SOW FORM 5

OOK-BASED LESSON (UNIT 6)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to crime and crime, expressing different
viewpoints, expressing opinion, modal verbs

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
by asking pupils to work in pairs and REFERENCES
al paragraph of a bias argument (i.e. Allow more proficient
ed to a balanced argument giving English Download pupils to work on the
ct pupils’ ideas and read through Student’s Book, p78– activities independently.
e Student’s Book. Support can be given to
79 less proficient pupils by
ities 1–2 with an extension focus on Teacher’s Book, p71 grouping them together
3–4 with an extension focus on during the activities and
ties 1–2. See the Teacher’s Book for by making them more
mplementary skill, ask pupils to teacher-led.
and justify them. In Activity 2 ask
d or bad thing for the music industry For additional
. In other words, to explain what they differentiation strategies,
ions. Activities 3 and 4 focus on the please refer to the
guidance. provided list of
differentiation strategies
and select appropriate
strategy/strategies based
on the needs of the
pupils.

nt in support of opinion
nts and makes a final comment about

are, discuss and argue
e wrong

th national and global. For example:
sia than in America/Europe? Do
eenagers in the West?

82

WEEK: LESSON 53 (Writing 11) SCHEME OF WORK: TEXTBO
__ TOPIC: Crime
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.1 Writing 4.1.4 Have a discussion about prisons. Tell pup
Communicate Express and prisoners reoffend as soon as they are let
intelligibly through respond to real or they think governments should do to try to
print and digital imagined opinions What do prisoners need to make them law
media on familiar and feelings pupils to discuss the questions in groups t
topics discussion.

Complementary Complementary Lesson delivery
Skill Skill
This lesson focuses on Activities 5–6. A
Writing 4.1 Writing 4.1.5 developing the complementary and main s
Communicate Organise, sequence through the activities. See the Teacher’s B
intelligibly through and develop ideas If possible, monitor the rough draft of each
print and digital within a text of then monitor those pupils who need the m
media on familiar several paragraphs allow pupils to complete the final draft of th
topics on familiar topics
and some unfamiliar Post-lesson
topics
Ask pupils to review their learning in this le
exit card about the writing activities: ‘what
in the activities?’ and ‘what they found par
the activities?’ Collect the cards and use th
subsequent lessons.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 6)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to crime and crime, expressing different
viewpoints, expressing opinion, modal verbs

INE MATERIALS / DIFFERENTIATION
STRATEGIES
pils that about 30% of REFERENCES
out of prison. What do Allow less proficient pupils to
English Download write shorter paragraphs. If
o stop this happening? Student’s Book, p79 necessary, give them the
w-abiding citizens? Allow Teacher’s Book, p72 opening sentence to each
then open up to a class paragraph.

Activities 5 and 6 focus on Monitor to check that they are
skill. Work your way using the appropriate tone for
Book for detailed guidance. the target audience and
h pupil. If time is limited, including the correct
most help. If necessary, punctuation as well as
heir essays for homework. relevant vocabulary (see
Language Bank) to make
esson by completing an their essays more concise.
they were able to do well
rticularly challenging about Challenge more proficient
hem for planning pupils by asking them to write
a more detailed essay about
young offenders and the
punishments they should be
given. Tell them to use 200–
250 words.

For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

83

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 54 (Literature in Action 6) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Teachers will develop their own lesson usi
Literature Component books.
Literature in Literature in Teachers should ensure that their lesson c
Action 5.2 Action 5.2.1 Action Content and Learning Standard spe
Analyse and Evaluate and
evaluate a variety explain in detail
of literary text stylistic features an
types author uses to show
character, events or
place

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 6)

ature in Action THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
ing materials from the REFERENCES STRATEGIES
Teacher to select
covers the Literature in For differentiation strategies,
ecified for this lesson. please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

84

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 55 (Revision 6) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers will need to develop their own le
an appropriate an appropriate main of their pupils.
main skill and skill and

complementary complementary skill
skill based on based on their
their pupils’ needs pupils’ needs and
and interests interests

Secondary Form 5 Scheme of Work

NON-TEXTBOOK LESSON (UNIT 6)

eacher to select THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
esson based on the needs REFERENCES STRATEGIES

Teacher to select from For differentiation strategies,
English Download or please refer to the provided
other resources list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

85

Unit 7 SCHEME OF WORK: TEXTBO

LESSON 56 (Reading 10) MAIN SKILL(S) FOCUS: Re
WEEK:
__ TOPIC: The Media CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Reading 3.1 Reading 3.1.5 Activate prior knowledge in this lesson by as
Understand a Recognise Activities 1 and 2 in small groups. When rea
variety of texts by independently the open up to a class discussion.
using a range of attitude or opinion
appropriate of the writer in Lesson delivery
reading strategies extended texts on
to construct a wide range of This lesson focuses on Activities 3–5. Ac
meaning familiar topics and focuses on developing the main skill and Ac
some unfamiliar developing the complementary skill. In order
Complementary topics skill write on the whiteboard: ‘What is the wr
Skill future of newspapers? Why? What is the wr
Complementary future of books? Why?’ For Activity 3, ask pu
Reading 3.1 Skill to answer the question in the Student’s Boo
Understand a the whiteboard. When ready, collect pupils’
variety of texts by Reading 3.1.2 Download Box together. Complete Activity 4
using a range of Understand Activity 5. Depending on time available and
appropriate specific details pupils, you may want to add more words to
reading strategies and information in strategies). See the Teacher’s Book for deta
to construct extended texts on
meaning a wide range of Answers:
familiar topics and
some unfamiliar The writer thinks printed newspapers will be
topics newspapers because they’re more affordabl
readers get a more interactive experience. F
money is saved because it is not spent on in
delivery vans. So online papers make more
waste of resources.

