Primary Year 1 SK Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Aq
Language Arts Quiz – ask questions about where different Tru
5.3 Language Arts animals hide. This could be a True/False
Express an 5.3.1 quiz. It should be written, but could be done 1. T
imaginative response Respond orally if necessary. logs
to literary texts imaginatively and You might want/need to teach some new 2. S
intelligibly through animal vocabulary if you have particular tree
COMPLEMENTARY creating simple art animals living in the environment. Etc
SKILL and craft products Have pupils work in teams to answer the
Listening quiz questions Ac
1.2 Other imaginative (rea
Understand meaning responses as Lesson delivery be
in a variety of familiar appropriate pre
contexts 1. Gather realia (see Materials/References cou
COMPLEMENTARY column) or show pupils what you have out
SKILL gathered. Ask them what kinds of animal to c
hide in these items. You might want to help the
Listening children with new vocabulary. pos
1.2.2 add
Understand with 2. Give the animal pictures/toys to the pupils acti
support specific and some of the gathered items.
information and e.g
details of very simple 3. Tell pupils some sentences – they should gre
phrases and put the animals in the right place (e.g. The san
sentences snake hides in the sand/under the leaves). som
flow
4. In pairs or small groups, pupils design and
create a collage on poster paper. They draw Som
an animal on the poster and then cover it up or t
by sticking sand/leaves/sticks etc onto the flas
poster. pict

5. Ask pupils to write a sentence on their Col
collage and display them in the classroom glue

Post lesson
Discuss with pupils about the natural
environment and why we should look after it.
Get their ideas about why animals should
stay in their natural environment. You might
need to use a little L1 for this.

Primary Year 1 S

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

ELEMENT

quiz, e.g. a Environmental Your choice depending
ue/False quiz: sustainability on your pupils.

Tigers hide under Possibly strategies 2 or
s. 3.
Snakes live in tall
es. You could provide more
c. or less new vocabulary
depending on their
collection of realia interests and capabilities.
al things). These can
gathered and You could provide a
epared by you, or you model sentence on the
uld include a trip board or ask more
tside with the pupils proficient pupils to work
collect things from with less proficient.
e environment if
ssible. This would
d value to the
ivity.

g. some brown and
een leaves, some
nd, some sticks,
me grass, some
wers

me small toy animals
teacher-made
shcards/small
tures of animals

loured pens/pencils,
e, poster paper

261

Scheme of Work

WEEK: _______________ LESSON: 111 (Listening 23)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled animal vocabulary, plurals and numbers from lesson 106
There are …

Primary Year 1 S

262

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Brainstorm the names of animals with pupils, and
Listening Listening make a list on the board. Pupils can help you to
1.2 1.2.2 write these if need be.
Understand meaning Understand with
in a variety of familiar support specific Write a letter of the alphabet before each animal
contexts information and (e.g. A: crocodile, B: tiger).
details of very simple
phrases and Lesson delivery
sentences 1. Draw this grid on the board and ask pupils to

copy it:

COMPLEMENTARY COMPLEMENTARY 1 2
3 4
SKILL SKILL 5 6

Speaking Speaking 2. Explain to pupils that you’re going to tell them
2.1 2.1.5 about your perfect zoo, e.g. There are 5
Communicate simple Name or describe crocodiles in number 1, (Pupils write 5A in box
information intelligibly objects using suitable 1), and there are 4 tigers in number 2 (pupils
words from word sets write 4B in box 2).

3. Check answers with the whole class.

4. Tell pupils to make 2 more copies of the empty
grid, to think about their zoo, and write numbers
and letters in the 6 boxes, according to the
number of animals they want in their zoo.

5. Check target language with pupils (There are +
number + plural animal in…) if necessary.

6. Divide pupils into pairs or small groups and tell
them to exchange information, in the same way
as step 5.

Post lesson

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 4
Language may be suitable.

Use other strategies if
appropriate.

y 263
s
+
y

Scheme of Work

WEEK: _______________ LESSON: 112 (Speaking 23)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled imperatives and animal vocabulary from lesson 109

Primary Year 1 S

264

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Non

Speaking Speaking Brainstorm with pupils possible ways of
2.1 2.1.5 adapting the action story on Superminds
Communicate simple Name or describe p.44.
information intelligibly objects using suitable
words from word sets Possibilities include: another animal, different
weather, another setting, such as a park or
classroom, animal is hungry/thirsty, hot etc.

