENT REMARKS

you You will need card for Science and Your choice
er: each student and technology depending on your
Yes. scissors (or cut into class and pupils.
able circles for each student
e in advance), colour Possibly 5 or 6.
pairs. pens/paints/pencils.
Each student will need You could
d. a pen or pencil and a encourage the
ruler. pupils to sing along
their to the song.
Song:
each You can use a suitable You could ask short
ur on song that focuses on answer questions at
primary and secondary stage 8 (e.g Will you
hold colours. A suggestion see red? Orange?
is: What other colours
o six https://www.youtube.co do you know?
m (or m/watch?v=bmquqAP2 Maybe black? Or
w_8 white?) You might
the want to explain in L1
Here is a song based why the spinning
the on this: wheel produces
ould We are the primary white.
urple. colours.
s. Red, yellow and blue.
olour Mix us together, and
e we turn a colour that’s
. new.
n
tell I‘m red, I’m a primary
colour.
y like I’m blue. I’m a primary
s colour too.
We are primary
colours. Mix us
together, and we make
purple. It’s new!

Etc.

Some information
about colour wheels:
http://www.bigshotcam
era.com/fun/buildables/
colorwheel#01

120

Scheme of Work

WEEK: _______________ LESSON: 46 Listening (10)
MAIN SKILL(S) FOCUS Listening:
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Look down and catch it, Turn around, Stretch, Cut out. F

Primary Year 1 S

Fold, Glue

121

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.4 Lesson delivery
Understand meaning in Understand short basic
a variety of familiar supported classroom See Teacher’s Book.
contexts instructions
(The giving and following instructions
COMPLEMENTARY COMPLEMENTARY part of the lesson is a good opportunity
SKILL SKILL for pupils to begin to develop and
practise Speaking Learning Standard
Speaking Speaking 2.2.2)
2.2 2.2.2
Use appropriate Ask for attention or help
communication from a teacher or
strategies classmate using one
word or a fixed phrase
Post lesson
See Teacher’s Book.

Primary Year 1 S

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

perminds 1 p.20 ELEMENT Strategies 3 and 5 may
be suitable.
Language
Use other strategies if
appropriate.

122

Scheme of Work

WEEK: _______________ LESSON: 47 (Writing 10)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary and grammar from the At School topic

Primary Year 1 S

123

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Writing Writing See Teacher’s Book.
4.2 4.2.4 Lesson delivery
Communicate basic Name or describe objects
information intelligibly using suitable words from
for a range of purposes word sets
in print and digital
media See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY If you and pupils do not have access to
SKILL SKILL the Workbook.

Reading Reading 1. Put Classroom objects
3.2 3.2.4 flashcards on the board
Understand a variety of Use with support a
linear and non-linear simple picture dictionary The flashcards should show
print and digital texts by to find, list and categorise pictures for this vocabulary
using appropriate words from Year 1 topics
reading strategies and themes bag, notebook, ruler, desk, book,
pencil case, pencil, rubber, pen

2. Write the words for the
flashcards at the top of the
board, so that pupils have to
think about which word goes
with which flashcard.

3. Follow the picture dictionary
section in the Teacher’s Book

to help pupils achieve the

Reading learning standard for

this lesson.

Post lesson
See Teacher’s Book

Primary Year 1 S

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

perminds 1 p.21 ELEMENT Strategies 2, 4 and 5 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

124

Scheme of Work

WEEK: _______________ LESSON: 48 (Speaking 10)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Let’s go, That’s right
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, comput

Primary Year 1 S

ter game, train, car 125

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Lesson delivery
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
1.2 1.2.1 See Teacher’s Book
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences

Primary Year 1 S

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

perminds 1 p.22 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

126

Scheme of Work

WEEK: _______________ LESSON: 49 (Reading 10)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
His, her, he, she, he’s, she’s, favourite

Primary Year 1 S

127

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Reading Reading See Teacher’s Book.
3.2 3.2.2
Understand a variety of Understand specific Lesson delivery
linear and non-linear information and details of See Teacher’s Book.
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies

COMPLEMENTARY COMPLEMENTARY If pupils do not have stickers for the
SKILL SKILL listen and stick task (task 1):

Speaking Speaking 1. Tell them to write the names of
2.1 2.1.2 the 4 children on 4 small
Communicate simple Find out about very basic pieces of paper before they
information intelligibly personal information listen.
using fixed phrases
2. Ask them to listen to the
recording and place the
correct piece of paper on each
name.

Post lesson
See Teacher’s Book.

Primary Year 1 S

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

perminds 1 p.23 ELEMENT Strategies 2 and 6 may
be suitable.
Language
Use other strategies if
appropriate.