The writer thinks people might carry on read
books gives people headaches/eye-strain. E
charged. -. Device can get broken or stolen.
People prefer tactile feel of books. Printed b
people.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 7)

eading THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to different kinds of media

INE MATERIALS / DIFFERENTIATION
STRATEGIES
sking pupils to discuss REFERENCES
ady, collect pupils’ ideas and Support can be given to less
English Download proficient pupils depending on
Student’s Book, their needs, such as by helping
p84–85 them to locate the relevant
Teacher’s Book, information in the article to
answer the multiple-choice
p78-79 questions. Mirror this process
for questions 1–3 and allow
ctivity 3, with an extension, pupils to attempt 4–6
ctivity 4 focuses on independently.
r to fully focus on the main
riter’s opinion about the Challenge more proficient
riter’s opinion about the pupils by asking them to find
upils to skim read the article more words/phrases in Activity
ok and the two questions on 5. Choose words that are not
answers. Read the familiar and write a short
4. When ready, move on to definition of them as in Activity
5. Provide the number of the
proficiency level of your paragraph where the
find (see differentiation word/phrase can be found.
ailed guidance. Words/phrases might include:
trends (1)
e replaced by digital readily available (2)
le for readers and online subscription (3)
For Newspaper owners, curling up (5)
nk, paper, warehouses and get lost in (5)
profit and there is less gadget-savvy (5)

ding books. Reading e- For additional differentiation
E-books may need to be strategies, please refer to the
. Devices can be expensive. provided list of differentiation
books have charm for some strategies and select
appropriate strategy/strategies

86

Post-lesson
Choose a post-lesson activity that summaris
lesson. For example, ask pupils to discuss A
Note: By the end of this unit, ensure that Vo
textbook are completed. These activities can
more manageable chunks, i.e. one or two ac
which days to give homework depending on
and pupils’ needs.

Secondary Form 5 Scheme of Work

based on the needs of the
pupils.

ses pupils learning in this
Activity 6 in pairs.

ocabulary sections in the
n be divided into smaller,
ctivities at a time. Choose
n what best suits the lessons

87

SCHEME OF WORK: TEXTBO

WEEK: LESSON 57 (Language Awareness 7) MAIN SKILL(S) FOCUS: La
__
TOPIC: The Media CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Devise an activity or play a game to revise
lesson so listening, speaking,
listening, reading and writing Lesson delivery
speaking, reading skills are not
and writing skills explicitly covered This lesson focuses on passive forms a
are not explicitly personal structures. Activities 1–4, p87 a
covered activities focus on the different uses of the
Teacher’s Book for detailed guidance. For
pupils the opportunity to check and discus
groups before collecting responses. For A
complete the activity individually. Monitor a
note who is competent in using the passiv
further practice. When ready, move on to p
give pupils the opportunity to check and di
groups before collecting responses. For A
complete the activity individually. Monitor a
note who is competent in using impersona
structures and who needs further practice.
pupils to complete some of the activities a
lesson is too short.

Post-lesson

Choose a post-lesson activity that summa
lesson. For example, ask pupils to write se
individually then swap them with a partner
sentences into the passive form.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 7)

anguage Awareness THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Passive structures

LINE MATERIALS / DIFFERENTIATION
e the passive form. STRATEGIES
REFERENCES
Organise talk partners or
English Download grouping so that a more
Student’s Book, p87, proficient pupil can help and
support a less proficient pupil.
p89
Teacher’s Book, Challenge more proficient
p80–82 pupils by asking them to write
sensational newspaper
and the impersonal and headings using passive form,
and 1–4, p89. These e.g. ‘A painting worth 2 million
is stolen from museum’.
e passive voice. See the
r Activities 2 and 3, p87, give For additional differentiation
ss their answers in small strategies, please refer to the
Activity 4, ask pupils to provided list of differentiation
and use this opportunity to strategies and select
ve voice and who needs appropriate
p89. For Activities 2 and 3, strategy/strategies based on
iscuss their answers in small the needs of the pupils.
Activity 4, ask pupils to
and use this opportunity to
al and personal passive
. You may need to ask
as homework if time in the

arises pupils’ learning in this
entences in the active form
r and change the active

