Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 77 (Reading 16)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language: colours, toys, imperatives

Primary Year 1 S

186

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
Pap
Reading Reading See Teacher’s Book.
3.2 3.2.3
Understand a variety of i) Use visuals on the Lesson delivery
linear and non-linear page to help understand
print and digital texts by a word or phrase See Teacher’s Book.
using appropriate
reading strategies ii) Identify and remember If you do not have access to the
high frequency sound Workbook, replace the Make a paper
and letter patterns kite task with a Make a paper doll chain
task.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Photocopy the handout on the next
page, or prepare a poster before
Listening Listening the lesson.
1.2 1.2.5
Understand meaning in Understand short 2. You may need to pre-teach or
a variety of familiar supported questions check the word chain, as this is a
contexts new word for pupils.

3. Pupils can do the task individually
or in pairs, as appropriate

Post lesson
See Teacher’s Book.

Primary Year 1 S

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

perminds 1 p.32 ELEMENT Strategies 3 and 6 may
per, scissors be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

187

Scheme of Work

Make a paper doll chain

1. Cut paper.
2. Fold it into 4
3. Draw a doll.

Primary Year 1 S

4. Cut the doll out.
5. You have a doll chain!

188

Scheme of Work

WEEK: _______________ LESSON: 78 (Writing 16)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary and grammar from topic 2

Primary Year 1 S

189

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Writing Writing
4.3 4.3.2 Lesson delivery
Communicate with Spell familiar high See Teacher’s Book.
appropriate language frequency words
form and style for a accurately
range of purposes in
print and digital media

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

Writing Writing 1. Put Toy flashcards on the
4.2 4.2.1 board
Communicate basic Give very basic personal
information intelligibly information using fixed The flashcards should show
for a range of purposes phrases pictures for this vocabulary
in print and digital
media car, doll, kite, ball, computer
game, plane, go-kart, bike,
monster and train

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.33 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

190

Scheme of Work

WEEK: _______________ LESSON: 79 (Listening 16)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pe

Primary Year 1 S

et show 191

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.1 Lesson delivery
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar the main idea of very
contexts simple phrases and
sentences

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

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

Primary Year 1 S

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

perminds 1 p.34 ELEMENT Strategies 3 and 6 may
be suitable.
Language
Use other strategies if
appropriate.

192

Scheme of Work

WEEK: _______________ LESSON: 80 (Language Arts 16)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Complete review of Unit 2 Superminds 1

Primary Year 1 S

193

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson where You
pupils review pages of Unit 2 and say on
Language Arts Language Arts what they have learned. less
5.3 5.3.1
Express an imaginative Respond imaginatively You can select pages from Unit 2 you
response to literary and intelligibly through think pupils would benefit from
texts creating simple art and reviewing, possibly focusing on the
craft products songs, chants and stories as Language
COMPLEMENTARY Arts texts.
SKILL Other imaginative
responses as appropriate Ask pupils to draw a picture and write
Writing about it to show what they have learned
4.2 COMPLEMENTARY (e.g. My favourite toy is my long, blue
Communicate basic SKILL train).
information intelligibly
for a range of purposes Writing Here is a possible lesson, using the
in print and digital 4.2.4 song on p24 as a focus
media Name or describe objects
using suitable words from Pre-lesson
word sets Pre-lesson task 10 with the song on
p24

Lesson delivery
1. Elicit key language e.g. My favourite
toy’s my.... My favourite number’s….
and write this on the board. Add also
My favourite colour’s

2. Ask pupils to draw a picture related
to their favourite thing.

3. Tell them to write about it using the

language support on the board to show

what they have learned (e.g. My
favourite toy’s my long, blue train).

Post lesson
Ask pupils to share their texts with their
classmates and to read what they have
written.

Primary Year 1 S

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

ur own, depending ELEMENT Your choice depending
the focus of your on your class and lesson.
son. Creativity and
Innovation Possibly strategy 2 or 4

You might want to
provide lines for the
children to write the
words on the cards or
ask the pupils to write
lines before writing the
words.

