Primary Year 1 SK Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pla
Choose an appropriate pre-lesson task
Writing Writing to review food vocabulary. An
4.3 4.3.3 less
Communicate with Plan and write words and Lesson delivery use
appropriate language phrases 1. Review numbers 1-10 and maths
form and style for a concepts of adding and multiplying
range of purposes in depending on the previous lesson. You
print and digital media could do this using plastic food and
prices, and setting problems to solve
orally.

COMPLEMENTARY COMPLEMENTARY 2. Review the text of the problems in
SKILL SKILL Lesson 143.

Writing Writing 3. Pupils work in pairs to write their own
4.2 problems in their exercise books. They
Communicate basic 4.2.5 could use their drawings and prices
information intelligibly from Lesson 143 for ideas or as a base.
for a range of purposes Connect words and
in print and digital proper names using ‘and’ 4. Pairs swap problems and solve each
media other’s.

5. Pairs work together in groups of four
to check the answers.

Post lesson
Choose a post-lesson task that lets
pupils move around and review
learning.

Primary Year 1 S

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

ELEMENT Strategy 2 may be
suitable.
astic food Financial Education
Use other strategies if
outline of the text in appropriate.
son 143 for pupils to
e as a model.

336

Scheme of Work

WEEK: _______________ LESSON: 145 (Language Arts 29)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
I’ve got… / I haven’t got…

Primary Year 1 S

337

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson S
Put the letters g – f – I – d – r – e on the ite
Language Arts Language Arts board. Ask pupils to unscramble the word st
5.2 5.2.1 (fridge). on
Express personal Name people, things or Draw a big picture of a fridge on the board.
responses to literary places of interest in A
texts illustrations Lesson delivery co
accompanying texts 1. Give some/all pupils a small picture of fo
COMPLEMENTARY food. Say the words. When pupils hear ei
SKILL COMPLEMENTARY their word, they come out and stick the pu
SKILL food onto the picture of the fridge. th
Reading
3.1 Reading 2. Tell the pupils you are going shopping. W
Recognise words in 3.1.3 You have a shopping list (put on the of
linear and non-linear Blend phonemes (CVC, board/give to pupils). bl
texts by using CCVC) fo
knowledge of sounds 3. Ask pupils to read the shopping list. pa
and letters
4. Ask pupils to tell you what is in the fridge
(this is a deductive reasoning task – if food
is on the shopping list, then it is not in the
fridge). Nominate pupils to remove pictures
from the board so that it shows what is in
the fridge.

5. Tell pupils they are going to put food in
their fridges. Give them the worksheet and
ask them to draw three items in the fridge.

6. Now tell them to write three (different)
items on their shopping list.

7. Using their worksheet, pupils tell their
partner what they’ve got and haven’t got.

Post lesson

Play a game to review food and numbers

vocabulary using the small food pictures.
For example, pupils have a picture. They
hide it behind their back. Their partner
guesses – Have you got xxx?

Primary Year 1 S

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

ELEMENT

Small pictures of food Language Your choice, depending
ems, cut up, with on your pupils.
ticky tape or a magnet
n the back. Possibly strategy 2.

A shopping list You may need to guide
ontaining some of the some/all of the pupils to
ood picture items – the answer about what is
ither one copy per in the fridge (deductive
reasoning task).
upil or a large copy on
he board. If you wish to further
review numbers 11-20,
Worksheet with picture you can include lots of
f empty fridge and small food on the list or in
lank shopping list (one the fridge, e.g. 12
or each student or strawberries.
air)

338

Scheme of Work

WEEK: _______________ LESSON: 146 (Speaking 30)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary
On the ground, in trees, on plants

Primary Year 1 S

339

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Speaking Speaking
2.1 2.1.1 Lesson delivery
Communicate simple Give very basic personal See Teacher’s Book.
information intelligibly information using fixed
phrases

COMPLEMENTARY COMPLEMENTARY If you do not have access to the
SKILL SKILL Workbook

Reading Reading 1. Before the lesson, prepare a poster
3.2 3.2.3 or a photocopiable handout similar
Understand a variety of i) Use visuals on the to the one on the next page.
linear and non-linear page to help understand
print and digital texts by a word or phrase 2. Use this poster or handout for the
using appropriate Think tasks in the Teacher’s Book.
reading strategies ii) Identify and remember
high frequency sound Post lesson
and letter patterns See Teacher’s Book.

Primary Year 1 S

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

perminds 1 p.55 ELEMENT Strategies 2 and 3 may
be suitable.
Science and
Technology Use other strategies if
appropriate.