88

WEEK: LESSON 58 (Listening 10) SCHEME OF WORK: TEXTBO
__ TOPIC: The Media
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Listening 1.1 Listening 1.1.1 Activate prior knowledge in this lesso
Understand meaning Understand complete the activities in the Let’s tal
in a variety of familiar independently the the Teacher’s Book.
contexts main ideas in
extended texts on a Lesson delivery
Complementary wide range of familiar
Skill topics and some This lesson focuses on Activities 1
unfamiliar topics on developing the complementary sk
Listening 1.1 developing the main skill. See the Te
Understand meaning Complementary guidance.
in a variety of familiar Skill
contexts Post-lesson
Listening 1.1.2
Understand Play a game such as word bingo or t
independently revise words and phrases connected
specific information in the unit so far.
and details in
extended texts on a
wide range of familiar
topics
and some unfamiliar
topics

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 7)

stening THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases talking about media and communication

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
on by asking pupils to REFERENCES
lk about it! Box on p78 of Support can be given to less
English Download proficient pupils depending on
Student’s Book, p90 their needs, such as by
Teacher’s Book, p82– reading the audio text to them
at a slightly slower speed
83 (see the audio text p142–143
of the Teacher’s Book).
1–4. Activities 1–3 focus
For additional differentiation
kill. Activity 4 focuses on strategies, please refer to the
eacher’s Book for detailed provided list of differentiation
strategies and select
true/false definitions to appropriate
d with the media introduced strategy/strategies based on
the needs of the pupils.

89

WEEK: LESSON 59 (Speaking 9) SCHEME OF WORK: TEXTBO
__ TOPIC: The Media
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Speaking 2.1 Speaking 2.1.3 Activate prior knowledge in the lesson’s to
Communicate Explain and justify complete Activity 1 in pairs. When ready, c
information, ideas, plans and ambitions open up the discussion as a whole class. S
opinions and for detailed guidance.
feelings intelligibly Complementary
on familiar topics Skill Lesson delivery

Complementary Speaking 2.3.1 This lesson focuses on Activities 2–4. A
Skill Keep interaction developing the main skill. Activity 4 focuse
going in discourse- complementary skill. Work through Activiti
Speaking 2.3 level exchanges by Teacher’s Book for detailed guidance. To
Use appropriate paraphrasing and skill in Activity 3, tell pupils that cousin Han
communication rephrasing take control of attracting more customers t
strategies appropriately use the ideas in the Student’s Book to mak
would do to gain more customers. When r
with another pair and take it in turns to exp
to get more customers to visit Hannah’s sh
focus on the complementary skill, remind p
discussion going by paraphrasing and rep
delivery notes for lesson 15 of the SoW fo

Post-lesson

When ready, collect pupils’ ideas for Activi
discussion as a whole class.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 7)

peaking THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to media sites and communicating with the public

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
collect pupils’ ideas and Support can be given to less
See the Teacher’s Book English Download proficient pupils depending on
Student’s Book, p91 their needs, such as by
Teacher’s Book, p83– providing them with cards
with the appropriate language
84 from the Language Bank or
relevant phrases such as
Activity 3 focuses on ‘Yes, that’s an excellent idea
but what if…’ or ‘I agree with
es on developing the you that….is a good idea and
also…’ so they can use these
ies 2, 3 and 4. See the in their dialogue without
fully focus on the main having to refer back to the
Student’s Book.
nnah has asked them to
For additional differentiation
to her shop so they must strategies, please refer to the
ke plans about what they provided list of differentiation
strategies and select
ready, ask pupils to group appropriate
strategy/strategies based on
plain and justify their plans the needs of the pupils.
hop. In Activity 4, to fully

pupils how to keep the

phrasing (see the lesson

or reference).

ity 4 and open up the

90

WEEK: LESSON 60 (Speaking 10) SCHEME OF WORK: NON-TEXTB
__ TOPIC: The Media
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Speaking 2.2 Speaking 2.2.1 Choose an appropriate pre-lesson activity
Use register Use formal and needs/interests and that will review langua
appropriately informal registers prepare the pupils for the lesson.
appropriately in
Complementary most familiar and Lesson delivery
Skill some unfamiliar
contexts This lesson focuses on speaking activi
Speaking 2.4
Communicate Complementary Organise a speaking activity that achieves
appropriately to a Skill skill. For example: Tell pupils that their sch
small or large sum of money by a mystery donor The hea
group on familiar Speaking 2.4.1 how to spend the money. Divide pupils into
topics Explain the main a worthy cause for the funds i.e. new book
points of an idea or apparatus for the gym; start-up of an onlin
argument instruments or sound-proof room the musi
computers for ICT; plants and shrubs for a
Tell pupils that they are going to make a p
which includes the head teacher, teachers
use a formal register. They must present t
argument, clearly stating why their cause i
donated funds. Give pupils enough time to
presentations. When ready, ask each grou
the class. At the end, have a class vote on
presentation.

Post-lesson

Ask pupils to review their learning in this le
card about the speaking activity: ‘what the
activity?’ and ‘what they found particularly
activities?. Collect the cards and use them
lessons.

