TOPIC My body LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is this my arm or my leg?
BI 1.2 BI 1.2.1 Register Class register b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.3 Emotions routine Emotions flashcard a fff; It’s a hhh
Weather routine Weather chart c) Prompt with mime
BI 1.3 Recite a rhyme Rhyme: Head shoulders knees
Listen, understand and respond in BI 1.3.1 (i), (ii), English today and toes
a variety of contexts (iv) Time line images
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2 Lesson development
handling skills BI 2.1.3 ENGAGE/EXPLOIT
Circle time 1) Song: Hokey Pokey
BI 2.2 BI 2.2.5 Sing a song 2) Story book (related to the
Apply sounds of letters to topic)
recognise words Story book reading 3) Flashcards
Story book post listening 4) Word cards
BI 2.3 BI 2.3.3 Engage activity 8
Demonstrate understanding of Exploit activity 4
a variety of texts in the form of
print and digital materials
Post-lesson routines
BI 2.4 Closing time Time line images
Develop interest in reading (BI 2.4 Reflecting on learning Goodbye song
independently for information +4 standards) Goodbye and song
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 6 MAIN SKILL(S) FOCUS: Reading 1
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is this my arm or my leg?
BI 1.2 BI 1.2.1 Register Class register b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.3 Emotions routine Emotions flashcard a fff; It’s a hhh
Weather routine Weather chart c) Prompt with mime
BI 1.3 Recite a rhyme Rhyme: Head shoulders knees
Listen, understand and respond in BI 1.3.1 (i), (ii), English today and toes
a variety of contexts (iv) Time line images
BI 2.1 BI 2.1.1
Show appropriate book BI 2.1.2 Lesson development
handling skills BI 2.1.3 ENGAGE/EXPLOIT
Circle time 1) Song: Hokey Pokey
BI 2.2 BI 2.2.5 Sing a song 2) Story book (related to the
Apply sounds of letters to topic)
recognise words Story book reading 3) Flashcards
Story book post listening 4) Word cards
BI 2.3 BI 2.3.3 Engage activity 8
Demonstrate understanding of Exploit activity 4
a variety of texts in the form of
print and digital materials
Post-lesson routines
BI 2.4 Closing time Time line images
Develop interest in reading (BI 2.4 Reflecting on learning Goodbye song
independently for information +4 standards) Goodbye and song
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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is this my arm or my leg?
BI 1.2 BI 1.2.1 Register Class register b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.3 Emotions routine Emotions flashcard a fff; It’s a hhh
Weather routine Weather chart c) Prompt with mime
BI 1.3 Recite a rhyme Rhyme: Head shoulders knees
Listen, understand and respond in BI 1.3.1 (i), (ii), English today and toes
a variety of contexts (iv) Time line images
BI 2.2 Lesson development
Apply sounds of letters to BI 2.2.5 EXPLOIT 1) Song: Hokey Pokey
recognise words BI 2.2.6 Circle time 2) Flashcards
Sing a song 3) Word cards and letter cards
BI 2.3 4) Dice / counters for glory
Demonstrate understanding of BI 2.3.3 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
Closing time Time line images
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
** Handa’s surprise board game would work well here. See resources documentation.
75
TOPIC My body LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is this my arm or my leg?
BI 1.2 BI 1.2.1 Register Class register b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.3 Emotions routine Emotions flashcard a fff; It’s a hhh
Weather routine Weather chart c) Prompt with mime
BI 1.3 Recite a rhyme Rhyme: Head shoulders knees
Listen, understand and respond in BI 1.3.1 (i), (ii), English today and toes
a variety of contexts (iv) Time line images
BI 2.2 Lesson development
Apply sounds of letters to BI 2.2.5 EXPLOIT 1) Song: Hokey Pokey
recognise words BI 2.2.6 Circle time 2) Flashcards
Sing a song 3) Word cards and letter cards
BI 2.3 4) Dice / counters for glory
Demonstrate understanding of BI 2.3.3 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
Closing time Time line images
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
** 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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is this my arm or my leg?
BI 1.2 BI 1.2.1 Register Class register b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.3 Emotions routine Emotions flashcard a fff; It’s a hhh
Weather routine Weather chart c) Prompt with mime
BI 1.3 Recite a rhyme Rhyme: Head shoulders knees
Listen, understand and respond in BI 1.3.1 (i), (ii), English today and toes Differentiate by learning
a variety of contexts (iv) Time line images preferences
a) What to do (e.g. worksheet or
Lesson development puzzle)
BI 2.2 EXPLOIT
Apply sounds of letters to BI 2.2.5 Circle time Differentiate by time
recognise words BI 2.2.6 Sing a song 1) Song: Head shoulders knees a) Allow child longer to finish
and toes b) Set up activities for fast
BI 2.3 Exploit activity 5 2) Flashcards (parts of the finishers
Demonstrate understanding of BI 2.3.3 Set up table time body)
a variety of texts in the form of 3) Worksheets
print and digital materials Table time 4) Completing a puzzle
Transition chant
BI 3.1 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
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 body LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.3 Pre-lesson routines Differentiate with support
Listen to and identify sounds Opening time (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is this my arm or my leg?
