SOW FORM 4

WEEK: LESSON 99 (Writing 15) SCHEME OF WORK: TEXTBOO
__ TOPIC: Image
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Prepare an activity using role-play to revis
i.e. pupil A describes their problem (for exa
Writing 4.1 Writing 4.1.4 lessons’) Pupil B gives advice (for example
Communicate Express and
intelligibly through respond to opinions Lesson delivery
print and digital and common This lesson focuses on Activities A and
media on familiar feelings such as been given as homework at the end of l
topics amusement, anger Book for detailed guidance. Give pupils a c
and regret the questions in Activity A. Remind pupils
an agony aunt in the previous lesson. Allo
Complementary Complementary their answers to Activities B and C with a t
have not completed their homework with th
Skill Skill catch up with everyone else. Tell pupils th
their opinions / answers with evidence from
Speaking 2.1 Speaking 2.1.4 B and C to check answers.
Communicate Explain and justify
information, ideas, own point of view Go to Activity D. Give pupils time to read A
opinions and problem and how he feels about it, and as
feelings intelligibly they would give with their talk partner(s). G
on familiar topics box and check for comprehension. Ask pu
points of their letters and how they are goi
pupils complete at least a rough draft of th
around and give support where needed. P
home if they run out of time during the less
feedback on pupils’ letters before the next

Activity D focuses on developing the main
B and C focus on developing the complem

Post-lesson
Read out any finished letters of advice to s
if they think the advice is helpful.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: asking for and giving
advice; words and phrases connected with teenage
angst

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
se giving and receiving advice REFERENCES
ample: ‘I’m always tired in Support can be given to less
e: you should go to bed earlier.) Full Blast Plus 4 proficient pupils during the
Student’s Book, writing activity, depending on
their needs. For example, by
p 117 providing vocabulary or
Teacher’s Book, model sentence constructions
to help the pupil produce
p117 sentences. Encourage them
to use the language offered in
d D (and B and C which have the PLAN and allow them to
lesson 98). See the Teacher’s write three shorter
couple of minutes to discuss paragraphs.
of the problems they wrote to
ow pupils some time to discuss For additional differentiation
talk partner(s). Place those who strategies, please refer to the
hose who have so they can provided list of differentiation
hat they need to be able to justify strategies and select
m the texts. Go through Activity appropriate strategy
/strategies based on the
Afan’s letter expressing his needs of the pupils.
sk pupils to discuss what advice
Go through the Plan and TIP
upils to think about the main
ing to advise Andy. Ensure that
heir letters during the lesson. Go
Pupils can revise their letters at
son. Give personalised
t writing lesson if possible.

n skill in this lesson. Activities A,
mentary skill.

share with the class. Ask pupils

126

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 100 (Revision 15) 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 p

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 4 Scheme of Work

N-TEXTBOOK BASED LESSON (UNIT 8)

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,
pupils’ writing and improve Full Blast Plus 4 or please refer to the provided
list of differentiation strategies
other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

127

WEEK: LESSON 101 (Reading 16) SCHEME OF WORK: TEXTBOO
__ TOPIC: Image
MAIN SKILL(S) FOCUS: Re

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
the questions in Activity A with their talk pa
Reading 3.1 Reading 3.1.2 collect responses.
Understand a Understand specific
variety of texts by details and Lesson delivery
using a range of information in This lesson focuses on Activities B, C,
appropriate extended texts on a See the Teacher’s Book for detailed guida
reading strategies wide range of involves reading for gist and helps pupils t
to construct familiar topics activity. Activity C consolidates pupils’ com
meaning For Activity D pupils have to guess the me
Complementary from clues provided by other words and th
Complementary Skill time to discuss their ideas with their talk pa
Skill responses.

Reading 3.1 Reading 3.1.3 Activities B and C focus on developing the
Understand a Guess the meaning Activity D focuses on developing the comp
variety of texts by of unfamiliar words
using a range of from clues provided Post-lesson
appropriate by other words and Pupils can answer the questions in Activity
reading strategies by context on a discuss the advantages and disadvantage
to construct wide range of displayed for the public in popular open sp
meaning familiar topics centres. When ready, collect responses an
discussion.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: talking about
purpose; words and phrases used to describe artwork.