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 7)

peaking THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Teachers to select

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

that suits pupils’ A speaking activity For differentiation strategies,
age and/or vocabulary and sourced by teachers please refer to the provided
list of differentiation strategies
ities sourced by teachers. and select appropriate
strategy/strategies based on
s the main and complementary the needs of the pupils.
hool has just received a large
ad teacher is going to decide
o groups and give each group
ks for the school library; sport
ne school magazine;
ic department; more
a school garden; and so on.
presentation to a committee
s and parents so they must
the main points of their
is the best cause for the
o practise their group
up to give their presentation to
n who gave the best

esson by completing an exit
ey were able to do well in the

challenging about the
m for planning subsequent

91

WEEK: LESSON 61 (Writing 12) SCHEME OF WORK: TEXTBO
__ TOPIC: The Media
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.2 Writing 4.2.4 Activate prior knowledge in the lesson’s to
Communicate Use formal and statements on the whiteboard that could b
with appropriate informal registers Write the sentences in active form and ask
language, form appropriate to the statements into the passive form.
and style target audience in
most familiar and For example:
some unfamiliar  Rescuers find a baby alive and health
situations
earthquake.
Complementary Complementary  Man finds escaped pet snake living on

Skill Skill garden.

Speaking 2.1. Speaking 2.1.4 Lesson delivery
Communicate Explain and justify
information, ideas, the point of view of This lesson focuses on Activities 1–4. A
opinions and classmates or developing the main skill. Activity 4b, with
feelings intelligibly others developing the complementary skill. Work
on familiar topics See the Teacher’s Book for detailed guida
the complementary skill, ask pupils to expl
suggestions and final recommendation for
what types of programmes they would sho
their own school. See the Extension Activi
the Teacher’s Book for further ideas. Whe
swap partners and take it in turns to expla
for their school channel.

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, hold a class disc
be the best programmes to show on their s

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 7)

Writing THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to the media, using passive forms to create
formal tone

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by writing a number of REFERENCES
be in a newspaper article. Allow more proficient pupils to
k pupils to change the English Download work on the activities
Student’s Book, p92 independently.
Teacher’s Book, p84– Support can be given to less
proficient pupils by grouping
85 them together during the
activities and by making them
hy two days after more teacher-led.
n a tree in his house
For additional differentiation
Activities 1–4a focus on strategies, please refer to the
provided list of differentiation
an extension, focuses on strategies and select
k through Activities 1–4a. appropriate
ance. In order to focus on strategy/strategies based on
lain and justify the writer’s the needs of the pupils.

r 4b. Then, in pairs discuss

ow on a T.V. channel for

ity box at the top of p85 of
en ready, ask pupils to

ain and justify their ideas

arises pupils’ learning in
cussion about what would
school channel.

92

WEEK: LESSON 62 (Writing 13) SCHEME OF WORK: TEXTBO
__ TOPIC: The Media
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.2 Writing 4.2.4 Activate prior knowledge in the lesson’s to
Communicate Use formal and the school has decided to start a monthly m
with appropriate informal registers them to work with a talk partner and decid
language, form appropriate to the and articles they would like to be included
and style target audience in
most familiar and Lesson delivery
some unfamiliar
situations This lesson focuses on Activities 5–8. A
focuses on developing the complementary
Complementary Complementary on developing the main skill. To fully focus
skill, once pupils have completed Activity 5
Skill Skill pairs and discuss the advantages and disa
seven suggestions made in Activity 5. Ask
Speaking 2.1. Speaking 2.1.2 the seven suggestions they would like to in
Communicate Ask about and Work your way through the Activities 6–8.
information, ideas, explain advantages for detailed guidance. In Activity 8, monito
opinions and and disadvantages using the appropriate formal tone for a rep
feelings intelligibly of If possible, monitor the rough draft of each
on familiar topics ideas then monitor those pupils who need the m
plans allow pupils to complete the final draft of th
arrangements
Post-lesson

Ask pupils to review their learning in this le
exit card about the writing activities: ‘what
in the activities?’ and ‘what they found par
the activities?’ Collect the cards and use th
subsequent lessons.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 7)

Writing THEME: Science and Technology

EMENT(S): - Science and LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to the media, using passive forms to create
formal tone

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by telling pupils that REFERENCES
magazine for pupils. Ask Allow less proficient pupils to
de what kind of features English Download write shorter paragraphs. If
in the magazine. Student’s Book, p93 necessary, give them the
Teacher’s Book, p84– opening sentence to each
paragraph.
85
Monitor to check that they are
Activity 5 with an extension using the appropriate formal
y skill. Activities 6–8 focus tone and including the correct
s on the complementary punctuation as well as
5, ask them to work in relevant vocabulary (see
advantages of each of the Language Bank) to make
their reports more concise.
k them to decide which of
nclude in their magazine. Challenge more proficient
See the Teacher’s Book pupils by asking them to write
or to check that pupils are a more detailed report. Tell
them to use 200–250 words.
port.
h pupil. If time is limited, For additional differentiation
most help. If necessary, strategies, please refer to the
heir articles for homework. provided list of differentiation
strategies and select
esson by completing an appropriate
they were able to do well strategy/strategies based on
rticularly challenging about the needs of the pupils.
hem for planning

