TEACHER'S KIT (SOW)

TOPIC My School LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register Is it sunny or is it rainy?
BI 1.2  Register Weather chart b) Say first letter sound, e.g. It’s
Listen and respond BI 1.2.6  Emotions routine Rhyme: Wash, wash, wash your sss; It’s www
appropriately  Weather routine hands c) Prompt with mime
BI 1.3.2  Days of the week routine Time line images
BI 1.3 BI 1.3.3  Recite a rhyme Differentiate by outcome – allow
Listen, understand and BI 1.3.4  English today 1) Song: Playing in the children to respond to thetopic
respond in a variety of contexts playground in different ways:
2) Story book (topic related / a) by miming only
BI 2.1 BI 2.1.1 Lesson development school / actions) b) by mouthing the new
Show appropriate book handling BI 2.1.2 ENGAGE 3) Flashcards (school space language
skills BI 2.1.3 Circle time and actions) c) by repeating the new
 Sing a song language after or with you
BI 2.2 BI 2.2.5  Post-song activity
Apply sounds of letters to  Story book pre-listening
recognise words  Story book reading
 Story book post listening
BI 2.3 BI 2.3.3  Engage activity 3
Demonstrate understanding of a  Engage activity 6 (school
variety of texts in the form of print
and digital materials spaces / actions)

BI 2.4 (BI 2.4 Post-lesson routines
Develop interest in reading +4 standards) Closing time
independently for information and
enjoyment  Reflecting on learning Time line images
 Goodbye and song Goodbye song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

99

TOPIC My School LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
 Register Weather chart
BI 1.2 BI 1.2.6  Emotions routine Rhyme: Wash, wash, wash your Is it sunny or is it rainy?
 Weather routine hands b) Say first letter sound, e.g. It’s
Listen and respond appropriately  Days of the week routine Time line images sss; It’s www
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2

Listen, understand and respond in BI 1.3.3

a variety of contexts BI 1.3.4

BI 2.1 BI 2.1.1 Lesson development
Show appropriate book BI 2.1.2 ENGAGE/EXPLOIT
handling skills BI 2.1.3 Circle time
 Sing a song
BI 2.2 BI 2.2.5  Story book pre-listening 1) Song; Playing in the
Apply sounds of letters to  Story book reading playground
recognise words BI 2.3.3  Story book post listening 2) Story book (topic related /
 Engage activity 8 school)
BI 2.3 (BI 2.4  Exploit activity 5 (school 3) Flashcards (school spaces
Demonstrate understanding of +4 standards) and actions)
a variety of texts in the form of places) 4) Word cards
print and digital materials
Post-lesson routines Time line images
BI 2.4 Closing time Goodbye song
Develop interest in reading  Reflecting on learning
independently for information  Goodbye and song
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

100

TOPIC My School LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
 Register Weather chart
BI 1.2 BI 1.2.6  Emotions routine Rhyme: Wash, wash, wash your Is it sunny or is it rainy?
 Weather routine hands b) Say first letter sound, e.g. It’s
Listen and respond appropriately  Days of the week routine Time line images sss; It’s www
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2

Listen, understand and respond in BI 1.3.3

a variety of contexts BI 1.3.4

BI 2.2 BI 2.2.5 Lesson development 1) Song: Playing in the
Apply sounds of letters to BI 2.3.3 EXPLOIT playground
recognise words Circle time 2) Flashcards (school places
 Sing a song and actions)
BI 2.3  Post song activity - expansion 3) Word cards
Demonstrate understanding of  Sounds activity 4) Word cards and letter cards
a variety of texts in the form of  Exploit activity 5 (words and
print and digital materials
pictures)

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

101

TOPIC My School LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate with support
Listen to and identify sounds (iv) Opening time a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Is it sunny or is it rainy?
 Register (Puppet) b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6  Emotions routine Hello song sss; It’s www
 Weather routine Class register c) Prompt with mime
Listen and respond appropriately  Days of the week routine Weather chart
 Recite a rhyme Rhyme: Wash, wash, wash your Differentiate by learning
BI 1.3 BI 1.3.2  English today hands preferences
Time line images a) What medium to use, e.g.
Listen, understand and respond in BI 1.3.3 crayon, paint, collage

a variety of contexts BI 1.3.4

BI 2.2 BI 2.2.5 Lesson development Differentiate by time
Apply sounds of letters to EXPLOIT a) Allow child longer to finish
recognise words Circle time 1) Song: Playing in the b) Set up activities for fast
 Sing a song finishers
 Exploit activity 2 playground
BI 2.3 BI 2.3.3  Set up table time
Demonstrate understanding of a 2) flashcards (school places and
variety of texts in the form of print Table time
and digital materials  Transition chant actions)
 Manual activity 3) Worksheets (In my school …)
 Tidy up
BI 3.1 (BI 3.1  Show and tell
Develop prewriting skills +4 standards)
Post-lesson routines
BI 3.2 BI 3.2.1 Closing time
Develop early writing skills  Reflecting on learning
 Goodbye and song
Time line images
Goodbye song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

102

TOPIC My world domestic animals LESSON SCHEME OF WORK: MY WORLD DOMESTIC ANIMALS (4+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii) Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds BI 1.1.3 Opening time children to respond to the new
 Greetings and a hello song topic in different ways:
BI 1.2 BI 1.2.6  Register (Puppet) a) by miming only
Listen and respond BI 1.2.7  Emotions routine Hello song b) by mouthing the new
appropriately BI 1.2.3  Weather routine Class register language
 Days of the week routine Emotion flashcard c) by repeating the new
 Recite a rhyme Rhyme: Hey Diddle Diddle language after or with you
 English today Time line images

BI 1.3 BI 1.3.1 (i), (iv) Lesson development
ENCOUNTER
Listen, understand and BI 1.3.3 Circle time
 Encounter activity 1
respond in a variety of contexts BI 1.3.4  Encounter activity 2
 Encounter activity 3
 Pre-song activity 1) Flashcards
 Sing a song 2) Song: Old Mac Donald
 Encounter activity 5

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANC

103

TOPIC My world domestic animals LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds BI 1.1.3 Opening time Hello song children to respond to the new
 Greetings and a hello song Class register topic in different ways:
BI 1.2 BI 1.2.6  Register Emotion flashcard a) by miming only
Listen and respond  Emotions routine Rhyme: Hey Diddle Diddle b) by mouthing the new
appropriately BI 1.3.1 (i), (iv)  Weather routine Time line images language
BI 1.3.3  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.4  Recite a rhyme language after or with you
Listen, understand and  English today
respond in a variety of contexts
Lesson development
ENGAGE 1) Flashcards
Circle time
 Remembering activity 1
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