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

asking pupils to discuss Full Blast Plus 4 Support can be given to less
artner(s). When ready, Student’s Book, pp proficient pupils, depending
on their needs. For example,
and D. 118-119 by providing vocabulary or
ance. Note that Activity B Teacher’s Book, pp model sentence constructions
to complete the next to help the pupil produce
mprehension of the text. 118-119 sentences.
eaning of unfamiliar words
he context. Allow pupils For additional differentiation
artner(s) before collecting strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

e main skills
plementary skill.

y E. Also, ask pupils to
es of having art work
paces like shopping
nd open up to a class

128

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 102 (Language Awareness 16) MAIN SKILL(S) FOCUS: La
__
TOPIC: Image CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Devise an activity or play a game to revise
grammar-focused focused lesson so previous lesson. Alternatively, choose ano
lesson so listening, speaking, lesson activity that better suits pupils’ need
listening, reading and writing prepare them for the grammar focus of the
speaking, reading skills are not
and writing skills explicitly covered. Lesson delivery
are not explicitly This lesson focuses on the grammar ac
covered. Book for detailed guidance. Allow pupils tim
for sentences 1-5 with their talk partner(s)
responses. Devise some more activities to
that are fun. For example, if appropriate, re
you created in the previous post-lesson La
(lesson 96 LA 15). Use the same story or c
(an)other pupil(s) in the class, if appropriat
make up ‘wish / if only’ sentences relating
if only Aiden’s alarm clock had gone off on
tripped running for the bus / Aiden wished
school.

Post-lesson

Ask pupils to think of three things they wou
past if they could and make up sentences
wish’ or ‘if only’. For example, I wish I had
only I hadn’t volunteered to help my brothe
When ready, collect pupils’ responses to s

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

anguage Awareness THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: wish / if only

INE MATERIALS / DIFFERENTIATION
STRATEGIES
e the vocabulary from the REFERENCES
other appropriate pre- For differentiation strategies,
ds/interests and will Full Blast Plus 4 please refer to the provided
e lesson. Student’s Book, p119 list of differentiation strategies
Teacher’s Book, p119 and select appropriate
strategy/strategies based on
the needs of the pupils.

ctivity. See the Teacher’s

me to discuss their ideas
before collecting
o practise I wish / if only
emind pupils of the story

anguage Awareness
create another one (about
te). Then ask pupils to
to the story. For example,
n time / if only Aiden hadn’t
he lived closer to the

uld change about their
about those things using ‘I
learnt to play the piano / If
er with his homework.

share with the class.

129

WEEK: LESSON 103 (Listening 16) SCHEME OF WORK: TEXTBOO
__ TOPIC: Image
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Revise the grammar from the previous les
make one sentence with ‘wish’ and one se
Listening 1.1 Listening 1.1.3 ready, collect responses.
Understand Recognise
meaning in a independently Lesson delivery
variety of familiar attitudes or opinions This lesson focuses on the listening ac
contexts in extended texts on Book for detailed guidance. The listening a
a wide range of focuses on the main skill and the complem
Complementary familiar topics knowledge by asking pupils if they have vi
Skill and whether they enjoyed the experience
Complementary work is easier or more enjoyable to look at
Listening 1.1 Skill not? Introduce the listening – a dialogue b
Understand an art gallery. Allow pupils time to discuss
meaning in a Listening 1.1.2 partner(s) before collecting responses.
variety of familiar Understand
contexts independently Additional lesson activities may be require
specific information listening activities from pages 132-135 of t
and details in the recording from the Reading Lesson co
extended texts on a lesson sequence; using the post-listening
wide range of Teacher’s Book.
familiar topics
Post-lesson
Choose a post-lesson activity that summa
achieved in the lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: talking about
purpose; words and phrases used to describe artwork

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson by asking pupils to Full Blast Plus 4 To support less confident
entence with ‘if only’. When Student’s Book, p120 pupils, pause the listening
Teacher’s Book, p120 track at selected intervals to
allow thinking time.
and CD Alternatively, read and pause
at specific intervals from the
ctivity. See the Teacher’s audio script in the Teacher’s
activity (questions 1-6) Book if it helps less proficient
mentary skill. Activate prior pupils to listen to your voice
isited art galleries before rather than that of a native
or not. Ask if some art speaker. Play the track from
t than others? Why? Why the CD when pupils feel more
between two people visiting confident.
s their ideas with their talk

