Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 99 (Writing 20)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary: classroom objects, animals

Primary Year 1 S

236

Scheme of Work

CONTENT STANDARD LEARNING LEARNING OUTLINE MAT
STANDARD Pre-lesson REF
See Teacher’s Book.
MAIN SKILL MAIN SKILL Supermin
Lesson delivery
Writing Writing See Teacher’s Book.
4.2 4.2.3
Communicate basic Express basic likes and
information intelligibly for dislikes
a range of purposes in
print and digital media

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

Writing Writing See Teacher’s Book.
4.2
Communicate basic 4.2.5
information intelligibly for
a range of purposes in Connect words and
print and digital media proper names using ‘and’

Primary Year 1 S

TERIALS / CROSS - CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
FERENCES ELEMENT STRATEGIES REMARKS

nds 1 p.40 Language Strategies 1 and 3 may
be suitable.

Use other strategies if
appropriate.

237

Scheme of Work

WEEK: _______________ LESSON: 100 (Language Arts 20)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Your choice

Primary Year 1 S

238

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on As
a song about animals. A fu
Language Arts Language Arts this
5.1 5.1.1 Pre-lesson An
Enjoy and appreciate Demonstrate Aim to have pupils listen to the song, do Sw
rhymes, poems and appreciation through non- some actions and join in when they lyric
songs verbal responses to can/want to.
http
COMPLEMENTARY i) simple chants and raps Lesson delivery uk/t
SKILL ii) simple rhymes As a follow up, pupils could work in ady
iii) simple action songs small groups to create a picture that
Language Arts represents the song, or they could write Als
5.1 COMPLEMENTARY words they remember or a sentence anim
Enjoy and appreciate SKILL from the song. http
rhymes, poems and ritis
songs Language Arts Post lesson gs/o
5.1.2 As a follow up to the song, ask the swa
Say the words in simple children if they liked the song, if they
texts, and sing simple liked the tune (music) and the words,
songs with intelligible which was their favourite animal and so
pronunciation, rhythm on.
and intonation

i) simple chants and raps
ii) simple rhymes
iii) simple action songs

Primary Year 1 S

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

ELEMENT Your choice depending
on the activities you
song about animals. Language choose to follow up on
the song.
un song to use in
s topic is ‘There Was

Old Lady Who
wallowed A Fly’. For

cs, see:

p://www.rhymes.org.
there_was_an_old_l
y.htm

so available is an
mated version:
p://learnenglishkids.b
shcouncil.org/en/son
old-lady-who-
allowed-fly

239

Scheme of Work

WEEK: _______________ LESSON: 101 (Listening 21)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: animals, prepositions
Colours, adjectives
It goes

Primary Year 1 S

240

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Ap
Pre-lesson task 2: Guess the answer gar
Listening Listening tree
1.2 1.2.3 Lesson delivery tab
Understand meaning in Understand with a high 1. Teach pupils the meaning and colo
a variety of familiar degree of support very
contexts short simple narratives pronunciation of It goes. A fl
anim
COMPLEMENTARY COMPLEMENTARY 2. Give pupils a copy of the picture
SKILL SKILL (see Materials/References column)
or ask them to copy it.
Speaking Speaking
2.1 2.1.5 3. Show pupils a flashcard of an
Communicate simple Name or describe objects animal and ask them to give it a
information intelligibly using suitable words from name.
word sets
4. Explain that you’ll tell them a story
about the animal. The animal goes
to 5 places in the picture, and
pupils number the places 1-5.

5. Tell the story (e.g. Lenny the lizard
goes under the green table. Then
he goes in the small tree etc.)

6. Pupils number the places he goes
to 1-5.

7. Repeat the story if need be, and
elicit from the class the answers to
where Lenny goes.

8. Divide pupils into small groups.
They take turns to tell a new story
with 3 -5 places. Make sure that
each pupil has the chance to tell a
story. Pupils can change the
animal if need be.

Post lesson
Mark the answers to your story at the
start of the lesson on the picture and do
post-lesson task 10: Test your memory.

Primary Year 1 S

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

picture of a park or ELEMENT Strategies 2 and 7 may
rden with a small be suitable.
e, a big tree and 3 Creativity and
bles of different Innovation Use other strategies if
ours appropriate.

lashcard of an
mal

241

Scheme of Work

WEEK: _______________ LESSON: 102 (Speaking 21)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: animal vocabulary, I like/don’t like…, What about

Primary Year 1 S

you? 242

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson F

Speaking Speaking Pre-lesson task 4: Identify the flashcards If
2.1 2.1.2 Lesson delivery of
Communicate simple Find out about very m
information intelligibly basic personal
information using
fixed phrases 1. Divide pupils into groups of about 5.

