TOPIC Introduction LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE 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
English today Time line images b) by mouthing the new
language
BI 1.3 BI 1.3.1 c) by repeating the new
Listen, understand and i) exchange greetings language after or with you
respond in a variety of iii) introduce oneself
contexts iv) express feelings Lesson development
ENCOUNTER/ENGAGE Differentiate with support
Circle time a) Offering options, e.g.
Sing / Recite rhyme 1)Rhyme: Ring a ring o’ Are you happy or
Remembering activity 1 (emotions) roses surprised?
Engage activity 1 (emotions) 2) Flashcards (emotions) b) Say first letter sound, e.g.
Engage activity 2 (emotions) It’s sss; It’s ccc
Encounter activity 3 (emotions) c) Prompt with mime
Engage activity 4 (emotions)
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
24
TOPIC Introduction LESSON 4 MAIN SKILL(S) FOCUS: Listening and Speaking 3
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE 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
English today Time line images b) by mouthing the new
language
BI 1.3 BI 1.3.1 c) by repeating the new
Listen, understand and i) exchange greetings language after or with you
respond in a variety of iii) introduce oneself
contexts iv) express feelings Lesson development
ENCOUNTER/ENGAGE Differentiate with support
Circle time a) Offering options, e.g.
Sing / Recite rhyme 1)Rhyme: Ring a ring o’ Are you happy or
Remembering activity 1 (emotions) roses surprised?
Engage activity 1 (emotions) 2) Flashcards (emotions) b) Say first letter sound, e.g.
Engage activity 2 (emotions) It’s sss; It’s ccc
Encounter activity 3 (emotions) c) Prompt with mime
Engage activity 4 (emotions)
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
24
TOPIC Introduction 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 Are you happy or
BI 1.2.4 Register Class register surprised?
English today Time line images b) Say first letter sound, e.g.
It’s sss; It’s ccc
BI 1.3 BI 1.3.1 c) Prompt with mime
Listen, understand and i) exchange greetings Lesson development
respond in a variety of iii) introduce oneself ENGAGE Differentiate by outcome – allow
contexts iv) express feelings Circle time children to respond to the topic
Sing / Recite rhyme 1) Rhyme: Ring a ring o’ roses in different ways:
Remembering activity 2 2) Flashcards (emotions) a) by miming only
(emotions) 3) Worksheets (How do you feel b) by mouthing the new
BI 3.1 BI 3.1.1 Engage activity 1 (emotions) today?) language
Develop prewriting skills BI 3.1.2 Engage activity 2 (emotions) c) by repeating the new
Set up table time language after or with you
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Table time Differentiate by time
skills BI 3.2.3 Transition chant a) Allow child longer to finish
BI 3.2.4 Manual activity b) Set up activities for fast
Tidy up finishers
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
25
TOPIC Introduction 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 Are you happy or
BI 1.2.4 Register Class register surprised?
English today Time line images b) Say first letter sound, e.g.
It’s sss; It’s ccc
BI 1.3 BI 1.3.1 c) Prompt with mime
Listen, understand and i) exchange greetings Lesson development
respond in a variety of iii) introduce oneself ENGAGE Differentiate by outcome – allow
contexts iv) express feelings Circle time children to respond to the topic
Sing / Recite rhyme 1) Rhyme: Ring a ring o’ roses in different ways:
Remembering activity 2 2) Flashcards (emotions) a) by miming only
(emotions) 3) Worksheets (How do you feel b) by mouthing the new
BI 3.1 BI 3.1.1 Engage activity 1 (emotions) today?) language
Develop prewriting skills BI 3.1.2 Engage activity 2 (emotions) c) by repeating the new
Set up table time language after or with you
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Table time Differentiate by time
skills BI 3.2.3 Transition chant a) Allow child longer to finish
BI 3.2.4 Manual activity b) Set up activities for fast
Tidy up finishers
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
25
TOPIC Introduction 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 Are you happy or
BI 1.2.4 Register Class register surprised?
BI 1.2.5 English today Time line images b) Say first letter sound, e.g.
Sing / Recite rhyme Rhyme: Ring a ring o’ roses It’s sss; It’s ccc
c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings
respond in a variety of iii) introduce oneself
contexts iv) express feelings
Lesson development
ENGAGE
Circle time
BI 2.1 BI 2.1.2 Story book pre-listening 1 1) Story book (with a connection
Show appropriate book Story book reading to emotions)
handling skills Story book post listening 1 2) Flashcards (emotions)
Engage activity 6 3) Calm breathing activity
BI 2.4 BI 2.4.1 Calm breathing activity
Develop interest in Engage activity 5
reading independently
for information and
enjoyment 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
26
TOPIC Introduction 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 Are you happy or
BI 1.2.4 Register Class register surprised?
BI 1.2.5 English today Time line images b) Say first letter sound, e.g.
Sing / Recite rhyme Rhyme: Ring a ring o’ roses It’s sss; It’s ccc
c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings
respond in a variety of iii) introduce oneself
contexts iv) express feelings
Lesson development
ENGAGE
Circle time
BI 2.1 BI 2.1.2 Story book pre-listening 1 1) Story book (with a connection
Show appropriate book Story book reading to emotions)
handling skills Story book post listening 1 2) Flashcards (emotions)
Engage activity 6 3) Calm breathing activity
BI 2.4 BI 2.4.1 Calm breathing activity
Develop interest in Engage activity 5
reading independently
for information and
enjoyment 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
26
TOPIC Introduction 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 Are you happy or
BI 1.2.4 Register Class register surprised?
BI 1.2.5 English today Time line images b) Say first letter sound, e.g.
Sing / Recite rhyme Rhyme: Ring a ring o’ roses It’s sss; It’s ccc
BI 1.3 BI 1.3.1 c) Prompt with mime
Listen, understand and i) exchange greetings
respond in a variety of iii) introduce oneself
contexts iv) express feelings
Lesson development
ENGAGE/EXPLOIT
Circle time
Story book pre-listening 1) Story book (with a connection
BI 2.2 BI 2.2.1 Story book reading to emotions)
Apply sounds of letters BI 2.2.2 Story book post listening 2) Flashcards (emotions)
to recognise words BI 2.2.3 Exploit 1 3) Alphabet visuals
Calm breathing activity 4) Word cards (topic +)
BI 2.3 BI 2.3.2 Alphabet activity
Demonstrate Engage activity 5
understanding of a
variety of texts in the
form of print and digital Post-lesson routines
materials 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
27
TOPIC Introduction 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 Are you happy or
BI 1.2.4 Register Class register surprised?