ed such as: selecting any
the Student’s Book, using

overed previously in the

activity suggested in the

arises the learning

130

WEEK: LESSON 104 (Speaking 16) SCHEME OF WORK: TEXTBOO
__ TOPIC: Image
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
favourite artist or a favourite piece of art –
Speaking 2.4 Speaking 2.4.1 famous artist or something that is displaye
Communicate Summarise the a local artist or a relative) Ask pupils to de
appropriately to a main points of a style of the work (if a famous artist) to talk
small or large story, text or plot ask some pupils to share their ideas with t
group on familiar
topics Complementary Lesson delivery
Skill This lesson focuses on the speaking an
Complementary speaking activity focuses on developing th
Skill Listening 1.1.2 Teacher’s Book for detailed guidance. Act
Understand opportunity to talk about different forms of
Listening 1.1 independently discussion in Activity A, allow pupils time t
Understand specific information their talk partner(s). Activity B gives pupils
meaning in a and details in and contrasting different types of artists. In
variety of familiar extended texts on a skill, add a new stage to this activity. Once
contexts wide range of three artists in detail using the list of ideas
familiar topics partners and take turns with their new part
ideas about each artist from their previous
some pairs to report their ideas to the clas
focuses on the complementary skill.

Give pupils homework for the next lesson
B, C and D. This way pupils can do the ma
home so that you can use class time to foc

Post-lesson
Ask pupils what is their favourite colour? W
discuss their ideas with their talk partner(s
responses and initiating a short class discu
Choose another post-lesson activity that s
achieved in the lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: comparing and
contrasting different forms of art; words and phrases
used to describe artwork

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

asking pupils if they have a Full Blast Plus 4 Some of the language
either an artwork by a Student’s Book, needed to describe the
ed in their home (perhaps by different forms of art could be
escribe the artwork or the pp120-121 particularly challenging. Help
partner(s). When ready, Teacher’s Book, groups of less-proficient
the class. pupils by helping them use
pp 120-121 the vocabulary in the box to
formulate their ideas by giving
nd listening activities. The them model sentences
he main skill. See the describing the activity and art
tivity A gives pupils the works being created in each
picture. To support less
art. Before initiating a short proficient pupils complete the
to discuss their ideas with speaking activity by
s further practice comparing summarising ideas, allow
n order to meet the main them to make note of any
e pupils have discussed the crucial words that will help
s, ask pupils to swap them in their descriptions.
tner to summarise the main
s discussion. Finally choose For additional differentiation
ss. The listening activity strategies, please refer to the
provided list of differentiation
(lesson 105 Writing), activity strategies and select
ajority of reading activities at appropriate strategy
cus on writing. /strategies based on the
needs of the pupils.

Why? Give pupils time to
s).before collecting
ussion. Alternatively,
summarises the learning

131

WEEK: LESSON 105 (Writing 16) SCHEME OF WORK: TEXTBOO
__ TOPIC: Image
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
questions in Activity A. When ready, collec
Writing 4.2 Writing 4.2.4
Communicate Use formal and Lesson delivery
with appropriate informal registers This lesson focuses on Activities E, F a
language, form appropriate to the been given as homework at the end of l
and style target audience in Book for detailed guidance. Allow pupils so
most familiar answers to Activities B, C and D with talk p
situations have not completed their homework with th
catch up with everyone else. Tell pupils th
Complementary Complementary to explain some of the content to justify the
B, C and D answers as a whole class.
Skill Skill
Go to Activity E. Allow pupils to work in gro
Speaking 2.1 Speaking 2.1.1 complete 1, 3 and 5. Ask the other pair to
Communicate Explain simple time to discuss their answers before collec
information, ideas, content on familiar to Activity F. Read the scenario as a class
opinions and topics from what and justify their ideas with their talk partne
feelings intelligibly they read and hear TIP box and check for comprehension. As
on familiar topics points of their reports and how they are go
Ensure that pupils complete at least a roug
the lesson. Go around and give support w
their reports at home. Give personalised fe
before the next writing lesson if possible.

Note that you can assign Activity E as hom
to produce a rough copy of their report in A

Activity B, C and D focus on developing th
E, F and G focus on developing the main s

Post-lesson
Choose a post-lesson activity that summa
learning achieved in this unit.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: making suggestions
and recommendations; vocabulary associated with
report writing

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

asking pupils to discuss the Full Blast Plus 4 Monitor pupils as they
ct responses. Student’s Book, complete the writing activities
and offer support where
and G (and B, C and D have pp 122-123 needed. Some pupils may
lesson 104). See the Teacher’s Teacher’s Book, find Activity E forming
ome time to discuss their sentences in the passive form
partner(s). Place those who pp 122-123 particularly challenging.
hose who have so they can Support pupils by rewriting
hat in Activity C and D they need the report but leaving the verb
eir answers. Go through Activity forms for pupils to complete
in the passive form. There
oups of four. Ask one pair to could be written somewhere
do 2, 4 and 5. Give the groups for pupils to choose the
cting responses as a class. Go correct form to fill the gaps.
s. Give pupils time to discuss
er(s). Go through the Plan and For additional differentiation
sk pupils to think about the main strategies, please refer to the
oing to present their ideas. provided list of differentiation
gh draft of their report during strategies and select
where needed. Pupils can revise appropriate strategy
eedback on pupils’ reports /strategies based on the
needs of the pupils.
mework if pupils need more time
Activity G As report writing comes late
in the textbook, you may
he complementary skill. Activity need to plan some revision
skill. time lessons to work again on
report writing with all pupils.