2. Draw a grid 5 squares by 5 on the board
like the one below:

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening 3. Pupils copy it and choose 4 animals at
1.2 1.2.5 the top. Pupils write their name and the
Understand meaning in Understand short names of the 4 classmates in their group
a variety of familiar supported questions down the left-hand side.
contexts
4. Pupils complete the grid with a happy or
sad face for their own preference, and
then tell and ask each other I like/don’t
like … What about you. ?

5. Pupils complete their grids with happy
and sad faces, according to the answers
they get.

6. Pupils stay in their groups to make a bar
chart of the information they have
collected.

Post lesson

Pupils share the bar chart information with
the rest of the class or with other groups.

Primary Year 1 S

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

ELEMENT

Flashcards of animals Values (cooperation) Strategies 3 and 7 may
be suitable.
possible, large pieces
f paper for pupils to Use other strategies if
make a bar chart appropriate.

243

Scheme of Work

WEEK: _______________ LESSON: 103 (Reading 21)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled animal vocabulary, like, numbers
Lives in/doesn’t like

Primary Year 1 S

244

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pie
Task 5 sen
Reading Reading exa
3.2 3.2.2 Lesson Delivery
Understand a variety of Understand specific 1. Nominate 5 or 6 pupils to come to One
linear and non-linear information and details of the front and tell you their personal exa
print and digital texts by very simple phrases and information (see table) quietly. for
using appropriate sentences in th
reading strategies 2. Play a guessing game where you acti
COMPLEMENTARY describe one of the pupils (using the
COMPLEMENTARY SKILL target language) and the class has to
SKILL guess who you are talking about.
Listening
Listening 1.2.2 3. Review meaning and form of doesn’t
1.2 Understand with support like and lives in if necessary with your
Understand meaning in specific information and class.
a variety of familiar details of very simple
contexts phrases and sentences 4. Take one of the 4 short texts from
Text set 1 on the next page yourself,
and give the other 3 texts to 3 proficient
pupils.

5. Put Grid 1 from the next page on the
board. Pupils read these out and the
whole class helps you to complete the
grid.

6. After solving the problem, pupils then
draw the empty grid again in their
exercise books.

7. Divide pupils into groups of 4, give
each pupil one of the 4 texts from Text
set 2 on the next page and ask them to
solve the problem in the same way as
in the whole-class example by reading
the texts themselves.

Post lesson
Task 10 using pictures to represent the
children in the activity

Primary Year 1 S

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

ELEMENT

eces of paper with Values (cooperation) Strategy 5 might be
ntences as in the suitable.
amples.
Use other strategies if
e set for the appropriate.
ample, and one set
each group of pupils If appropriate, select
he main lesson suitable activities for your
ivity pupils from LINUS
Module 1 or 2 to be
added in to this lesson to
focus on any phonemes
from the Phonics Table
that pupils continue to
have problems with.

245

Scheme of Work

Grid 1

Name
House
Age
Likes
Doesn’t like

Text set 1

Jessie lives at number 2. She is 8 years old. She likes lizards. She doesn’t like
rats.

Firdaus lives at number 3. He is 7 years old. He likes cats. He doesn’t like
dogs.

Priya lives at number 4. She is 6 years old. She likes elephants. She doesn’t like
spiders.

Andrew lives at number 5. He is 5 years old. He likes ducks. He doesn’t like
spiders.

Primary Year 1 S

Text set 2

Amira lives at number 3. She is 9 years old. She likes frogs. She doesn’t like
cats.

Harry lives at number 4. He is 6 years old. He likes spiders. He doesn’t like
frogs

Melissa lives at number 6. She is 10 years old. She likes cats. She doesn’t like
dogs.

Rahman lives at number 5. He is 5 years old. He likes lizards. He doesn’t like
ducks.

246

Scheme of Work

WEEK: _______________ LESSON: 104 (Writing 21)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled: animals vocabulary, I like/don’t like…

Primary Year 1 S

247

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Som
Choose a suitable pre-lesson task that gro
Writing Writing reviews vocabulary and spelling. cou
4.2 4.2.3 nec
Communicate basic Express basic likes and Lesson delivery
information intelligibly dislikes 1. Show pictures of children. Ask pupils Com
for a range of purposes how many children they can see in the acc
in print and digital COMPLEMENTARY pictures.
media SKILL The
2. Elicit some sentences about the suit
COMPLEMENTARY Writing groups of children, e.g. 5 children like bas
SKILL 4.2.1 dogs.
Give very basic personal
Writing information using fixed 3. You could write the sentences on the
4.2 phrases board as model and then ask pupils to
Communicate basic write them in their exercise books.
information intelligibly
for a range of purposes 4. Ask pupils to review the bar chart
in print and digital they made in Lesson 102. Show pupils
media how to interpret the data in the bar
chart.

5. Have pupils put their bar charts on
the computer, if appropriate, and to
then write about them. If computers are
not available, this can easily be done
on paper.

6. Give pupils some time to look at
each other’s’ work. You could display it

if you can print it out.

