TEACHER'S KIT (SOW)

TOPIC My classroom 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 1.2 BI 1.2.2 Pre-lesson routines Differentiate with support
Opening time a) Offering options
Listen and respond appropriately BI 1.2.3  Greetings and a hello song (Puppet) b) Say first letter sound
 Register Hello song c) Prompt with mime
BI 1.3  Emotions routine Class register
Listen, understand and respond in BI 1.3.1 (i)  Weather routine Emotion flashcard Differentiate by outcome – allow
a variety of contexts  Days of the week routine Weather Chart children to respond to the topic
 Sing a song Song : Wind the Bobbin up in different ways:
BI 2.1 BI 2.1.1  English today Time line images a) by miming only
Show appropriate book BI 2.1.2 b) by mouthing the new
handling skills BI 2.1.3
language
BI 2.2 BI 2.2.1 Lesson development c) by repeating the new
Apply sounds of letters to BI 2.2.2 ENGAGE
recognise words BI 2.2.3 Circle time language after or with you
BI 2.2.4  Sing a song
 Story book pre-listening 1 1) Story book (related to topic)
 Story book reading 2) Realia
 Story book post-listening 3) Flashcards
 Engage activity 3
BI 2.3 BI 2.3.1  Engage activity 5
Demonstrate understanding of BI 2.3.2
a variety of texts in the form of Post-lesson routines
print and digital materials BI 2.4.1 Closing time
 Reflecting on learning
BI 2.4  Goodbye and song Time line images
Develop interest in reading Goodbye song
independently for information
and enjoyment

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

49

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

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

BI 1.2 BI 1.2.2 Pre-lesson routines Differentiate with support
Opening time a) Offering options
Listen and respond appropriately BI 1.2.3  Greetings and a hello song (Puppet) b) Say first letter sound
 Register Hello song c) Prompt with mime
BI 1.3  Emotions routine Class register
Listen, understand and respond in BI 1.3.1 (i)  Weather routine Emotion flashcard
a variety of contexts  Days of the week routine Weather Chart
 Sing a song Song : Wind the Bobbin up
BI 2.1 BI 2.1.1  English today Time line images
Show appropriate book BI 2.1.2
handling skills BI 2.1.3 Lesson development
ENGAGE/EXPLOIT
BI 2.2 BI 2.2.1 Circle time 1) Realia
Apply sounds of letters to BI 2.2.2  Sing a song 2) Flashcards
recognise words BI 2.2.3  Story book pre-listening 3) Story book (related to topic)
BI 2.2.4  Story book reading
 Story book post listening
BI 2.3 BI 2.3.1  Engage activity 8
Demonstrate understanding of BI 2.3.2  Exploit activity 4 (objects+
a variety of texts in the form of
print and digital materials adjectives)

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

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

50

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

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

BI 1.2 BI 1.2.2 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond appropriately BI 1.2.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
 Register Emotions flashcard c) Prompt with mime
 Emotions routine Weather chart
BI 1.3  Weather routine Song : Wind the Bobbin up
Listen, understand and respond in BI 1.3.1 (i)  Days of the week routine Time line images
a variety of contexts  Sing a song
 English today
BI 2.2 BI 2.2.1
Apply sounds of letters to BI 2.2.2
recognise words BI 2.2.5
BI 2.2.6

Lesson development 1) Realia
EXPLOIT 2) Flashcards
Circle time 3) Alphabet visuals
 Sing a song 4) Word card (related to topic)
 Alphabet activity
 Sounds activity (topic related

or story related

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.

51

TOPIC My classroom 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 1.2.2 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond appropriately BI 1.2.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
BI 1.3 BI 1.3.1 (i)  Register Emotions flashcard c) Prompt with mime
Listen, understand and respond in  Emotions routine Weather chart
a variety of contexts  Weather routine Song : Wind the Bobbin up Differentiate by time
 Days of the week routine Time line images a) Allow child longer to finish
BI 2.2 BI 2.2.1  Sing a song b) Set up activities for fast
Apply sounds of letters to BI 2.2.2  English today
recognise words BI 2.2.5 finishers
BI 2.2.6 Lesson development
EXPLOIT
Circle time 1) Realia
 Sing a song 2) Flashcards
 Exploit activity 2 3) Worksheets
 Set up table time

Table time
 Transition chant
 Manual activity
 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

52

TOPIC My family LESSON SCHEME OF WORK: MY FAMILY (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 Opening time children to respond to the new
 Greetings and a hello song topic in different ways:
BI 1.2 BI 1.2.1  Register (Puppet) a) by miming only
Listen and respond BI 1.2.2  Emotions routine Hello song b) by mouthing the new
appropriately BI 1.2.3  Weather routine Class register
 Days of the week routine Emotion flashcard language
 Sing a song Song: Father finger c) by repeating the new
 English today Time line images
language after or with you
Lesson development
BI 1.3 BI 1.3.1 (i) ENCOUNTER
Circle time
Listen, understand and  Encounter activity 1
 Encounter activity 2
respond in a variety of contexts  Encounter activity 3
 Pre-rhyme activity
 Say a rhyme 1) Flashcards
 Encounter activity 4 2) Song

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

53

TOPIC My family 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 1.2 BI 1.2.2 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time children to respond to the new
appropriately  Greetings and a hello song topic in different ways:
 Register (Puppet) a) by miming only
BI 1.3 BI 1.3.1 (i)  Emotions routine Hello song b) by mouthing the new
 Sing a song Class register
Listen, understand and  English today Song: Father finger language
Time line images c) by repeating the new
respond in a variety of contexts
language after or with you

Lesson development 1) Realia
ENGAGE 2) Flashcards
Circle time
 Remembering activity 1 Time line images
 Engage activity 1 Goodbye song
 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