BI 1.2.5 English today Time line images b) Say first letter sound, e.g.
Sing / Recite rhyme Rhyme: Ring a ring o’ roses It’s sss; It’s ccc
BI 1.3 BI 1.3.1 c) Prompt with mime
Listen, understand and i) exchange greetings
respond in a variety of iii) introduce oneself
contexts iv) express feelings
Lesson development
ENGAGE/EXPLOIT
Circle time
Story book pre-listening 1) Story book (with a connection
BI 2.2 BI 2.2.1 Story book reading to emotions)
Apply sounds of letters BI 2.2.2 Story book post listening 2) Flashcards (emotions)
to recognise words BI 2.2.3 Exploit 1 3) Alphabet visuals
Calm breathing activity 4) Word cards (topic +)
BI 2.3 BI 2.3.2 Alphabet activity
Demonstrate Engage activity 5
understanding of a
variety of texts in the
form of print and digital Post-lesson routines
materials 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
27
TOPIC Introduction 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) Are you happy or
BI 1.2.4 Register Hello song surprised?
BI 1.2.5 English today Class register b) Say first letter sound, e.g.
Sing / Recite rhyme Time line images It’s sss; It’s ccc
Rhyme: Ring a ring o’ roses c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings Differentiate by learning
respond in a variety of iii) introduce oneself Lesson development preferences
contexts iv) express feelings EXPLOIT 1) Flashcards (happy, sad, a) What medium to use, (e.g.
Circle time calm, angry, scared, surprised) crayon, paint, collage)
Exploit activity 2 2) Worksheets (Take 5 b) Which hand to draw around
Set up table time breathing activity – copy the (left or right)
BI 2.3 BI 2.3.2 emotion word they feel)
Demonstrate Table time Differentiate by time
understanding of a Transition chant a) Allow child longer to finish
variety of texts in the Manual activity b) Set up activities for fast
form of print and digital Tidy up finishers
materials Show and tell
BI 3.1 BI 3.1.1
Develop prewriting BI 3.1.2 Post-lesson routines
skills Closing time Time line images
Reflecting on learning Goodbye song
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Goodbye and song
skills BI 3.2.3
BI 3.2.4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
28
TOPIC Introduction 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) Are you happy or
BI 1.2.4 Register Hello song surprised?
BI 1.2.5 English today Class register b) Say first letter sound, e.g.
Sing / Recite rhyme Time line images It’s sss; It’s ccc
Rhyme: Ring a ring o’ roses c) Prompt with mime
BI 1.3 BI 1.3.1
Listen, understand and i) exchange greetings Differentiate by learning
respond in a variety of iii) introduce oneself Lesson development preferences
contexts iv) express feelings EXPLOIT 1) Flashcards (happy, sad, a) What medium to use, (e.g.
Circle time calm, angry, scared, surprised) crayon, paint, collage)
Exploit activity 2 2) Worksheets (Take 5 b) Which hand to draw around
Set up table time breathing activity – copy the (left or right)
BI 2.3 BI 2.3.2 emotion word they feel)
Demonstrate Table time Differentiate by time
understanding of a Transition chant a) Allow child longer to finish
variety of texts in the Manual activity b) Set up activities for fast
form of print and digital Tidy up finishers
materials Show and tell
BI 3.1 BI 3.1.1
Develop prewriting BI 3.1.2 Post-lesson routines
skills Closing time Time line images
Reflecting on learning Goodbye song
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Goodbye and song
skills BI 3.2.3
BI 3.2.4
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
28
SCHEME OF WORK: THE WEATHER (4+)
TOPIC My weather LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify Opening time Hello song children to respond to the new
sounds Greetings and a hello song Class register topic in different ways:
Register Emotions flashcards a) by miming only
BI 1.2 BI 1.2.1 Emotions routine Song: I hear thunder b) by mouthing the new
Listen and respond BI 1.2.2 Sing a song Time line language
appropriately BI 1.2.3 English today c) by repeating the new
BI 1.2.4 language after or with you
Lesson development 1) Flashcards of weather
BI 1.3 BI 1.3.1 ENCOUNTER (Hot, rainy, windy, cloudy,
Listen, understand and i) exchange greetings Circle time sunny, stormy - additional
respond in a variety of ii) introduce oneself Encounter activity 1 images of thunder, lightning)
contexts iv) express feelings Encounter activity 2 2) Sound files of rain, wind and
thunder
Encounter activity 3 3) Song: I hear thunder
Listen! What can you hear?
(with weather sounds)
Pre-song activity:
Sing a Song (I hear thunder)
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
29
SCHEME OF WORK: THE WEATHER (4+)
TOPIC My weather LESSON 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
BI 1.1 BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
Listen to and identify Opening time Hello song children to respond to the new
sounds Greetings and a hello song Class register topic in different ways:
Register Emotions flashcards a) by miming only
BI 1.2 BI 1.2.1 Emotions routine Song: I hear thunder b) by mouthing the new
Listen and respond BI 1.2.2 Sing a song Time line language
appropriately BI 1.2.3 English today c) by repeating the new
BI 1.2.4 language after or with you
Lesson development 1) Flashcards of weather
BI 1.3 BI 1.3.1 ENCOUNTER (Hot, rainy, windy, cloudy,
Listen, understand and i) exchange greetings Circle time sunny, stormy - additional
respond in a variety of ii) introduce oneself Encounter activity 1 images of thunder, lightning)
contexts iv) express feelings Encounter activity 2 2) Sound files of rain, wind and
thunder
Encounter activity 3 3) Song: I hear thunder
Listen! What can you hear?
