Primary Year 1 SK Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Plan a Language Arts lesson that A song of your choice. ELEMENT Your choice depending
allows pupils to listen to again and For example, on your lesson and class.
Language Arts Language Arts appreciate a song. Superminds 1 p.12 Creativity and
5.1 5.1.1 Own material. Innovation
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through non- the song on p.12 and encourage pupils
songs verbal responses to: to use classroom items when
responding to the song. For example,
i) simple chants and raps they could set up some desks with
ii) simple rhymes names and items on them in a similar
iii) simple action songs way to the picture on p.12.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Language Arts Language Arts
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm
and intonation.

i) simple chants and raps
ii) simple rhymes
iii) simple action songs

99

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 36 (Listening 8)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends 100
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
This is (my desk)
There’s a bag

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.16 ELEMENT Strategies 3 and 4 may
See Teacher’s Book. be suitable.
Language
Lesson delivery Use other strategies if
Listening Listening See Teacher’s Book. appropriate.
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

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

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

101

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 37 (Speaking 8)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends 102
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Put away (your book). Look for (the rubber).
Can you see (the ruler)?
What number?

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.17 ELEMENT Strategies 4 and 7 may
be suitable.
Speaking Language
2.1 Use other strategies if
Communicate simple Speaking See Teacher’s Book. appropriate.
information intelligibly 2.1.2
Find out about very basic Lesson delivery
personal information See Teacher’s Book.
using
fixed phrases

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

Writing Writing See Teacher’s Book.
4.2
Communicate basic 4.2.5
information intelligibly
for a range of purposes Connect words and
in print and digital proper names using ‘and’
media

103

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 38 (Writing 8)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 104
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language: colours
Adjectives: primary (colours), secondary (colours)

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD Pre-lesson REFERENCES CURRICULAR STRATEGIES REMARKS
See Teacher’s Book.
MAIN SKILL MAIN SKILL Superminds 1 p.18 ELEMENT Strategies 3 and 4 may
Lesson delivery be suitable.
Writing Writing See Teacher’s Book. Creativity and
4.3 4.3.2 Innovation Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately
range of purposes in
print and digital media

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Reading Reading Post lesson
3.2 3.2.1 See Teacher’s Book.
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

105

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 39 (Reading 8)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends 106
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language: colours, primary, secondary (colours)

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.19 ELEMENT Strategies 2, 4 and 7 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.
Reading Reading See Teacher’s Book.
3.2 3.2.2
Understand a variety of Understand specific Lesson delivery
linear and non-linear information and details of See Teacher’s Book.
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

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

107

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 40 (Language Arts 8)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends 108
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Review of imperative verb forms and phrases
Please

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES / REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Before the lesson, prepare Values Your choice as
Language Arts Play a mime game to review imperative a puppet. Here are some (politeness/saying appropriate to your
5.3 Language Arts verbs from the textbook. Say the words ideas for simple puppet please) lesson and pupils.
Express an imaginative 5.3.1 and the pupils mime. making:
response to literary Respond imaginatively http://www.wikihow.com/M Possibly strategies 2 and
texts and intelligibly through Lesson delivery ake-Puppets 3.
creating simple art and 1. Introduce your puppet. Get your
COMPLEMENTARY craft products puppet to ask some pupils their names *Pupils will make their own You can model several
SKILL and review Hello, what’s your name? puppets too. Before the verses to help
Other imaginative or How are you? lesson, decide which kind demonstrate the
Listening responses as appropriate of puppet you are going to response to the chant. If
1.2 2. Tell pupils you will say a chant and make and use so that you necessary pupils could
Understand meaning in COMPLEMENTARY that they should listen and watch. can prepare the resources use L1 to explain the
a variety of contexts SKILL for the pupils too (or ask need for ‘please’.
3. Make sure you have a book in your them to bring from home,
Listening hand before you start the chant. Say e.g. socks) In small group work, you
1.2.4 the first verse of the chant (see could nominate some
Understand short basic example in next column). When you Create a suitable chant more proficient pupils to
supported classroom reach the last line of the verse, the line using your puppet’s name be the teacher and ask
instructions which includes the word please, open and verbs from the for more volunteers.
your book textbook. For example:

4. Ask pupils why you opened your Hi, I’m Farah. Farah. Listen
book after that last line. to me!
Farah says open your
5. Elicit that this is because please is book. Open your book.
polite (pupils will probably need to use Open your book.
L1 here). Farah says open your
book. Open your book,
6. Explain that you’ll continue with other please.
verses, and that pupils should only do
an action after they hear the word Farah says close your
please book, close your book,
close your book.
7. Say more verses and make sure that Farah says close your
pupils do the actions when you say book, close your book,
please. You could vary the speed please.
and/or volume of your voice
Farah says open the door.
8. Ask pupils to make their own Open the door, open the
puppets* (or at least one for each door.
group) Farah says, open the door.
Open the door,
Farah says open the door,
please.

109

Primary Year 1 Scheme of Work

9. Ask pupils to work in small groups You can continue with
and take it in turns to be the teacher
who says the chant using their puppet, other verses which use

Post-lesson imperatives from
Write verbs on the board (e.g. open).
Pupils read the verbs and put each verb Superminds p.17 such as
into as many spoken imperative Put away…, Take out…
statements as possible using please Pass me… Write… Find…
(e.g. open your book/ the window/the Look for …
door please)

2. Tell students to listen and watch. Say
the first verse of the chant, opening
your book on the last line (where you
say please).
Ask pupils why you opened your book
then.

3. Say more verses in a similar pattern
and ask pupils to do the actions when
you say please. You could vary the
speed and/or volume of your voice.

4. Introduce a new pattern (with Now).
You could try to trick the pupils into
doing the action before eliciting that
there is no ‘please’.

5. Continue in this way, mixing up the
verse patterns.

6. Ask pupils to make their own
puppets* (or at least one for each
group).

6. Ask pupils to work in small groups
and take it in turns to be the teacher
using their puppet.

Post lesson
Your choice or suggested activity:
Write verbs on the board (e.g. open).
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).

110

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 41 (Listening 9)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends 111
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 - 40: colours
What colour’s the…?

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S
STANDARD STANDARD REFERENCES CURRICULAR
STRATEGIES NOTES / REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-Lesson 5 sets of colours Language Strategies 2 and 7
cards: one for you, may be suitable.
Listening Listening 1. Pre-Lesson task 10: Say what’s missing and 4 sets for 4
1.2 1.2.2 Lesson Delivery teams of pupils Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific 2. Draw 4 columns on the board. Classroom objects:
contexts information and details 3. Divide the class into 4 teams. Ask each team to stand in a real ones or pictures
of very simple phrases
COMPLEMENTARY and sentences line facing the board. A cloth to cover the
SKILL 4. Give each pupil at the front of the line a set of colour cards. objects with

Listening COMPLEMENTARY 5. Go to the back of the line and ask the 4 pupils at the back
1.2 SKILL of each line to come to you.
Understand meaning
in a variety of familiar 6. Show them a colour card.
contexts
Listening 7. The pupils go back to their lines and whisper the colour to
1.2.5 the next pupil in the line. This continues until the pupil at the
Understand short front of the line, who shows a card matching the colour
supported questions they hear.

8. Each team gets one point for a correct answer. The team
who finished first get an extra point if their answer is
correct.

9. Continue with new colours.

10. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the
front).

11. You can add challenge by showing 2 or 3 colours, so that
pupils have to whisper more than one colour at the same
time.

12. Change focus by putting classroom objects on a table, or
pictures of these on a screen.

13. Give pupils time to remember the objects and remember
their colours.

14. Cover the objects and ask What colour’s the (pencil case)?

15. Repeat step 14 a few times.

16. Divide pupils into small groups: They play the same game
with their own classroom objects.

Post lesson

17. Post lesson task 9 Read your friend’s mind.

112

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 42 (Speaking 9)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 - 40
Imperatives: Put away your…please, Take out your… please, Pass me a… please, Open your…
please, Thank you.
Classroom objects

113

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-Lesson Classroom objects ELEMENT Strategies 4 and 7 may
be suitable.
Language
Use other strategies if
Speaking Speaking 1. Pre-Lesson Task 2: Sequence the appropriate.
2.1 2.1.4 information
Communicate simple Greet, say goodbye, and (Do this with a set of instructions
information intelligibly express thanks using similar to those on p.17 of the
suitable fixed phrases textbook).