Post lesson
Task 12

Primary Year 1 S

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

ELEMENT Strategy 5 may be
suitable.
me pictures of ICT
oups of children. You Use other strategies if
uld draw these if appropriate.
cessary

mputer and internet
cess if possible

e tasks are also
table in a paper-
sed lesson

248

Scheme of Work

WEEK: _______________ LESSON: 105 (Language Arts 21)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
I like/don’t like
Animals review
Colours review
Initial sounds and rhyming
Introduction to linking words but / and

Primary Year 1 S

249

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson based Exa
around short, rhyming sentences. sen
Language Arts Language Arts
5.3 5.3.1 Review adjectives and animals. You I do
Express an imaginative Respond imaginatively could ask pupils to alphabetise them, like
response to literary and intelligibly through which would help with the main activity.
texts creating simple art and
craft products Provide pupils with a model sentences
that rhyme about animals (example
Other imaginative given). You could do this with a rhythm,
responses as appropriate so it is a chant.

COMPLEMENTARY COMPLEMENTARY Encourage pupils to create their own
SKILL SKILL rhyming sentences with like/don’t like in

pairs. Encourage the use of but or and

if suitable.

Listening Listening Depending on time available, have
1.1 1.1.1
Recognise and Recognise and pupils draw a picture of the animal they
reproduce target reproduce with support a like (or don’t like). They could perhaps
language sounds limited range of high write a sentence too, e.g. I like brown
frequency target
language phonemes birds.

Primary Year 1 S

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

ELEMENT

ample rhyming Creativity and Your choice depending
ntence: Innovation on the activities you
choose.
on’t like red rats but I
e long lizards. Possibly strategy 2.

You could provide more
or fewer new vocabulary
items, for example, or try
different pairings.

250

Scheme of Work

WEEK: _______________ LESSON: 106 (Writing 22)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: animals, plurals, numbers, toys

Primary Year 1 S

251

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
appropriate language frequency words See Teacher’s Book.
form and style for a accurately
range of purposes in If you do not have access to the
print and digital media Workbook

COMPLEMENTARY COMPLEMENTARY EITHER
SKILL SKILL 1. Use the board to draw a picture of

Listening Listening two elephants, nine ducks, eight
1.2 1.2.4 frogs, six lizards and one spider.
Understand meaning in Understand short basic
a variety of familiar supported classroom 2. Write the words elephants, ducks,
contexts instructions frogs, lizards and spider on the
board. Do not write the numbers of
each animal.

3. Ask pupils to tell you how many
elephants there are, how many
ducks, and so on.

4. Give an example of the task by
asking a pupil to come to the
board and write the number of
elephants on the board against
the correct word

5. Now ask pupils to write the
numbers and animals in their
exercise books.

6. Check answers with the whole
class.

OR Use a photocopied worksheet
instead of the board, and follow steps
3,4 5 and 6 above

Primary Year 1 S

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

perminds 1 p.41 ELEMENT Strategies 3 and 6 may
be suitable.
Language
Use other strategies if
appropriate.

252

Scheme of Work

Post lesson
See Teacher’s Book.

Primary Year 1 S

253

Scheme of Work

WEEK: _______________ LESSON: 107 (Speaking 22)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, groun

Primary Year 1 S

nd 254

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 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts

Primary Year 1 S

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

perminds 1 p.42 ELEMENT Strategies 2 and 4 may
be suitable.
Environmental
sustainability Use other strategies if
appropriate.

255

Scheme of Work

WEEK: _______________ LESSON: 108 (Reading 22)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
leaves, tall (grass)

Primary Year 1 S

256

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Reading Reading
3.2 3.2.3 Lesson delivery
Understand a variety of i) Use visuals on the See Teacher’s Book.
linear and non-linear page to help understand NB words for blending are the content
print and digital texts by a word or phrase words in the 4 target sentences from
using appropriate the Thinking Skills task Where do the
reading strategies ii) Identify and remember animals hide?
high frequency sound Post lesson
and letter patterns See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

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

Primary Year 1 S

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

perminds 1 p.43 ELEMENT Strategies 3 and 5 may
be suitable.
Environmental
sustainability Use other strategies if
appropriate.

257

Scheme of Work

WEEK: _______________ LESSON: 109 (Listening 22)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Hug, Go to open, Pick him up, Tie, Mark
Parts of the body: face, eyes, nose
paper plate, mask, hole

Primary Year 1 S

258

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.3 Lesson delivery
Understand meaning in Understand with a high See Teacher’s Book.
a variety of familiar degree of support very
contexts short simple narratives Post lesson
See Teacher’s Book.
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 very simple
phrases and sentences

W
E
E
K
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

Primary Year 1 S

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

perminds 1 p.44 ELEMENT Strategies 2 and 7 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

259

Scheme of Work

LESSON: 110 (Language Arts 22)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Camouflage
X hides in …

Primary Year 1 S

260

Scheme of Work