(with weather sounds)
Pre-song activity:
Sing a Song (I hear thunder)
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
29
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate by outcome – allow
Listen to and identify Opening time (Puppet) children to respond to the new
sounds Greetings and a hello song Hello song topic in different ways:
Register Class register a) by miming only
Emotions routine Emotions flashcards b) by mouthing the new
BI 1.2 BI 1.2.1 Sing a song Song: I hear thunder language
Listen and respond BI 1.2.2 English today Time line c) by repeating the new
appropriately BI 1.2.3 language after or with you
BI 1.2.4
Lesson development
ENGAGE 1) Flashcards of weather
BI 1.3 BI 1.3.1 Circle time (Hot, rainy, windy, cloudy,
Listen, understand and i) exchange greetings Remembering activity 1 sunny, stormy, warm, cool,
respond in a variety of ii) introduce oneself Engage activity 1 cold,)
contexts iv) express feelings
Engage activity 2
Engage activity 3
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
30
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate by outcome – allow
Listen to and identify Opening time (Puppet) children to respond to the new
sounds Greetings and a hello song Hello song topic in different ways:
Register Class register a) by miming only
Emotions routine Emotions flashcards b) by mouthing the new
BI 1.2 BI 1.2.1 Sing a song Song: I hear thunder language
Listen and respond BI 1.2.2 English today Time line c) by repeating the new
appropriately BI 1.2.3 language after or with you
BI 1.2.4
Lesson development
ENGAGE 1) Flashcards of weather
BI 1.3 BI 1.3.1 Circle time (Hot, rainy, windy, cloudy,
Listen, understand and i) exchange greetings Remembering activity 1 sunny, stormy, warm, cool,
respond in a variety of ii) introduce oneself Engage activity 1 cold,)
contexts iv) express feelings
Engage activity 2
Engage activity 3
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
30
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time (Puppet) a) Offering options, e.g.
sounds Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g.
Emotions routine Emotions flashcards It’s sss; It’s rrr
BI 1.2 BI 1.2.1 Sing a song Song: I hear thunder c) Prompt with mime
Listen and respond BI 1.2.2 English today Time line
appropriately BI 1.2.3 Differentiate by outcome – allow
BI 1.2.4 children to respond to the topic
Lesson development in different ways:
ENGAGE 1) Flashcards of weather a) by miming only
BI 1.3 BI 1.3.1 Circle time (Hot, rainy, windy, cloudy, b) by mouthing the new
Listen, understand and i) exchange greetings Remembering activity 2 sunny, stormy, warm, cool, cold) language
respond in a variety of ii) introduce oneself Introduce weather routine 2) A weather chart for the c) by repeating the new
contexts iv) express feelings weather routine language after or with you
Encounter activity 3 3) Objects to make sounds that
Acting out ‘I hear thunder’
with child made sounds represent rain and thunder e.g.
Engage activity 5 rice in plastic containers, sheets
of card
4) Song: I hear thunder
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
31
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time (Puppet) a) Offering options, e.g.
sounds Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g.
Emotions routine Emotions flashcards It’s sss; It’s rrr
BI 1.2 BI 1.2.1 Sing a song Song: I hear thunder c) Prompt with mime
Listen and respond BI 1.2.2 English today Time line
appropriately BI 1.2.3 Differentiate by outcome – allow
BI 1.2.4 children to respond to the topic
Lesson development in different ways:
ENGAGE 1) Flashcards of weather a) by miming only
BI 1.3 BI 1.3.1 Circle time (Hot, rainy, windy, cloudy, b) by mouthing the new
Listen, understand and i) exchange greetings Remembering activity 2 sunny, stormy, warm, cool, cold) language
respond in a variety of ii) introduce oneself Introduce weather routine 2) A weather chart for the c) by repeating the new
contexts iv) express feelings weather routine language after or with you
Encounter activity 3 3) Objects to make sounds that
Acting out ‘I hear thunder’
with child made sounds represent rain and thunder e.g.
Engage activity 5 rice in plastic containers, sheets
of card
4) Song: I hear thunder
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
31
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate by outcome – allow
Listen to and identify Opening time (Puppet) children to respond to the topic
sounds Greetings and a hello song Hello song in different ways:
Register Class register a) by miming only
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards b) by mouthing the new
Listen and respond BI 1.2.2 Weather routine Weather chart language
appropriately BI 1.2.3 English today Time line c) by repeating the new
BI 1.2.4 language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development Differentiate with support
respond in a variety of ENGAGE 1) Flashcards of weather a) Offering options, e.g.
contexts Circle time (Hot, rainy, windy, cloudy, Is it sunny or is it rainy?
Remembering activity 2 sunny, stormy, warm, cool, cold) b) Say first letter sound, e.g.
Engage activity 3 2) Objects to make sounds for It’s sss; It’s rrr
Song (I hear thunder) song c) Prompt with mime
BI 3.1 BI 3.1.1 3) Worksheets (sequencing ‘I
Develop prewriting skills BI 3.1.2 Set up table time hear thunder’ song)
BI 3.1.3 Differentiate by time
Table time a) Allow child longer to finish
BI 3.2 BI 3.2.1 Transition chant b) Set up activities for fast
Develop early writing BI 3.2.2 Manual activity finishers
skills BI 3.2.3 Tidy up
BI 3.2.4 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
32
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate by outcome – allow
Listen to and identify Opening time (Puppet) children to respond to the topic
sounds Greetings and a hello song Hello song in different ways:
Register Class register a) by miming only
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards b) by mouthing the new
Listen and respond BI 1.2.2 Weather routine Weather chart language
appropriately BI 1.2.3 English today Time line c) by repeating the new
BI 1.2.4 language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development Differentiate with support
respond in a variety of ENGAGE 1) Flashcards of weather a) Offering options, e.g.
contexts Circle time (Hot, rainy, windy, cloudy, Is it sunny or is it rainy?
Remembering activity 2 sunny, stormy, warm, cool, cold) b) Say first letter sound, e.g.
Engage activity 3 2) Objects to make sounds for It’s sss; It’s rrr
Song (I hear thunder) song c) Prompt with mime
BI 3.1 BI 3.1.1 3) Worksheets (sequencing ‘I
Develop prewriting skills BI 3.1.2 Set up table time hear thunder’ song)
BI 3.1.3 Differentiate by time
Table time a) Allow child longer to finish
BI 3.2 BI 3.2.1 Transition chant b) Set up activities for fast
Develop early writing BI 3.2.2 Manual activity finishers
skills BI 3.2.3 Tidy up
BI 3.2.4 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
32
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time (Puppet) a) Offering options, e.g.
sounds Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g.