340

Scheme of Work

1. Think! Colour the fruit words red. Colour the vegetable word

 peppers  strawberries

 onions  potatoes

 tomatoes  oranges

 apples  peaches

2. Draw the fruit and vegetables on the trees, in the ground, or

carrot pepper onion pea

Primary Year 1 S

ds green.

 bananas
 carrots,
 peas
 pears

on the plants potato tomato
ar apple

341

Scheme of Work

WEEK: _______________ LESSON: 147 (Writing 30)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language: toys, food, imperatives

Primary Year 1 S

342

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Writing Writing
4.2 4.2.1 Lesson delivery
Communicate basic Give very basic personal See Teacher’s Book.
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media

COMPLEMENTARY COMPLEMENTARY If you do not have access to the
SKILL SKILL Workbook

Reading Reading 1. Before the lesson, prepare a
3.2 3.2.2 poster of a monster with a
Understand a variety of Understand specific sandwich in its stomach, Give
linear and non-linear information and details of the monster a name
print and digital texts by very simple phrases and
using appropriate sentences 2. Put the poster on the board.
reading strategies 3. Elicit key details about the

monster (i.e. .name, colour
what’s in the sandwich).
4. Copy this grid onto the board
and ask pupils to complete it.

Name

Colour
What’s in the
sandwich

5. Check answers with the whole
class.

Post lesson
See Teacher’s Book.

Primary Year 1 S

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

perminds 1 p.56 ELEMENT Strategies 4 and 5 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

343

Scheme of Work

WEEK: _______________ LESSON: 148 (Reading 30)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language from the topic

Primary Year 1 S

344

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Reading Reading See Teacher’s Book.
3.2 3.2.4
Understand a variety of Use with support a Lesson delivery
linear and non-linear simple picture dictionary See Teacher’s Book.
print and digital texts by to find, list and categorise If you and pupils do not have access to
using appropriate words from Year 1 topics the Workbook.
reading strategies and themes

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

Speaking Speaking The flashcards should show
2.1 2.1.1 pictures of this lunchtime
Communicate simple Give very basic personal vocabulary:
information intelligibly information using fixed
phrases apples, bananas, cake,
carrots, sandwich, chicken, peas,
pizza, sausages, steak

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

345

Scheme of Work

WEEK: _______________ LESSON: 149 (Listening 30)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language
Healthy/unhealthy

Primary Year 1 S

346

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Teach pupils new vocabulary: healthy and unhealthy.
Listening Listening Make 2 columns on the board: healthy food and unhealthy
1.3 1.3.1 food.
Use appropriate Predict words they Ask pupils to name healthy and unhealthy food. They can
listening strategies in will hear by using use L1 if they don’t know the food in English. Teach
a variety of contexts knowledge of a topic sweets and fizzy drink if pupils don’t suggest these.
Pupils come to the board and write the items in the correc
COMPLEMENTARY COMPLEMENTARY columns on the board.
SKILL SKILL
Pre-lesson task 2: Guess the answer: linked to a text you
Listening Listening tell pupils about Wendy, Nasir and Lisa (see next page).
1.2 1.2.2 Pupils predict the healthy and unhealthy food they will hea
Understand meaning Understand with
in a variety of familiar support specific Lesson delivery
contexts information and 1. Tell the story in the Wendy, Nasir and Lisa text, and
details of very simple
phrases and check pupils’ guesses with them.
sentences
2. Give pupils the grid on the next page and read out th
text. Ask pupils to complete the grid. Read the text
out again if necessary.

3. Check pupils’ answers and tell the story one more
time so that pupils can confirm their answers.

4. Ask pupils why healthy eating is important. This
discussion will be in L1, as the focus here is on
human well-being and development, and not on
language.

5. Give pupils a handout of the text, or write a copy on
the board.

6. Put pupils into pairs or small groups and ask them to
change Wendy, Lisa and Nasir’s food so that it is all
healthy.

7. Make larger groups, and ask pupils to read the text
out to their groupmates.

8. Groupmates identify the new food and say whether it
is healthy.

Post lesson
Post-lesson task 8: Make a word ladder, using healthy
food items.

Primary Year 1 S

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

Board Global sustainability Strategies 2 and 5
may be suitable.
y Copy of Wendy, Nasir
and Lisa text and grid Use other strategies if
on next page appropriate.

ct

ar

he

o 347
t

Scheme of Work

Wendy, Nasir and Lisa
Wendy has got a cheese sandwich, an apple, a banana and some swee
Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.
Lisa has got steak, peas, carrots, and 2 cakes for her lunch.