104

TOPIC My world domestic animals LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds BI 1.1.3 Opening time Hello song children to respond to the new
 Greetings and a hello song Class register topic in different ways:
BI 1.2 BI 1.2.2  Register Rhyme: Hey Diddle Diddle a) by miming only
Listen and respond BI 1.2.6  Emotions routine Time line images b) by mouthing the new
appropriately  Weather routine language
BI 1.3.1 (i), (iv)  Recite a rhyme 1) Flashcards c) by repeating the new
BI 1.3 BI 1.3.3  English today 2) Song: Old Mac Donald language after or with you
Listen, understand and BI 1.3.4
respond in a variety of contexts Lesson development Differentiate with support
ENGAGE a) Offering options
Circle time b) Prompt with mime
 Remembering activity 3
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

105

TOPIC My world domestic animals LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds BI 1.1.3 Opening time Hello song children to respond to the topic
 Greetings and a hello song Class register in different ways:
BI 1.2 BI 1.2.1  Register Weather chart a) by miming only
Listen and respond BI 1.2.6  Emotions routine Rhyme: Hey Diddle Diddle b) by mouthing the new
appropriately  Weather routine Time line images language
BI 1.3.1 (i), (iv)  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Recite a rhyme language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts

BI 2.2 BI 2.2.5 Lesson development Differentiate with support
Apply sounds of letters to BI 2.2.6 ENGAGE a) Offering options
recognise words Circle time b) Say first letter sound
 Remembering activity 2 c) Prompt with mime
BI 2.3 BI 2.3.3  Sing a song 1) Flashcards
Demonstrate understanding of a  Engage activity 4 2) Song: Old Mac Donald Differentiate by time
variety of texts in the form of print  Set up table time 3) Worksheet a) Allow child longer to finish
and digital materials 4) Puzzle/Lego b) Set up activities for fast
Table time finishers
BI 3.2 BI 3.2.1  Transition chant
Develop early writing skills  Manual activity Differentiate by learning
 Tidy up preferences
 Show and tell a) What medium to use, e.g.
crayon, paint, collage

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

106

TOPIC My world domestic animals LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds BI 1.1.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
BI 1.2 BI 1.2.2  Register Weather chart c) Prompt with mime
Listen and respond BI 1.2.6  Emotions routine Rhyme: Hey Diddle Diddle
appropriately  Weather routine Time line images Differentiate by outcome – allow
BI 1.3.1 (i), (iv)  Days of the week routine children to respond to the topic
BI 1.3 BI 1.3.3  Recite a rhyme in different ways:
Listen, understand and BI 1.3.5  English today a) by miming only
respond in a variety of contexts b) by mouthing the new
BI 2.1.1 Lesson development language
BI 2.1 BI 2.1.2 ENGAGE c) by repeating the new
Show appropriate book handling BI 2.1.3 Circle time language after or with you
skills  Sing a song
BI 2.2.5  Post song activity 1) Song: Old Mac Donald
BI 2.2  Story book pre-listening 2) Story book (related to topic)
Apply sounds of letters to BI 2.3.3  Story book reading 3) Flashcards
recognise words BI 2.3.4  Story book post-listening
 Engage activity 3
BI 2.3  Engage activity 6
Demonstrate understanding of a
variety of texts in the form of print
and digital materials

BI 2.4 BI 2.4.1
Develop interest in reading
independently for information and Post-lesson routines Time line images
enjoyment Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

107

TOPIC My world domestic animals LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds BI 1.1.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
BI 1.2.2  Register Weather chart c) Prompt with mime
BI 1.2.6  Emotions routine Rhyme: Hey Diddle Diddle
BI 1.2  Weather routine Time line images
Listen and respond appropriately  Days of the week routine
 Recite a rhyme
BI 1.3 BI 1.3.1 (i), (iv)  English today

Listen, understand and respond in BI 1.3.3

a variety of contexts BI 1.3.5

BI 2.1 BI 2.1.1 Lesson development 1) Story book (related to topic)
Show appropriate book BI 2.1.2 ENGAGE/EXPLOIT 2) Flashcards
handling skills BI 2.1.3 Circle time 3) Word cards
 Engage activity 9
BI 2.2 BI 2.2.5  Story book pre-listening 2 Time line images
Apply sounds of letters to  Story book reading Goodbye song
recognise words BI 2.3.3  Story book post listening 2
BI 2.3.4  Exploit activity 1
BI 2.3
Demonstrate understanding of BI 2.4.1 Post-lesson routines
a variety of texts in the form of Closing time
print and digital materials  Reflecting on learning
 Goodbye and song
BI 2.4
Develop interest in reading
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

108

TOPIC My world domestic animals LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds BI 1.1.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
BI 1.2 BI 1.2.2  Register Weather chart c) Prompt with mime
 Emotions routine Song: Old Mac Donald
Listen and respond appropriately BI 1.2.6  Weather routine Time line images
 Days of the week routine
BI 1.3 BI 1.3.1 (i), (iv)  Sing a song
Listen, understand and respond in BI 1.3.3  English today
a variety of contexts BI 1.3.5

BI 2.1 BI 2.1.1 Lesson development 1) Flashcards
Show appropriate book BI 2.1.2 EXPLOIT 2) Word cards & letter cards
handling skills BI 2.1.3 Circle time
 Exploit activity 1
BI 2.2 BI 2.2.5
Apply sounds of letters to (words and pictures)
recognise words BI 2.3.3  Exploit activity 2
 Alphabet activity
BI 2.3  Exploit activity 5
Demonstrate understanding of
a variety of texts in the form of Post-lesson routines
print and digital materials Closing time
 Reflecting on learning
 Goodbye and song Time line images
Goodbye song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.

109

TOPIC My world domestic animals LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (iii), (iv) Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds BI 1.1.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
BI 1.2 BI 1.2.2  Register Weather chart c) Prompt with mime
 Emotions routine Rhyme: Hey Diddle Diddle
Listen and respond appropriately BI 1.2.6  Weather routine Time line images Differentiate by time
 Days of the week routine a) Allow child longer to finish
BI 1.3 BI 1.3.1 (i), (iv)  Recite a rhyme 1) Song: Old Mac Donald b) Set up activities for fast
Listen, understand and respond in BI 1.3.3  English today 2) Flashcards finishers
a variety of contexts BI 1.3.4 3) Worksheets or perform the
BI 1.3.6 Differentiate by learning
rhyme/song preferences
BI 2.2 BI 2.2.5 Lesson development a) What pupils choose to do:
Apply sounds of letters to BI 2.2.6 EXPLOIT worksheet or performance
recognise words Circle time
BI 2.3.3  Sing a song
BI 2.3  Exploit activity 2
Demonstrate understanding of  Set up table time
a variety of texts in the form of
print and digital materials Table time
 Transition chant
BI 3.2 BI 3.2.1  Manual activity
Develop early writing skills  Tidy up
 Show and tell