COMPLEMENTARY COMPLEMENTARY Help pupils with new vocabulary as

SKILL SKILL appropriate.

Speaking Speaking Lesson delivery
2.2 2.2.2
Use appropriate Ask for attention or 1. Divide pupils into small groups and ask
communication help from a teacher or them to create a new action story.
strategies classmate using one
word or a fixed 2. Provide pupils with a language frame to
phrase help them structure the story, e.g.
1. Listen!
2. …
3. …
4. …
5. …
6. …
7. …Pick him up.

6. Pupils create their story. They can write
the story down, if they like, but must also
be able to say the story.

7. Pupils tell their story to other groups,
who mime the story.

Post lesson

Pupils identify differences between their
stories and the original in Superminds p.44.
Some of this part of the lesson may need to
be in L1, because the focus here is more on
thinking than on language production.

Primary Year 1 S

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

ne needed ELEMENT Strategies 2 and 5 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

265

Scheme of Work

WEEK: _______________ LESSON: 113 (Reading 23)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary from lessons 107 – 109, and other vocabulary from

Primary Year 1 S

m Year 1, as appropriate

266

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pre
Task 1 des
Reading Reading on
3.2 3.2.3 Lesson delivery som
Understand a variety of i) Use visuals on the 1. Ask pupils to look at p.42 of
linear and non-linear page to help understand Superminds. Review some of the The
print and digital texts by a word or phrase vocabulary. and
using appropriate
reading strategies COMPLEMENTARY 2. Write your sentences on the board or The
SKILL give them to pupils on a worksheet. and
COMPLEMENTARY Pupils read the sentences and tell you if
SKILL Writing they are true or false. Sup
4.2.5
Writing Connect words and 3. Have pupils re-write the false
4.2 proper names using ‘and’ sentences in their exercise books.
Communicate basic
information intelligibly 4. Ask pupils to look at their camouflage
for a range of purpose collages from Lesson 110. They should
in print and digital write 2 or 3 sentences about their
media posters, some true, some false.

(NB this lesson continues into Lesson
114.)

Post lesson
Task 11

Primary Year 1 S

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

ELEMENT

epare sentences to Language Your choice, as
scribe the pictures appropriate to your
p.42 (some true and lesson.
me false), e.g.
If appropriate, select
e crocodile is green suitable activities for your
d the water is green. pupils from LINUS
Module 1 or 2 to be
e snake is yellow added in to this lesson to
d white. focus on any phonemes
from the Phonics Table
perminds 1 p.42 that pupils continue to
have problems with.

267

Scheme of Work

WEEK: _______________ LESSON:114 (Writing 23)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 107 and 108

Primary Year 1 S

268

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson As
Choose a suitable pre-lesson task to anim
Writing Writing review vocabulary. and
4.3 4.3.3
Communicate with Plan and write words and Lesson delivery
appropriate language phrases 1. Ask pupils to look again at the
form and style for a True/False sentences they wrote about
range of purposes in their own collages. Let them read
print and digital media carefully and try to find and correct any
language or spelling mistakes.
COMPLEMENTARY
SKILL COMPLEMENTARY 2. Pupils swap their collages and
SKILL sentences with another pair. The pair
Writing reads the sentences and corrects the
4.3 Writing information of any false sentences.
Communicate with 4.3.2
appropriate language Spell familiar high 3. Ask pupils to check spelling and
form and style for a frequency words language in the sentences.
range of purposes in accurately
print and digital media Pupils can pretend to be a teacher in
stages 2 and 3.

4. Pupils swap back the collages and
sentences.

5. Pupils now re-write correct and true
sentences about their collages.

6. Display the collages.

Post lesson
Choose a suitable post-lesson task that
enriches or consolidates vocabulary or
learning.

Primary Year 1 S

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

substitution table of ELEMENT Strategy 4 may be
mals, prepositions suitable.
d hiding places Environmental
sustainability Use other strategies if
appropriate.