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards It’s sss; It’s rrr
Listen and respond BI 1.2.2 Weather routine Weather chart c) Prompt with mime
appropriately BI 1.2.3 Song (I hear thunder) Objects to make sounds for
BI 1.2.4 English today song Differentiate by outcome – allow
Time line children to respond to the topic
BI 1.3 BI 1.3.1 (i), (ii), (iv) in different ways:
Listen, understand and a) by miming only
respond in a variety of Lesson development b) by mouthing the new
contexts ENGAGE 1) Story book (with a connection language
Circle time to the weather) c) by repeating the new
Story book pre-listening 2) Flashcards of weather language after or with you
BI 2.1 Story book reading (Hot, rainy, windy, cloudy,
Show appropriate book BI 2.1.2 sunny, stormy, warm, cool, cold)
handling skills Story book post listening
Engage activity 6
BI 2.2 Engage activity 5
Apply sounds of letters to BI 2.2.1
recognise words BI 2.2.2
BI 2.2.3 Post-lesson routines
BI 2.2.4 Closing time Time line images
BI 2.3 Reflecting on learning Goodbye song
Demonstrate BI 2.3.1 Goodbye and song
understanding of a BI 2.3.2
variety of texts in the
form of print and digital
materials
BI 2.4
Develop interest in BI 2.4.1
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
33
TOPIC My weather 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 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time (Puppet) a) Offering options, e.g.
sounds Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g.
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards It’s sss; It’s rrr
Listen and respond BI 1.2.2 Weather routine Weather chart c) Prompt with mime
appropriately BI 1.2.3 Song (I hear thunder) Objects to make sounds for
BI 1.2.4 English today song Differentiate by outcome – allow
Time line children to respond to the topic
BI 1.3 BI 1.3.1 (i), (ii), (iv) in different ways:
Listen, understand and a) by miming only
respond in a variety of Lesson development b) by mouthing the new
contexts ENGAGE 1) Story book (with a connection language
Circle time to the weather) c) by repeating the new
Story book pre-listening 2) Flashcards of weather language after or with you
BI 2.1 Story book reading (Hot, rainy, windy, cloudy,
Show appropriate book BI 2.1.2 sunny, stormy, warm, cool, cold)
handling skills Story book post listening
Engage activity 6
BI 2.2 Engage activity 5
Apply sounds of letters to BI 2.2.1
recognise words BI 2.2.2
BI 2.2.3 Post-lesson routines
BI 2.2.4 Closing time Time line images
BI 2.3 Reflecting on learning Goodbye song
Demonstrate BI 2.3.1 Goodbye and song
understanding of a BI 2.3.2
variety of texts in the
form of print and digital
materials
BI 2.4
Develop interest in BI 2.4.1
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
33
TOPIC My weather LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time (Puppet) a) Offering options, e.g.
sounds Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g.
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards It’s sss; It’s rrr
Listen and respond BI 1.2.2 Weather routine Weather chart c) Prompt with mime
appropriately BI 1.2.3 Song (I hear thunder) Objects to make sounds for
BI 1.2.4 English today song
Time line
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and
respond in a variety of Lesson development
contexts ENGAGE/EXPLOIT
Circle time 1) Song: Ten little rain clouds
BI 2.1 BI 2.1.2 Pre- song activity 2) Number flashcards 1-10
Show appropriate book Sing a song 2) Story book (with a connection
handling skills to the weather)
Story book pre-listening 2 3) Weather flashcards
BI 2.2 BI 2.2.1 Story book reading (Hot, rainy, windy, cloudy,
Apply sounds of letters BI 2.2.2 Story book post listening 2 sunny, stormy, warm, cool, cold)
to recognise words BI 2.2.3 Exploit 1
BI 2.2.4
BI 2.3 BI 2.3.1 Post-lesson routines Time line images
Demonstrate BI 2.3.2 Closing time Goodbye song
understanding of a Reflecting on learning
variety of texts in the Goodbye and song
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
34
TOPIC My weather LESSON 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.1 BI 1.1.1 Pre-lesson routines Differentiate with support
Listen to and identify Opening time (Puppet) a) Offering options, e.g.
sounds Greetings and a hello song Hello song Is it sunny or is it rainy?
Register Class register b) Say first letter sound, e.g.
BI 1.2 BI 1.2.1 Emotions routine Emotions flashcards It’s sss; It’s rrr
Listen and respond BI 1.2.2 Weather routine Weather chart c) Prompt with mime
appropriately BI 1.2.3 Song (I hear thunder) Objects to make sounds for
BI 1.2.4 English today song
Time line
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and
respond in a variety of Lesson development
contexts ENGAGE/EXPLOIT
Circle time 1) Song: Ten little rain clouds
BI 2.1 BI 2.1.2 Pre- song activity 2) Number flashcards 1-10
Show appropriate book Sing a song 2) Story book (with a connection
handling skills to the weather)
Story book pre-listening 2 3) Weather flashcards
BI 2.2 BI 2.2.1 Story book reading (Hot, rainy, windy, cloudy,
Apply sounds of letters BI 2.2.2 Story book post listening 2 sunny, stormy, warm, cool, cold)
to recognise words BI 2.2.3 Exploit 1
BI 2.2.4
BI 2.3 BI 2.3.1 Post-lesson routines Time line images
Demonstrate BI 2.3.2 Closing time Goodbye song
understanding of a Reflecting on learning
variety of texts in the Goodbye and song
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
34
TOPIC My weather 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 1.2.2 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.3 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.4 Greetings and a hello song Hello song Is it sunny or is it rainy?
BI 1.2.5 Register Class register b) Say first letter sound, e.g.
Emotions routine Emotions flashcards It’s sss; It’s rrr
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine Weather chart c) Prompt with mime
Listen, understand and Song (I hear thunder) Objects to make sounds for
respond in a variety of English today song
contexts Time line
BI 2.2 BI 2.2.1 Lesson development 1) Song: Ten little rain clouds
Apply sounds of letters BI 2.2.2. EXPLOIT 2) Flashcards of numbers 1 -10
to recognise words BI 2.2.3 Circle time 3) 55 card rain drops
BI 2.2.4 Sing a song 4) Flashcards (weather)
Counting activity - clouds and 3) Alphabet visuals
BI 2.3 4) Word cards (topic +)
Demonstrate rain drops
understanding of a BI 2.3.2 Alphabet activity
variety of texts in the Engage activity 5
form of 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
35
TOPIC My weather 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 1.2.2 Pre-lesson routines Differentiate with support
Listen and respond BI 1.2.3 Opening time (Puppet) a) Offering options, e.g.
appropriately BI 1.2.4 Greetings and a hello song Hello song Is it sunny or is it rainy?
BI 1.2.5 Register Class register b) Say first letter sound, e.g.