If you are concerned
about pupils’ drawing
skills (the ability to draw a
recognisable animal), you
could prepare the picture
cards in advance.

If you are concerned
about pupils using
scissors, you can prepare
the cards in advance or
can have lines for cutting
along on the card. It is
useful, however, for
pupils to practise and
continue to develop this
fine motor skill, however.

194

Scheme of Work

WEEK: _______________ LESSON: 81 (Listening 17)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 79: animal vocabulary
Adjectives, a/an

Primary Year 1 S

195

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Boa
nex
Listening Listening Pre-lesson task 10: Say what’s missing
1.2 1.2.2 Ani
Understand meaning in Understand with support Lesson delivery dra
a variety of familiar specific information and
contexts details of very simple 1. Put the grid on the next page on
phrases and sentences the board. Use your own pictures
COMPLEMENTARY for the images of animals.
SKILL
2. Tell pupils to copy the grid.
Speaking
2.1 COMPLEMENTARY 3. Ask them to tick () 3 boxes
Communicate simple SKILL secretly (e.g. a small frog, an old
information intelligibly elephant, a beautiful cat) and to

Speaking cover their picture.

2.1.5 4. Explain that pupils have to guess a

Name or describe objects classmate‘s 3 descriptions by

using suitable words from saying them.

word sets

5. Demonstrate with 2 pupils how to

play the game Pupil A says, e.g. A

big spider, and marks this square

in their grid to signal that they have

used this choice. Pupil B says yes

or no, depending on whether the

guess matches one of the 3 ticks in

their grid.

6. Pupil B now guesses in the same
way as Pupil A.

7. Divide pupils into pairs or small
groups and ask them to play the
game.

8. Fast finishers can add extra ticks
and continue.

9. Stop when most, but not all pupils
have finished.

Post lesson

10. Post-lesson task 4: Correct the
error

Primary Year 1 S

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

ard and grid (see ELEMENT Strategies 2 and 4 may
xt page) be suitable.
Language
imal pictures or Use other strategies if
awings appropriate.

196

Scheme of Work

Grid for lesson 81 Picture of Picture of Picture of
cat lizard spider
Picture of
frog
big

small

old

beautiful

Primary Year 1 S

Picture of
elephant

197

Scheme of Work

WEEK: _______________ LESSON: 82 (Speaking 17)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 79: animal vocabulary
What’s your favourite …?

Primary Year 1 S

198

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson

Speaking Speaking Show pupils a finished snapdragon: the
2.1 2.1.2 outside should have 4 colours on it, the
Communicate simple Find out about very inside 8 numbers 1 - 8 and the very inside 4
information intelligibly basic personal questions What’s your favourite animal /
information using number / toy / colour?
COMPLEMENTARY fixed phrases
SKILL Lesson delivery
COMPLEMENTARY
Speaking SKILL 1. Choose a pupil and tell him/her to say a
2.1 colour. The pupil chooses one of the
Communicate simple Speaking colours on the snapdragon and says it.
information intelligibly 2.1.3
Express basic likes 2. If they say green, for example, ask the
and dislikes pupil to say something green in the
classroom.

3. Open the snapdragon and ask the pupil
to say a number.

4. Count the number together with the
pupil and open and shut the snapdragon
the same number of times as the
number the pupil tells you.

5. Ask the pupil to choose another number.

6. Now open the snapdragon and ask the
pupil the question on the inside (e.g.
What’s your favourite animal?): the pupil
answers.

7. Give every pupil a piece of square
paper.

8. Give instructions how to make a
snapdragon: they make it with you. It’s
important that they follow you step by
step.

9. Tell pupils to draw colours on the
outside, numbers on the inside and 4
questions on the inside.

Post lesson

10. When they are ready, tell pupils to play
the game with their classmates.

Primary Year 1 S

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

Paper for the Values (cooperation) Strategies 2, 4, and 7
snapdragon and may be suitable.
pencils
Use other strategies if
If you are not sure appropriate.
how to make a
snapdragon (also
called a fortune
teller), an example is
here:

http://www.origamiwa
y.com/how-to-make-
a-paper-fortune-
teller.shtml

NB: Some pupils will 199
find making a
snapdragon difficult.
Some will also find
putting colours,
numbers and
questions on it
challenging.

