Scheme of Work Year 1 (SJK)

WEEK: _______________ LESSON: 56 (Writing 11)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: animals, plurals, numbers, toys

13

Primary Year 1 (SJK

37

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD Pre-lesson
See Teacher’s Book.
MAIN SKILL MAIN SKILL Sup
Lesson delivery
Writing Writing See Teacher’s Book.
4.3 4.3.2
Communicate with Spell familiar high
appropriate language frequency words
form and style for a accurately
range of purposes in
print and digital media

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.4
Understand meaning in Understand short basic
a variety of familiar supported classroom
contexts instructions

13

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.41 ELEMENT Strategies 3 and 6 may
be suitable.
Language
Use other strategies if
appropriate.

38

K) Scheme of Work k

WEEK: _______________ LESSON: 57 (Speaking 13)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, groun

13

Primary Year 1 (SJK

nd

39

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Lesson delivery
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
1.2 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts

14

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.42 ELEMENT Strategies 2 and 4 may
be suitable.
Environmental
sustainability Use other strategies if
appropriate.

40

K) Scheme of Work k

WEEK: _______________ LESSON: 58 (Reading 11)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
leaves, tall (grass)

14

Primary Year 1 (SJK

41

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Reading Reading See Teacher’s Book.
3.2 3.2.3
Understand a variety of i) Use visuals on the Lesson delivery
linear and non-linear page to help understand See Teacher’s Book.
print and digital texts by a word or phrase
using appropriate
reading strategies ii) Identify and remember
high frequency sound
and letter patterns

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters

14

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.43 ELEMENT Strategies 3 and 5 may
be suitable.
Environmental
sustainability Use other strategies if
appropriate.

42

K) Scheme of Work k

WEEK: _______________ LESSON: 59 (Listening 13)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Hug, Go to open, Pick him up, Tie, Mark
Parts of the body: face, eyes, nose
paper plate, mask, hole

14

Primary Year 1 (SJK

43

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.3 Lesson delivery
Understand meaning in Understand with a high See Teacher’s Book.
a variety of familiar degree of support very
contexts short simple narratives Post lesson
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
1.2 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

14

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.44 ELEMENT Strategies 2 and 7 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

44

K) Scheme of Work k

WEEK: _______________ LESSON: 60 (Language Arts 12)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Camouflage
X hides in …

14

Primary Year 1 (SJK

45

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Aq
Language Arts Review animal and habitat vocabulary from Tru
5.3 Language Arts the textbook unit using, for example, Task 5.
Express an 5.3.1 1. T
imaginative response Respond Lesson delivery logs
to literary texts imaginatively and 1. Quiz – ask questions about where 2. S
intelligibly through different animals hide. This could be a tree
COMPLEMENTARY creating simple art True/False quiz, similar to the pre-lesson Etc
SKILL and craft products task. It should be written, but could be done
Listening orally if necessary. Ac
1.2 Other imaginative You might want/need to teach some new (rea
Understand meaning responses as animal vocabulary if you have particular be
in a variety of familiar appropriate animals living in the environment. pre
contexts Have pupils work in teams to answer the cou
COMPLEMENTARY quiz questions. out
SKILL to c
Listening 2. Gather or show pupils what you have the
1.2.2 gathered. Ask them what kind of animals pos
Understand with hide in these. You might want to help add
support specific children with new vocabulary. acti
information and
details of very simple 3. Give the animal pictures/toys to the pupils e.g
phrases and and some of the gathered items. gre
sentences san
4. Tell pupils some sentences – they should som
put the animals in the right place (e.g. the flow
snake hides in the sand/under the leaves).
Som
5. In pairs or small groups, pupils design and or t
create a collage on poster paper. They draw flas
an animal on the poster and then cover it up pict
by sticking sand/leaves/sticks etc. onto the
poster. Col
glue
6. Ask pupils to write a sentence on their
collage and display them in the classroom.

Post lesson
Discuss with pupils about the natural
environment and why we should look after it.
Get their ideas about why animals should
stay in their natural environment. You might
need to use a little L1 for this.

14

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

quiz, e.g. a Environmental Your choice depending
ue/False quiz: sustainability on your pupils.

Tigers hide under Possibly strategies 2 or
s. 3.
Snakes live in tall
es. You could provide more
c. or less new vocabulary
depending on their
collection of realia interests and capabilities.
al things). These can
gathered and You could provide a
epared by you, or you model sentence on the
uld include a trip board or ask more
tside with the pupils proficient pupils to work
collect things from with less proficient.
e environment if
ssible. This would
d value to the
ivity.

g. some brown and
een leaves, some
nd, some sticks,
me grass, some
wers

me small toy animals
teacher-made
shcards/small
tures of animals

loured pens/pencils,
e, poster paper

46

K) Scheme of Work k

WEEK: _______________ LESSON: 61 (Writing 12)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: toys, animals, prepositions, numbers, colours

14

Primary Year 1 (SJK

47

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD Pre-lesson
See Teacher’s Book
MAIN SKILL MAIN SKILL Sup
Lesson delivery
Writing Writing See Teacher’s Book.
4.3 4.3.2
Communicate with Spell familiar high
appropriate language frequency words
form and style for a accurately
range of purposes in
print and digital media