Emotions routine Emotions flashcards It’s sss; It’s rrr
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine Weather chart c) Prompt with mime
Listen, understand and Song (I hear thunder) Objects to make sounds for
respond in a variety of English today song
contexts Time line
BI 2.2 BI 2.2.1 Lesson development 1) Song: Ten little rain clouds
Apply sounds of letters BI 2.2.2. EXPLOIT 2) Flashcards of numbers 1 -10
to recognise words BI 2.2.3 Circle time 3) 55 card rain drops
BI 2.2.4 Sing a song 4) Flashcards (weather)
Counting activity - clouds and 3) Alphabet visuals
BI 2.3 4) Word cards (topic +)
Demonstrate rain drops
understanding of a BI 2.3.2 Alphabet activity
variety of texts in the Engage activity 5
form of 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
35
TOPIC My weather 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 (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 sunny or is it rainy?
BI 1.2.4 Register Emotions flashcards b) Say first letter sound, e.g.
Emotions routine Weather chart It’s sss; It’s rrr
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine Ten rain clouds c) Prompt with mime
Listen, understand and One little rain cloud song Time line
respond in a variety of English today Differentiate by learning
contexts preferences
a) What medium to use, e.g.
Lesson development 1) Flashcards of weather crayon, paint, collage
BI 2.3 BI 2.3.2 EXPLOIT (Hot, rainy, windy, cloudy,
Demonstrate Circle time sunny, stormy, warm, cool, cold) Differentiate by time
understanding of a Exploit activity 2 2) Worksheets (My weather – a) Allow child longer to finish
variety of texts in the Set up table time children draw their favourite b) Set up activities for fast
form of print and digital weather and copy the weather finishers
materials Table time word)
BI 3.1 BI 3.1.1 Transition chant
Develop prewriting BI 3.1.2 Manual activity
skills BI 3.1.3 Tidy up
Show and tell
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Post-lesson routines Time line images
skills BI 3.2.3 Closing time Goodbye song
BI 3.2.4 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
36
TOPIC My weather 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 (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 sunny or is it rainy?
BI 1.2.4 Register Emotions flashcards b) Say first letter sound, e.g.
Emotions routine Weather chart It’s sss; It’s rrr
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine Ten rain clouds c) Prompt with mime
Listen, understand and One little rain cloud song Time line
respond in a variety of English today Differentiate by learning
contexts preferences
a) What medium to use, e.g.
Lesson development 1) Flashcards of weather crayon, paint, collage
BI 2.3 BI 2.3.2 EXPLOIT (Hot, rainy, windy, cloudy,
Demonstrate Circle time sunny, stormy, warm, cool, cold) Differentiate by time
understanding of a Exploit activity 2 2) Worksheets (My weather – a) Allow child longer to finish
variety of texts in the Set up table time children draw their favourite b) Set up activities for fast
form of print and digital weather and copy the weather finishers
materials Table time word)
BI 3.1 BI 3.1.1 Transition chant
Develop prewriting BI 3.1.2 Manual activity
skills BI 3.1.3 Tidy up
Show and tell
BI 3.2 BI 3.2.1
Develop early writing BI 3.2.2 Post-lesson routines Time line images
skills BI 3.2.3 Closing time Goodbye song
BI 3.2.4 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
36
SCHEME OF WORK: MY COLOURS (4+)
TOPIC My colours LESSONS 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Greetings and a hello song Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Register Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Emotions routine Time line images b) By mouthing the new
BI 1.2.3 English today language
BI 1.2.4 c) By repeating the new
Lesson development language after or with you
ENCOUNTER 1) Song: A hello song
BI 1.3 BI 1.3.1 (i), (ii), (iv) Circle time 2) Flashcards of colours
Listen, understand and (red, orange, yellow, green,
respond in a variety of Pre-song activity blue, pink, black, brown,
contexts Sing song white)
Encounter activity 1
Encounter activity 3
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
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
37
SCHEME OF WORK: MY COLOURS (4+)
TOPIC My colours LESSONS 1 MAIN SKILL(S) FOCUS: Listening
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) STRATEGIES REMARKS
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Greetings and a hello song Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Register Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Emotions routine Time line images b) By mouthing the new
BI 1.2.3 English today language
BI 1.2.4 c) By repeating the new
Lesson development language after or with you
ENCOUNTER 1) Song: A hello song
BI 1.3 BI 1.3.1 (i), (ii), (iv) Circle time 2) Flashcards of colours
Listen, understand and (red, orange, yellow, green,
respond in a variety of Pre-song activity blue, pink, black, brown,
contexts Sing song white)
Encounter activity 1
Encounter activity 3
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
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
37
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Register Time line images b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 English today c) By repeating the new
language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development 1) Flashcards of colours
Listen, understand and ENGAGE (red, orange, yellow, green,
respond in a variety of blue, pink, black, brown,
contexts Circle time white)
2) Song: I can sing a rainbow
Remembering activity 1
Introduce weather routine
Engage activity 1
Pre-song activity
Acting out ‘I can sing a
rainbow’
Engage activity 2
Post-lesson routines Time line images
Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
38
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Register Time line images b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 English today c) By repeating the new
language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv) Lesson development 1) Flashcards of colours
Listen, understand and ENGAGE (red, orange, yellow, green,
respond in a variety of blue, pink, black, brown,
contexts Circle time white)
2) Song: I can sing a rainbow
Remembering activity 1
Introduce weather routine
Engage activity 1
Pre-song activity
Acting out ‘I can sing a
rainbow’
Engage activity 2
Post-lesson routines Time line images
Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
38
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Opening time Hello song a) Offering options, e.g.
Class register Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images Its’s bbb. It’s rrr.
BI 1.2.3 Emotions routine
BI 1.2.4 Weather routine
English today Differentiate by outcome – allow
children to respond to the new
BI 1.3 BI 1.3.1 (i), (ii), (iv) topic in different ways:
Listen, understand and Lesson development 1) Flashcards of colours
respond in a variety of ENGAGE (red, orange, yellow, green, a) By miming only
contexts blue, pink, black, brown, b) By mouthing the new
Circle time white) language
BI 3.1 BI 3.1.1 Remembering activity 2 2) Song: I can sing a rainbow c) By repeating the new
Develop prewriting skills BI 3.1.2 Engage activity 3 3) Dice language after or with you
BI 3.1.3 Sing a song (I can sing a
rainbow)
BI 3.2 Set up table time
Develop early writing BI 3.2.1
skills BI 3.2.2
BI 3.2.4 Table time
Transition chant
Manual activity
Tidy up
Show and tell
Post-lesson routines Time line images
Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
39
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Opening time Hello song a) Offering options, e.g.