93

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 63 (Literature in Action 7) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Teachers will develop their own lesson usi
Literature Component books.
Literature in Literature in Teachers should ensure that their lesson c
Action 5.3 Action 5.3.1 Action Content and Learning Standard spe
Express an Respond
imaginative imaginatively and
response to intelligibly through
literary texts live performance of
stage plays

Other imaginative
responses as
appropriate

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 7)

ature in Action THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
ing materials from the REFERENCES STRATEGIES
Teacher to select
covers the Literature in For differentiation strategies,
ecified for this lesson. please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

94

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 64 and 65 (Project-Based Learning 1 MAIN SKILL FOCUS: Proje
__
& 2)

TOPIC: Teacher to select CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Teachers will need to develop their own le
Teachers to select Teachers to select topic/themes and resources that they sele
an appropriate an appropriate main should be based on the needs and interes
main skill and skill and
complementary complementary skill
skill based on based on their
their pupils’ needs pupils’ needs and
and interests interests

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 7)

ect-Based Learning THEME: Teacher to select

EMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
essons based on
ect. Ideas for projects Teacher to select their For differentiation strategies,
sts of the pupils. own materials please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

95

SCHEME OF WORK: TEXTBOOK /N

WEEK: LESSON 66 (Revision 7) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over pu
main skill and skill and
their work from the previous lesson.
complementary complementary skill
skill based on based on their
their pupils’ needs pupils’ needs and
and interests interests

Secondary Form 5 Scheme of Work

NON-TEXTBOOK LESSON (UNIT 7)

eacher to select THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson based on the needs of Teacher to select from For differentiation strategies,
upils’ writing and improve English Download please refer to the provided
list of differentiation strategies
or other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

96

WEEK:Unit 8 SCHEME OF WORK: TEXTBO
__
LESSON 67 (Reading 11) MAIN SKILL(S) FOCUS: Re
TOPIC: A Hard Day’s Work
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Reading 3.1 Reading 3.1.2 Activate prior knowledge in this lesson by
Understand a Understand specific questions in Activity 1. When ready, collec
variety of texts by details and to a class discussion.
using a range of information in
appropriate extended texts on a Lesson delivery
reading strategies wide range of
to construct familiar topics and This lesson focuses on Activities 2 and
meaning some unfamiliar extension, focuses on developing the com
topics 3 focuses on developing the main skill. In
Complementary complementary skill, tell pupils they are go
Skill Complementary types of texts. As they read the texts quick
Skill Activity 2, they should also decide what typ
Reading 3.1 texts is and give two typical features of ea
Understand a Reading 3.1.6 texts. When ready, collect pupils’ ideas – w
variety of texts by Recognise with little on the whiteboard with a list of typical feat
using a range of or no support typical Complete Activity 3. See the Teacher’s Bo
appropriate features at word,
reading strategies sentence and text Answers:
to construct levels of a wide
meaning range of genres A: information text/non-chronological re
technical language, descriptive and factua

B: promotion/information pamphlet. He
superlative, exclamation marks, personal t
prices/further information.
C: formal letter of application. Name and
tone, purpose established first paragraph,
a positive note (looking forward to hearing
D: (internal) work email. No address but
tone but still professional, hyphens, exclam
writing established, specific details.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 8)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to water theme parks, jobs, recognising different
text types, answering multiple-choice questions

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to discuss the REFERENCES
ct pupils’ ideas and open up Support can be given to
English Download less proficient pupils
Student’s Book, p96–97 depending on their needs,
Teacher’s Book, p88 such as by helping them to
locate the relevant
d 3. Activity 2, with an information in the article to
mplementary skill and Activity answer the multiple–
choice questions. Mirror
order to fully focus on the this process for questions
oing to read four different 1–4 and allow pupils to
kly to answer the question in attempt 5–8
pe of text each one of the independently.
ach text type illustrated in the
write up the four text types For additional
tures illustrated in the texts. differentiation strategies,
ook for detailed guidance. please refer to the
provided list of
eport. Present tense, some differentiation strategies
al, third person, quotation. and select appropriate
strategy/strategies based
eading, powerful adjectives, on the needs of the pupils.
tone, questions, details i.e.

d address, Dear…, formal
relevant details, ending on
g from you), formal ending.

‘subject’ instead, informal
mation marks, purpose for

97

Post-lesson
Choose a post-lesson activity that summa
lesson. For example, do pupils think Richa
enjoyable? What job connected to theme p
Would they like to test the speed of roller c
Note: By the end of this unit, ensure that V
textbook are completed. These activities c
more manageable chunks, i.e. one or two
which days to give homework depending o
lessons and pupils’ needs.