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

110

TOPIC My food LESSON SCHEME OF WORK: MY FOOD (5+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2 BI 1.2.6  Register Weather chart a) by miming only
Listen and respond  Emotions routine Rhyme: Muffin man b) by mouthing the new
appropriately BI 1.3.2  Weather routine Time line images language
BI 1.3.3  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.4  Recite a rhyme 1) Flashcards (food) language after or with you
Listen, understand and  English today 2) ASL signs
respond in a variety of contexts 3) Song: Hot cross buns
Lesson development
ENCOUNTER
Circle time
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3 (use ASL

signs)
 Pre-rhyme activity
 Sing a song
 Encounter activity 5

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

111

TOPIC My food LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2  Register Weather chart a) by miming only
Listen and respond BI 1.2.6  Emotions routine Rhyme: Muffin man b) by mouthing the new
appropriately  Weather routine Time line images language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Recite a rhyme language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts
Lesson development
ENCOUNTER/ENGAGE 1) Flashcards (food)
Circle time 2) ASL signs
 Remembering activity 1
 Encounter activity 3 (ASL

signs)
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

112

TOPIC My food LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a fish or a prawn?
BI 1.2  Register Weather chart b) Say first letter sound e.g. It’s
Listen and respond BI 1.2.6  Emotions routine Rhyme: Muffin man a fff; It’s a ppp
appropriately  Weather routine Time line images c) Prompt with mime
BI 1.3.2  Days of the week routine
BI 1.3 BI 1.3.3  Recite a rhyme 1) Flashcards (food) Differentiate by outcome – allow
Listen, understand and BI 1.3.4  English today 2) Song: Hot cross buns children to respond to the topic
respond in a variety of contexts BI 1.3.6 in different ways:
Lesson development a) by miming only
ENGAGE b) by mouthing the new
Circle time language
 Remembering activity 2 c) by repeating the new
 Engage activity 3 language after or with you
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

113

TOPIC My food LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the topic
BI 1.1.3  Greetings and a hello song Class register in different ways:
BI 1.2  Register Weather chart a) by miming only
Listen and respond BI 1.2.6  Emotions routine Rhyme: Muffin man b) by mouthing the new
appropriately  Weather routine Time line images language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Recite a rhyme language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts
Differentiate with support
BI 2.2 BI 2.2.5 Lesson development a) Offering options, e.g.
Apply sounds of letters to ENGAGE Is it a fish or a prawn?
recognise words Circle time b) Say first letter sound, e.g. It’s
 Remembering activity 2 a fff; It’s a ppp
BI 2.3 BI 2.3.3  Sing a song 1) Flashcards (food) c) Prompt with mime
Demonstrate understanding of a  Engage activity 4 2) Song: Hot cross buns
variety of texts in the form of print  Set up table time 3) Worksheets (I like food) Differentiate by time
and digital materials a) Allow child longer to finish
Table time b) Set up activities for fast
 Transition chant finishers
 Manual activity
BI 3.1 (BI 3.1  Tidy up
Develop prewriting skills +4 standards)  Show and tell

BI 3.2 BI 3.2.1
Develop early writing skills

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

114

TOPIC My food LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a fish or a prawn?
BI 1.2  Register Weather chart b) Say first letter sound, e.g. It’s
Listen and respond BI 1.2.6  Emotions routine Rhyme: Muffin man a fff; It’s a ppp
appropriately  Weather routine Time line images c) Prompt with mime
BI 1.3.2  Days of the week routine
BI 1.3 BI 1.3.3  Recite a rhyme 1) Song: Hot cross buns Differentiate by outcome – allow
Listen, understand and BI 1.3.4  English today 2) Story book (related to topic) children to respond to the topic
respond in a variety of contexts BI 1.3.5 3) Flashcards (food) in different ways:
Lesson development a) by miming only
BI 2.1 BI 2.1.1 ENGAGE b) by mouthing the new
Show appropriate book handling BI 2.1.2 Circle time language
skills BI 2.1.3  Sing a song c) by repeating the new
 Post-song activity - expansion language after or with you
BI 2.2 BI 2.2.5  Story book pre-listening
Apply sounds of letters to  Story book reading
recognise words BI 2.3.3  Story book post-listening
 Engage activity 5
BI 2.3
Demonstrate understanding of a
variety of texts in the form of print
and digital materials

BI 2.4 (BI 2.4 Post-lesson routines Time line images
Develop interest in reading +4 standards) Closing time Goodbye song
independently for information and  Reflecting on learning
enjoyment  Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

115

TOPIC My food LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
 Greetings and a hello song Class register a) Offering options, e.g.
BI 1.2 BI 1.1.3  Register Weather chart
Listen and respond appropriately  Emotions routine Rhyme: Muffin man Is it a fish or a prawn?
BI 1.2.6  Weather routine Time line images b) Say first letter sound, e.g. It’s
BI 1.3  Days of the week routine a fff; It’s a ppp
Listen, understand and respond BI 1.3.2  Recite a rhyme
in a variety of contexts BI 1.3.3  English today c) Prompt with mime
BI 1.3.4
BI 2.1 BI 1.3.5 Lesson development 1) Song: Hot cross buns (+ new
Show appropriate book ENGAGE/EXPLOIT version!)
handling skills BI 2.1.1 Circle time 2) Story book (related to topic)
BI 2.1.2  Sing a song 3) Flashcards (food)
BI 2.2 BI 2.1.3  Story book reading 4) Word cards
Apply sounds of letters to  Story book post listening
recognise words BI 2.2.5  Engage activity 8 Time line images
 Exploit activity 4 (food+ Goodbye song
BI 2.3 BI 2.3.3
Demonstrate understanding of adjectives)
a variety of texts in the form of
print and digital materials (BI 2.4 Post-lesson routines
+4 standards) Closing time
BI 2.4
Develop interest in reading  Reflecting on learning
independently for information  Goodbye and song
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

116

TOPIC My food LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
 Register Weather chart
BI 1.2 BI 1.2.6  Emotions routine Rhyme: Muffin man Is it a fish or a prawn?
 Weather routine Time line images b) Say first letter sound, e.g. It’s
Listen and respond appropriately  Days of the week routine a fff; It’s a ppp
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2

Listen, understand and respond in BI 1.3.3

a variety of contexts BI 1.3.4

BI 2.2 BI 2.2.5 Lesson development 1) Song: Hot cross buns (+ new
Apply sounds of letters to BI 2.3.3 EXPLOIT
recognise words Circle time version!)
 Sing a song 2) Flashcards (food)
BI 2.3  Sounds activity 3) Word cards and letter cards
Demonstrate understanding of  Exploit activity 6 4) Dice / counters for glory
a variety of texts in the form of game OR Handa’s surprise
print and digital materials board game**

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.