Class register Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images Its’s bbb. It’s rrr.
BI 1.2.3 Emotions routine
BI 1.2.4 Weather routine
English today Differentiate by outcome – allow
children to respond to the new
BI 1.3 BI 1.3.1 (i), (ii), (iv) topic in different ways:
Listen, understand and Lesson development 1) Flashcards of colours
respond in a variety of ENGAGE (red, orange, yellow, green, a) By miming only
contexts blue, pink, black, brown, b) By mouthing the new
Circle time white) language
BI 3.1 BI 3.1.1 Remembering activity 2 2) Song: I can sing a rainbow c) By repeating the new
Develop prewriting skills BI 3.1.2 Engage activity 3 3) Dice language after or with you
BI 3.1.3 Sing a song (I can sing a
rainbow)
BI 3.2 Set up table time
Develop early writing BI 3.2.1
skills BI 3.2.2
BI 3.2.4 Table time
Transition chant
Manual activity
Tidy up
Show and tell
Post-lesson routines Time line images
Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
39
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Register Time line images b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 Weather routine c) By repeating the new
English today language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv),
Listen, understand and Lesson development Differentiate with support
respond in a variety of ENGAGE a) Offering options, e.g.
contexts Is it blue or is it red?
Circle time b) Say first letter sound, e.g.
BI 3.1 Develop prewriting BI 3.1.1 Remembering activity 2 Its’s bbb. It’s rrr
skills BI 3.1.2 Engage activity 3 1) Flashcards of colours c) Prompt with mime
BI 3.1.3 Sing a song (I can sing a (red, orange, yellow, green,
rainbow) blue, pink, black, brown,
BI 3.2 Develop early BI 3.2.1 Set up table time white) Differentiate by time
writing skills BI 3.2.2 2) Song: I can sing a rainbow
BI 3.2.3 3) Worksheets a) Allow child longer to finish
BI 3.2.4 Table time b) Set up activities for fast
Transition chant finishers
Manual activity
Tidy up
Show and tell
Post-lesson routines Time line images
Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
40
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Register Time line images b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 Weather routine c) By repeating the new
English today language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv),
Listen, understand and Lesson development Differentiate with support
respond in a variety of ENGAGE a) Offering options, e.g.
contexts Is it blue or is it red?
Circle time b) Say first letter sound, e.g.
BI 3.1 Develop prewriting BI 3.1.1 Remembering activity 2 Its’s bbb. It’s rrr
skills BI 3.1.2 Engage activity 3 1) Flashcards of colours c) Prompt with mime
BI 3.1.3 Sing a song (I can sing a (red, orange, yellow, green,
rainbow) blue, pink, black, brown,
BI 3.2 Develop early BI 3.2.1 Set up table time white) Differentiate by time
writing skills BI 3.2.2 2) Song: I can sing a rainbow
BI 3.2.3 3) Worksheets a) Allow child longer to finish
BI 3.2.4 Table time b) Set up activities for fast
Transition chant finishers
Manual activity
Tidy up
Show and tell
Post-lesson routines Time line images
Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
40
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Register Time line images b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 Weather routine c) By repeating the new
English today language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development 1) Story book (with a Differentiate with support
respond in a variety of ENGAGE connection to the colours) d) Offering options, e.g.
contexts 2) Flashcards of colours Is it blue or is it red?
Circle time (red, orange, yellow, green, e) Say first letter sound, e.g.
BI 2.1 Show appropriate BI 2.1.2 Story book pre-listening blue, pink, black, brown, Its’s bbb. It’s rrr
book handling skills Story book reading white) f) Prompt with mime
Story book post listening
BI 2.2 Apply sounds of BI 2.2.1 Engage activity 3
letters to recognize BI 2.2.2 Engage activity 5
words BI 2.2.3
BI 2.2.4 Table time
BI 2.3 Demonstrate BI 2.3.1 Transition chant
understanding of a BI 2.3.2 Manual activity
variety of texts in the Tidy up
form of print and digital Show and tell
materials
Post-lesson routines Time line images
BI 2.4 Develop interest in BI 2.4.1 Goodbye song
reading independently Closing time
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
41
TOPIC My colours LESSONS 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 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate by outcome – allow
identify sounds Opening time Hello song children to respond to the new
Class register topic in different ways:
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards a) By miming only
respond appropriately BI 1.2.2 Register Time line images b) By mouthing the new
BI 1.2.3 Emotions routine language
BI 1.2.4 Weather routine c) By repeating the new
English today language after or with you
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development 1) Story book (with a Differentiate with support
respond in a variety of ENGAGE connection to the colours) d) Offering options, e.g.
contexts 2) Flashcards of colours Is it blue or is it red?
Circle time (red, orange, yellow, green, e) Say first letter sound, e.g.
BI 2.1 Show appropriate BI 2.1.2 Story book pre-listening blue, pink, black, brown, Its’s bbb. It’s rrr
book handling skills Story book reading white) f) Prompt with mime
Story book post listening
BI 2.2 Apply sounds of BI 2.2.1 Engage activity 3
letters to recognize BI 2.2.2 Engage activity 5
words BI 2.2.3
BI 2.2.4 Table time
BI 2.3 Demonstrate BI 2.3.1 Transition chant
understanding of a BI 2.3.2 Manual activity
variety of texts in the Tidy up
form of print and digital Show and tell
materials
Post-lesson routines Time line images
BI 2.4 Develop interest in BI 2.4.1 Goodbye song
reading independently Closing time
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
41
TOPIC My colours LESSONS 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Opening time Hello song a) Offering options, e.g.
Class register Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images Its’s bbb. It’s rrr
BI 1.2.3 Emotions routine c) Prompt with mime
BI 1.2.4 Weather routine
English today
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development 1) Song (Roses are red)
respond in a variety of ENGAGE 2) Story book (with a
contexts connection to the colours)
Circle time 3) Flashcards of colours
BI 2.1 Show appropriate BI 2.1.2 Pre-song acitvity (red, orange, yellow, green,
book handling skills Sing a song blue, pink, black, brown,
Story book pre-listening 2 white)
BI 2.2 Apply sounds of BI 2.2.1 Story book reading
letters to recognize BI 2.2.2 Story book post listening 2
words BI 2.2.3 Engage activity 5
BI 2.2.4
BI 2.3 Demonstrate BI 2.3.1 Post-lesson routines Time line images
understanding of a BI 2.3.2 Goodbye song
variety of texts in the Closing time
form of print and digital Reflecting on learning
materials Goodbye and song
BI 2.4 Develop interest BI 2.4.1
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
42
TOPIC My colours LESSONS 6 MAIN SKILL(S) FOCUS: Reading 1
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Opening time Hello song a) Offering options, e.g.