Secondary Form 5 Scheme of Work

arises pupils’ learning in this
ard Dunk’s job is the most
parks would they like to do?
coasters?
Vocabulary sections in the
can be divided into smaller,
activities at a time. Choose
on what best suits the

98

WEEK: LESSON 68 (Reading 12) SCHEME OF WORK: TEXTBO
__ TOPIC: A Hard Day’s Work
MAIN SKILL(S) FOCUS: Re

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Reading 3.1 Reading 3.1.4 Activate prior knowledge in this lesson
Understand a Use independently a complete Activity 5 in pairs. Give pupils
variety of texts by range of familiar print for some volunteers to share their idea
using a range of and digital resources
appropriate reading and some unfamiliar Lesson delivery
strategies resources to check
to construct meaning and extend This lesson focuses on Activity 4, p
meaning understanding p98. Make sure all pupils have access
resource to look up words. Activity 4, p
Complementary Complementary focus on developing the main and the c
Skill Skill pupils to work through the activities. As
context and other clues given to try and
Reading 3.1 Reading 3.1.3 any unknown words and then to use a
Understand a Guess the meaning of to check meaning. See the Teacher’s B
variety of texts by unfamiliar words from guidance.
using a range of clues provided by
appropriate reading other words and by Post-lesson
strategies context on a wide Ask pupils to review their learning in th
to construct range of familiar to work in pairs and identify at least thr
meaning topics and some that they have learned in relation to the
unfamiliar topics pupils are ready, collect and share wor
whole class.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 8)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to jobs and work

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
n by asking pupils to REFERENCES
s a time limit before asking Challenge more proficient
as. English Download pupils by asking them to find
Student’s Book, p97– the meaning of other words
related to jobs and work and
98 putting them into a sentence.
Teacher’s Book, p88– For example: co-creation;
collaboration; delegation;
89 employability; job security;
livelihood; off site; probation.
p97 and Activities 1–4,

s to a print or digital
p97 and Activities 1–4, p98

complementary skill. Ask

sk them to first use the

d guess the meaning of

dictionary/digital resource
Book for detailed

his lesson by getting them
ree new words or phrases
e topic of work. When
rds/expressions as a

99

SCHEME OF WORK: TEXTBO

WEEK: LESSON 69 (Language Awareness 8) MAIN SKILL(S) FOCUS: La
__
TOPIC: A Hard Day’s Work CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Devise an activity or play a game to revise
lesson so listening, speaking, mixed conditionals.
listening, reading and writing
speaking, reading skills are not Lesson delivery
and writing skills explicitly covered
are not explicitly This lesson focuses on conditionals an
covered Activities 1–4, p99 and 1–4, p101. These a
different uses of conditional sentences. Se
for detailed guidance. For Activities 2 and
opportunity to check and discuss their ans
before collecting responses. For Activity 4
the activity individually. Monitor and use th
who is competent in using conditionals and
practice. When ready, move on to p101. F
the opportunity to check and discuss their
before collecting responses. For Activity 4
the activity individually. Monitor and use th
who is competent in using mixed condition
further practice. You may need to ask pup
the activities as homework if time in the les

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, ask pupils to wri
each of the conditionals relating to themse

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 8)

anguage Awareness THEME: People and Culture

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Conditionals and
mixed conditionals

NE MATERIALS / DIFFERENTIATION
e the conditionals and/or STRATEGIES
REFERENCES
Organise talk partners or
English Download grouping so that a more
Student’s Book, p99, and proficient pupil can help and
support a less proficient pupil.
p101
Teacher’s Book, p89–92

nd mixed conditionals. Challenge more proficient
activities focus on the pupils by asking them to write
ee the Teacher’s Book mixed conditionals relating to
3, p99, give pupils the their own lives i.e. If I hadn’t
swers in small groups been given a new pair of
4 ask pupils to complete trainers for my birthday, I
his opportunity to note would still be wearing my old
d who needs further pair now.
For Activity 3, give pupils
answers in small groups For additional differentiation
4, ask pupils to complete strategies, please refer to the
his opportunity to note provided list of differentiation
nals and who needs strategies and select
pils to complete some of appropriate
sson is too short. strategy/strategies based on
the needs of the pupils.

arises pupils learning in
ite a sentence using
elves.

100

WEEK: LESSON 70 (Listening 11) SCHEME OF WORK: TEXTBO
__ TOPIC: A Hard Day’s Work
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Listening 1.1 Listening 1.1.3 Devise an activity to revise conditional stru
Understand Recognise the Extension Activity on p90, Teacher’s B
meaning in a independently activate prior knowledge in this lesson by a
variety of familiar attitudes or opinions which kind of jobs they would not like to do
contexts in extended texts on ready, collect pupils’ ideas and open up to
a wide range of
Complementary familiar topics and Lesson delivery
Skill some unfamiliar
topics This lesson focuses on Activities 1–3. A
Listening 1.1 developing the main skill. Activity 3 also fo
Understand Complementary complementary skill. See the Teacher’s Bo
meaning in a Skill
variety of familiar Post-lesson
contexts Listening 1.1.1
Understand Play a game such as word bingo or true/fa
independently the words/adjectives describing how people fe
main ideas in feelings about work situations.
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 8)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to the workplace and job interviews

INE MATERIALS / DIFFERENTIATION
STRATEGIES
uctures. For example see REFERENCES
Book. Alternatively, Support can be given to less
asking pupils to discuss English Download proficient pupils depending on
o in the future. When Student’s Book, p102 their needs, such as by
o a class discussion. Teacher’s Book, p92 reading the audio text to them

at a slightly slower speed
(see the audio text, p143–144
of the Teacher’s Book).