128

Scheme of Work

WEEK: _______________ LESSON: 50 (Language Arts 10)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Your choice, depending on the story.

Primary Year 1 S

129

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on You
a short story related to the content of sho
Language Arts Language Arts Unit 1 of the textbook or the content of an
5.2 5.2.1 pupils’ learning in other subject areas. the
Express personal Name people, things or hav
responses to literary places of interest in You might need to pre-teach some exa
texts illustrations vocabulary, but pupils do not need to http
accompanying texts understand every word of the story. .uk/
=45
COMPLEMENTARY COMPLEMENTARY Plan the lesson so pupils can enjoy
SKILL SKILL listening to and interacting with the http
story on the computer (where possible). om

Listening Listening Where computers are not available, http
1.2 1.2.3 pupils could respond by acting out the help
Understand meaning in Understand with a high story or parts of it. nlin
a variety of familiar degree of support very
contexts short simple narratives

Primary Year 1 S

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

ELEMENT Your choice depending
on the focus of your
ur own choice of ICT lesson and your class.
ort story. Try to find
interactive story for Remember to vary
e computer if you questions during story
ve the facilities. For telling.
ample:
p://www.topmarks.co
/Interactive.aspx?cat
5

ps://www.education.c
m/stories/

p://primaryhomework
p.co.uk/interactive/o
nestory.htm

130

Scheme of Work

WEEK: _______________ LESSON: 51 (Listening 11)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 46
Imperatives: look down, catch, put, turn around, stretch, stand up
robot

Primary Year 1 S

131

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Fla
lang
Listening Listening 1. Pre-lesson task 4: Identify the (e.g
1.2 1.2.4 flashcards on
Understand meaning in Understand short basic aro
a variety of familiar supported classroom 2. Teach pupils the meaning and the
contexts instructions pronunciation of robot.

COMPLEMENTARY COMPLEMENTARY Lesson delivery
SKILL SKILL
3. Ask 3 pupils to come to the front of
Speaking Speaking the class. Tell them that they are
2.1 2.1.5 robots, and must move like robots
Communicate simple Name or describe (e.g. with stiff arms and legs and
information intelligibly objects using suitable uneven movements).
words from word sets
4. Give robots instructions (e.g. Stretch,
Put a book on your head).

5. Bring 3 new pupils to the front of the
class and give a sequence of
instructions (e.g. Look down and
take out your pencil case, Turn
around and stretch).

6. Divide pupils into groups of 4 and
ask them to continue the activity, at
first with single instructions.

7. Later, tell pupils to give a sequence
of instructions to the robots in their
group.

8. Make sure that everyone in the
group gets the chance to give
instructions.

9. Ask some pupils to demonstrate their
robot instructions to the whole class

10. If there is time, ask pupils to write
one or two instructions for a partner
to read and act out.

Post lesson

11. Post lesson
Task 9: Read your friend’s mind

Primary Year 1 S

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

ELEMENT Strategies 1 and 3 may
be suitable.
ashcards with target Language
guage imperatives Use other strategies if
g. Put your notebook appropriate.
your head, Turn
ound) and robot for

e pre-lesson task

132

Scheme of Work

WEEK: _______________ LESSON: 52 (Speaking 11)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 49
Toy vocabulary
What’s your name? How old are you? What’s your favourite toy? His/h
This is …

Primary Year 1 S

her name is … His/her favourite toy is …

133

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson

Speaking Speaking 1. Pre-lesson Task 7: Beat the teacher. Use
2.1 2.1.3 the question: What’s your favourite toy?
Communicate simple Express basic likes
information intelligibly and dislikes Lesson delivery

2. Draw this grid on the board

Name Age Favourite Toy

COMPLEMENTARY COMPLEMENTARY

SKILL SKILL

Speaking Speaking 3. Pupils copy the grid.
2.3 2.3.1
Communicate Introduce self to an 4. Ask a pupil:
appropriately to a audience using fixed  What’s your name,?
small or large group phrases  How old are you?
 What’s your favourite toy?

5. Complete the grid with the pupil’s answers.

6. Explain that pupils will find out information
about their classmates and complete the
grid.

7. Check target language questions with
pupils.

8. Pupils mingle or work in groups of 6 to ask
and answer and complete the grid.

9. Pupils report to the whole class:
 This is (Haziq/ Najwa).
 He’s/She’s (seven) years old.
 His /Her favourite toy is a (doll).

10. They then give this information for
themselves (My name is … etc.).

Post lesson

11. Post lesson task 4: Correct the error

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
REFERENCES CURRICULAR
STRATEGIES / REMARKS
Board ELEMENT
Strategies 3 and 7
Language may be suitable.

Use other strategies if
appropriate.

134

Scheme of Work

Primary Year 1 S

135

Scheme of Work