Lesson Delivery

COMPLEMENTARY COMPLEMENTARY 2. Give instructions to pupils similar to
SKILL SKILL those on p.17 of Superminds 1
(e.g. Open your notebooks please).
Listening Listening Say Thank you when pupils follow
1.2 1.2.4 the instructions carefully.
Understand meaning in Understand short basic
a variety of familiar supported classroom 3. Divide pupils into small groups.
contexts instructions
4. Ask them to take turns to give
instructions, and say thank you
when others in the group do this
correctly.

5. Ask some pupils to give
instructions to the whole class.

6. Extend step 2 by combining
instructions (e.g. Pass me a pencil
and a rubber please, Open your
bag and take out your notebook,
please).

Post lesson

7. Post lesson task 5: Remember it,
say it

114

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 43 (Reading 9)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends 115
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 - 40
Colours

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Colour / word cards (1 ELEMENT Strategies 1 or 3 may be
Review the words you will need for this set) appropriate, especially if
Reading Reading lesson (depending on your picture) by Language you have strong readers
3.1 3.1.2 playing a word game, e.g. Task 1. Paper, pens, and a in your class.
Recognise words in Recognise and sound out numbered picture (for
linear and non-linear with support beginning, Lesson delivery example of a house or If appropriate, select
texts by using medial and final sounds 1. Review colour words using the cards park) on the board or suitable activities for your
knowledge of sounds of in a word – either as a whole class matching as a handout pupils from LINUS
letters activity on the board, or by giving each Module 1 to be added in
COMPLEMENTARY pupil a card and asking them to find to this lesson
COMPLEMENTARY SKILL their partner (a pair is the colour and its to focus on phonemes
SKILL matching word). from Line d of the
Writing Phonics Table (see
Writing 4.3.2 2. Feedback on this activity and write Syllabus).
4.3 Spell familiar high the colours on the board, numbered (in
Communicate with frequency words preparation for the next step).
appropriate language accurately
form and style for a 3. Draw a picture on the board, or give
range of purposes in a handout. Write numbers inside some
print and digital media of the things in your picture, and add a
number key (e.g. 1 = blue, 2 = green).

4. Pupils (copy and) colour the picture
appropriately, according to the number
key.

5. Pupils then draw their own picture,
create their own key, and exchange
with a partner.

6. Pupils then colour the picture

according to the key and check each
other’s work.

Post lesson
Task 1

116

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 44 (Writing 9)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 117
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 36 – 40

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson A colour wheel on the ELEMENT Strategy 3 may be
Task 6 using colour words board or on a handout suitable.
Writing Writing Language
4.3 4.3.2 Lesson delivery Colour pencils. Other strategies may be
Communicate with Spell familiar high 1. Draw a colour wheel on the board, appropriate depending on
appropriate language frequency words and ask pupils to copy and then label it Dice (one per group) your class.
form and style for a accurately with the correct colour words.
range of purposes in Instructions on board: If appropriate, select
print and digital media COMPLEMENTARY 2. Pupils create their own colour wheel, 1. Draw a red circle. suitable activities for your
SKILL and swap it with another pupil and label 2. Open your book. pupils from LINUS
COMPLEMENTARY their new wheel. 3. Stand up. Module 1 to be added in
SKILL Reading 4. Take out your to this lesson
3.2.2 3. On the board (or worksheet), write textbook. to focus on phonemes
Reading Understand specific six instructions, numbered. Have pupils 5. Put your ruler on from Line d of the
3.2 information and details of read them together. your head. Phonics Table (see
Understand a variety of very simple phrases and 6. Stretch. Syllabus).
linear and non-linear sentences 4. Give each group a dice. In turns,
print and digital texts by pupils roll the dice. The other pupils
using appropriate should tell them what to do. according
reading strategies to the number they roll, e.g. Sam, open
your book.