BI 1.2 BI 1.2.1 Register Class register b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.3 Emotions routine Emotions flashcard a fff; It’s a hhh
Weather routine Weather chart c) Prompt with mime
BI 1.3 Recite a rhyme Rhyme: Head shoulders knees
Listen, understand and respond in BI 1.3.1 (i), (ii), English today and toes Differentiate by learning
a variety of contexts (iv) Time line images preferences
a) What to do (e.g. worksheet or
Lesson development puzzle)
BI 2.2 EXPLOIT
Apply sounds of letters to BI 2.2.5 Circle time Differentiate by time
recognise words BI 2.2.6 Sing a song 1) Song: Head shoulders knees a) Allow child longer to finish
and toes b) Set up activities for fast
BI 2.3 Exploit activity 5 2) Flashcards (parts of the finishers
Demonstrate understanding of BI 2.3.3 Set up table time body)
a variety of texts in the form of 3) Worksheets
print and digital materials Table time 4) Completing a puzzle
Transition chant
BI 3.1 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
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
SCHEME OF WORK: MY TOYS (4+)
TOPIC My toys LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time children to respond to the new
appropriately BI 1.2.3 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2.4 Register Hello song a) by miming only
Emotions routine Class register b) by mouthing the new
Weather routine Rhyme: Teddy bear, teddy bear language
BI 1.3 BI 1.3.1 (i), (ii), (iv) Recite a rhyme Time line images c) by repeating the new
Listen, understand and English today language after or with you
respond in a variety of
contexts
Lesson development
ENCOUNTER
Circle time
Encounter activity 1 1) Flashcards or realia (six toys)
Encounter activity 2 2) Rhyme: Teddy bear, teddy
Encounter activity 3 bear
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
SCHEME OF WORK: MY TOYS (4+)
TOPIC My toys LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time children to respond to the new
appropriately BI 1.2.3 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2.4 Register Hello song a) by miming only
Emotions routine Class register b) by mouthing the new
Weather routine Rhyme: Teddy bear, teddy bear language
BI 1.3 BI 1.3.1 (i), (ii), (iv) Recite a rhyme Time line images c) by repeating the new
Listen, understand and English today language after or with you
respond in a variety of
contexts
Lesson development
ENCOUNTER
Circle time
Encounter activity 1 1) Flashcards or realia (six toys)
Encounter activity 2 2) Rhyme: Teddy bear, teddy
Encounter activity 3 bear
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 DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time children to respond to the new
appropriately BI 1.2.3 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2.4 Register Hello song a) by miming only
Emotions routine Class register b) by mouthing the new
Weather routine Rhyme: Teddy bear, teddy bear language
BI 1.3 BI 1.3.1 (i), (ii), (iv) Recite a rhyme Time line images c) by repeating the new
Listen, understand and English today language after or with you
respond in a variety of
contexts
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Flashcards or realia (six toys)
Encounter activity 3
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4
Post-lesson routines
Closing time Time line images
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
78
TOPIC My toys LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time children to respond to the new
appropriately BI 1.2.3 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2.4 Register Hello song a) by miming only
Emotions routine Class register b) by mouthing the new
Weather routine Rhyme: Teddy bear, teddy bear language
BI 1.3 BI 1.3.1 (i), (ii), (iv) Recite a rhyme Time line images c) by repeating the new
Listen, understand and English today language after or with you
respond in a variety of
contexts
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Flashcards or realia (six toys)
Encounter activity 3
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4
Post-lesson routines
Closing time Time line images
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
78
TOPIC My toys LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s,) e.g.
Emotions routine Rhyme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
Weather routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv) Recite a rhyme
Listen, understand and English today Differentiate by outcome – allow
respond in a variety of children to respond to the topic
contexts in different ways:
Lesson development a) by miming only
ENGAGE 1) Flashcards or realia (all toys) b) by mouthing the new
Circle time 2) Song: I’ve got a ball. language
Remembering activity 2 c) by repeating the new
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
79
TOPIC My toys LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s,) e.g.
Emotions routine Rhyme: Teddy bear, teddy bear It’s a ccc; It’s a trtrtr
Weather routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv) Recite a rhyme
Listen, understand and English today Differentiate by outcome – allow
respond in a variety of children to respond to the topic
contexts in different ways:
Lesson development a) by miming only
ENGAGE 1) Flashcards or realia (all toys) b) by mouthing the new
Circle time 2) Song: I’ve got a ball. language
Remembering activity 2 c) by repeating the new
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
79
TOPIC My toys LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time (Puppet) children to respond to the topic
appropriately BI 1.2.3 Greetings and a hello song Hello song in different ways:
BI 1.2.4 Register Class register a) by miming only
Emotions routine Weather chart b) by mouthing the new
Weather routine Rhyme: Teddy bear, teddy bear language
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv) Recite a rhyme Time line images c) by repeating the new
Listen, understand and English today language after or with you
respond in a variety of
contexts
Differentiate with support
BI 3.1.1 Lesson development a) Offering options, e.g.
BI 3.1 BI 3.1.2 ENGAGE Is it a train or is it a car?
Develop prewriting skills BI 3.1.3 Circle time b) Say first letter sound(s,) e.g.
Remembering activity 2 1) Flashcards or realia (toys) It’s a ccc; It’s a trtrtr
BI 3.2.1 Sing a song 2) Song: I’ve got a ball. c) Prompt with mime
BI 3.2 BI 3.2.2 3) Worksheets (My favourite
Develop early writing BI 3.2.3 Engage activity 4 toy)
skills BI 3.2.4 Set up table time Differentiate by time
a) Allow child longer to finish
Table time b) Set up activities for fast
Transition chant finishers
Manual activity
Tidy up
Show and tell
Post-lesson routines
Closing time Time line images
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
80
TOPIC My toys LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.2 Opening time (Puppet) children to respond to the topic
appropriately BI 1.2.3 Greetings and a hello song Hello song in different ways:
BI 1.2.4 Register Class register a) by miming only
Emotions routine Weather chart b) by mouthing the new
Weather routine Rhyme: Teddy bear, teddy bear language
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv) Recite a rhyme Time line images c) by repeating the new
Listen, understand and English today language after or with you
respond in a variety of
contexts
Differentiate with support
BI 3.1.1 Lesson development a) Offering options, e.g.
BI 3.1 BI 3.1.2 ENGAGE Is it a train or is it a car?