269

Scheme of Work

WEEK: _______________ LESSON: 115 (Language Arts 23)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Review animal vocabulary and prepositions through a song (or chant)

Primary Year 1 S

270

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Language Arts Review some animal vocabulary as necessary using a
5.1 Language Arts game. This could be a miming game, where children mime
Enjoy and appreciate 5.1.2 the different animals from the unit. Or choose a pre-lesson
rhymes, poems and Say the words in task that is suitable to your class.
songs simple texts, and sing
simple songs with Lesson delivery
COMPLEMENTARY intelligible 1. Show a flashcard/picture of a monkey and elicit/teach th
SKILL pronunciation, rhythm word monkey.
Language Arts and intonation
5.3 2. Encourage the children to mime monkeys as they say
Express an i) simple chants and (I’m) a monkey.
imaginative response raps
to literary texts ii) simple rhymes 3. If necessary, review numbers 1-5, showing pupils how t
iii) simple action count them on their fingers. You can use the five monkey
songs flashcards on the board to show this if necessary.

COMPLEMENTARY 4. Play the song. As pupils listen, they should hold up the
SKILL correct number of fingers.

Language Arts 5. Check pupils’ understanding of ‘jump’ and ‘bed’
5.3.1
Respond 6. Play the song again and encourage the pupils to sing
imaginatively and along as much as possible.
intelligibly through
creating simple art 7. Using animal flashcards if necessary, elicit different
and craft products animals from the pupils.

Other imaginative 8. Put pupils in groups of five. They should choose an anim
responses as and create a new version of the song, which they will act o
appropriate (each pupil being one of the animals).

9. Groups should practice. Play the song again 2-3 times t
help them practise.

10. Groups perform their song to the class.

Post lesson
Ask pupils some questions about monkeys. These don’t
need to be answered accurately or fully. The aim is to
encourage communication and fluency.

For example:
- Do you like monkeys?
- What do they eat?
- Where do they live?
- Do you think they are well camouflaged there?
- Can you have a monkey as a pet?

You could talk to pupils about conservation of monkeys’
natural habitat or perhaps about the problems of keeping
monkeys as pets.

Primary Year 1 S

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

One or five Environmental Your choice
depending on your
flashcards/pictures of sustainability pupils.
e a monkey (depending
n on your class level) Possibly strategy 1 or
3.
Song: Five Little
he Monkeys Jumping on Depending on your
pupils, they could
the Bed (this could either just say/sing
also be a chant). the new animal word
in the song or they
http://www.bbc.co.uk/l could sing more (or
to earning/schoolradio/s all) of the song
themselves.
ubjects/earlylearning/
nurserysongs/F- If you would like to
J/five_little_monkeys challenge your pupils,
you could ask them to
Various animal tell you animal names
pictures/flashcards that have two
from the unit syllables (sounds) so
that they fit in with the
mal song well (e.g. ti-ger,
out but not el-e-phant).

to

271

Scheme of Work

WEEK: _______________ LESSON: 116 (Writing 24)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: toys, animals, prepositions, numbers, colours

Primary Year 1 S

272

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 If you and pupils do not have access to
range of purposes in the Workbook.
print and digital media

COMPLEMENTARY COMPLEMENTARY 1. Put Toy flashcards on the
SKILL SKILL board

Reading Reading The flashcards should show
3.2 3.2.4 pictures for this vocabulary
Understand a variety of Use with support a
linear and non-linear simple picture dictionary rat, duck, frog, lizard, cat, elephant,
print and digital texts by to find, list and categorise spider, dog
using appropriate words from Year 1 topics
reading strategies and themes 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.45 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

273

Scheme of Work

WEEK: _______________ LESSON: 117 (Speaking 24)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
What’s for lunch?
Lunchtime
Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, saus

Primary Year 1 S

sage, chicken, steak, peas, carrots

274

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.46 ELEMENT Strategies 3 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

275

Scheme of Work

WEEK: _______________ LESSON: 118 (Reading 24)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
I’ve got/I haven’t got
Recycled food vocabulary

Primary Year 1 S

276

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
print and digital texts by a word or phrase
using appropriate
reading strategies ii) Identify and remember
high frequency sound
and letter patterns

Post lesson

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL

Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases

Primary Year 1 S

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

perminds 1 p.47 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

277

Scheme of Work

WEEK: _______________ LESSON: 119 (Listening 24)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
kitchen, milk, juice,
Imperatives: Help me, Come and take him out

Primary Year 1 S

278

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 See Teacher’s Book.

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

Primary Year 1 S

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

perminds 1 p.48 ELEMENT Strategies 2 and 3 may
be suitable.
Language
Use other strategies if
appropriate.