Activities 1-–3 focus on

ocuses on developing the
ook for detailed guidance.

alse definitions to revise
eel – try to relate these to

101

WEEK: LESSON 71 (Speaking 11) SCHEME OF WORK: TEXTBO
__ TOPIC: A Hard Day’s Work
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Speaking 2.1 Speaking 2.1.4 Activate prior knowledge in the lesson’s to
Communicate Explain and justify discuss the first question of Activity 4 (Do
information, ideas, the point of view of essential to go to university if you want to
opinions and classmates or
feelings intelligibly others Lesson delivery
on familiar topics
Complementary This lesson focuses on Activities 1–3. A
Complementary Skill developing the complementary skill. Activi
Skill focus on developing the main skill. To fully
Speaking 2.1.3 complementary skill in Activity 1, ask pupil
Speaking 2.1 Explain and justify career plans/ambitions in some detail. Wh
Communicate plans and ambitions Activities 2 and 3. See the Teacher’s Book
information, ideas, fully focus on the main skill, once pupils ha
opinions and tell pupils to find a new partner. Ask pupils
feelings intelligibly explain the opinion/feelings/point of view o
on familiar topics their new partner. Tell pupils that they are
previous partner’s point of view is but are a
their opinion.

Post-lesson

Choose a post-lesson activity that summa
this lesson. Alternatively, ask pupils to disc
questions in Activity 4.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 8)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to jobs and careers

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
you believe that it’s Support can be given to less
get a good job?). English Download proficient pupils depending on
Student’s Book, p103 their needs, such as by
Teacher’s Book, p92– providing them with cards
with the appropriate language
93 from the Language Bank or
relevant phrases such as
Activity 1 focuses on ‘Well, I think that…because
ities 2–3, with an extension I…..’ or ‘In my opinion I would
y focus on the prefer….. so that…’ so they
can use these in their
ls to explain their future dialogue without having to
hen ready, go on to refer back to the Student’s
k for detailed guidance. To Book.
ave completed Activity 3,
For additional differentiation
s to take it in turn to strategies, please refer to the
of their previous partner to provided list of differentiation
strategies and select
not just telling what their appropriate
also justifying why that is strategy/strategies based on
the needs of the pupils.
arises pupils’ learning in
cuss the remaining three

102

WEEK: LESSON 72 (Speaking 12) SCHEME OF WORK: NON-TEXTB
__ TOPIC: A Hard Day’s Work
MAIN SKILL(S) FOCUS: Speakin

CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Choose an appropriate pre-lesson activit
Speaking 2.1. Speaking 2.1.5 needs/interests, which will review langua
Communicate Explain and justify and prepare the pupils for the lesson.
information, ideas, own feelings or
opinions, and those of others Lesson delivery
feelings intelligibly
on familiar topics Complementary This lesson focuses on two speaking
Skill focus on the main skill, ask pupils to des
Complementary feel about:
Skill Speaking 2.1.1
Explain information  not being allowed to go to university
Speaking 2.1. on familiar topics  doing a university course remotely f
Communicate from diagrams,  doing a 9–5 office job for your entire
information, ideas, charts, tables,  being offered your dream job but ha
opinions, and graphs or other  having a job you really enjoy but bei
feelings intelligibly visuals  if your partner/wife/husband had a b
on familiar topics
wanted you to give up your job to lo
 working in a company where your

father/mother/sibling/wife/husband i
Monitor carefully, focusing on pupils’ abi
justify their feelings on the topics clearly,
Make a note of any errors or any particu
responses and go over these with the cla
ready, open up the topics for a class disc

In order to focus on the complementary s
of Speaking Part 2 from Sample Paper 2
https://www.cambridgeenglish.org/exam
tests/first/preparation/

Monitor carefully, focusing on pupils’ abi
ideas about the two photos but do not in
of any errors or any particularly successf

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 8)

ng THEME: People and Culture

NT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to jobs and careers

NE MATERIALS / REFERENCES DIFFERENTIATION
STRATEGIES
ty that suits pupils’ A Speaking task consisting of
age and/or vocabulary two photos to compare. See For differentiation
Task 1 of Speaking Part 2 from strategies, please refer
activities. In order to Sample Paper 2. to the provided list of
scribe how they would differentiation
Write the following on the strategies and select
y whiteboard. appropriate
from home How would you feel about: strategy/strategies
e life based on the needs of
aving to work in Europe  not being allowed to go to the pupils.
ing paid very little university
better job than you and
ook after the children  doing a university course
remotely from home
is the boss.
ility to explain and  doing a 9–5 office job for your
, but do not intervene. entire life
ular successful
ass afterwards. When  being offered your dream job
cussion. but having to work in Europe
skill, give pupils Task 1
2 from  having a job you really enjoy
ms-and- but being paid very little

 if your wife/husband had a
better job than you and
wanted you to give up your job
to look after the children

 working in a company where
your father/mother/sibling/
wife/husband is the boss.

ility to explain their
ntervene. Make a note
ful responses and go

103

over these with the class afterwards. Wh
pupils’ ideas.
Post-lesson
Choose an appropriate post-lesson activ
learning in the lesson and suits their nee

Secondary Form 5 Scheme of Work

hen ready, collect
vity that reviews pupils’
eds/interests.