Develop prewriting skills BI 3.1.3 Circle time b) Say first letter sound(s,) e.g.
Remembering activity 2 1) Flashcards or realia (toys) It’s a ccc; It’s a trtrtr
BI 3.2.1 Sing a song 2) Song: I’ve got a ball. c) Prompt with mime
BI 3.2 BI 3.2.2 3) Worksheets (My favourite
Develop early writing BI 3.2.3 Engage activity 4 toy)
skills BI 3.2.4 Set up table time Differentiate by time
a) Allow child longer to finish
Table time b) Set up activities for fast
Transition chant finishers
Manual activity
Tidy up
Show and tell
Post-lesson routines
Closing time Time line images
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
80
TOPIC My toys LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s), e.g.
Emotions routine Weather chart It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
Listen, understand and Recite a rhyme Time line images
respond in a variety of English today Differentiate by outcome – allow
contexts children to respond to the topic
in different ways:
a) by miming only
BI 2.1 BI 2.1.2 Lesson development b) by mouthing the new
Show appropriate book ENGAGE language
handling skills Circle time c) by repeating the new
Sing a song 1) Song: I’ve got a ball. language after or with you
BI 2.2 BI 2.2.1 Post-song activity 2) Story book (topic related /
Apply sounds of letters to BI 2.2.2 toys)
recognise words BI 2.2.3 Story book pre-listening 1 3) Flashcards or realia (toys)
BI 2.2.4 Story book reading
Story book post listening 1
BI 2.3 BI 2.3.1 Engage activity 3
Demonstrate BI 2.3.2 Engage activity 5
understanding of a
variety of texts in the
form of print and digital
materials Post-lesson routines
Closing time Time line images
BI 2.4 BI 2.4.1 Reflecting on learning Goodbye song
Develop interest in Goodbye and 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 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s), e.g.
Emotions routine Weather chart It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
Listen, understand and Recite a rhyme Time line images
respond in a variety of English today Differentiate by outcome – allow
contexts children to respond to the topic
in different ways:
a) by miming only
BI 2.1 BI 2.1.2 Lesson development b) by mouthing the new
Show appropriate book ENGAGE language
handling skills Circle time c) by repeating the new
Sing a song 1) Song: I’ve got a ball. language after or with you
BI 2.2 BI 2.2.1 Post-song activity 2) Story book (topic related /
Apply sounds of letters to BI 2.2.2 toys)
recognise words BI 2.2.3 Story book pre-listening 1 3) Flashcards or realia (toys)
BI 2.2.4 Story book reading
Story book post listening 1
BI 2.3 BI 2.3.1 Engage activity 3
Demonstrate BI 2.3.2 Engage activity 5
understanding of a
variety of texts in the
form of print and digital
materials Post-lesson routines
Closing time Time line images
BI 2.4 BI 2.4.1 Reflecting on learning Goodbye song
Develop interest in Goodbye and 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 DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s), e.g.
Emotions routine Weather chart It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv) Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
Listen, understand and Recite a rhyme Time line images
respond in a variety of English today
contexts
BI 2.1 BI 2.1.2
Show appropriate book Lesson development
handling skills ENGAGE/EXPLOIT
Circle time 1) Song; I’ve got a ball
BI 2.2 BI 2.2.1 Sing a song 2) Story book (topic related /
Apply sounds of letters BI 2.2.2 toys)
to recognise words BI 2.2.3 Story book pre-listening 2 3) Flashcards or realia (toys)
BI 2.2.4 Story book reading 4) Word cards (toys)
Story book post listening 2
BI 2.3 BI 2.3.1 Engage activity 3 (word and
Demonstrate BI 2.3.2 image)
understanding of a Exploit activity 4
variety of texts in the
form of print and digital
materials Post-lesson routines Time line images
Closing time Goodbye song
BI 2.4 BI 2.4.1 Reflecting on learning
Develop interest in Goodbye and 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
82
TOPIC My toys LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s), e.g.
Emotions routine Weather chart It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv) Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
Listen, understand and Recite a rhyme Time line images
respond in a variety of English today
contexts
BI 2.1 BI 2.1.2
Show appropriate book Lesson development
handling skills ENGAGE/EXPLOIT
Circle time 1) Song; I’ve got a ball
BI 2.2 BI 2.2.1 Sing a song 2) Story book (topic related /
Apply sounds of letters BI 2.2.2 toys)
to recognise words BI 2.2.3 Story book pre-listening 2 3) Flashcards or realia (toys)
BI 2.2.4 Story book reading 4) Word cards (toys)
Story book post listening 2
BI 2.3 BI 2.3.1 Engage activity 3 (word and
Demonstrate BI 2.3.2 image)
understanding of a Exploit activity 4
variety of texts in the
form of print and digital
materials Post-lesson routines Time line images
Closing time Goodbye song
BI 2.4 BI 2.4.1 Reflecting on learning
Develop interest in Goodbye and 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
82
TOPIC My toys LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s), e.g.
BI 1.3 Emotions routine Weather chart It’s a ccc; It’s a trtrtr
Listen, understand and BI 1.3.1 (i), (ii), (iii), (iv) Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
respond in a variety of Recite a rhyme Time line images
contexts English today
BI 2.3 BI 2.3.2 Lesson development
Demonstrate EXPLOIT
understanding of a Circle time
variety of texts in the Sing a song 1) Song: I’ve got a ball
form of print and digital 2) Flashcards or realia (toys)
materials Alphabet activity
Exploit activity 4 (words and 3) Alphabet visuals
pictures) 4) Word cards (topic +)
Post-lesson routines
Closing time Time line images
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
83
TOPIC My toys LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song Hello song Is it a train or is it a car?
BI 1.2.4 Register Class register b) Say first letter sound(s), e.g.