Class register Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images Its’s bbb. It’s rrr
BI 1.2.3 Emotions routine c) Prompt with mime
BI 1.2.4 Weather routine
English today
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development 1) Song (Roses are red)
respond in a variety of ENGAGE 2) Story book (with a
contexts connection to the colours)
Circle time 3) Flashcards of colours
BI 2.1 Show appropriate BI 2.1.2 Pre-song acitvity (red, orange, yellow, green,
book handling skills Sing a song blue, pink, black, brown,
Story book pre-listening 2 white)
BI 2.2 Apply sounds of BI 2.2.1 Story book reading
letters to recognize BI 2.2.2 Story book post listening 2
words BI 2.2.3 Engage activity 5
BI 2.2.4
BI 2.3 Demonstrate BI 2.3.1 Post-lesson routines Time line images
understanding of a BI 2.3.2 Goodbye song
variety of texts in the Closing time
form of print and digital Reflecting on learning
materials Goodbye and song
BI 2.4 Develop interest BI 2.4.1
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
42
TOPIC My colours LESSONS 7 MAIN SKILL(S) FOCUS: Reading 2
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Opening time Hello song a) Offering options, e.g.
Class register Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images Its’s bbb. It’s rrr
BI 1.2.3 Emotions routine c) Prompt with mime
BI 1.2.4 Weather routine
English today
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development 1) Song: Roses are red
respond in a variety of EXPLOIT 2) Flashcards of colours
contexts (red, orange, yellow, green,
Circle time blue, pink, black, brown,
BI 2.1 Show appropriate BI 2.1.2 Sing a song white)
book handling skills Alphabet activity 3) Alphabet visuals
Engage activity 5 4) Word cards
BI 2.2 Apply sounds of BI 2.2.1
letters to recognize BI 2.2.2
words BI 2.2.3 Post-lesson routines Time line images
BI 2.2.4 Goodbye song
BI 2.3 Demonstrate BI 2.3.1 Closing time
understanding of a BI 2.3.2
variety of texts in the Reflecting on learning
form of print and digital Goodbye and song
materials
BI 2.4 Develop interest in BI 2.4.1
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
43
TOPIC My colours LESSONS 7 MAIN SKILL(S) FOCUS: Reading 2
CONTENT LEARNING DIFFERENTIATION TEACHERS’ NOTES /
STANDARD(S) STANDARD(S) LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES REMARKS
BI 1.1 Listen to and BI 1.1.1 Pre-lesson routines (Puppet) Differentiate with support
identify sounds Opening time Hello song a) Offering options, e.g.
Class register Is it blue or is it red?
BI 1.2 Listen and BI 1.2.1 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
respond appropriately BI 1.2.2 Register Time line images Its’s bbb. It’s rrr
BI 1.2.3 Emotions routine c) Prompt with mime
BI 1.2.4 Weather routine
English today
BI 1.3 BI 1.3.1 (i), (ii), (iv)
Listen, understand and Lesson development 1) Song: Roses are red
respond in a variety of EXPLOIT 2) Flashcards of colours
contexts (red, orange, yellow, green,
Circle time blue, pink, black, brown,
BI 2.1 Show appropriate BI 2.1.2 Sing a song white)
book handling skills Alphabet activity 3) Alphabet visuals
Engage activity 5 4) Word cards
BI 2.2 Apply sounds of BI 2.2.1
letters to recognize BI 2.2.2
words BI 2.2.3 Post-lesson routines Time line images
BI 2.2.4 Goodbye song
BI 2.3 Demonstrate BI 2.3.1 Closing time
understanding of a BI 2.3.2
variety of texts in the Reflecting on learning
form of print and digital Goodbye and song
materials
BI 2.4 Develop interest in BI 2.4.1
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
43
TOPIC My colours LESSONS 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 Listen and BI 1.2.1 Pre-lesson routines (Puppet) Differentiate with support
respond appropriately BI 1.2.2 Opening time Hello song a) Offering options, e.g.
BI 1.2.3 Class register Is it blue or is it red colour?
BI 1.2.4 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
Register Weather chart Its’s bbb. It’s rrr.
Emotions routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine
Listen, understand and English today
respond in a variety of Differentiate by learning
contexts preferences
Lesson development 1) Flashcards of colours a) What medium to use, (e.g.
EXPLOIT (red, orange, yellow, green, crayon, paint, collage)
BI 2.3 Demonstrate BI 2.3.1 Circle time blue, pink, black, brown, b) Which colour to use (red or
understanding of a BI 2.3.2 white) blue)
variety of texts in the Exploit activity 2 2) Worksheets
form of print and digital Set up table time
materials Differentiate by time
BI 3.1.1 Table time
BI 3.1 Develop BI 3.1.2 a) Allow pupil longer to finish
b) Set up activities for fast
prewriting skills BI 3.1.3 Transition chant finishers
Manual activity
Tidy up
BI 3.2 Develop early BI 3.2.1 Show and tell
writing skills BI 3.2.2
BI 3.2.3 Post-lesson routines Time line images
BI 3.2.4 Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
44
TOPIC My colours LESSONS 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 Listen and BI 1.2.1 Pre-lesson routines (Puppet) Differentiate with support
respond appropriately BI 1.2.2 Opening time Hello song a) Offering options, e.g.
BI 1.2.3 Class register Is it blue or is it red colour?
BI 1.2.4 Greetings and a hello song Emotions flashcards b) Say first letter sound, e.g.
Register Weather chart Its’s bbb. It’s rrr.
Emotions routine Time line images c) Prompt with mime
BI 1.3 BI 1.3.1 (i), (ii), (iv) Weather routine
Listen, understand and English today
respond in a variety of Differentiate by learning
contexts preferences
Lesson development 1) Flashcards of colours a) What medium to use, (e.g.