54

TOPIC My family 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 1.2 BI 1.2.2 Pre-lesson routines (Puppet) Differentiate with support– allow
Listen and respond BI 1.2.3 Opening time Hello song children to respond to the topic
appropriately  Greetings and a hello song Class register in different ways:
 Register Song: Father finger a) by miming only
BI 1.3 BI 1.3.1 (i), (ii),  Emotions routine Time line images b) by mouthing the new
 Weather routine
Listen, understand and (iv)  Sing a song 1) Flashcards language
 English today c) by repeating the new
respond in a variety of contexts
language after or with you
Lesson development
ENGAGE Differentiate with support
Circle time a) Offering options
b) Prompt with mime
 Remembering activity 2
 Engage activity 4 (in pairs)
 Engage activity 5
 Engage activity 8

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

55

TOPIC My family 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 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time Hello song children to respond to the topic
appropriately BI 1.2.3  Greetings and a hello song Class register in different ways:
BI 1.2.4  Register Weather chart a) by miming only
 Emotions routine Song: Father finger b) by mouthing the new
BI 1.3  Weather routine Time line images
 Days of the week routine language
Listen, understand and BI 1.3.1 (i), (ii),  Sing a song c) by repeating the new
 English today
respond in a variety of contexts (iv) language after or with you
Lesson development
BI 3.1 BI 3.1.1 ENGAGE 1) Flashcards Differentiate with support
Develop prewriting skills BI 3.1.2 Circle time 2) Worksheet a) Offering options
BI 3.1.3  Remembering activity 2 b) Say first letter sound
BI 3.2  Engage activity 4 c) Prompt with mime
Develop early writing skills BI 3.2.1  Engage activity 8
BI 3.2.2  Set up table time Differentiate by time
BI 3.2.3 a) Allow child longer to finish
BI 3.2.4 Table time b) Set up activities for fast
 Transition chant
 Manual activity finishers
 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

56

TOPIC My family 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 1.2 BI 1.2.2 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond BI 1.2.3 Opening time Hello song a) Offering options
appropriately  Greetings and a hello song Class register b) Say first letter sound
 Register Weather chart c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii),  Emotions routine Song: Father finger
 Weather routine Time line images Differentiate by outcome – allow
Listen, understand and (iii), (iv)  Days of the week routine children to respond to the topic
 Sing a song in different ways:
respond in a variety of contexts  English today a) by miming only
b) by mouthing the new
BI 2.1 BI 2.1.2
Show appropriate book handling language
skills c) by repeating the new

BI 2.2 BI 2.2.1 Lesson development language after or with you
Apply sounds of letters to BI 2.2.2 ENGAGE
recognise words BI 2.2.3 Circle time
BI 2.2.4  Story book pre-listening 1
 Story book reading 1) Story book (related to topic)
BI 2.3  Story book post-listening 2) Flashcards
Demonstrate understanding of a  Engage activity 3
variety of texts in the form of print BI 2.3.1  Engage activity 5
and digital materials BI 2.3.2

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

57

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

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

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond appropriately BI 1.2.2 Opening time Hello song a) Offering options
BI 1.2.3  Greetings and a hello song Class register b) Say first letter sound
BI 1.3 BI 1.2.4  Register Weather chart c) Prompt with mime
Listen, understand and respond in  Emotions routine Song: Father finger
a variety of contexts BI 1.3.1 (i), (ii),  Weather routine Time line images
(iii), (iv)  Days of the week routine
 Sing a song
BI 2.1 BI 2.1.1  English today 1) Story book (related to topic)
Show appropriate book BI 2.1.2 2) Flashcards
handling skills BI 2.1.3 Lesson development
ENGAGE/EXPLOIT Time line images
BI 2.2 BI 2.2.1 Circle time Goodbye song
Apply sounds of letters to BI 2.2.2  Engage activity 4
recognise words BI 2.2.3  Story book pre-listening 2
BI 2.2.4  Story book reading
 Story book post listening 2
BI 2.3 BI 2.3.1  Exploit activity 1
Demonstrate understanding of BI 2.3.2
a variety of texts in the form of Post-lesson routines
print and digital materials BI 2.4.1 Closing time
 Reflecting on learning
BI 2.4  Goodbye and song
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

58

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

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

BI 1.2 BI 1.2.2 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond appropriately BI 1.2.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
BI 1.3 BI 1.3.1 (i)  Register Emotions flashcard c) Prompt with mime
Listen, understand and respond in  Emotions routine Weather chart
a variety of contexts  Weather routine Song: Father finger
 Days of the week routine Time line images
 Sing a song
BI 2.3 BI 2.3.2  English today
Demonstrate understanding of
a variety of texts in the form of Lesson development
print and digital materials EXPLOIT
Circle time
 Exploit activity 6 1) Flashcards
 Alphabet activity 2) Alphabet visuals
 Exploit activity 5 3) Word card (related to topic)

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.

59

TOPIC My family 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 1.2.2 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond appropriately BI 1.2.3 Opening time Hello song a) Offering options
 Greetings and a hello song Class register b) Say first letter sound
BI 1.3 BI 1.3.1 (i)  Register Weather chart c) Prompt with mime
Listen, understand and respond in  Emotions routine Song: Father finger
a variety of contexts  Weather routine Time line images Differentiate by time
 English today a) Allow child longer to finish
BI 2.3 BI 2.3.2 1) Flashcards b) Set up activities for fast
Demonstrate understanding of Lesson development 2) Worksheets
a variety of texts in the form of EXPLOIT finishers
print and digital materials Circle time
 Remembering activity 2 Differentiate by learning
BI 3.1 BI 3.1.1  Exploit activity 2 preferences
Develop prewriting skills BI 3.1.2  Set up table time a) What medium to use, e.g.
BI 3.1.3
BI 3.2 Table time crayon, paint, collage
Develop early writing skills BI 3.2.1  Transition chant
BI 3.2.2  Manual activity
BI 3.2.3  Tidy up
BI 3.2.4  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

60

TOPIC My face LESSON SCHEME OF WORK: MY FACE (4+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
(S) STANDARD (S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2  Greetings and a hello song Hello song children to respond to the topic
appropriately BI 1.2.3  Register Class register in different ways:
BI 1.2.4  Emotions routine Rhyme: Two little ears a) by miming only
 Weather routine Time line images b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme
Listen, understand and  English today language
respond in a variety of c) by repeating the new
contexts
language after or with you