BI 1.3 Emotions routine Weather chart It’s a ccc; It’s a trtrtr
Listen, understand and BI 1.3.1 (i), (ii), (iii), (iv) Weather routine Rhyme: Teddy bear, teddy bear c) Prompt with mime
respond in a variety of Recite a rhyme Time line images
contexts English today
BI 2.3 BI 2.3.2 Lesson development
Demonstrate EXPLOIT
understanding of a Circle time
variety of texts in the Sing a song 1) Song: I’ve got a ball
form of print and digital 2) Flashcards or realia (toys)
materials Alphabet activity
Exploit activity 4 (words and 3) Alphabet visuals
pictures) 4) Word cards (topic +)
Post-lesson routines
Closing time Time line images
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
83
TOPIC My toys LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song (Puppet) Is it a train or is it a car?
BI 1.2.4 Register Hello song b) Say first letter sound(s), e.g.
Emotions routine Class register It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv) Weather routine Weather chart c) Prompt with mime
Listen, understand and Say a rhyme Rhyme: Teddy bear, teddy bear
respond in a variety of English today Time line images Differentiate by learning
contexts preferences
a) What medium to use, e.g.
Lesson development crayon, paint, collage
BI 2.3 BI 2.3.2 EXPLOIT
Demonstrate Circle time Differentiate by time
understanding of a Sing a song 1) Song: I’ve got a ball a) Allow child longer to finish
variety of texts in the 2) Flashcards or realia b) Set up activities for fast
form of print and digital Exploit activity 2 (words and 3) Word cards (topic +) finishers
pictures)
materials 4) Worksheets (toys mini-book)
Set up table time
BI 3.1 BI 3.1.1
Develop prewriting BI 3.1.2 Table time
skills BI 3.1.3 Transition chant
Manual activity
BI 3.2.1 Tidy up
BI 3.2 BI 3.2.2 Show and tell
Develop early writing BI 3.2.3
skills BI 3.2.4
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
84
TOPIC My toys LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.2 BI 1.2.1 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.2 Opening time a) Offering options, e.g.
appropriately BI 1.2.3 Greetings and a hello song (Puppet) Is it a train or is it a car?
BI 1.2.4 Register Hello song b) Say first letter sound(s), e.g.
Emotions routine Class register It’s a ccc; It’s a trtrtr
BI 1.3 BI 1.3.1 (i), (ii), (iii), (iv) Weather routine Weather chart c) Prompt with mime
Listen, understand and Say a rhyme Rhyme: Teddy bear, teddy bear
respond in a variety of English today Time line images Differentiate by learning
contexts preferences
a) What medium to use, e.g.
Lesson development crayon, paint, collage
BI 2.3 BI 2.3.2 EXPLOIT
Demonstrate Circle time Differentiate by time
understanding of a Sing a song 1) Song: I’ve got a ball a) Allow child longer to finish
variety of texts in the 2) Flashcards or realia b) Set up activities for fast
form of print and digital Exploit activity 2 (words and 3) Word cards (topic +) finishers
pictures)
materials 4) Worksheets (toys mini-book)
Set up table time
BI 3.1 BI 3.1.1
Develop prewriting BI 3.1.2 Table time
skills BI 3.1.3 Transition chant
Manual activity
BI 3.2.1 Tidy up
BI 3.2 BI 3.2.2 Show and tell
Develop early writing BI 3.2.3
skills BI 3.2.4
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
84
SCHEME OF WORK
PRESCHOOL YEAR 5+
85
SCHEME OF WORK
PRESCHOOL YEAR 5+
85
86
86
SCHEME OF WORK: INTRODUCTION (5+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD (S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.2 BI 1.2.6 Emotions routine Class register b) by mouthing*** the new
Listen and respond Weather routine Weather chart language
appropriately Sing / say a favourite song / Song / rhyme c) by repeating the new
rhyme Time line images language after or with you
BI 1.3 BI 1.3.2 English today
Listen, understand and BI 1.3.3
respond in a variety of contexts BI 1.3.4
Lesson development
ENCOUNTER
Circle time 1) Flashcards (week days)**
1. Encounter activity 1 2) ASL signs for week days
2. Encounter activity 2 3) Rhyme: Days of the week
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
SCHEME OF WORK: INTRODUCTION (5+)
TOPIC Introduction LESSON 1 MAIN SKILL(S) FOCUS: Listening
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD (S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.2 BI 1.2.6 Emotions routine Class register b) by mouthing*** the new
Listen and respond Weather routine Weather chart language
appropriately Sing / say a favourite song / Song / rhyme c) by repeating the new
rhyme Time line images language after or with you
BI 1.3 BI 1.3.2 English today
Listen, understand and BI 1.3.3
respond in a variety of contexts BI 1.3.4
Lesson development
ENCOUNTER
Circle time 1) Flashcards (week days)**
1. Encounter activity 1 2) ASL signs for week days
2. Encounter activity 2 3) Rhyme: Days of the week
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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2 Register Hello song a) by miming only
Listen and respond BI 1.2.6 Emotions routine Class register b) by mouthing the new
appropriately Weather routine Weather chart language
Sing / say a favourite song / Song / rhyme c) by repeating the new
BI 1.3 rhyme Time line images language after or with you
Listen, understand and BI 1.3.2 English today
respond in a variety of contexts BI 1.3.3
BI 1.3.4
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Flashcards (week days)*
Encounter activity 3 2) ASL signs for week days
Engage activity 1 3) Rhyme: Days of the week
Engage activity 4 4) Song: One for sorrow
Pre-song activity 5) Flashcards (One for sorrow
Recite a rhyme images)
Sing a song
Engage activity 5
Post-lesson routines
Closing time Time line images
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