arises the topics and / or the

132

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 106 (Revision 16) 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 p
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 4 Scheme of Work

N-TEXTBOOK BASED LESSON (UNIT 8)

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,
pupils’ writing and improve Full Blast Plus 4 or please refer to the provided
list of differentiation strategies
other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

133

SCHEME OF WORK: NON-TEX

WEEK: LESSON 107 (Literature in Action 9) MAIN SKILL(S) FOCUS: Lit
__
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 spec
Express an Respond
imaginative imaginatively and
response to intelligibly through
literary texts writing scripts and
creating props for a
short play

Other imaginative
responses as
appropriate

Secondary Form 4 Scheme of Work

XTBOOK BASED LESSON

terature in Action THEME: Teacher to select

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

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

134

SCHEME OF WORK: NON-TEX

WEEK: LESSON 108 (Literature in Action 10) MAIN SKILL(S) FOCUS: Lit
__
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 Action Action content and learning standard spec
5.3 5.3.1
Express an Respond
imaginative imaginatively and
response to intelligibly through
literary texts writing scripts and
creating props for a
short play

Other imaginative
responses as
appropriate

Secondary Form 4 Scheme of Work

XTBOOK BASED LESSON

terature in Action THEME: Teacher to select

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

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

135

WEEK: SCHEME OF WORK: TEXTBOO
__
LESSON 109-110 (End-of-Year Revision 1&2) MAIN SKILL(S) FOCUS: R

TOPIC: Teacher to select CROSS CURRICULAR E
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Teachers will need to develop their own le
This is a revision This is a revision of their pupils.
lesson so several lesson so several There are some revision materials at the e
skills will be skills will be
covered covered

Secondary Form 4 Scheme of Work

OK / NON-TEXTBOOK BASED LESSON

Revision THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

esson based on the needs Teacher to select from For differentiation strategies,
end of the Student’s Book. Full Blast Plus 4 or please refer to the provided
other resources list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

136

SCHEME OF WORK: NON-T

WEEK: LESSONS 111-112 (Project-Based Learning 1 MAIN SKILL FOCUS: Proje
__
& 2)

TOPIC: Teacher to select CROSS-CURRICULAR ELE

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 topic/themes and resources that they sele
main skill and skill and should be based on the needs and interes

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

Secondary Form 4 Scheme of Work

TEXTBOOK BASED LESSON

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.

137

6. Appendix 1: Learning Standards mapping

The mapping table lists all 112 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.

Lesson Skill Unit Main Complementary
Unit 1
1 R1 3.1.1 2.1.4
2 LA1 1a N/A N/A
3 L1 1a 1.1.1 2.1.1
4 S1 1a 2.1.1 1.1.5
5 W1 1a 4.2.3 4.2.2
6 Revision 1 1a N/A N/A
7 R2 N/A 3.1.3 2.3.1
8 LA2 1b N/A N/A
9 L2 1b 1.1.2 2.1.4
10 S2 1b 2.1.3 4.1.5
11 W2 1b 4.2.4 3.1.5
12 Revision 2 1b N/A N/A
13 LiA1 N/A 5.1.1 N/A
N/A
14 R3 Unit 2 3.1.1 2.1.4
15 LA3 2a N/A N/A
16 L3 2a 1.1.2 2.1.1
17 S3 2a 2.1.4 1.1.5
18 W3 2a 4.2.3 3.1.2
19 Revision 3 2a N/A N/A
20 R4 N/A 3.1.2 2.4.1
21 LA4 2b N/A N/A
22 L4 2b 1.1.1 2.1.4
23 S4 2b 2.1.2 4.1.4
24 W4 2b 4.1.5 3.1.6
25 Revision 4 2b N/A N/A
26 LiA2 N/A 5.1.1 N/A
N/A
27 R5 Unit 3 3.1.2 2.1.4
28 LA5 3a N/A N/A
29 L5 3a 1.1.1 2.1.1
30 S5 3a 2.1.3 3.1.4
31 W5 3a 4.2.2 2.3.1
32 Revision 5 3a N/A N/A
33 R6 N/A 3.1.6 3.1.3
34 LA6 3b N/A N/A
35 L6 3b 1.1.2 2.1.4
3b