Lesson development 1) Flashcards
ENCOUNTER (Hair, face, ears, nose, eyes,
Circle time mouth)
 Encounter activity 1 2) Rhyme: Two little ears
 Encounter activity 2 (in pairs)
 Encounter activity 3
 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 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
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE

61

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2  Greetings and a hello song Hello song children to respond to the topic
appropriately BI 1.2.3  Register Class register in different ways:
BI 1.2.4  Emotions routine Rhyme: Two little ears a) by miming only
 Weather routine Time line images b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme
Listen, understand and  English today language
respond in a variety of c) by repeating the new
contexts
language after or with you

Lesson development 1) Flashcards
ENGAGE (Hair, face, ears, nose, eyes,
Circle time mouth) OR
 Remembering activity 1 1) for activity 1 and 2: Drawing
 Engage activity 1 of a face on the board with parts
 Engage activity 2 erased.
 Engage activity 3
 Engage activity 4 (in pairs) Time line images
Goodbye song
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

62

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register Is her hair long or short?
BI 1.2.4  Emotions routine Rhyme: Two little ears b) Say first letter sound, e.g.
 Weather routine Time line images It’s lll; It’s sss
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme c) Prompt with mime
Listen, understand and  English today 1) Flashcards (Hair, face, ears,
respond in a variety of nose, eyes, mouth) Differentiate by outcome – allow
contexts Lesson development 2) Flashcards (long hair, short children to respond to the topic
ENGAGE hair, blue, green, brown, black) in different ways:
Circle time 3) Chalk or hoops for making a) by miming only
 Remembering activity 2 sets b) by mouthing the new
 Engage activity 4 (in pairs)
 Who is it? language
 Engage activity 8 c) by repeating the new
 Engage activity 5
language after or with you

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

63

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

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

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time Hello song children to respond to the topic
appropriately BI 1.2.3  Greetings and a hello song Class register in different ways:
BI 1.2.4  Register Weather chart a) by miming only
 Emotions routine Time line images b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Rhyme: Two little eyes
Listen, understand and  Recite a rhyme language
respond in a variety of  English today c) by repeating the new
contexts
Lesson development language after or with you
ENGAGE
BI 3.1 BI 3.1.1 Circle time 1) Flashcards (Hair, face, ears, Differentiate with support
Develop prewriting skills BI 3.1.2  Remembering activity 2 nose, eyes, mouth, long, short) a) Offering options, e.g.
BI 3.1.3  Engage activity 4 (in pairs) 2) Chalk or hoops for making
 Engage activity 8 sets Is it a nose or is it a
BI 3.2 BI 3.2.1  Set up table time 3) Worksheets (My face) mouth?
Develop early writing BI 3.2.2
skills BI 3.2.3 Table time b) Say first letter sound, e.g.
BI 3.2.4  Transition chant It’s nnn; It’s mmm
 Manual activity
 Tidy up c) Prompt with mime
 Show and tell
Differentiate by time
a) Allow child longer to finish
b) Set up activities for fast

finishers

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

64

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

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

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond BI 1.2.2 Opening time Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Greetings and a hello song Class register
BI 1.2.4  Register Weather chart Is it a nose or is it a
 Emotions routine Rhyme: Two little eyes mouth?
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Time line images b) Say first letter sound, e.g.
Listen, understand and  Recite a rhyme It’s nnn; It’s mmm
respond in a variety of  English today 1) Story book (topic related / c) Prompt with mime
contexts diversity)
2) Flashcards (children from Differentiate by outcome – allow
BI 2.1 BI 2.1.2 Lesson development different countries) children to respond to the topic
Show appropriate book ENGAGE in different ways:
handling skills Circle time a) by miming only
 Story book pre-listening 1 b) by mouthing the new
BI 2.2 BI 2.2.1  Story book reading
Apply sounds of letters to BI 2.2.2  Story book post listening 1 language
recognise words BI 2.2.3  Engage activity 3 c) by repeating the new
BI 2.2.4  Engage activity 5
language after or with you
Post-lesson routines
BI 2.3 BI 2.3.1 Closing time
Demonstrate BI 2.3.2  Reflecting on learning
understanding of a  Goodbye and song
variety of texts in the Time line images
form of print and digital Goodbye song
materials

BI 2.4 BI 2.4.1
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

65

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register
BI 1.2.4  Emotions routine Weather chart Is it a nose or is it a
BI 1.3  Weather routine Rhyme: Two little eyes mouth?
Listen, understand and BI 1.3.1 (i), (ii), (iii),  Recite a rhyme Time line images
respond in a variety of (iv)  English today b) Say first letter sound, e.g.
contexts It’s nnn; It’s mmm

c) Prompt with mime

BI 2.1 BI 2.1.2 Lesson development
ENGAGE/EXPLOIT
Show appropriate book Circle time

handling skills  Pre-song activity
 Sing a song
BI 2.2 BI 2.2.1  Story book pre-listening 2 1) Song; I like the me I see
Apply sounds of letters BI 2.2.2  Story book reading 2) Story book (topic related /
to recognise words BI 2.2.3  Story book post listening 2 diversity)
BI 2.2.4  Exploit 1 3) Flashcards (children from
different countries)

BI 2.3 BI 2.3.1
Demonstrate BI 2.3.2
understanding of a
variety of texts in the Post-lesson routines Time line images
form of print and digital Closing time Goodbye song
materials  Reflecting on learning
 Goodbye and song

BI 2.4 BI 2.4.1
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

66

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register
BI 1.2.4  Emotions routine Weather chart Is it a nose or is it a
BI 1.3  Weather routine Rhyme: two little eyes mouth?
Listen, understand and BI 1.3.1 (i), (ii), (iii), (iv)  Recite a rhyme Time line images
respond in a variety of  English today b) Say first letter sound, e.g.
contexts It’s nnn; It’s mmm

c) Prompt with mime

BI 2.3 BI 2.3.2 Lesson development
Demonstrate EXPLOIT
understanding of a Circle time 1) Song: I like the me I see
variety of texts in the 2) Flashcards (children from
form of print and digital  Sing a song different countries)
materials  Engage activity 3 3) Flashcards (Face)
 Alphabet activity 3) Alphabet visuals
 Exploit activity 2 4) Word cards (topic +)