Wendy

Healthy food

Unhealthy food

Primary Year 1 S

ets for her lunch. Lisa
Nasir

348

Scheme of Work

WEEK: _______________ LESSON: 150 (Language Arts 30)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Your choice. Should include review of food vocabulary, fruit and veget

Primary Year 1 S

tables. 349

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson around A te
the theme of healthy eating.
Language Arts Language Arts This could be based on a hea
5.2 5.2.1 story/text/poem about a child who eats pup
Express personal Name people, things or healthily and is very happy or it could
responses to literary places of interest in be based on the pupils’ responses to p.5
texts illustrations the food diary on p.55 of the textbook.
accompanying texts The lesson should encourage text
happiness through eating a balanced
COMPLEMENTARY COMPLEMENTARY diet with lots of fruit and vegetables and
SKILL SKILL should let pupils talk or write about their
own eating habits.

Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
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

ext/story about ELEMENT
althy eating and/or
pils’ responses on Values (cooperation) Your choice depending
55, exercise 2 of the on the focus of your
tbook. lesson and your pupils.

350

Scheme of Work

WEEK: _______________ LESSON: 151 (Listening 31)
MAIN SKILL(S) FOCUS: Listening
THEME: Revision of Year 1 themes: World of Self, Family and Friends
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pe
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 Language

Primary Year 1 S

s, World of Stories, World of Knowledge
et Show and Lunchtime

351

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Cop
Before the lesson, make 6 revision Cro
Listening Listening questions on each of the topics in the que
1.2 1.2.5 squares of the noughts and crosses squ
Understand meaning in Understand short grid on the next page. Prepare
a variety of familiar supported questions flashcards, too, of topic vocabulary.
contexts
COMPLEMENTARY For topics covered in the textbook, you
COMPLEMENTARY SKILL can ask questions such as What’s this?
SKILL
Speaking (show flashcard of a classroom object,
Speaking 2.1.5 food item etc), Name 5 (animals, toys
2.1 Name or describe objects etc), Spell…( e.g. yellow). For Listen
Communicate simple using suitable words from and do, you can make instructions for
information intelligibly word sets pupils to do (e.g. Put a red pencil and a
green pencil case on the chair). There
are 2 squares not directly linked to
textbook topics. Correct it! These

should be typical grammar, vocabulary,
spelling, or pronunciation mistakes your
pupils make. Question mark These can
be a mix of simple and difficult
questions related to anything studied
over the year.

Lesson delivery

1. See next page.

Post lesson

2. Finish the lesson with a brief
reminder to pupils of any key
language learning points which
emerged.

Primary Year 1 S

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

py of Noughts and ELEMENT
osses grid and 5
estions for each Values (cooperation) Strategies 2 and 7 may
uare. be suitable.

Use other strategies if
appropriate.

352

Scheme of Work

Noughts and crosses grid for Year 1

Food Correct it! Friends
Colours
Animals ?

Classroom objects Listen and do Toys

Primary Year 1 S

Example of a completed line on a noughts and crosses grid

OXO
XOX
XO

353

Scheme of Work

Lesson delivery

1. Divide pupils into 2 teams of equal size and ask them to give their team a name.
2. Write the team names on the board.
3. Draw the noughts [O] and crosses [X] grid on the board.
4. Tell pupils that their team gets a nought or cross on a topic square if they answer a

team’s symbol (nought or cross) across, down or diagonally in order to score a po
page, the noughts team have made a diagonal line by answering three questions c
5. Explain that teams will take turns to answer your questions.
6. Tell pupils that they must take it in turns to ask and answer questions, so that ever
to a question, team mates can help, but the chosen team member must say the an
7. Explain that

 you will read each question only once
 you will accept only the first answer you hear
 there will be a time limit of 40 seconds to answer after the question has be
8. Toss a coin to choose a starting team, and play the game.
9. Mark noughts and crosses in the appropriate square when teams answer correctly
everyone can hear it.