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Reading Reading
3.2 3.2.4
Understand a variety of Use with support a
linear and non-linear simple picture dictionary
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics
reading strategies and themes

14

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.45 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

48

K) Scheme of Work k

WEEK: _______________ LESSON: 62 (Speaking 14)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
What’s for lunch?
Lunchtime
Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, saus

14

Primary Year 1 (SJK

sage, chicken, steak, peas, carrots

49

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Lesson delivery
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
1.2 1.2.1 See Teacher’s Book.
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences

15

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.46 ELEMENT Strategies 3 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

50

K) Scheme of Work k

WEEK: _______________ LESSON: 63 (Reading 12)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
I’ve got/I haven’t got
Recycled food vocabulary

15

Primary Year 1 (SJK

51

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Reading Reading
3.2 3.2.3 Lesson delivery
Understand a variety of i) Use visuals on the See Teacher’s Book.
linear and non-linear page to help understand
print and digital texts by a word or phrase
using appropriate
reading strategies ii) Identify and remember
high frequency sound
and letter patterns

Post lesson

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL

Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases

15

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.47 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

52

K) Scheme of Work k

WEEK: _______________ LESSON: 64 (Listening 14)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
kitchen, milk, juice,
Imperatives: Help me, Come and take him out

15

Primary Year 1 (SJK

53

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.2 Lesson delivery
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes

15

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.48 ELEMENT Strategies 2 and 3 may
be suitable.
Language
Use other strategies if
appropriate.

54

K) Scheme of Work k

WEEK: _______________ LESSON: 65 (Language Arts 13)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Do you like X? Yes, I do. / No, I don’t.
I’ve got X on/in/with my Y.

15

Primary Year 1 (SJK

55

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pos
Review food vocabulary with a fun Foo
Language Arts Language Arts activity, for example Task 1, 4, 6 or 9 pain
5.2 5.2.1 and
Express personal Name people, things or Lesson delivery pos
responses to literary places of interest in 1. Ask pupils if they like foods (review) You
texts illustrations – Do you like pizza/sandwich? And you
accompanying texts What’s your favourite pizza/sandwich? are
Pupils could ask each other questions disp
in pairs.

COMPLEMENTARY COMPLEMENTARY 2. Review the song from p.48 of the
SKILL SKILL textbook. Ask pupils to tell their partner
if they like the food Tommy makes (e.g.
Writing Writing Do you like an apple in your sandwich?)
4.3 4.3.2
Communicate with Spell familiar high 3. Tell pupils they will make a Crazy
appropriate language frequency words Food Poster. They should work in pairs.
form and style for a accurately First, pupils should decide on their
range of purposes in crazy food.
print and digital media

4. Give each pair a poster paper. Pupils
should write the sentence I’ve got xxx

on/in/with my xxx. on the poster paper.

5. When pupils have finished writing,
they can draw a picture of their crazy
food. Then they can add a title: My
Crazy Food.

6. Display pupils’ work in the
classroom.
Ask pupils to tell each other which
crazy food they like/don’t like.

Post lesson
Task 3, 4 or 6

15

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

ster paper for Crazy Creativity and Your choice depending
od pictures and imagination on your pupils.
nts (coloured pens
d pencils if paint not Possibly strategies 1, 2
ssible) for each pair. or 4.
u could use paper if
u prefer, but posters You could offer more or
e better for less support for the
playing. sentence pupils will write
by eliciting and writing a
model on the board. This
could be gapped. Or you
could encourage the
pupils to use the textbook
as a model.

More proficient pupils can
work with less proficient
pupils. They can have
more than one ingredient
in their Crazy Food.

If you are concerned
about drawing skills
and/or time, you could
prepare a template of a
pizza (or sandwich) that
pupils draw on instead of
giving them a free choice.
This is less creative, but
can be less time
consuming and simpler
for pupils of less artistic
proficiency.

56

K) Scheme of Work k

WEEK: _______________ LESSON: 66 (Speaking 15)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

15

Primary Year 1 (SJK

57

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Speaking Speaking See Teacher’s Book.
2.1 2.1.2 Lesson delivery
Communicate simple Find out about very basic
information intelligibly personal information
using fixed phrases

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

15

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.49 ELEMENT Strategies 3 and 6 may
be suitable.
Language
Use other strategies if
appropriate.

58

K) Scheme of Work k

WEEK: _______________ LESSON: 67 (Listening 15)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Where’s (Misty)?
Please
Hot
What have you got?

15

Primary Year 1 (SJK

59

K) Scheme of Work k

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.2 Lesson delivery
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book.

Reading Reading
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies

16

Primary Year 1 (SJK

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.50 ELEMENT Strategies 2 and 6 may
be suitable.
Patriotism and
Citizenship (waiting Use other strategies if
your turn) appropriate.

60

K) Scheme of Work k

WEEK: _______________ LESSON: 68 (Reading 13)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Sorry, stop, shop, hot dog

16

Primary Year 1 (SJK

61

K) Scheme of Work k