117

TOPIC My food LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate with support
Listen to and identify sounds (iv) Opening time a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Is it a fish or a prawn?
 Register (Puppet) b) Say first letter sound, e.g. It’s
BI 1.2  Emotions routine Hello song a fff; It’s a ppp
Listen and respond appropriately BI 1.2.6  Weather routine Class register c) Prompt with mime
 Days of the week routine Weather chart
BI 1.3 BI 1.3.2  Sing a song Song: Hot cross buns (+ new Differentiate by learning
Listen, understand and respond in BI 1.3.3  English today version!) preferences
a variety of contexts BI 1.3.4 Time line images a) What medium to use (e.g.
Lesson development crayon, paint, collage)
BI 2.2 BI 2.2.5 EXPLOIT 1) Flashcards (food)
Apply sounds of letters to Circle time 2) Worksheets (My food mini Differentiate by time
recognise words  Exploit activity 5 book OR a Handa’s surprise a) Allow child longer to finish
 Set up table time worksheet) b) Set up activities for fast
finishers
Table time
BI 2.3 BI 2.3.3  Transition chant
Demonstrate understanding of a  Manual activity
variety of texts in the form of print  Tidy up
and digital materials  Show and tell

BI 3.1 (BI 3.1 Post-lesson routines
Develop prewriting skills +4 standards) Closing time
 Reflecting on learning
BI 3.2 BI 3.2.1  Goodbye and song
Develop early writing skills

Time line images
Goodbye song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

118

TOPIC My fruit LESSON SCHEME OF WORK: MY FRUIT (5+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2  Register Song / rhyme a) by miming only
Listen and respond BI 1.2.6  Emotions routine Time line images b) by mouthing the new
appropriately  Weather routine language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Sing / say a favourite song / language after or with you
Listen, understand and BI 1.3.4
respond in a variety of contexts rhyme
 English today

Lesson development 1) Flashcards (6 fruit only)
ENCOUNTER 2) ASL signs
Circle time 3) Rhyme: Big green bananas
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3 (use ASL

signs)
 Pre-rhyme activity
 Recite a rhyme
 Encounter activity 5

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

119

TOPIC My fruit LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2 BI 1.2.6  Register Rhyme: Big green bananas a) by miming only
Listen and respond  Emotions routine Time line images b) by mouthing the new
appropriately BI 1.3.2  Weather routine language
BI 1.3.3  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.4  Recite a rhyme language after or with you
Listen, understand and  English today
respond in a variety of contexts
Lesson development
ENGAGE 1) Flashcards (fruits)
Circle time 2) ASL signs
 Remembering activity 1
 Encounter activity 3 (ASL

signs)
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

120

TOPIC My fruit LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a mango or a papaya?
BI 1.2  Register Rhyme: Big green bananas b) Say first letter sound e.g. It’s
Listen and respond BI 1.2.6  Emotions routine Time line images a mmm; It’s a ppp
appropriately  Weather routine c) Prompt with mime
BI 1.3.2  Days of the week routine 1) Flashcards (fruits)
BI 1.3 BI 1.3.3  Recite a rhyme 2) ASL Signs Differentiate by outcome – allow
Listen, understand and BI 1.3.4  English today 3) Song: Apples and bananas children to respond to the topic
respond in a variety of contexts in different ways:
Lesson development a) by miming only
ENGAGE b) by mouthing the new
Circle time language
 Remembering activity 2 c) by repeating the new
 Encounter 3 (ASL signs) language after or with you
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

121

TOPIC My fruit LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the topic
BI 1.1.3  Greetings and a hello song Class register in different ways:
BI 1.2  Register Weather chart a) by miming only
Listen and respond BI 1.2.6  Emotions routine Rhyme: Big green bananas b) by mouthing the new
appropriately  Weather routine Time line images language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Recite a rhyme language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts

BI 2.2 BI 2.2.5 Differentiate with support
Apply sounds of letters to a) Offering options, e.g.
recognise words Lesson development Is it a mango or a papaya?
ENGAGE b) Say first letter sound, e.g. It’s
BI 2.3 BI 2.3.3 Circle time 1) Flashcards (fruit) a mmm; It’s a ppp
Demonstrate understanding of a  Remembering activity 2 2) Song: Apples and bananas c) Prompt with mime
variety of texts in the form of print  Sing a song 3) Worksheets (I like fruit)
and digital materials  Engage activity 4 Differentiate by time
 Set up table time a) Allow child longer to finish
BI 3.1 (BI 3.1 b) Set up activities for fast
Develop prewriting skills +4 standards) Table time finishers
 Transition chant
BI 3.2 BI 3.2.1  Manual activity
Develop early writing skills  Tidy up
 Show and tell

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

122

TOPIC My fruit LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a mango or a papaya?
BI 1.2 BI 1.2.6  Register Weather chart b) Say first letter sound, e.g. It’s
Listen and respond  Emotions routine Rhyme: Big green bananas a mmm; It’s a ppp
appropriately BI 1.3.2  Weather routine Time line images c) Prompt with mime
BI 1.3.3  Days of the week routine
BI 1.3 BI 1.3.4  Recite a rhyme 1) Song: Apples and bananas Differentiate by outcome – allow
Listen, understand and  English today 2) Story book (topic-related fruit) children to respond to the topic
respond in a variety of contexts BI 2.1.1 3) Flashcards (fruit) in different ways:
BI 2.1.2 Lesson development a) by miming only
BI 2.1 BI 2.1.3 ENGAGE b) by mouthing the new
Show appropriate book handling BI 2.2.5 Circle time language
skills  Sing a song c) by repeating the new
BI 2.3.3  Post-song activity - expansion language after or with you
BI 2.2  Story book pre-listening
Apply sounds of letters to  Story book reading
recognise words  Story book post-listening
 Engage activity 5
BI 2.3
Demonstrate understanding of a
variety of texts in the form of print
and digital materials

BI 2.4 (BI 2.4 Post-lesson routines Time line images
Develop interest in reading +4 standards) Closing time Goodbye song
independently for information and  Reflecting on learning
enjoyment  Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

123

TOPIC My fruit LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
BI 1.2  Register Weather chart
Listen and respond appropriately BI 1.2.6  Emotions routine Rhyme: Big green bananas Is it a mango or a papaya?
 Weather routine Time line images b) Say first letter sound, e.g. It’s
 Days of the week routine a mmm; It’s a ppp
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2 Lesson development 1) Song: Apples and bananas (+
Listen, understand and respond in BI 1.3.3 ENGAGE/EXPLOIT new version!)
a variety of contexts BI 1.3.4 Circle time 2) Story book (topic-related -
 Sing a song fruit)
BI 2.1 BI 2.1.1  Story book pre-listening 3) Flashcards (fruit)
Show appropriate book BI 2.1.2  Story book reading 4) Word cards
handling skills BI 2.1.3  Story book post listening
 Engage activity 8 Time line images
BI 2.2 BI 2.2.5  Exploit activity 4 (fruit+ Goodbye song
Apply sounds of letters to
recognise words adjectives)

BI 2.3 BI 2.3.3 Post-lesson routines
Demonstrate understanding of Closing time
a variety of texts in the form of  Reflecting on learning
print and digital materials  Goodbye and song

BI 2.4 (BI 2.4
Develop interest in reading +4 standards)
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

124

TOPIC My fruit LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
 Register Weather chart
BI 1.2 BI 1.2.6  Emotions routine Rhyme: Big green bananas Is it a mango or a papaya?
 Weather routine Time line images b) Say first letter sound, e.g. It’s
Listen and respond appropriately  Days of the week routine a mmm; It’s a ppp
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2

Listen, understand and respond in BI 1.3.3

a variety of contexts BI 1.3.4

BI 2.2 BI 2.2.5 Lesson development 1) Song: Apples and bananas (+
Apply sounds of letters to BI 2.3.3 EXPLOIT new version!)
recognise words Circle time 2) Flashcards (fruit)

BI 2.3  Sing a song 3) Word cards and letter cards
Demonstrate understanding of  Sounds activity 4) Dice / counters for glory
a variety of texts in the form of  Exploit activity 6* game OR Handa’s surprise
print and digital materials board game**

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.