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

67

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
BI 1.2.1 Pre-lesson routines
BI 1.2 BI 1.2.2 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.3  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.4  Register Class register
BI 1.3.1 (i), (ii), (iii), (iv)  Emotions routine Weather chart Is it a nose or is it a
BI 1.3  Weather routine Song: The five senses mouth?
Listen, understand and BI 2.3.2  English today Time line images b) Say first letter sound, e.g.
respond in a variety of It’s nnn; It’s mmm
contexts BI 3.1.1 Lesson development 1) Song: I like the me I see c) Prompt with mime
BI 3.1.2 EXPLOIT 2) Worksheets (I like the me I
BI 2.3 BI 3.1.3 Circle time see) Differentiate by learning
Demonstrate  Sing a song preferences
understanding of a BI 3.2.1  Post-song activity a) What medium to use, e.g.
variety of texts in the BI 3.2.2  Set up table time
form of print and digital BI 3.2.3 crayon, paint, collage
materials BI 3.2.4 Table time
 Transition chant Differentiate by time
BI 3.1  Manual activity a) Allow child longer to finish
Develop prewriting  Tidy up b) Set up activities for fast
skills  Show and tell
finishers
BI 3.2 Post-lesson routines
Develop early writing Closing time Time line images
skills  Reflecting on learning Goodbye song
 Goodbye and song

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

68

TOPIC My body LESSON SCHEME OF WORK: MY BODY (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 1.1.3 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify sounds Opening time Hello song children to respond to the new
BI 1.2.1  Greetings and a hello song Class register topic in different ways:
BI 1.2 BI 1.2.2  Register Emotions flashcards a) by miming only
Listen and respond BI 1.2.3  Emotions routine Weather chart b) by mouthing the new
appropriately  Weather routine Rhyme: Head shoulders knees
 Recite a rhyme and toes language
 English today Time line images c) by repeating the new

Lesson development language after or with you
ENCOUNTER
BI 1.3 BI 1.3.1 (i), (ii), Circle time
 Encounter activity 1
Listen, understand and (iv)  Encounter activity 2
 Encounter activity 4
respond in a variety of contexts  Sing a song (Hokey Pokey)
 Encounter activity 5
1) Realia
2) Flashcards on parts of the
body
3) Song: Hokey Pokey

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

69

TOPIC My body 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 1.1.3 Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds Opening time children to respond to the new
 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2 BI 1.2.1  Register Hello song a) by miming only
Listen and respond BI 1.2.2  Emotions routine Class register b) by mouthing the new
appropriately BI 1.2.3  Weather routine Emotions flashcards
 Recite a rhyme Weather chart language
 English today Rhyme: Head shoulders knees c) by repeating the new
and toes
Lesson development Time line images language after or with you
ENGAGE
BI 1.3 BI 1.3.1 (i), (ii), Circle time
 Remembering activity 1
Listen, understand and (iv)  Engage activity 1
 Engage activity 2
respond in a variety of contexts  Engage activity 3
 Engage activity 5
1) Realia
2) Flashcards on parts of the

body

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

70

TOPIC My body 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 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time a) Offering options e.g.
 Greetings and a hello song (Puppet) Is this my arm or my leg?
BI 1.2 BI 1.2.1  Register Hello song b) Say first letter sound e.g.
Listen and respond BI 1.2.3  Emotions routine Class register It’s a fff; It’s a hhh
appropriately  Weather routine Emotions flashcards c) Prompt with mime
 Recite a rhyme Weather chart
BI 1.3  English today Rhyme: Head shoulders knees Differentiate by outcome – allow
and toes children to respond to the topic
Listen, understand and BI 1.3.1 (i), (ii), Lesson development Time line images in different ways:
ENGAGE a) by miming only
respond in a variety of contexts (iv) Circle time 1) Realia b) by mouthing the new
 Remembering activity 2 2) Flashcards on parts of the
 Engage activity 1 language
 Engage activity 3 body c) by repeating the new
 Engage activity 5
language after or with you

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

71

TOPIC My body 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 1.1.3 Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds Opening time children to respond to the topic
 Greetings and a hello song (Puppet) in different ways:
BI 1.2 BI 1.2.1  Register Hello song a) by miming only
Listen and respond BI 1.2.3  Emotions routine Class register b) by mouthing the new
appropriately  Weather routine Emotions flashcards language
 Recite a rhyme Weather chart c) by repeating the new
BI 1.3 BI 1.3.1 (i), (ii),  English today Rhyme: Head shoulders knees language after or with you
and toes
Listen, understand and (iv) Lesson development Time line images Differentiate with support
ENGAGE a) Offering options, e.g.
respond in a variety of contexts Circle time 1) Realia Is this my arm or my leg?
 Remembering activity 2 2) Flashcards on parts of the b) Say first letter sound, e.g. It’s
BI 2.2 BI 2.2.5  Sing a song (Hokey Pokey) a fff; It’s a hhh
Apply sounds of letters to  Engage activity 4 body c) Prompt with mime
recognise words  Set up table time 4) Worksheets
5) Song: Hokey Pokey Differentiate by time
BI 2.3 BI 2.3.3 Table time a) Allow child longer to finish
Demonstrate understanding of a  Transition chant b) Set up activities for fast
variety of texts in the form of print  Manual activity finishers
and digital materials  Tidy up
 Show and tell
BI 3.1 (BI 3.1
Develop prewriting skills +4 standards) Post-lesson routines
Closing time
BI 3.2 BI 3.2.1  Reflecting on learning
Develop early writing skills  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