88
TOPIC Introduction LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
BI 1.2 Register Hello song a) by miming only
Listen and respond BI 1.2.6 Emotions routine Class register b) by mouthing the new
appropriately Weather routine Weather chart language
Sing / say a favourite song / Song / rhyme c) by repeating the new
BI 1.3 rhyme Time line images language after or with you
Listen, understand and BI 1.3.2 English today
respond in a variety of contexts BI 1.3.3
BI 1.3.4
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Flashcards (week days)*
Encounter activity 3 2) ASL signs for week days
Engage activity 1 3) Rhyme: Days of the week
Engage activity 4 4) Song: One for sorrow
Pre-song activity 5) Flashcards (One for sorrow
Recite a rhyme images)
Sing a song
Engage activity 5
Post-lesson routines
Closing time Time line images
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
88
TOPIC Introduction LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
BI 1.1.3 Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6 Emotions routine Weather chart sss; It’s www
Listen and respond Weather routine Rhyme: Days of the week c) Prompt with mime
appropriately Days of the week routine Time line images
Recite a rhyme Differentiate by outcome – allow
BI 1.3 BI 1.3.2 English today children to respond to the topic
Listen, understand and BI 1.3.3 in different ways:
respond in a variety of contexts BI 1.3.4 a) by miming only
Lesson development b) by mouthing the new
ENGAGE 1) Flashcards (week days / language
c) by repeating the new
Circle time colours)
Remembering activity 2 2) Song: One for sorrow language after or with you
Encounter 3 3) Flashcards (One for sorrow
Engage activity 3 (colour images)
flashcards + week days) 4) Flashcards (colours / number
Sing a song / emotions)
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 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
BI 1.1.3 Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g. It’s
BI 1.2 BI 1.2.6 Emotions routine Weather chart sss; It’s www
Listen and respond Weather routine Rhyme: Days of the week c) Prompt with mime
appropriately Days of the week routine Time line images
Recite a rhyme Differentiate by outcome – allow
BI 1.3 BI 1.3.2 English today children to respond to the topic
Listen, understand and BI 1.3.3 in different ways:
respond in a variety of contexts BI 1.3.4 a) by miming only
Lesson development b) by mouthing the new
ENGAGE 1) Flashcards (week days / language
c) by repeating the new
Circle time colours)
Remembering activity 2 2) Song: One for sorrow language after or with you
Encounter 3 3) Flashcards (One for sorrow
Engage activity 3 (colour images)
flashcards + week days) 4) Flashcards (colours / number
Sing a song / emotions)
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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines
Listen to and identify sounds (iv) Opening time (Puppet) Differentiate with support
BI 1.1.3 Greetings and a hello song Hello song a) Offering options, e.g.
Register Class register Is it sunny or is it rainy?
BI 1.2 BI 1.2.6 Emotions routine Weather chart b) Say first letter sound, e.g. It’s
Listen and respond Weather routine Rhyme: Days of the week sss; It’s www
appropriately Recite a rhyme Time line images c) Prompt with mime
English today
BI 1.3 BI 1.3.2 Differentiate with support
Listen, understand and BI 1.3.3 a) Offering options e.g.
respond in a variety of contexts BI 1.3.4 Is it a train or is it a car?
Lesson development b) Say first letter sound(s) e.g.
BI 2.2 BI 2.2.5 ENGAGE It’s a ccc; It’s a trtrtr
Apply sounds of letters to Circle time c) Prompt with mime
recognise words Remembering activity 2 1) Flashcards (days of the
Sing a song images week)
Sequence song 2) Song: One for sorrow Differentiate by time
BI 2.3 BI 2.3.3 Set up table time 3) Flashcards (One for sorrow a) Allow child longer to finish
Demonstrate understanding of a images) b) Set up activities for fast
variety of texts in the form of print 3) Worksheets (One for sorrow) finishers
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
Closing time Time line images
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
90
TOPIC Introduction LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines
Listen to and identify sounds (iv) Opening time (Puppet) Differentiate with support
BI 1.1.3 Greetings and a hello song Hello song a) Offering options, e.g.
Register Class register Is it sunny or is it rainy?
BI 1.2 BI 1.2.6 Emotions routine Weather chart b) Say first letter sound, e.g. It’s
Listen and respond Weather routine Rhyme: Days of the week sss; It’s www
appropriately Recite a rhyme Time line images c) Prompt with mime
English today
BI 1.3 BI 1.3.2 Differentiate with support
Listen, understand and BI 1.3.3 a) Offering options e.g.
respond in a variety of contexts BI 1.3.4 Is it a train or is it a car?
Lesson development b) Say first letter sound(s) e.g.
BI 2.2 BI 2.2.5 ENGAGE It’s a ccc; It’s a trtrtr
Apply sounds of letters to Circle time c) Prompt with mime
recognise words Remembering activity 2 1) Flashcards (days of the
Sing a song images week)
Sequence song 2) Song: One for sorrow Differentiate by time
BI 2.3 BI 2.3.3 Set up table time 3) Flashcards (One for sorrow a) Allow child longer to finish
Demonstrate understanding of a images) b) Set up activities for fast
variety of texts in the form of print 3) Worksheets (One for sorrow) finishers
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
Closing time Time line images
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
90
TOPIC Introduction LESSON 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is it sunny or is it rainy?