125

TOPIC My fruit LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate with support
Listen to and identify sounds (iv) Opening time a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Is it a mango or a papaya?
 Register (Puppet) b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6  Emotions routine Hello song a mmm; It’s a ppp
 Weather routine Class register c) Prompt with mime
Listen and respond appropriately  Days of the week routine Weather chart
 Recite a rhyme Rhyme: Big green bananas Differentiate by learning
BI 1.3 BI 1.3.2  English today Time line images preferences
a) What medium to use (e.g.
Listen, understand and respond in BI 1.3.3 crayon, paint, collage)

a variety of contexts BI 1.3.4

BI 2.2 BI 2.2.5 Lesson development Differentiate by time
Apply sounds of letters to EXPLOIT a) Allow child longer to finish
recognise words Circle time 1) Song: Apples and bananas (+ b) Set up activities for fast
 Sing a song new version!) finishers
 Exploit activity 5 2) flashcards (fruit)
BI 2.3 BI 2.3.3  Set up table time 3) Worksheets (My fruit
Demonstrate understanding of a minibook OR a Handa’s
variety of texts in the form of print Table time surprise worksheet)
and digital materials  Transition chant
 Manual activity
BI 3.1 (BI 3.1  Tidy up
Develop prewriting skills +4 standards)  Show and tell

BI 3.2 BI 3.2.1 Post-lesson routines
Develop early writing skills Closing time
 Reflecting on learning
 Goodbye and song Time line images
Goodbye song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

126

TOPIC My clothes LESSON SCHEME OF WORK: MY CLOTHES (5+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2 BI 1.2.6  Register Emotions flashcards a) by miming only
Listen and respond  Emotions routine Weather chart b) by mouthing the new
appropriately BI 1.3.2  Weather routine Rhyme: Diddle, diddle Dumpling language
BI 1.3.3  Days of the week routine Time line images c) by repeating the new
BI 1.3 BI 1.3.4  Recite a rhyme language after or with you
Listen, understand and  English today
respond in a variety of contexts
Lesson development
ENCOUNTER 1) Flashcards (clothes)
Circle time 2) ASL signs
 Encounter activity 1 3) Rhyme: 1, 2 buckle your
 Encounter activity 2
 Encounter activity 3 shoe
 Pre-rhyme activity
 Say a rhyme
 Encounter activity 5

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

127

TOPIC My clothes LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2  Register Emotions flashcards a) by miming only
Listen and respond BI 1.2.6  Emotions routine Weather chart b) by mouthing the new
appropriately  Weather routine Rhyme: Diddle, diddle language
BI 1.3.2  Days of the week routine Dumpling c) by repeating the new
BI 1.3 BI 1.3.3  Recite a rhyme Time line images language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts

Lesson development 1) Flashcards (clothes)
ENGAGE 2) ASL signs
Circle time
 Remembering activity 1
 Encounter activity 3 (ASL

signs)
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

128

TOPIC My clothes LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a skirt or a dress?
BI 1.2  Register Emotions flashcards b) Say first letter sound e.g. It’s
Listen and respond BI 1.2.6  Emotions routine Weather chart a sss; It’s a hhh
appropriately  Weather routine Rhyme: Diddle, diddle Dumpling c) Prompt with mime
BI 1.3.2  Days of the week routine Time line images
BI 1.3 BI 1.3.3  Recite a rhyme Differentiate by outcome – allow
Listen, understand and BI 1.3.4  English today 1) Flashcards (clothes) children to respond to the topic
respond in a variety of contexts BI 1.3.6 2) ASL Signs in different ways:
Lesson development 3) Song: The Clothing Song a) by miming only
ENGAGE b) by mouthing the new
Circle time language
 Remembering activity 2 c) by repeating the new
 Encounter 3 (ASL signs) language after or with you
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

129

TOPIC My clothes LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the topic
BI 1.1.3  Greetings and a hello song Class register in different ways:
BI 1.2  Register Emotions flashcards a) by miming only
Listen and respond BI 1.2.6  Emotions routine Weather chart b) by mouthing the new
appropriately  Weather routine Rhyme: Diddle, diddle Dumpling language
BI 1.3.2  Days of the week routine Time line images c) by repeating the new
BI 1.3 BI 1.3.3  Recite a rhyme language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts
Differentiate with support
BI 2.2 BI 2.2.5 Lesson development a) Offering options, e.g.
Apply sounds of letters to ENGAGE Is it a skirt or a dress?
recognise words Circle time b) Say first letter sound, e.g. It’s
 Remembering activity 2 a sss; It’s a hhh
BI 2.3 BI 2.3.3  Sing a song 1) Flashcards (clothes) c) Prompt with mime
Demonstrate understanding of a  Engage activity 4 2) Song: The Clothing Song
variety of texts in the form of print  Set up table time 3) Worksheets Differentiate by time
and digital materials 4) Design a dress/shirt/trousers a) Allow child longer to finish
Table time b) Set up activities for fast
 Transition chant finishers
 Manual activity
BI 3.1 (BI 3.1  Tidy up
Develop prewriting skills +4 standards)  Show and tell

BI 3.2 BI 3.2.1
Develop early writing skills

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

130

TOPIC My clothes LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a skirt or a dress?
BI 1.2 BI 1.2.6  Register Emotions flashcards b) Say first letter sound, e.g. It’s
Listen and respond  Emotions routine Weather chart a sss; It’s a hhh
appropriately BI 1.3.2  Weather routine Rhyme: Diddle, diddle Dumpling c) Prompt with mime
BI 1.3.3  Days of the week routine Time line images
BI 1.3 BI 1.3.4  Recite a rhyme Differentiate by outcome – allow
Listen, understand and BI 1.3.5  English today 1) Song: The Clothing Song children to respond to the topic
respond in a variety of contexts BI 2.1.1 2) Story book (Blue hat, green in different ways:
BI 2.1.2 Lesson development hat) a) by miming only
BI 2.1 BI 2.1.3 ENGAGE 3) Flashcards (clothes) b) by mouthing the new
Show appropriate book handling BI 2.2.5 Circle time language
skills  Sing a song Time line images c) by repeating the new
BI 2.3.3  Post-song activity - expansion Goodbye song language after or with you
BI 2.2  Story book pre-listening
Apply sounds of letters to (BI 2.4  Story book reading
recognise words +4 standards)  Story book post-listening
 Engage activity 5
BI 2.3
Demonstrate understanding of a Post-lesson routines
variety of texts in the form of print Closing time
and digital materials  Reflecting on learning
 Goodbye and song
BI 2.4
Develop interest in reading
independently for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