Provide plenty of
support and
encouragement, and
encourage pupils to
help each other, as
the effort of making
the snapdragon
usually justifies the
language benefits the
pupils gain from it.

If you are sure that
making the
snapdragon will be
too difficult for your
pupils, make enough
snapdragons yourself
before the lesson for

Scheme of Work

Primary Year 1 S

pupils to work with in
groups (e.g. 1
snapdragon between
4 pupils).

If you make your own
snapdragons, miss
steps 7 and 8 from
the learning outline
column.

200

Scheme of Work

WEEK: _______________ LESSON: 83 (Reading 17)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 79: animal vocabulary

Primary Year 1 S

201

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Ani
Task 4 for animal vocabulary pre

Reading Reading Lesson delivery
3.1 3.1.3 1. Review spelling of animal vocabulary
Recognise words in Blend phonemes (CVC, by writing gapped words on the board.
linear and non-linear CCVC) E.g. s_ider
texts by using
knowledge of sounds of 2. Draw a word snake or word sausage
letters on the board with the names of animals
hidden inside it, e.g.

COMPLEMENTARY COMPLEMENTARY bdogseeratxtelephantthedflizrdnmc
SKILL SKILL atuh

Reading Reading 3. Pupils read it, and tell each other the
3.3 3.3.1 5 animals in it, and then tell you.(dog,
Read independently for Read and enjoy simple rat, elephant, lizard, cat)
information and print and digital games at
enjoyment word level 4. Pupils work in pairs to create and
their own word snake/sausage puzzles.

5. Pupils swap puzzles with another
pair, who solve the puzzle.

Post lesson
Task 11 perhaps about pets or a trip to
the zoo

Primary Year 1 S

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

imal flashcards for ELEMENT Strategy 1 may be
e-lesson task suitable.
Language
Other strategies as
appropriate.

If appropriate, select
suitable activities for your
pupils from LINUS
Module 2 to be added in
to this lesson
to focus on phonemes
from Line i of the Phonics
Table (see Syllabus).

202

Scheme of Work

WEEK: _______________ LESSON: 84 (Writing 17)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 34: animal vocabulary, …’s favourite

Primary Year 1 S

animal is a …

203

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Fla
Task 1
Writing Writing
4.2 4.2.3 Lesson delivery
Communicate basic Express basic likes and 1. Review animal vocabulary by playing
information intelligibly dislikes a mime game. You say a word and
for a range of purposes pupils mime the animal.
in print and digital COMPLEMENTARY
media SKILL 2. After miming, ask pupils to tell you
the animals they mimed in the correct
COMPLEMENTARY Writing order. Elicit the spellings and write them
SKILL 4.3.1 on the board, perhaps next to a
Use capital letters flashcard.
Writing appropriately in personal
4.3 and place names 3. Hold up a flashcard of an animal. Tell
Communicate with
appropriate language pupils that it is your favourite one. They
form and style for a should say ‘(your name)’s favourite
range of purposes in animal is a xxx.’
print and digital media
4. Tell the pupils that that was just an

example. Now hold up another

flashcard and ask pupils to write the
sentence: ‘(Your names)’s favourite
animal is a…’

5. Check by asking a pupil to write the
sentence on the board.

6. Repeat 2 or 3 times.

7. Pupils continue the game in groups,
with a different pupil choosing the
flashcard each time.

8. Ask some pupils to read their
sentences to the class.

Post lesson
Task 11

Primary Year 1 S

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

ashcards of animals ELEMENT Your choice, as
appropriate to your
Language lesson.

If appropriate, select
suitable activities for your
pupils from LINUS
Module 2 to be added in
to this lesson
to focus on phonemes
from Line i of the Phonics
Table (see Syllabus).