BI 1.1.3 Register Class register b) Say first letter sound, e.g. It’s
Emotions routine Weather chart sss; It’s www
BI 1.2 BI 1.2.6 Weather routine Rhyme: Days of the week c) Prompt with mime
Listen and respond Days of the week routine Time line images
appropriately Recite a rhyme Differentiate by outcome – allow
BI 1.3.2 English today children to respond to the topic
BI 1.3 BI 1.3.3 in different ways:
Listen, understand and BI 1.3.4 a) by miming only
respond in a variety of contexts b) by mouthing the new
Lesson development language
BI 2.1 BI 2.1.1 ENGAGE c) by repeating the new
Show appropriate book handling BI 2.1.2 Circle time language after or with you
skills BI 2.1.3 Sing a song 1) Song: One for sorrow
2) Flashcards (One for sorrow
BI 2.2 BI 2.2.5 Sequence song images images)
Apply sounds of letters to Story book pre-listening 3) Story book (Seven Blind
recognise words Story book reading Mice)**
Story book post listening 4) Flashcards (colours)
BI 2.3 BI 2.3.3 Engage activity 7 (colours)
Demonstrate understanding of a
variety of texts in the form of print
and digital materials
Post-lesson routines
BI 2.4 (BI 2.4 Closing time Time line images
Develop interest in reading +4 standards) Reflecting on learning Goodbye song
independently for information and Goodbye and song
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 5 MAIN SKILL(S) FOCUS: Listening and Speaking 4
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is it sunny or is it rainy?
BI 1.1.3 Register Class register b) Say first letter sound, e.g. It’s
Emotions routine Weather chart sss; It’s www
BI 1.2 BI 1.2.6 Weather routine Rhyme: Days of the week c) Prompt with mime
Listen and respond Days of the week routine Time line images
appropriately Recite a rhyme Differentiate by outcome – allow
BI 1.3.2 English today children to respond to the topic
BI 1.3 BI 1.3.3 in different ways:
Listen, understand and BI 1.3.4 a) by miming only
respond in a variety of contexts b) by mouthing the new
Lesson development language
BI 2.1 BI 2.1.1 ENGAGE c) by repeating the new
Show appropriate book handling BI 2.1.2 Circle time language after or with you
skills BI 2.1.3 Sing a song 1) Song: One for sorrow
2) Flashcards (One for sorrow
BI 2.2 BI 2.2.5 Sequence song images images)
Apply sounds of letters to Story book pre-listening 3) Story book (Seven Blind
recognise words Story book reading Mice)**
Story book post listening 4) Flashcards (colours)
BI 2.3 BI 2.3.3 Engage activity 7 (colours)
Demonstrate understanding of a
variety of texts in the form of print
and digital materials
Post-lesson routines
BI 2.4 (BI 2.4 Closing time Time line images
Develop interest in reading +4 standards) Reflecting on learning Goodbye song
independently for information and Goodbye and song
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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is it sunny or is it rainy?
BI 1.1.3 Register Class register b) Say first letter sound, e.g. It’s
Emotions routine Weather chart sss; It’s www
BI 1.2.6 Weather routine Rhyme: Days of the week c) Prompt with mime
Days of the week routine Time line images
Say a rhyme
BI 1.2 BI 1.3.2 English today
Listen and respond appropriately BI 1.3.3
BI 1.3.4
BI 1.3
Listen, understand and respond in Lesson development
a variety of contexts BI 2.1.1 ENGAGE/EXPLOIT
BI 2.1.2 Circle time 1) Song: One for sorrow
BI 2.1.3 Sing a song 2) Story book (Seven Blind
BI 2.1 Mice)*
Show appropriate book BI 2.2.5 Story book pre-listening 3) Flashcards OR Story book
handling skills Story book reading resources
Story book post listening
BI 2.2 Engage / exploit activities
Apply sounds of letters to BI 2.3.3 (related or not to the story)
recognise words
Post-lesson routines Time line images
BI 2.3 Closing time Goodbye song
Demonstrate understanding of Reflecting on learning
a variety of texts in the form of (BI 2.4 Goodbye and song
print and digital materials +4 standards)
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 6 MAIN SKILL(S) FOCUS: Reading 1
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
Greetings and a hello song Hello song Is it sunny or is it rainy?
BI 1.1.3 Register Class register b) Say first letter sound, e.g. It’s
Emotions routine Weather chart sss; It’s www
BI 1.2.6 Weather routine Rhyme: Days of the week c) Prompt with mime
Days of the week routine Time line images
Say a rhyme
BI 1.2 BI 1.3.2 English today
Listen and respond appropriately BI 1.3.3
BI 1.3.4
BI 1.3
Listen, understand and respond in Lesson development
a variety of contexts BI 2.1.1 ENGAGE/EXPLOIT
BI 2.1.2 Circle time 1) Song: One for sorrow
BI 2.1.3 Sing a song 2) Story book (Seven Blind
BI 2.1 Mice)*
Show appropriate book BI 2.2.5 Story book pre-listening 3) Flashcards OR Story book
handling skills Story book reading resources
Story book post listening
BI 2.2 Engage / exploit activities
Apply sounds of letters to BI 2.3.3 (related or not to the story)
recognise words
Post-lesson routines Time line images
BI 2.3 Closing time Goodbye song
Demonstrate understanding of Reflecting on learning
a variety of texts in the form of (BI 2.4 Goodbye and song
print and digital materials +4 standards)
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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
BI 1.1.3 Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g. It’s
BI 1.2 Emotions routine Weather chart sss; It’s www
Listen and respond appropriately BI 1.2.6 Weather routine Rhyme: Days of the week c) Prompt with mime
Days of the week routine Time line images
BI 1.3 Recite a rhyme
Listen, understand and respond in BI 1.3.2 English today
a variety of contexts BI 1.3.3
BI 1.3.4
BI 2.2 Lesson development
Apply sounds of letters to BI 2.2.5 EXPLOIT
recognise words Circle time
Sing a song 1) Song: One for sorrow
BI 2.3 2) Alphabet visuals
Demonstrate understanding of BI 2.3.3 Alphabet activity 3) Song: Alphabet song
a variety of texts in the form of Sing a song 4) Flashcards (intro topics)
print and digital materials Sounds activity (topic related
or story related) 5) Word cards (intro topics)
6) Letter cards
Post-lesson routines
Closing time Time line images
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
93
TOPIC Introduction LESSON 7 MAIN SKILL(S) FOCUS: Reading 2
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) a) Offering options, e.g.