Secondary Form 4 Scheme of Work 138

Lesson Skill Unit Main Complementary
36 S6 3b 2.1.4 4.1.3
37 W6 3b 4.2.3 4.2.4
38 Revision 6 N/A N/A N/A
39 LiA3 N/A 5.1.2 N/A
Unit 4
40 R7 4a 3.1.2 2.1.1
41 LA7 4a N/A N/A
42 L7 4a 1.1.3 2.1.4
43 S7 4a 2.3.1 3.1.4
44 W7 4a 4.1.4 3.1.2
45 Revision 7 N/A N/A N/A
46 R8 4b 3.2.1 2.1.4
47 LA8 4b N/A N/A
48 L8 4b 1.1.5 2.1.4
49 S8 4b 2.1.2 1.1.2
50 W8 4b 4.1.5 3.1.6
51 Revision 8 N/A N/A N/A
52 LiA4 N/A 5.1.2 N/A
53 LiA5 N/A 5.1.2 N/A
54 Mid-year revision 1 N/A N/A N/A
55 Mid-year revision 2 N/A N/A N/A
Unit 5
56 R9 5a 3.1.2 2.1.4
57 LA9 5a N/A N/A
58 L9 5a 1.1.5 2.4.1
59 S9 5a 2.1.5 4.1.4
60 W9 5a 4.1.2 3.1.5
61 Revision 9 N/A N/A N/A
62 R10 5b 3.1.5 2.1.5
63 LA10 5b N/A N/A
64 L10 5b 1.3.1 2.4.1
65 S10 5b 2.3.1 1.1.2
66 W10 5b 4.1.1 3.1.1
67 Revision 10 N/A N/A N/A
68 LiA6 N/A 5.2.1 N/A
Unit 6
69 R11 6a 3.1.5 2.1.4
70 LA11 6a N/A N/A
71 L11 6a 1.2.1 2.1.1
72 S11 6a 2.1.1 4.2.1
73 W11 6a 4.2.1 2.1.3
74 Revision 11 N/A N/A N/A
75 R12 6b 3.1.4 2.1.1
76 LA12 6b N/A N/A
Secondary Form 4 Scheme of Work
139

Lesson Skill Unit Main Complementary
77 6b 1.2.1 3.1.4
78 L12 6b 2.4.1 1.1.2
79 S12 6b 4.1.3 2.1.4
80 W12 N/A N/A N/A
81 Revision 12 N/A 5.2.1 N/A
LiA7 Unit 7
7a 3.1.3 3.1.1
82 R13 7a N/A N/A
83 LA13 7a 1.1.6 2.2.1
84 L13 7a 2.2.1 4.2.2
85 S13 7a 4.1.3 3.1.6
86 W13 N/A N/A N/A
87 Revision 13 7b 3.2.1 2.1.1
88 R14 7b N/A N/A
89 LA14 7b 1.3.1 2.2.1
90 L14 7b 2.2.1 3.1.3
91 S14 7b 4.1.3 2.1.4
92 W14 N/A N/A N/A
93 Revision 14 N/A 5.2.1 N/A
94 LiA8 Unit 8
8a 3.1.3 2.1.4
95 R15 8a N/A N/A
96 LA15 8a 1.1.6 2.1.5
97 L15 8a 2.1.5 4.1.4
98 S15 8a 4.1.4 2.1.4
99 W15 N/A N/A N/A
100 Revision 15 8b 3.1.2 3.1.3
101 R16 8b N/A N/A
102 LA16 8b 1.1.3 1.1.2
103 L16 8b 2.4.1 1.1.2
104 S16 8b 4.2.4 2.1.1
105 W16 N/A N/A N/A
106 Revision 16 N/A 5.3.1 N/A
107 LiA9 N/A 5.3.1 N/A
108 LiA10 N/A N/A N/A
109 End-of-year revision 1 N/A N/A N/A
110 End-of-year revision 2 N/A N/A N/A
111 PBL1 N/A N/A N/A
112 PBL2

Secondary Form 4 Scheme of Work 140

Bahagian Pembang
Kementerian Pend
Aras 4-8 Blok E9, Kompl

62604 Pu
Tel: 03-8884 2000 F

http://bpk.m

gunan Kurikulum
didikan Malaysia
leks Kerajaan Parcel E,
utrajaya
Fax: 03-8888 9917
moe.gov.my