72

TOPIC My body 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 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time a) Offering options, e.g.
 Greetings and a hello song (Puppet) Is this my arm or my leg?
BI 1.2 BI 1.2.1  Register Hello song b) Say first letter sound, e.g. It’s
Listen and respond BI 1.2.3  Emotions routine Class register a fff; It’s a hhh
appropriately  Weather routine Emotions flashcards c) Prompt with mime
 Recite a rhyme Weather chart
BI 1.3 BI 1.3.1 (i), (ii),  English today Rhyme: Head shoulders knees Differentiate by outcome – allow
and toes children to respond to the topic
Listen, understand and (iv) Lesson development Time line images in different ways:
ENGAGE a) by miming only
respond in a variety of contexts Circle time 1) Realia b) by mouthing the new
 Story book pre-listening 2) Flashcards on parts of the language
BI 2.1 BI 2.1.1  Story book reading body c) by repeating the new
Show appropriate book handling BI 2.1.2  Story book post-listening 4) Story book (related to the language after or with you
skills BI 2.1.3  Engage activity 5
 Engage activity 6 topic)
BI 2.2 BI 2.2.5
Apply sounds of letters to Post-lesson routines
recognise words Closing time
 Reflecting on learning
BI 2.3 BI 2.3.3  Goodbye and song
Demonstrate understanding of a
variety of texts in the form of print Time line images
and digital materials Goodbye 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

73

TOPIC My body 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 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time
 Greetings and a hello song (Puppet) a) Offering options, e.g.
BI 1.2 BI 1.2.1  Register Hello song
 Emotions routine Class register Is this my arm or my leg?
Listen and respond appropriately BI 1.2.3  Weather routine Emotions flashcard b) Say first letter sound, e.g. It’s
 Recite a rhyme Weather chart a fff; It’s a hhh
 English today Rhyme: Head shoulders knees
and toes c) Prompt with mime
Lesson development Time line images
BI 1.3 ENGAGE/EXPLOIT
Circle time
Listen, understand and respond in BI 1.3.1 (i), (ii),  Sing a song
 Story book reading
a variety of contexts (iv)  Story book post listening
 Engage activity 8
BI 2.1 BI 2.1.1  Exploit activity 4
Show appropriate book BI 2.1.2
handling skills BI 2.1.3 Post-lesson routines
Closing time
BI 2.2 BI 2.2.5  Reflecting on learning 1) Song: Hokey Pokey
Apply sounds of letters to  Goodbye and song 2) Story book (related to the
recognise words
topic)
BI 2.3 BI 2.3.3 3) Flashcards
Demonstrate understanding of 4) Word cards
a variety of texts in the form of
print and digital materials

BI 2.4 (BI 2.4 Time line images
Develop interest in reading +4 standards) Goodbye song
independently for information
and enjoyment

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

74

TOPIC My body 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 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time
 Greetings and a hello song (Puppet) a) Offering options, e.g.
BI 1.2 BI 1.2.1  Register Hello song
 Emotions routine Class register Is this my arm or my leg?
Listen and respond appropriately BI 1.2.3  Weather routine Emotions flashcard b) Say first letter sound, e.g. It’s
 Recite a rhyme Weather chart a fff; It’s a hhh
 English today Rhyme: Head shoulders knees
and toes c) Prompt with mime
Time line images
BI 1.3

Listen, understand and respond in BI 1.3.1 (i), (ii),

a variety of contexts (iv)

BI 2.2 BI 2.2.5 Lesson development 1) Song: Hokey Pokey
Apply sounds of letters to BI 2.2.6 EXPLOIT 2) Flashcards
recognise words Circle time
BI 2.3.3 3) Word cards and letter cards
BI 2.3  Sing a song 4) Dice / counters for glory
Demonstrate understanding of  Sounds activity game OR Handa’s surprise
a variety of texts in the form of  Exploit activity 6* board game**
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
** Handa’s surprise board game would work well here. See resources documentation.

75

TOPIC My body 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 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time a) Offering options, e.g.
 Greetings and a hello song (Puppet) Is this my arm or my leg?
BI 1.2 BI 1.2.1  Register Hello song b) Say first letter sound, e.g. It’s
 Emotions routine Class register a fff; It’s a hhh
Listen and respond appropriately BI 1.2.3  Weather routine Emotions flashcard c) Prompt with mime
 Recite a rhyme Weather chart
BI 1.3  English today Rhyme: Head shoulders knees Differentiate by learning
and toes preferences
Listen, understand and respond in BI 1.3.1 (i), (ii), Time line images a) What to do (e.g. worksheet or
puzzle)
a variety of contexts (iv)

BI 2.2 BI 2.2.5 Lesson development 1) Song: Head shoulders knees Differentiate by time
Apply sounds of letters to BI 2.2.6 EXPLOIT and toes a) Allow child longer to finish
recognise words BI 2.3.3 Circle time 2) Flashcards (parts of the b) Set up activities for fast
 Sing a song body) finishers
BI 2.3 BI 3.1  Exploit activity 5 3) Worksheets
Demonstrate understanding of BI 3.2.1  Set up table time 4) Completing a puzzle
a variety of texts in the form of
print and digital materials Table time
 Transition chant
BI 3.1  Manual activity
Develop prewriting skills  Tidy up
 Show and tell
BI 3.2
Develop early writing skills Post-lesson routines
Closing time
 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

76

TOPIC My toys LESSON SCHEME OF WORK: MY TOYS (4+)
1 MAIN SKILL(S) FOCUS: Listening

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2  Greetings and a hello song Hello song children to respond to the new
appropriately BI 1.2.3  Register Class register topic in different ways:
BI 1.2.4  Emotions routine Rhyme: Teddy bear, teddy bear a) by miming only
 Weather routine Time line images b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme language
Listen, understand and  English today c) by repeating the new
respond in a variety of language after or with you
contexts

Lesson development 1) Flashcards or realia (six toys)
ENCOUNTER 2) Rhyme: Teddy bear, teddy
Circle time bear
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3
 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 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
POST-LESSON ROUTINES: PLEASE REFER TO THE TEACHER SUPPORT DOCUMENT (SECTION 4) FOR GUIDANCE

77

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2  Greetings and a hello song Hello song children to respond to the new
appropriately BI 1.2.3  Register Class register topic in different ways:
BI 1.2.4  Emotions routine Rhyme: Teddy bear, teddy bear a) by miming only
 Weather routine Time line images b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme language
Listen, understand and  English today c) by repeating the new
respond in a variety of language after or with you
contexts

Lesson development 1) Flashcards or realia (six toys)
ENGAGE
Circle time
 Remembering activity 1
 Encounter activity 3
 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