204

Scheme of Work

WEEK: _______________ LESSON: 85 (Language Arts 17)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Animal vocabulary from Superminds p.34

Primary Year 1 S

205

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Language Arts Play a mime game to review animal vocabulary – te
5.3 Language Arts says a word, pupils pretend to be the animal. Simila
Express an 5.3.1 Lesson 84, but this time ask a pupil to write the nam
imaginative response Respond animal on the board.
to literary texts imaginatively and
intelligibly through Lesson delivery:
COMPLEMENTARY creating simple art 1. Play a game to review spelling of the eight words
SKILL and craft products p.34 of the textbook. For example, pre-lesson tasks
Speaking Leave the words written on the board. (You could w
2.1 Other imaginative short sentence, e.g. It’s a xxx.)
Communicate simple responses as
information intelligibly appropriate 2. Using flashcards, ask pupils to match the words t
pictures on the flashcards. Leave these on the boar
COMPLEMENTARY
SKILL 3. Pupils work in groups of four. Each pupil should c
two of the eight animals. Give out a sheet of card to
Speaking pupil and ask them to cut it into four equal parts (ca
2.1.5 size of a credit card.
Name or describe
objects using suitable 4. Ask each pupil to take two of their smaller cards a
words from word sets them to write the name of the animal, one on each c
big and neat writing.

5. Now ask pupils to draw a picture of their animal, o
each of the remaining cards.

6. Assign a group leader to each group. This pupil s
check then collect together all the cards from their g
The group can count them together, there should be
cards (8 words, 7 corresponding pictures).

8. Use a group to model the activity for the whole cl
this is a pelmanism or matching game (where all ca
placed face-down on the table. In turns, pupils turn
cards, saying ‘it’s a …’ as they do so. They should
find a pair (word + picture). They keep a pair they fin
not a pair, they turn the cards back over, taking care
move them out of position. Then it is the next player
and so on. The winner is the player with the most pa

9. The pupils could play the game a few times and/o
change groups.

Post lesson
Your choice, perhaps another word game or post-le
task 7 or 8.

Primary Year 1 S

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

ELEMENT Your choice REMARKS
depending on your
eacher Flashcards of Creativity and lesson and class.
ar to animals Innovation
me of the Possibly strategies
Card to be cut into 2, 3 and 5.
s from small rectangles
s 1 or 6. (e.g. size of a credit You might want to
write a card or slightly provide lines for the
bigger). One sheet children to write the
to the for each pupil. words on the cards
rd. Paper is possible, or ask the pupils to
choose but can be seen write lines before
o each through, so is not writing the words.
ards), the advised
If you are
Coloured concerned about
pens/pencils and pupils’ drawing
scissors. skills (the ability to
draw a recognisable
and tell Keep the pupils’ animal), you could
card in cards so you can prepare the picture
use them again in cards in advance.
one on later lessons
If you are
should concerned about
group. pupils using
e 16 scissors, you can
prepare the cards in
lass – advance or can
ards are have lines for
cutting along on the
over card. It is useful,
try to however, for pupils
nd. If to practise and
e not to continue to develop
r’s turn, this fine motor skill,
airs). however.

or

esson

206

Scheme of Work

WEEK: _______________ LESSON: 86 (Listening 18)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Prepositions of place: in, on, under

Primary Year 1 S

207

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.2 Lesson delivery
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

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

Primary Year 1 S

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

perminds 1 p.35 ELEMENT Strategies 6 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

208

Scheme of Work

WEEK: _______________ LESSON: 87 (Speaking 18)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Plural animal nouns (e.g. dogs, spiders, rats)
Recycled animals, colours, prepositions

Primary Year 1 S

209

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
COMPLEMENTARY
SKILL See Teacher’s Book.

Listening COMPLEMENTARY Post lesson
1.1 SKILL See Teacher’s Book.
Recognise and
reproduce target Listening
language sounds 1.1.1
Recognise and
reproduce with support a
limited range of high
frequency target
language phonemes

Primary Year 1 S

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

perminds 1 p.36 ELEMENT Strategies 2 and 3 may
be suitable.
Language
Use other strategies if
appropriate.

210

Scheme of Work