279

Scheme of Work

WEEK: _______________ LESSON: 120 (Language Arts 24)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Review I like/don’t like

Primary Year 1 S

280

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson using a Ac
chant or a song (to contrast with like
Language Arts Language Arts previous Language Arts lesson) which top
5.1 5.1.1 lets pupils listen to, respond verbally foo
Enjoy and appreciate Demonstrate and physically to the song/chant, and
rhymes, poems and appreciation through non- enjoy it. Exa
songs verbal responses to http
Some activities could include: m/w
i) simple chants and raps g98
ii) simple rhymes - Listen and mime or dance.
iii) simple action songs - Listen and distinguish likes and http
dislikes. h.co
- Listen and personalise.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.1
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

ELEMENT Your choice depending
on your pupils and your
chant or song about Language lesson.
es and dislikes. The
pic can be animals or
od (or both).

ample:
ps://www.youtube.co
watch?v=IQcX-
8Ao8

p://www.dreamenglis
om/fruit

281

Scheme of Work

WEEK: _______________ LESSON: 121 (Listening 25)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lessons 117 – 119
Prepositions: on, in, under
Imperative: Put

Primary Year 1 S

282

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson 4 se
10
Listening Listening Pre-lesson task 10: Say what’s missing voc
1.2 1.2.4 less
Understand meaning in Understand short basic Lesson delivery
a variety of familiar supported classroom 1. Clear a space in the classroom and Pup
contexts instructions dra
divide pupils into 4 groups. nec
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 2. Put the 4 sets of pictures on 4
chairs, one chair near each group.
Speaking Speaking
2.1 2.1.5 3. Give instructions, e.g. Put the
Communicate simple Name or describe objects banana on a table.
information intelligibly using suitable words from
word sets 4. One pupil in each group follows
your instructions. This is not a
race: the idea is simply to follow
the instruction accurately.

5. Continue for a few rounds, with a
new pupil in each group following
your instructions each time.

6. You can make instructions more
complex when necessary, e.g. Put
the apple and the cheese sandwich
under a bag, OR Put the sausages
under the chair and the cake on a
notebook.

7. After a few rounds, ask pupils to
give the instructions in each group.
Make sure that different pupils
have a chance to do this.

Post lesson

Post-lesson task: Make a word ladder

Primary Year 1 S

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

ELEMENT

ets of pictures of the Values (cooperation) Strategies 4 and 5 may
be suitable.
items of food
Use other strategies if
cabulary from appropriate.
sons 116 – 119.

pils can help you to
aw these if
cessary.

283

Scheme of Work

WEEK: _______________ LESSON: 122 (Speaking 25)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lesson 117 – 119
I’ve got
Prepositions
Help me, please

Primary Year 1 S

284

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson

Speaking Speaking Brainstorm with pupils possible ways of adapting
2.1 2.1.5 the song in Superminds p.48 (Lesson 119).
Communicate simple Name or describe
information intelligibly objects using suitable Possibilities include: a different character name,
words from word sets different food, different prepositions.

COMPLEMENTARY COMPLEMENTARY Do an example together with the whole class for
SKILL SKILL the first 2 lines of verse 2 of the song. Help
pupils with new vocabulary as appropriate.
Reading Reading
3.2 3.2.2 Lesson delivery
Understand a variety of Understand specific 1. Divide pupils into pairs or small groups and
linear and non-linear information and details
print and digital texts by of very simple phrases ask them to create a new song.
using appropriate and sentences
reading strategies 2. Provide pupils with a language frame to
help them structure the song. Put the first
verse (which is also verse 3 and 5) on the
board or a handout, with a blank in place of
Tommy’s, and for verses 2 and 4, write:

I’ve got…my

I’ve got…my

I’ve got…my

Help! Oh help me, please!

8. Pupils create their song. They can write the
song down, but must also be able to sing it

9. Pupils sing their song to other groups.

Post lesson

Ask 1 or 2 groups of pupils to take turns to sing
their song to the rest of the class.

Write prompts for verses 2 and 4 on the board to
help the class join in with the song.

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
REFERENCES CURRICULAR
STRATEGIES / REMARKS
Board ELEMENT
g Strategies 2 and 3
Language may be suitable.
,
Use other strategies if
appropriate.

r

d

f

e 285

o
Scheme of Work