BI 1.1.3 Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g. It’s
BI 1.2 Emotions routine Weather chart sss; It’s www
Listen and respond appropriately BI 1.2.6 Weather routine Rhyme: Days of the week c) Prompt with mime
Days of the week routine Time line images
BI 1.3 Recite a rhyme
Listen, understand and respond in BI 1.3.2 English today
a variety of contexts BI 1.3.3
BI 1.3.4
BI 2.2 Lesson development
Apply sounds of letters to BI 2.2.5 EXPLOIT
recognise words Circle time
Sing a song 1) Song: One for sorrow
BI 2.3 2) Alphabet visuals
Demonstrate understanding of BI 2.3.3 Alphabet activity 3) Song: Alphabet song
a variety of texts in the form of Sing a song 4) Flashcards (intro topics)
print and digital materials Sounds activity (topic related
or story related) 5) Word cards (intro topics)
6) Letter cards
Post-lesson routines
Closing time Time line images
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
93
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) Is it sunny or is it rainy?
BI 1.2 Register Hello song b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.6 Emotions routine Class register sss; It’s www
Weather routine Weather chart c) Prompt with mime
BI 1.3 Days of the week routine Rhyme: Days of the week
Listen, understand and respond in BI 1.3.2 Recite a rhyme Time line images Differentiate by learning
a variety of contexts BI 1.3.3 English today preferences
BI 1.3.4 a) What medium to use, (e.g.
BI 2.2 crayon, paint, collage)
Apply sounds of letters to BI 2.2.5 Lesson development
recognise words EXPLOIT Differentiate by time
Circle time a) Allow child longer to finish
BI 2.3 Sing a song 1) Song: One for sorrow / b) Set up activities for fast
Demonstrate understanding of a BI 2.3.3 Alphabet song finishers
variety of texts in the form of print Exploit activity 5 2) Flashcards (intro topics)
and digital materials Set up table time 3) Worksheets (My favourite
things OR something related to
BI 3.1 Table time
Develop prewriting skills (BI 3.1 Transition chant the story)
+4 standards) Manual activity
BI 3.2 Tidy up
Develop early writing skills BI 3.2.1 Show and tell
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
94
TOPIC Introduction LESSON 8 MAIN SKILL(S) FOCUS: Reading and Writing
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
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 (Puppet) Is it sunny or is it rainy?
BI 1.2 Register Hello song b) Say first letter sound, e.g. It’s
Listen and respond appropriately BI 1.2.6 Emotions routine Class register sss; It’s www
Weather routine Weather chart c) Prompt with mime
BI 1.3 Days of the week routine Rhyme: Days of the week
Listen, understand and respond in BI 1.3.2 Recite a rhyme Time line images Differentiate by learning
a variety of contexts BI 1.3.3 English today preferences
BI 1.3.4 a) What medium to use, (e.g.
BI 2.2 crayon, paint, collage)
Apply sounds of letters to BI 2.2.5 Lesson development
recognise words EXPLOIT Differentiate by time
Circle time a) Allow child longer to finish
BI 2.3 Sing a song 1) Song: One for sorrow / b) Set up activities for fast
Demonstrate understanding of a BI 2.3.3 Alphabet song finishers
variety of texts in the form of print Exploit activity 5 2) Flashcards (intro topics)
and digital materials Set up table time 3) Worksheets (My favourite
things OR something related to
BI 3.1 Table time
Develop prewriting skills (BI 3.1 Transition chant the story)
+4 standards) Manual activity
BI 3.2 Tidy up
Develop early writing skills BI 3.2.1 Show and tell
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
94
SCHEME OF WORK: MY SCHOOL (5+)
TOPIC My School LESSON 1 MAIN SKILL(S) FOCUS: Listening
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD (S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.2 BI 1.2.6 Emotions routine Class register b) by mouthing the new
Listen and respond Weather routine Song / rhyme language
appropriately Days of the week routine Time line images c) by repeating the new
Sing / say a favourite song / language after or with you
BI 1.3 BI 1.3.2 rhyme
Listen, understand and BI 1.3.3 English today
respond in a variety of contexts BI 1.3.4
Lesson development
ENCOUNTER
Circle time 1) Flashcards (school places)
Encounter activity 1 2) Rhyme: Wash, wash, wash
Encounter activity 2 your hands
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
SCHEME OF WORK: MY SCHOOL (5+)
TOPIC My School LESSON 1 MAIN SKILL(S) FOCUS: Listening
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD (S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD (S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.2 BI 1.2.6 Emotions routine Class register b) by mouthing the new
Listen and respond Weather routine Song / rhyme language
appropriately Days of the week routine Time line images c) by repeating the new
Sing / say a favourite song / language after or with you
BI 1.3 BI 1.3.2 rhyme
Listen, understand and BI 1.3.3 English today
respond in a variety of contexts BI 1.3.4
Lesson development
ENCOUNTER
Circle time 1) Flashcards (school places)
Encounter activity 1 2) Rhyme: Wash, wash, wash
Encounter activity 2 your hands
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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.2 Emotions routine Class register b) by mouthing the new
Listen and respond BI 1.2.6 Weather routine Rhyme: Wash, wash, wash your language
appropriately Days of the week routine hands c) by repeating the new
Recite a rhyme Time line images language after or with you
BI 1.3 English today
Listen, understand and BI 1.3.2
respond in a variety of contexts BI 1.3.3
BI 1.3.4 Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Flashcards (school places)
Encounter activity 3
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4 (use Where
is ...)