104

WEEK: LESSON 73 (Writing 14) SCHEME OF WORK: TEXTBO
__ TOPIC: A Hard Day’s Work
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.1 Writing 4.1.1 Activate prior knowledge in the lesson’s to
Communicate Explain and what information should be given on a cur
intelligibly through evaluate information should they include in a letter o
print and digital collect pupils’ ideas and open up to a class
media on familiar (i) visual
topics (ii) read Lesson delivery
(iii) heard
Complementary information This lesson focuses on Activities 1–4. A
Skill extension focus on developing the comple
Complementary focus on developing the main skill. Pupils
Writing 4.2. Skill See the Teacher’s Book for detailed guida
Communicate whiteboard: Summer holiday waiters/waitr
with appropriate Writing 4.2.3 Café.
language, form Produce a plan or
and style draft and modify this You need to:
appropriately
independently  be good at working with people
 have a good knowledge of music
 be able to work under pressure during

Write saying why you would be suitable fo

Marc Bolan, Manager. Ask pupils to produ
letter. Give a time limit. Monitor and help w
necessary but do not interrupt fluency. Co
the Teacher’s Book for detailed guidance.

Post-lesson

Having looked at a sample letter of applica

to discuss in pairs how they would modify
drafts. When ready, collect pupils’ ideas.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 8)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of formal
letter writing, using phrases so that every sentence does
not begin with I

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to think REFERENCES
rriculum vitae and what Allow more proficient pupils to
of application. When ready, English Download work on the activities
s discussion. Student’s Book, independently.
p104–105 Support can be given to less
Activities 1 and 2 with an Teacher’s Book, p93– proficient pupils by grouping
ementary skill. Activities 3–4 them together during the
complete Activities 1 and 2. 94 activities and by making them
ance. Then write on the more teacher-led.
resses needed at our Rock
For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

g busy periods

or the job to:

uce a plan of their application
with phrases and grammar if
omplete Activity 3 and 4. See

ation in Activity 4, ask pupils
their letter plans/rough

105

WEEK: LESSON 74 (Writing 15) SCHEME OF WORK: TEXTBO
__ TOPIC: A Hard Day’s Work
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Activate prior knowledge in the lesson’s to
Writing 4.2 Writing 4.2.1 complete Activity 5. When ready, collect p
Communicate Punctuate written
with appropriate work on a range of Lesson delivery
language, form text types with
and style reasonable This lesson focuses on Activity 6. Activ
accuracy focuses on developing the complementary
Complementary focus on the main skill, before completing
Skill Complementary standard conventions of formal letter writin
Skill attention to punctuation i.e. The greeting is
Writing 4.1 a comma:
Communicate Writing 4.1.5
intelligibly through Organise, sequence Dear Jana, or
print and digital and develop ideas
media on familiar within a text of Dear Mr Rickman,
topics several paragraphs
on familiar topics If you are writing to a firm or an institution,
and some unfamiliar you may use the greeting Dear Sir/Madam
topics
The closing always takes a comma:

Yours sincerely, or

Yours faithfully,

Only the first word of the closing is capitali
sincerely when writing to a named person
using the Dear Sir/Madam greeting.

Ask pupils to complete Activity 6. Ask them
to punctuation. Monitor and help with form

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 8)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of formal
letter writing, using phrases so that every sentence does
not begin with I

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
pupils’ ideas. Allow less proficient pupils to
English Download write shorter paragraphs. If
vity 6 with an extension Student’s Book, p105 necessary, give them the
y and main skills. To fully Teacher’s Book, p94– opening sentence to each
Activity 6, recap on the paragraph.
ng, paying particular 95
s always followed by
Monitor to check that they are
, and you have no name, using the appropriate formal
m. tone and including the correct
punctuation as well as
ised. You close with Yours relevant vocabulary (see
but Yours faithfully when Language Bank) to make
their letters more concise.

Challenge more proficient

pupils by asking them to write

a more detailed letter. Tell
them to use 200–250 words.

For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

m to pay particular attention
mal phrases and punctuation

106

if necessary but do not interrupt fluency. M
or successes to go over with the class at t
If possible, monitor the rough draft of each
monitor those pupils who need the most h
pupils to complete the final draft of their le
Post-lesson
Choose a post-lesson activity that summa
lesson. Alternatively, ask pupils to review t
by completing an exit card about the writin
able to do well in the activities?’ and ‘what
challenging about the activities?’ Collect th
planning subsequent lessons.

Secondary Form 5 Scheme of Work