131

TOPIC My clothes LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
 Register Emotions flashcards
BI 1.2 BI 1.2.6  Emotions routine Weather chart Is it a skirt or a dress?
 Weather routine Rhyme: Diddle, diddle Dumpling b) Say first letter sound, e.g. It’s
Listen and respond appropriately  Days of the week routine Time line images a sss; It’s a hhh
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2 Lesson development 1) Song: The Clothing Song
Listen, understand and respond in BI 1.3.3 ENGAGE/EXPLOIT 2) Story book (Blue hat, green
a variety of contexts BI 1.3.4 Circle time
BI 1.3.5  Sing a song hat)
BI 2.1  Story book pre-listening 3) Flashcards (clothes)
Show appropriate book BI 2.1.1  Story book reading 4) Word cards
handling skills BI 2.1.2  Story book post listening
BI 2.1.3  Engage activity 8
BI 2.2  Exploit activity 4 (food+
Apply sounds of letters to BI 2.2.5
recognise words adjectives)

BI 2.3 BI 2.3.3
Demonstrate understanding of
a variety of texts in the form of
print and digital materials

BI 2.4 (BI 2.4 Post-lesson routines Time line images
Develop interest in reading +4 standards) Closing time Goodbye song
independently for information  Reflecting on learning
and enjoyment  Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

132

TOPIC My clothes LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
 Register Emotions flashcards
BI 1.2 BI 1.2.6  Emotions routine Weather chart Is it a skirt or a dress?
 Weather routine Rhyme: Diddle, diddle Dumpling b) Say first letter sound, e.g. It’s
Listen and respond appropriately  Days of the week routine Time line images a sss It’s a hhh
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2

Listen, understand and respond in BI 1.3.3

a variety of contexts BI 1.3.4

BI 2.2 BI 2.2.5 Lesson development 1) Song: The Clothing Song
Apply sounds of letters to BI 2.3.3 EXPLOIT
recognise words Circle time 2) Flashcards (clothes)
 Sing a song 3) Word cards and letter cards
BI 2.3  Sounds activity 4) Dice / counters for glory
Demonstrate understanding of  Exploit activity 6* game OR Handa’s surprise
a variety of texts in the form of
print and digital materials board game**

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
** Handa’s surprise board game would work well here. See resources documentation.

133

TOPIC My clothes LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate with support
Listen to and identify sounds (iv) Opening time a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Is it a fish or a prawn?
 Register (Puppet) b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6  Emotions routine Hello song a fff; It’s a ppp
 Weather routine Class register c) Prompt with mime
Listen and respond appropriately  Days of the week routine Emotions flashcards
 Recite a rhyme Weather chart Differentiate by learning
BI 1.3 BI 1.3.2  English today Rhyme: Diddle, diddle Dumpling preferences
Time line images a) What medium to use (e.g.
Listen, understand and respond in BI 1.3.3 crayon, paint, collage)

a variety of contexts BI 1.3.4

BI 2.2 BI 2.2.5 Lesson development Differentiate by time
Apply sounds of letters to EXPLOIT a) Allow child longer to finish
recognise words Circle time 1) Song: The Clothing Song b) Set up activities for fast
 Sing a song 2) Flashcards (clothes) finishers
 Exploit activity 5 3) Worksheets
BI 2.3 BI 2.3.3  Set up table time
Demonstrate understanding of a
variety of texts in the form of print Table time
and digital materials  Transition chant
 Manual activity
BI 3.1 (BI 3.1  Tidy up
Develop prewriting skills +4 standards)  Show and tell

BI 3.2 BI 3.2.1 Post-lesson routines
Develop early writing skills Closing time
 Reflecting on learning
 Goodbye and song Time line images
Goodbye song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

134

TOPIC My World Wild Animals LESSON SCHEME OF WORK: MY WORLD WILD ANIMALS (5+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD (S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii) Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2  Register Time line images a) by miming only
Listen and respond BI 1.2.6  Emotions routine b) by mouthing the new
appropriately  Weather routine language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  English today language after or with you
Listen, understand and BI 1.3.4
respond in a variety of contexts Lesson development
ENCOUNTER
1) Flashcards (wild animals)
Circle time 2) Realia
 Encounter activity 1 3) Song: Five little monkeys
 Encounter activity 2
 Encounter activity 3
 Pre-song activity
 Sing a song
 Encounter activity 5

Post-lesson routines Time line images
Goodbye song
Closing time
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

**Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

135

TOPIC My World Wild Animals LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2  Register Song: Five little monkeys a) by miming only
Listen and respond BI 1.2.6  Emotions routine Time line images b) by mouthing the new
appropriately  Weather routine language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Sing a song language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts
Lesson development
ENCOUNTER/ ENGAGE 1) Flashcards (wild animals)
Circle time 2) ASL signs
 Remembering activity 1
 Encounter activity 3 (ASL Time line images
Goodbye song
signs)
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines
Closing time
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

136

TOPIC My World Wild Animals LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register
BI 1.2  Register Time line images Is it an elephant or is it an
Listen and respond BI 1.2.6  Emotions routine anteater?
appropriately  Weather routine 1) Flashcards (wild animals) b) Say first letter sound, e.g. It’s
BI 1.3.2  Days of the week routine 2) Song: An elephant walks like eee; It’s aaa
BI 1.3 BI 1.3.3  English today c) Prompt with mime
Listen, understand and BI 1.3.4 this and that
respond in a variety of contexts BI 1.3.6 Lesson development Differentiate by outcome – allow
ENGAGE children to respond to the topic
Circle time in different ways:
 Remembering activity 2 a) by miming only
 Engage activity 3 b) by mouthing the new
 Engage activity 4 language
 Pre-song activity c) by repeating the new
 Sing a song language after or with you
 Engage activity 6