EXPLOIT (red, orange, yellow, green, crayon, paint, collage)
BI 2.3 Demonstrate BI 2.3.1 Circle time blue, pink, black, brown, b) Which colour to use (red or
understanding of a BI 2.3.2 white) blue)
variety of texts in the Exploit activity 2 2) Worksheets
form of print and digital Set up table time
materials Differentiate by time
BI 3.1.1 Table time
BI 3.1 Develop BI 3.1.2 a) Allow pupil longer to finish
b) Set up activities for fast
prewriting skills BI 3.1.3 Transition chant finishers
Manual activity
Tidy up
BI 3.2 Develop early BI 3.2.1 Show and tell
writing skills BI 3.2.2
BI 3.2.3 Post-lesson routines Time line images
BI 3.2.4 Goodbye song
Closing time
Reflecting on learning
Goodbye and song
* Please note that Learning Standards shown in bold are Main Skills. Learning Standards not in bold are Complementary Skills
44
SCHEME OF WORK: MY CLASSROOM (4+)
TOPIC My classroom 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 (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 (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 Emotion flashcard language
Sing a song Weather Chart c) by repeating the new
English today Song: Wind the Bobbin up language after or with you
BI 1.3 BI 1.3.1 (i) Time line images
Listen, understand and
respond in a variety of contexts
Lesson development
ENCOUNTER
Circle time 1) Realia
Encounter activity 1 2) Flashcards
Encounter activity 2 3) Song: Wind the Bobbin up
Encounter activity 4
Sing song (Wind the Bobbin
up)
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
45
SCHEME OF WORK: MY CLASSROOM (4+)
TOPIC My classroom 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 (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 (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 Emotion flashcard language
Sing a song Weather Chart c) by repeating the new
English today Song: Wind the Bobbin up language after or with you
BI 1.3 BI 1.3.1 (i) Time line images
Listen, understand and
respond in a variety of contexts
Lesson development
ENCOUNTER
Circle time 1) Realia
Encounter activity 1 2) Flashcards
Encounter activity 2 3) Song: Wind the Bobbin up
Encounter activity 4
Sing song (Wind the Bobbin
up)
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
45
TOPIC My classroom 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 1.2 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 (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.3 BI 1.3.1 (i) Emotions routine Class register b) by mouthing the new
Listen, understand and Weather Routine Emotion flashcard language
respond in a variety of contexts Sing a song Weather Chart c) by repeating the new
English today Song: Wind the Bobbin up language after or with you
Time line images
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Realia
Engage activity 1 2) Flashcards
Engage activity 2 3) Song: Wind the Bobbin up
Engage activity 4
Engage activity 6
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
46
TOPIC My classroom 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 1.2 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 (Puppet) topic in different ways:
Register Hello song a) by miming only
BI 1.3 BI 1.3.1 (i) Emotions routine Class register b) by mouthing the new
Listen, understand and Weather Routine Emotion flashcard language
respond in a variety of contexts Sing a song Weather Chart c) by repeating the new
English today Song: Wind the Bobbin up language after or with you
Time line images
Lesson development
ENGAGE
Circle time
Remembering activity 1 1) Realia
Engage activity 1 2) Flashcards
Engage activity 2 3) Song: Wind the Bobbin up
Engage activity 4
Engage activity 6
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
46
TOPIC My classroom 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 1.2 Pre-lesson routines
Listen and respond BI 1.2.2 Opening time (Puppet) Differentiate with support– allow
appropriately BI 1.2.3 Greetings and a hello song Hello song children to respond to the topic
Register Class register in different ways:
Emotions routine Emotion flashcard a) by miming only
BI 1.3 BI 1.3.1 (i) Weather routine Weather Chart b) by mouthing the new
Listen, understand and Sing a song Song: Wind the Bobbin up language
respond in a variety of contexts English today Time line images c) by repeating the new
language after or with you
Lesson development Differentiate with support
ENGAGE a) Offering options
Circle time b) Prompt with mime
Remembering activity 2 1) Realia
Encounter 3 (ASL signs) 2) Flashcards
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
47
TOPIC My classroom 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 1.2 Pre-lesson routines
Listen and respond BI 1.2.2 Opening time (Puppet) Differentiate with support– allow
appropriately BI 1.2.3 Greetings and a hello song Hello song children to respond to the topic
Register Class register in different ways:
Emotions routine Emotion flashcard a) by miming only
BI 1.3 BI 1.3.1 (i) Weather routine Weather Chart b) by mouthing the new
Listen, understand and Sing a song Song: Wind the Bobbin up language
respond in a variety of contexts English today Time line images c) by repeating the new
language after or with you
Lesson development Differentiate with support
ENGAGE a) Offering options
Circle time b) Prompt with mime
Remembering activity 2 1) Realia
Encounter 3 (ASL signs) 2) Flashcards
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
47
TOPIC My classroom 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 1.2 BI 1.2.2 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time (Puppet) children to respond to the topic
appropriately Greetings and a hello song Hello song in different ways:
Register Class register a) by miming only
BI 1.3 BI 1.3.1 (i) Emotions routine Emotion flashcard b) by mouthing the new
Listen, understand and Weather routine Weather Chart language
respond in a variety of contexts Days of the week routine Song: Wind the Bobbin up c) by repeating the new
Sing a song Time line images language after or with you
English today
Differentiate with support
a) Offering options, e.g.
Lesson development b) Say first letter sound
ENGAGE c) Prompt with mime
Circle time
Remembering activity 2 1) Realia Differentiate by time
Engage activity 4 (in pair) 2) Flashcards a) Allow child longer to finish
Engage activity 8 3) Completing puzzle/ build b) Set up activities for fast
Set up table time objects in the classroom using finishers
Lego/recycled materials/blocks
Table time
Transition chant
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
48
TOPIC My classroom 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 1.2 BI 1.2.2 Pre-lesson routines Differentiate by outcome – allow
Listen and respond BI 1.2.3 Opening time (Puppet) children to respond to the topic
appropriately Greetings and a hello song Hello song in different ways:
Register Class register a) by miming only
BI 1.3 BI 1.3.1 (i) Emotions routine Emotion flashcard b) by mouthing the new
Listen, understand and Weather routine Weather Chart language
respond in a variety of contexts Days of the week routine Song: Wind the Bobbin up c) by repeating the new
Sing a song Time line images language after or with you
English today
Differentiate with support
a) Offering options, e.g.
Lesson development b) Say first letter sound
ENGAGE c) Prompt with mime
Circle time
Remembering activity 2 1) Realia Differentiate by time
Engage activity 4 (in pair) 2) Flashcards a) Allow child longer to finish
Engage activity 8 3) Completing puzzle/ build b) Set up activities for fast
Set up table time objects in the classroom using finishers
Lego/recycled materials/blocks
Table time
Transition chant
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
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