Post-lesson routines
Closing time Time line images
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
96
TOPIC My School LESSON 2 MAIN SKILL(S) FOCUS: Listening and Speaking 1
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify sounds (iv) Opening time children to respond to the new
BI 1.1.3 Greetings and a hello song (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.2 Emotions routine Class register b) by mouthing the new
Listen and respond BI 1.2.6 Weather routine Rhyme: Wash, wash, wash your language
appropriately Days of the week routine hands c) by repeating the new
Recite a rhyme Time line images language after or with you
BI 1.3 English today
Listen, understand and BI 1.3.2
respond in a variety of contexts BI 1.3.3
BI 1.3.4 Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Flashcards (school places)
Encounter activity 3
Engage activity 1
Engage activity 2
Engage activity 3
Engage activity 4 (use Where
is ...)
Post-lesson routines
Closing time Time line images
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
96
TOPIC My School LESSON 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate with support
Listen to and identify (iv) Opening time (Puppet) a) Offering options, e.g.
sounds BI 1.1.3 Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g. It’s
BI 1.2 Emotions routine Rhyme: Wash, wash, wash your sss; It’s www
Listen and respond BI 1.2.6 Weather routine hands c) Prompt with mime
appropriately Days of the week routine Time line images
Recite a rhyme Differentiate by outcome – allow
BI 1.3 BI 1.3.2 English today children to respond to the topic
Listen, understand and BI 1.3.3 in different ways:
respond in a variety of BI 1.3.4 a) by miming only
contexts Lesson development b) by mouthing the new
ENGAGE 1) Flashcards (school spaces language
Circle time and actions) c) by repeating the new
language after or with you
Remembering activity 2 2) Song: Playing in the
Encounter 3 playground
Engage activity 3 (room +
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 3 MAIN SKILL(S) FOCUS: Listening and Speaking 2
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate with support
Listen to and identify (iv) Opening time (Puppet) a) Offering options, e.g.
sounds BI 1.1.3 Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g. It’s
BI 1.2 Emotions routine Rhyme: Wash, wash, wash your sss; It’s www
Listen and respond BI 1.2.6 Weather routine hands c) Prompt with mime
appropriately Days of the week routine Time line images
Recite a rhyme Differentiate by outcome – allow
BI 1.3 BI 1.3.2 English today children to respond to the topic
Listen, understand and BI 1.3.3 in different ways:
respond in a variety of BI 1.3.4 a) by miming only
contexts Lesson development b) by mouthing the new
ENGAGE 1) Flashcards (school spaces language
Circle time and actions) c) by repeating the new
language after or with you
Remembering activity 2 2) Song: Playing in the
Encounter 3 playground
Engage activity 3 (room +
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
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify (iv) Opening time (Puppet) children to respond to the topic
sounds BI 1.1.3 Greetings and a hello song Hello song in different ways:
Register Class register a) by miming only
Emotions routine Weather chart b) by mouthing the new
BI 1.2 BI 1.2.6 Weather routine Rhyme: Wash, wash, wash your language
Listen and respond Days of the week routine hands c) by repeating the new
appropriately Recite a rhyme Time line images language after or with you
English today
BI 1.3 BI 1.3.2
Listen, understand and BI 1.3.3 Differentiate with support
respond in a variety of BI 1.3.4 a) Offering options, e.g.
contexts Lesson development Is it sunny or is it rainy?
ENGAGE b) Say first letter sound, e.g. It’s
BI 2.2 BI 2.2.5 Circle time sss; It’s www
Apply sounds of letters to Remembering activity 2 1) Flashcards (school spaces) c) Prompt with mime
recognise words Sing a song 2) Song: Playing in the
Engage activity 4 playground
3) Worksheets (My school) Differentiate by time
BI 2.3 BI 2.3.3 Set up table time a) Allow child longer to finish
Demonstrate understanding of Table time b) Set up activities for fast
a variety of texts in the form of finishers
print and digital materials Transition chant
Manual activity
BI 3.1 Tidy up
Develop prewriting skills (BI 3.1 Show and tell
+4 standards)
BI 3.2
Develop early writing skills BI 3.2.1 Post-lesson routines
Closing time Time line images
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
98
TOPIC My School LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3
LEARNING DIFFERENTIATION TEACHERS’ NOTES /
CONTENT STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.2 (ii), (iii), Pre-lesson routines Differentiate by outcome – allow
Listen to and identify (iv) Opening time (Puppet) children to respond to the topic
sounds BI 1.1.3 Greetings and a hello song Hello song in different ways:
Register Class register a) by miming only
Emotions routine Weather chart b) by mouthing the new
BI 1.2 BI 1.2.6 Weather routine Rhyme: Wash, wash, wash your language
Listen and respond Days of the week routine hands c) by repeating the new
appropriately Recite a rhyme Time line images language after or with you
English today
BI 1.3 BI 1.3.2
Listen, understand and BI 1.3.3 Differentiate with support
respond in a variety of BI 1.3.4 a) Offering options, e.g.
contexts Lesson development Is it sunny or is it rainy?
ENGAGE b) Say first letter sound, e.g. It’s
BI 2.2 BI 2.2.5 Circle time sss; It’s www
Apply sounds of letters to Remembering activity 2 1) Flashcards (school spaces) c) Prompt with mime
recognise words Sing a song 2) Song: Playing in the
Engage activity 4 playground
3) Worksheets (My school) Differentiate by time
BI 2.3 BI 2.3.3 Set up table time a) Allow child longer to finish
Demonstrate understanding of Table time b) Set up activities for fast
a variety of texts in the form of finishers
print and digital materials Transition chant
Manual activity
BI 3.1 Tidy up
Develop prewriting skills (BI 3.1 Show and tell
+4 standards)
BI 3.2
Develop early writing skills BI 3.2.1 Post-lesson routines
Closing time Time line images
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
98
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