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

137

TOPIC My World Wild Animals LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the topic
BI 1.1.3  Greetings and a hello song Class register in different ways:
BI 1.2 BI 1.2.6  Register Weather chart a) by miming only
Listen and respond  Emotions routine Time line images b) by mouthing the new
appropriately BI 1.3.2  Weather routine language
BI 1.3.3  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.4  English today language after or with you
Listen, understand and
respond in a variety of contexts BI 2.2.5 Lesson development 1) Flashcards (wild animals) Differentiate with support
BI 2.2.6 ENGAGE 2) Song: An elephant walks like
BI 2.2 Circle time a) Offering options, e.g.
Apply sounds of letters to  Remembering activity 2 this and that
recognise words  Sing a song 3) Worksheets Is it an elephant or is it an
 Engage activity 4
 Set up table time anteater?
b) Say first letter sound, e.g. It’s
eee; It’s aaa

c) Prompt with mime

BI 2.3 BI 2.3.3 Table time Differentiate by time
Demonstrate understanding of a  Transition chant a) Allow child longer to finish
variety of texts in the form of print  Manual activity b) Set up activities for fast
and digital materials  Tidy up finishers
 Show and tell
BI 3.1 (BI 3.1 Time line images
Develop prewriting skills +4 standards) Post-lesson routines Goodbye song
Closing time
BI 3.2 BI 3.2.1  Reflecting on learning
Develop early writing skills  Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

138

TOPIC My World Wild Animals LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the topic
BI 1.1.3  Greetings and a hello song Class register in different ways:
BI 1.2 BI 1.2.6  Register Weather chart a) by miming only
Listen and respond  Emotions routine Rhyme: Rain on the green b) by mouthing the new
appropriately BI 1.3.2  Weather routine grass language
BI 1.3.3  Days of the week routine Time line images c) by repeating the new
BI 1.3 BI 1.3.4  Recite a rhyme language after or with you
Listen, understand and  English today 1) Song: An elephant walks
respond in a variety of contexts BI 2.1.1 like this and that Differentiate with support
BI 2.1.2 Lesson development a) Offering options, e.g.
BI 2.1 BI 2.1.3 ENGAGE 2) Realia
Apply sounds of letters to Circle time 3) Story book (topic-related) Is it an elephant or is it an
recognise words BI 2.2.5  Sing a song 4) Worksheets anteater?
 Post-song activity - expansion b) Say first letter sound, e.g. It’s
BI 2.2  Story book pre-listening eee; It’s aaa
Demonstrate understanding of a  Story book reading c) Prompt with mime
variety of texts in the form of print  Story book post-listening
and digital materials  Engage activity 9 Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast
finishers

BI 2.3 BI 2.3.3 Post-lesson routines Time line images
Develop prewriting skills Closing time Goodbye song
(BI 2.4  Reflecting on learning
BI 2.4 +4 standards)  Goodbye and song
Develop early writing skills

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

139

TOPIC My World Wild Animals LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
BI 1.2  Register Weather chart
Listen and respond appropriately BI 1.2.6  Emotions routine Time line images Is it an elephant or is it an
BI 1.2.7  Weather routine
 Days of the week routine anteater?
 Recite a rhyme b) Say first letter sound, e.g. It’s
 English today eee; It’s aaa

Lesson development c) Prompt with mime
ENGAGE/EXPLOIT
BI 1.3 BI 1.3.2 Circle time
Listen, understand and respond in BI 1.3.3  Story book pre-listening 2
a variety of contexts BI 1.3.4  Story book reading
BI 1.3.5  Story book post listening 2
BI 1.3.6  Engage activity 8 1) Story book (topic related )
 Exploit activity 5 2) Flashcards
3) Word cards
Post-lesson routines
BI 2.1 BI 2.1 Closing time
Show appropriate book (+4 standards)  Reflecting on learning
handling skills  Goodbye and song

BI 2.2 BI 2.2.5 Time line images
Apply sounds of letters to BI 2.2.6 Goodbye song
recognise words BI 2.2.7

BI 2.3 BI 2.3.3
Demonstrate understanding of BI 2.3.4
a variety of texts in the form of BI 2.3.5
print and digital materials

BI 2.4 BI 2.4.2
Develop interest in reading BI 2.4.3
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

140

TOPIC My World Wild Animals LESSON 7 MAIN SKILL(S) FOCUS: Reading 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register
 Register Weather chart Is it an elephant or is it an
BI 1.2 BI 1.2.6  Emotions routine Time line images anteater?
 Weather routine b) Say first letter sound, e.g.
Listen and respond appropriately  Days of the week routine
 English today It’s eee; It’s aaa
BI 1.3 BI 1.3.2
Listen, understand and respond in BI 1.3.3 Lesson development c) Prompt with mime
a variety of contexts BI 1.3.4 EXPLOIT
BI 1.3.6 Circle time
 Sing a song
BI 2.2 BI 2.2.5  Role play the story OR
Apply sounds of letters to  Role play ‘An elephant walks
recognise words 1) Song: An elephant walks
like this and that’ like this and that
BI 2.3 BI 2.3.3  Sounds activity
Demonstrate understanding of BI 2.3.4 2) Flashcards
a variety of texts in the form of BI 2.3.5 3) Word cards and letter cards
print and digital materials

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

141

TOPIC My World Wild Animals LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.2 BI 1.2.6 Pre-lesson routines Differentiate with support
Opening time a) Offering options, e.g.
Listen and respond appropriately  Greetings and a hello song (Puppet)
 Register Hello song Is it an elephant or is it an
BI 1.3 BI 1.3.2  Emotions routine Class register anteater?
 Weather routine Weather chart b) Say first letter sound, e.g.
Listen, understand and respond in BI 1.3.3  Days of the week routine Time line images
 English today It’s eee; It’s aaa
a variety of contexts BI 1.3.4 c) Prompt with mime
Lesson development
BI 2.2 BI 2.2.5 EXPLOIT
Apply sounds of letters to Circle time
recognise words  Remembering activity 3 Differentiate by learning
 Role play preferences
BI 2.3 BI 2.3.3  Set up table time a) What medium to use, e.g.
Demonstrate understanding of a crayon, paint, collage
variety of texts in the form of print Table time 1) Song: An elephant walks like
and digital materials  Transition chant this and that Differentiate by time
 Manual activity 2) Flashcards a) Allow child longer to finish
BI 3.1 (BI 3.1  Tidy up 3) Word cards b) Set up activities for fast
Develop prewriting skills +4 standards)  Show and tell 4) Worksheets finishers

BI 3.2 BI 3.2.5 Post-lesson routines
Develop early writing skills BI 3.2.6 Closing time
BI 3.2.7  Reflecting on learning
BI 3.2.8  Goodbye and song Time line images
Goodbye song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

142

TOPIC My World Malaysia LESSON SCHEME OF WORK: MY WORLD MALAYSIA (5+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD (S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD (S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2  Register Song / rhyme a) by miming only
Listen and respond BI 1.2.6  Emotions routine Time line images b) by mouthing the new
appropriately  Weather routine language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Sing / say a favourite song / language after or with you
Listen, understand and BI 1.3.4
respond in a variety of contexts rhyme
 English today

Lesson development 1) Flashcards (6 landscapes)
ENCOUNTER 2) ASL signs
Circle time 3) Rhyme: Rain on the green
 Encounter activity 1 grass
 Encounter activity 2
 Encounter activity 3 (use ASL

signs) **
 Pre-rhyme activity
 Say a rhyme
 Encounter activity 5

Post-lesson routines Time line images
Closing time Goodbye song

 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
**Associate actions like playing, reading and writing, eating, wash hands and jumping to aid the memorisation of the actions in this topic.