78

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register Is it a train or is it a car?
BI 1.2.4  Emotions routine Rhyme: Teddy bear, teddy bear
 Weather routine Time line images b) Say first letter sound(s,) e.g.
 Recite a rhyme It’s a ccc; It’s a trtrtr
 English today
c) Prompt with mime
Lesson development
BI 1.3 BI 1.3.1 (i), (ii), (iv) ENGAGE
Listen, understand and Circle time
respond in a variety of  Remembering activity 2 Differentiate by outcome – allow
contexts  Engage activity 3 children to respond to the topic
 Engage activity 4 in different ways:
 Pre-song activity 1) Flashcards or realia (all toys) a) by miming only
 Sing a song 2) Song: I’ve got a ball. b) by mouthing the new
 Engage activity 5 language
c) by repeating the new
language after or with you

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

79

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

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

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time Hello song children to respond to the topic
appropriately BI 1.2.3  Greetings and a hello song Class register in different ways:
BI 1.2.4  Register Weather chart a) by miming only
 Emotions routine Rhyme: Teddy bear, teddy bear b) by mouthing the new
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Weather routine Time line images language
Listen, understand and  Recite a rhyme c) by repeating the new
respond in a variety of  English today language after or with you
contexts
Lesson development
BI 3.1 BI 3.1.1 ENGAGE Differentiate with support
Develop prewriting skills BI 3.1.2 Circle time a) Offering options, e.g.
BI 3.1.3  Remembering activity 2 Is it a train or is it a car?
 Sing a song b) Say first letter sound(s,) e.g.
BI 3.2 BI 3.2.1  Engage activity 4 1) Flashcards or realia (toys) It’s a ccc; It’s a trtrtr
Develop early writing BI 3.2.2  Set up table time 2) Song: I’ve got a ball. c) Prompt with mime
skills BI 3.2.3
BI 3.2.4 Table time 3) Worksheets (My favourite Differentiate by time
 Transition chant a) Allow child longer to finish
 Manual activity toy) b) Set up activities for fast
 Tidy up finishers
 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

80

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register Is it a train or is it a car?
BI 1.2.4  Emotions routine Weather chart b) Say first letter sound(s), e.g.
 Weather routine Rhyme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iv)  Recite a rhyme Time line images c) Prompt with mime
Listen, understand and  English today
respond in a variety of 1) Song: I’ve got a ball. Differentiate by outcome – allow
contexts Lesson development 2) Story book (topic related / children to respond to the topic
ENGAGE toys) in different ways:
BI 2.1 BI 2.1.2 Circle time 3) Flashcards or realia (toys) a) by miming only
Show appropriate book  Sing a song b) by mouthing the new
handling skills  Post-song activity language
 Story book pre-listening 1 c) by repeating the new
 Story book reading language after or with you
 Story book post listening 1
BI 2.2 BI 2.2.1  Engage activity 3
Apply sounds of letters to BI 2.2.2  Engage activity 5
recognise words BI 2.2.3
BI 2.2.4

BI 2.3 BI 2.3.1
Demonstrate BI 2.3.2
understanding of a
variety of texts in the Post-lesson routines
form of print and digital Closing time
materials  Reflecting on learning
 Goodbye and song
BI 2.4 BI 2.4.1 Time line images
Develop interest in Goodbye song
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

81

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register Is it a train or is it a car?
BI 1.2.4  Emotions routine Weather chart
 Weather routine Rhyme: Teddy bear, teddy bear b) Say first letter sound(s), e.g.
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Recite a rhyme Time line images It’s a ccc; It’s a trtrtr
Listen, understand and  English today
respond in a variety of c) Prompt with mime
contexts Lesson development
ENGAGE/EXPLOIT
BI 2.1 BI 2.1.2 Circle time
 Sing a song
Show appropriate book  Story book pre-listening 2
 Story book reading
handling skills  Story book post listening 2
 Engage activity 3 (word and
BI 2.2 BI 2.2.1 1) Song; I’ve got a ball
Apply sounds of letters BI 2.2.2 image) 2) Story book (topic related /
to recognise words BI 2.2.3  Exploit activity 4 toys)
BI 2.2.4 3) Flashcards or realia (toys)
Post-lesson routines 4) Word cards (toys)
BI 2.3 BI 2.3.1 Closing time
Demonstrate BI 2.3.2  Reflecting on learning Time line images
understanding of a  Goodbye and song Goodbye song
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
enjoyment

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

82

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

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
Pre-lesson routines
BI 1.2 BI 1.2.1 Opening time (Puppet) Differentiate with support
Listen and respond BI 1.2.2  Greetings and a hello song Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Register Class register Is it a train or is it a car?
BI 1.2.4  Emotions routine Weather chart
BI 1.3  Weather routine Rhyme: Teddy bear, teddy bear b) Say first letter sound(s), e.g.
Listen, understand and BI 1.3.1 (i), (ii), (iii), (iv)  Recite a rhyme Time line images It’s a ccc; It’s a trtrtr
respond in a variety of  English today
contexts c) Prompt with mime

BI 2.3 BI 2.3.2 Lesson development
Demonstrate EXPLOIT
understanding of a Circle time 1) Song: I’ve got a ball
variety of texts in the  Sing a song 2) Flashcards or realia (toys)
form of print and digital  Alphabet activity 3) Alphabet visuals
materials  Exploit activity 4 (words and 4) Word cards (topic +)

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

83

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

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

BI 1.2 BI 1.2.1 Pre-lesson routines (Puppet) Differentiate with support
Listen and respond BI 1.2.2 Opening time Hello song a) Offering options, e.g.
appropriately BI 1.2.3  Greetings and a hello song Class register Is it a train or is it a car?
BI 1.2.4  Register Weather chart b) Say first letter sound(s), e.g.
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv)  Emotions routine Rhyme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
Listen, understand and  Weather routine Time line images c) Prompt with mime
respond in a variety of BI 2.3.2  Say a rhyme
contexts  English today Differentiate by learning
BI 3.1.1 preferences
BI 2.3 BI 3.1.2 Lesson development a) What medium to use, e.g.
Demonstrate BI 3.1.3 EXPLOIT crayon, paint, collage
understanding of a BI 3.2.1 Circle time
variety of texts in the BI 3.2.2  Sing a song 1) Song: I’ve got a ball Differentiate by time
form of print and digital BI 3.2.3  Exploit activity 2 (words and 2) Flashcards or realia a) Allow child longer to finish
materials BI 3.2.4 3) Word cards (topic +) b) Set up activities for fast
pictures) 4) Worksheets (toys mini-book) finishers
BI 3.1  Set up table time
Develop prewriting
skills Table time
 Transition chant
BI 3.2  Manual activity
Develop early writing  Tidy up
skills  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