Primary Year 1 S

a question about that topic correctly. The aim of the game is to make a line of their
oint. If a team makes this line, they score a point. In the example on the previous

correctly. The board is then cleaned and the game continues.

ryone gets a chance to practise language. If a team member is not sure of the answer
nswer to the opposing team.

een read.

y. Make sure that pupils are quiet when a team reads out their question, so that

354

Scheme of Work

WEEK: _______________ LESSON: 152 (Speaking 31)
MAIN SKILL(S) FOCUS: Speaking
THEME: Revision of Year 1 themes: World of Self, Family and Friends
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pe
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 Language

Primary Year 1 S

s, World of Stories, World of Knowledge
et Show and Lunchtime

355

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Cop
Ask pupils questions about pictures in 1
Speaking Speaking the textbook (see step 2 for examples).
2.1 2.1.5 Each time, show pupils a page of the
Communicate simple Name or describe objects Superminds textbook, and ask a
information intelligibly using suitable words from question or give an instruction, e.g.
word sets
COMPLEMENTARY  What colour’s the apple?
SKILL COMPLEMENTARY  What’s this?
SKILL  How many pineapples?
Listening  Find something yellow, and
1.2 Listening
Understand meaning in 1.2.5 something red.
a variety of familiar Understand short
contexts supported questions Practise useful questions with pupils
and write them on the board.

Lesson delivery
1. Divide pupils into small groups and

ask them to prepare 7 questions or
more.

2. Put groups together and ask them
to ask and answer each other’s

questions.

3. Repeat step 5 by changing the
groups, if there is time.

4. Ask pupils to read out their
questions for the whole class to
answer.

Post lesson
Post-lesson task 4: Correct the error

Primary Year 1 S

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

pies of Superminds ELEMENT Strategies 4 and 5 may
be suitable.
Language
Use other strategies if
appropriate.

356

Scheme of Work

WEEK: _______________ LESSON: 153 (Reading 31)
MAIN SKILL(S) FOCUS: Reading
THEME: Revision of Year 1 themes: World of Self, Family and Friends
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pe
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 Language

Primary Year 1 S

s, World of Stories, World of Knowledge
et Show and Lunchtime

357

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Explain that pupils will revise the term’s work by
Reading Reading reading and responding to instructions on topics
3.2 3.2.2 they have covered over the term in a board game.
Understand a variety Understand specific
of linear and non- information and Lesson delivery
linear print and digital details of very simple 1. Explain that pupils will play a game. Ask them
texts by using phrases and
appropriate reading sentences to talk about how they can cooperate as a
strategies group in the game, and how they can deal with
COMPLEMENTARY any challenges in content or language.
COMPLEMENTARY SKILL
SKILL 2. Pupils talk about this in L1, as the focus here is
Speaking on learning skills, not on language.
Speaking 2.1.5
2.1 Name or describe 3. Elicit pupils’ suggestions.
Communicate simple objects using suitable
information intelligibly words from word sets 4. Explain that when pupils land on a square on
the board, they must speak about the topic for
half a minute to a minute so that they get
sufficient language practice from the game.

5. Divide pupils into groups of 3 or 4 and handout
out a dice and counters for each group.

6. If a pupil lands on a Free question square,
explain that others can each ask them a
question, either a personal one or one
connected to the term’s work. Give or elicit
examples to help if necessary.

7. Pupils throw the dice and move their counter
forward. They tell others in their group about
the topic they land on.

Post lesson
Stop the game and ask them to reflect on and give
examples of

 how well they worked as a group

 how they dealt with any challenges in conten

or language .

As in steps 2 and 3, this feedback will be in L1.

Elicit feedback from the groups, summarising this,
and make any additional comments of your own.

Primary Year 1 S

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

Dice, counters, and Entrepreneurship Strategies 2 and 7
one copy of the Year may be suitable.
1 Revision board
game on the next Use other strategies if
page for each group appropriate.

h If appropriate, select
s suitable activities for
your 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.

t

nt 358
Scheme of Work

Year 1 Revision Board Game

Say 2 things you like Spell an animal name Name 2 healthy fo

Names 2 places where Say the colours of 5 things How old are you
animals hide in the classroom

Say something you’ve got Make a false sentence with Free question
in (Your friends ask

Count from 11 to 20 Free question Name 3 vegetab
(Your friends ask you)

Free question Name 3 shapes in this What’s your favouri
(Your friends ask you) classroom

Primary Year 1 S

oods Make a false sentence with Free question
under (Your friends ask you)

Free question

u? Say the letters of the

(Your friends ask you) alphabet

n Count from 1 to 10 Tell your friends to do
you) something

bles Name 2 unhealthy foods Make a true sentence with
on

ite toy? Say something you Name 5 classroom objects
haven’t got

359

Scheme of Work

WEEK: _______________ LESSON: 154 (Writing 31)
MAIN SKILL(S) FOCUS: Writing
THEME: Revision of Year 1 themes: World of Self, Family and Friends
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pe
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 language

Primary Year 1 S

s, World of Stories, World of Knowledge
et Show and Lunchtime

360

Scheme of Work