PRE-LESSON AND POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE
LESSON DEVELOPMENT: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 2) FOR GUIDANCE

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TOPIC My World Malaysia LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the new
BI 1.1.3  Greetings and a hello song Class register topic in different ways:
BI 1.2  Register Rhyme: Rain on the green a) by miming only
Listen and respond BI 1.2.6  Emotions routine grass b) by mouthing the new
appropriately  Weather routine Time line images language
BI 1.3.2  Days of the week routine c) by repeating the new
BI 1.3 BI 1.3.3  Recite a rhyme language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts
Lesson development
ENGAGE 1) Flashcards (7 landscapes)
Circle time 2) ASL signs
 Remembering activity 1
 Encounter activity 3 (ASL

signs)
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

144

TOPIC My World Malaysia LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a mountain or is it a hill?
BI 1.2  Register Rhyme: Rain on the green b) Say first letter sound, e.g. It’s
Listen and respond BI 1.2.6  Emotions routine grass a mmm; It’s a hhh
appropriately  Weather routine Time line images c) Prompt with mime
BI 1.3.2  Days of the week routine
BI 1.3 BI 1.3.3  Recite a rhyme 1) Flashcards (8 landscapes) Differentiate by outcome – allow
Listen, understand and BI 1.3.4  English today 2) ASL Signs children to respond to the topic
respond in a variety of contexts BI 1.3.6 3) Song: I love the mountains in different ways:
Lesson development a) by miming only
ENGAGE b) by mouthing the new
Circle time language
 Remembering activity 2 c) by repeating the new
 Encounter 3 (ASL signs) language after or with you
 Engage activity 3
 Engage activity 4
 Pre-song activity
 Sing a song
 Engage activity 5

Post-lesson routines Time line images
Closing time Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

145

TOPIC My World Malaysia LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time Hello song children to respond to the topic
BI 1.1.3  Greetings and a hello song Class register in different ways:
BI 1.2 BI 1.2.6  Register Weather chart a) by miming only
Listen and respond  Emotions routine Rhyme: Rain on the green b) by mouthing the new
appropriately BI 1.3.2  Weather routine grass language
BI 1.3.3  Days of the week routine Time line images c) by repeating the new
BI 1.3 BI 1.3.4  Recite a rhyme language after or with you
Listen, understand and  English today
respond in a variety of contexts BI 2.2.5 1) Flashcards (9 landscape) Differentiate with support
BI 2.2.6 Lesson development 2) Song: I love the mountains a) Offering options, e.g.
BI 2.2 ENGAGE 3) Worksheets (My favourite Is it a mountain or is it a hill?
Apply sounds of letters to BI 2.3.3 Circle time part of Malaysia) b) Say first letter sound, e.g. It’s
recognise words  Remembering activity 2 a mmm; It’s a hhh
(BI 3.1  Sing a song c) Prompt with mime
BI 2.3 +4 standards)  Engage activity 4
Demonstrate understanding of a  Set up table time Differentiate by time
variety of texts in the form of print a) Allow child longer to finish
and digital materials Table time b) Set up activities for fast
 Transition chant finishers
BI 3.1  Manual activity
Develop prewriting skills  Tidy up
 Show and tell

BI 3.2 BI 3.2.1
Develop early writing skills
Post-lesson routines
Closing time Time line images
Goodbye song
 Reflecting on learning
 Goodbye and song

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

146

TOPIC My World Malaysia LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song a) Offering options, e.g.
BI 1.1.3  Greetings and a hello song Class register Is it a mountain or is it a hill?
BI 1.2  Register Weather chart b) Say first letter sound, e.g. It’s
Listen and respond BI 1.2.6  Emotions routine Rhyme: Rain on the green a mmm; It’s a hhh
appropriately BI 1.2.7  Weather routine grass c) Prompt with mime
 Days of the week routine Time line images
BI 1.3 BI 1.3.2  Recite a rhyme Differentiate by outcome – allow
Listen, understand and BI 1.3.3  English today 1) Song: I love the mountains children to respond to the topic
respond in a variety of contexts BI 1.3.4 2) Story book (topic related - in different ways:
BI 1.3.5 Lesson development landscape) a) by miming only
BI 2.1 ENGAGE 3) Flashcards (landscape) b) by mouthing the new
Show appropriate book handling BI 2.1.1 Circle time language
skills BI 2.1.2  Sing a song c) by repeating the new
BI 2.1.3  Post song activity - expansion language after or with you
BI 2.2  Story book pre-listening 1
Apply sounds of letters to BI 2.2.5  Story book reading
recognise words  Story book post listening 1
 Engage activity 5

BI 2.3 BI 2.3.3
Demonstrate understanding of a
variety of texts in the form of print Post-lesson routines Time line images
and digital materials Closing time Goodbye song
 Reflecting on learning
BI 2.4 (BI 2.4  Goodbye and song
Develop interest in reading +4 standards)
independently for information and
enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

147

TOPIC My World Malaysia LESSON 6 MAIN SKILL(S) FOCUS: Reading 1

CONTENT STANDARD(S) LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STRATEGIES REMARKS

BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines (Puppet) Differentiate with support
Listen to and identify sounds (iv) Opening time Hello song
BI 1.1.3  Greetings and a hello song Class register a) Offering options, e.g.
 Register Weather chart
BI 1.2 BI 1.2.6  Emotions routine Rhyme: Rain on the green Is it a mountain or is it a hill?
 Weather routine grass b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.7  Days of the week routine Time line images a mmm; It’s a hhh
 Recite a rhyme
 English today c) Prompt with mime

BI 1.3 BI 1.3.2 Lesson development
Listen, understand and respond in BI 1.3.3 ENGAGE/EXPLOIT
a variety of contexts BI 1.3.4 Circle time
BI 1.3.5  Sing a song
BI 1.3.6  Story book pre-listening 2
 Story book reading
BI 2.1 BI 2.1  Story book post listening 2
Show appropriate book (+4 standards)  Engage activity 8
handling skills  Exploit activity 5
1) Song: I love the mountains (+
BI 2.2 BI 2.2.5 Post-lesson routines new version)
Apply sounds of letters to BI 2.2.6 Closing time 2) Story book (topic related -
recognise words BI 2.2.7  Reflecting on learning landscape)
 Goodbye and song 3) Flashcards (landscape)
BI 2.3 BI 2.3.3 4) Word cards
Demonstrate understanding of BI 2.3.4
a variety of texts in the form of BI 2.3.5 Time line images
print and digital materials Goodbye song

BI 2.4 BI 2.4.2
Develop interest in reading BI 2.4.3
independently for information
and enjoyment

* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills

148