84

SCHEME OF WORK
PRESCHOOL YEAR 5+

85

86

TOPIC Introduction LESSON SCHEME OF WORK: INTRODUCTION (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 Weather chart a) by miming only
Listen and respond BI 1.2.6  Emotions routine Song / rhyme b) by mouthing*** the new
appropriately  Weather routine Time line images language
BI 1.3.2  Sing / say a favourite song / c) by repeating the new
BI 1.3 BI 1.3.3 language after or with you
Listen, understand and BI 1.3.4 rhyme
respond in a variety of contexts  English today

Lesson development 1) Flashcards (week days)**
ENCOUNTER 2) ASL signs for week days
Circle time 3) Rhyme: Days of the week
1. Encounter activity 1
2. Encounter activity 2
3. Encounter activity 3
4. Pre-rhyme activity
5. Recite a rhyme
6. Encounter 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
** The days of the week flashcards should be different colours, so the children can refer to them by colour as well. You can also play different association games if you use different colours.
*** Mouthing: imitating the movement of the mouth associated with a word or words which is/are being learned. This is often associated with accompanying a song or a rhyme which has
recently been introduced. This may or may not always be accompanied by the production of the sound.

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

87

TOPIC Introduction 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 Song / rhyme b) by mouthing the new
appropriately  Weather routine Time line images language
BI 1.3.2  Sing / say a favourite song / c) by repeating the new
BI 1.3 BI 1.3.3 language after or with you
Listen, understand and BI 1.3.4 rhyme
respond in a variety of contexts  English today

Lesson development 1) Flashcards (week days)*
ENGAGE 2) ASL signs for week days
Circle time 3) Rhyme: Days of the week
 Remembering activity 1 4) Song: One for sorrow
 Encounter activity 3 5) Flashcards (One for sorrow
 Engage activity 1 images)
 Engage activity 4
 Pre-song activity
 Recite a rhyme
 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

88

TOPIC Introduction 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 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: Days of the week sss; It’s www
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 (week days / Differentiate by outcome – allow
Listen, understand and BI 1.3.4  English today colours) children to respond to the topic
respond in a variety of contexts 2) Song: One for sorrow in different ways:
Lesson development 3) Flashcards (One for sorrow a) by miming only
ENGAGE images) b) by mouthing the new
Circle time 4) Flashcards (colours / number language
 Remembering activity 2 / emotions) c) by repeating the new
 Encounter 3 language after or with you
 Engage activity 3 (colour

flashcards + week days)
 Sing a song
 Sequence song images
 Engage activity 8 (numbers,

colours, emotions)

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

89

TOPIC Introduction 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 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 BI 1.2.6  Register Weather chart
Listen and respond  Emotions routine Rhyme: Days of the week Is it sunny or is it rainy?
appropriately BI 1.3.2  Weather routine Time line images b) Say first letter sound, e.g. It’s
BI 1.3.3  Recite a rhyme sss; It’s www
BI 1.3 BI 1.3.4  English today
Listen, understand and BI 2.2.5 c) Prompt with mime
respond in a variety of contexts Lesson development
BI 2.3.3 ENGAGE 1) Flashcards (days of the Differentiate with support
BI 2.2 Circle time week) a) Offering options e.g.
Apply sounds of letters to (BI 3.1  Remembering activity 2 2) Song: One for sorrow Is it a train or is it a car?
recognise words +4 standards)  Sing a song images 3) Flashcards (One for sorrow b) Say first letter sound(s) e.g.
BI 3.2.1  Sequence song images) It’s a ccc; It’s a trtrtr
BI 2.3  Set up table time 3) Worksheets (One for sorrow) c) Prompt with mime
Demonstrate understanding of a
variety of texts in the form of print Table time Differentiate by time
and digital materials  Transition chant a) Allow child longer to finish
 Manual activity b) Set up activities for fast
BI 3.1  Tidy up finishers
Develop prewriting skills  Show and tell

BI 3.2 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

90

TOPIC Introduction 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 BI 1.2.6  Register Weather chart b) Say first letter sound, e.g. It’s
Listen and respond  Emotions routine Rhyme: Days of the week sss; It’s www
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: One for sorrow Differentiate by outcome – allow
Listen, understand and  English today 2) Flashcards (One for sorrow children to respond to the topic
respond in a variety of contexts BI 2.1.1 images) in different ways:
BI 2.1.2 Lesson development 3) Story book (Seven Blind a) by miming only
BI 2.1 BI 2.1.3 ENGAGE Mice)** b) by mouthing the new
Show appropriate book handling BI 2.2.5 Circle time 4) Flashcards (colours) language
skills  Sing a song c) by repeating the new
BI 2.3.3  Sequence song images language after or with you
BI 2.2  Story book pre-listening
Apply sounds of letters to (BI 2.4  Story book reading Time line images
recognise words +4 standards)  Story book post listening Goodbye song
 Engage activity 7 (colours)
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
** A story that revises colours / numbers / emotions.

91

TOPIC Introduction 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 1.1.3  Register Weather chart
 Emotions routine Rhyme: Days of the week Is it sunny or is it rainy?
BI 1.2.6  Weather routine Time line images b) Say first letter sound, e.g. It’s
 Days of the week routine sss; It’s www
 Say a rhyme
 English today c) Prompt with mime

BI 1.2 BI 1.3.2 Lesson development 1) Song: One for sorrow
Listen and respond appropriately BI 1.3.3 ENGAGE/EXPLOIT 2) Story book (Seven Blind
BI 1.3.4 Circle time Mice)*
BI 1.3  Sing a song 3) Flashcards OR Story book
Listen, understand and respond in BI 2.1.1  Story book pre-listening resources
a variety of contexts BI 2.1.2  Story book reading
BI 2.1.3  Story book post listening Time line images
BI 2.1  Engage / exploit activities Goodbye song
Show appropriate book BI 2.2.5
handling skills (related or not to the story)

BI 2.2 BI 2.3.3 Post-lesson routines
Apply sounds of letters to Closing time
recognise words  Reflecting on learning
 Goodbye and song
BI 2.3 (BI 2.4
Demonstrate understanding of +4 standards)
a variety of texts in the form of
print and digital materials

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

92

TOPIC Introduction 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  Emotions routine Rhyme: Days of the week Is it sunny or is it rainy?
Listen and respond appropriately BI 1.2.6  Weather routine Time line images b) Say first letter sound, e.g. It’s
 Days of the week routine sss; It’s www
 Recite a rhyme 1) Song: One for sorrow
 English today 2) Alphabet visuals c) Prompt with mime
3) Song: Alphabet song
BI 1.3 BI 1.3.2 Lesson development 4) Flashcards (intro topics)
Listen, understand and respond in BI 1.3.3 EXPLOIT 5) Word cards (intro topics)
a variety of contexts BI 1.3.4 Circle time 6) Letter cards
 Sing a song
BI 2.2 BI 2.2.5  Alphabet activity
Apply sounds of letters to  Sing a song
recognise words  Sounds activity (topic related

BI 2.3 BI 2.3.3 or story related)
Demonstrate understanding of
a variety of texts in the form of
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

93

TOPIC Introduction 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 (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 appropriately BI 1.2.6  Emotions routine Rhyme: Days of the week sss; It’s www
 Weather routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.2  Days of the week routine
Listen, understand and respond in BI 1.3.3  Recite a rhyme 1) Song: One for sorrow / Differentiate by learning
a variety of contexts BI 1.3.4  English today Alphabet song preferences
2) Flashcards (intro topics) a) What medium to use, (e.g.
BI 2.2 BI 2.2.5 Lesson development 3) Worksheets (My favourite crayon, paint, collage)
Apply sounds of letters to EXPLOIT things OR something related to
recognise words Circle time the story) Differentiate by time
 Sing a song a) Allow child longer to finish
BI 2.3 BI 2.3.3  Exploit activity 5 b) Set up activities for fast
Demonstrate understanding of a  Set up table time finishers
variety of texts in the form of print
and digital materials Table time
 Transition chant
BI 3.1 (BI 3.1  Manual activity
Develop prewriting skills +4 standards)  Tidy up
 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

94

TOPIC My School LESSON SCHEME OF WORK: MY SCHOOL (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 (school places)
ENCOUNTER 2) Rhyme: Wash, wash, wash
Circle time your hands
 Encounter activity 1
 Encounter activity 2
 Encounter activity 3**
 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, washing 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

95

TOPIC My School 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: Wash, wash, wash your a) by miming only
Listen and respond BI 1.2.6  Emotions routine hands 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 1) Flashcards (school places) language after or with you
Listen, understand and BI 1.3.4  English today
respond in a variety of contexts
Lesson development
ENGAGE
Circle time
 Remembering activity 1
 Encounter activity 3
 Engage activity 1
 Engage activity 2
 Engage activity 3
 Engage activity 4 (use Where

is ...)

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

96

TOPIC My School 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
Pre-lesson routines
BI 1.1 BI 1.1.2 (ii), (iii), Opening time (Puppet) Differentiate with support
Listen to and identify (iv)  Greetings and a hello song Hello song a) Offering options, e.g.
sounds BI 1.1.3  Register Class register Is it sunny or is it rainy?
 Emotions routine Rhyme: Wash, wash, wash your b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6  Weather routine hands sss; It’s www
Listen and respond  Days of the week routine Time line images c) Prompt with mime
appropriately BI 1.3.2  Recite a rhyme
BI 1.3.3  English today 1) Flashcards (school spaces Differentiate by outcome – allow
BI 1.3 BI 1.3.4 and actions) children to respond to the topic
Listen, understand and Lesson development 2) Song: Playing in the in different ways:
respond in a variety of ENGAGE playground a) by miming only
contexts Circle time b) by mouthing the new
 Remembering activity 2 language
 Encounter 3 c) by repeating the new
 Engage activity 3 (room + language after or with you

action)
 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

97

TOPIC My School 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
Pre-lesson routines
BI 1.1 BI 1.1.2 (ii), (iii), Opening time (Puppet) Differentiate by outcome – allow
Listen to and identify (iv)  Greetings and a hello song Hello song children to respond to the topic
sounds BI 1.1.3  Register Class register in different ways:
 Emotions routine Weather chart a) by miming only
BI 1.2 BI 1.2.6  Weather routine Rhyme: Wash, wash, wash your b) by mouthing the new
Listen and respond  Days of the week routine hands language
appropriately BI 1.3.2  Recite a rhyme Time line images c) by repeating the new
BI 1.3.3  English today language after or with you
BI 1.3 BI 1.3.4
Listen, understand and Lesson development Differentiate with support
respond in a variety of BI 2.2.5 ENGAGE a) Offering options, e.g.
contexts Circle time Is it sunny or is it rainy?
 Remembering activity 2 1) Flashcards (school spaces) b) Say first letter sound, e.g. It’s
BI 2.2  Sing a song 2) Song: Playing in the sss; It’s www
Apply sounds of letters to  Engage activity 4 playground c) Prompt with mime
recognise words  Set up table time 3) Worksheets (My school)
Differentiate by time
BI 2.3 BI 2.3.3 Table time a) Allow child longer to finish
Demonstrate understanding of  Transition chant b) Set up activities for fast
a variety of texts in the form of  Manual activity finishers
print and digital materials  Tidy up
 Show and tell
BI 3.1 (BI 3.1
Develop prewriting skills +4 standards) Post-lesson routines
Closing time
BI 3.2 BI 3.2.1  Reflecting on learning
Develop early writing skills  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

98