5. Groups write new instructions 1-6
and exchange with another group.

6. Groups play the dice again.

Post lesson
Ask pupils if they had to do something
funny in this lesson. What was it?

118

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 45 (Language Arts 9)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends 119
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Vocabulary review:
Primary and secondary colours

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES NOTES /

ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice
Language Arts Guessing game. Think of an item, pupils ask you each student and technology depending on your
5.1 Language Arts about what colour it is and guess, e.g. Teacher: scissors (or cut into class and pupils.
Enjoy and appreciate 5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. circles for each student
rhymes, poems and Demonstrate Is it a banana? Yes. Depending on time available in advance), colour Possibly 5 or 6.
songs appreciation through and the level of your class, you could have the pens/paints/pencils.
non-verbal responses pupils take the role of the teacher or work in pairs. Each student will need You could
COMPLEMENTARY to a pen or pencil and a encourage the
SKILL Lesson delivery ruler. pupils to sing along
Language Arts i) simple chants and 1. Put flashcards with words of the six main to the song.
5.3 raps colours (primary and secondary) on the board. Song:
Express an ii) simple rhymes Ask pupils to put them into two groups. You can use a suitable You could ask short
imaginative response iii) simple action song that focuses on answer questions at
to literary texts songs 2. Play/sing the song and ask pupils to check their primary and secondary stage 8 (e.g Will you
answer to stage 1. colours. A suggestion see red? Orange?
COMPLEMENTARY is: What other colours
SKILL 3. Give each pupil a colour flashcard OR ask each https://www.youtube.co do you know?
pupil to write the name of their favourite colour on m/watch?v=bmquqAP2 Maybe black? Or
Language Arts a paper. w_8 white?) You might
5.3.1 want to explain in L1
Respond 4. Play/sing the song again and ask pupils to hold Here is a song based why the spinning
imaginatively and up their flashcard/paper when they hear their on this: wheel produces
intelligibly through colour. We are the primary white.
creating simple art colours.
and craft products 5. Draw a circle on the board and divide it into six Red, yellow and blue.
parts. Elicit the primary colours and write them (or Mix us together, and
Other imaginative ask a pupil to write them) in alternate parts of the we turn a colour that’s
responses as circle. new.
appropriate
6. Elicit the secondary colours that are made I‘m red, I’m a primary
when the primary colours are mixed and fill in the colour.
last three segments with these. The order should I’m blue. I’m a primary
be: red – orange – yellow – green – blue – purple. colour too.
We are primary
7. Ask pupils to make their own colour wheels. colours. Mix us
They should colour each part (not write the colour together, and we make
name); make a small hole in the middle of the purple. It’s new!
circle and put in their pencil/pen so it will spin.
Etc.
8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and tell Some information
you. about colour wheels:
http://www.bigshotcam
Post lesson era.com/fun/buildables/
Ask pupils to tell each other which colour they like colorwheel#01
best and why, e.g. I like red. My pencil case is
red.

120

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 46 Listening (10)

MAIN SKILL(S) FOCUS Listening:

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:
Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue

121

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.20 ELEMENT Strategies 3 and 5 may
See Teacher’s Book. be suitable.
Language
Use other strategies if
Listening Listening appropriate.
1.2 1.2.4
Understand meaning in Understand short basic Lesson delivery
a variety of familiar supported classroom
contexts instructions See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY (The giving and following instructions
SKILL SKILL part of the lesson is a good opportunity
for pupils to begin to develop and
Speaking Speaking practise Speaking Learning Standard
2.2 2.2.2 2.2.2)
Use appropriate Ask for attention or help
communication from a teacher or
strategies classmate using one
word or a fixed phrase
Post lesson
See Teacher’s Book.

122

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 47 (Writing 10)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 123
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary and grammar from the At School topic

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.21 ELEMENT Strategies 2, 4 and 5 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.
Writing Writing See Teacher’s Book.
4.2 4.2.4 Lesson delivery
Communicate basic Name or describe objects
information intelligibly using suitable words from
for a range of purposes word sets
in print and digital
media See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY If you and pupils do not have access to
SKILL SKILL the Workbook.

Reading Reading 1. Put Classroom objects
3.2 3.2.4 flashcards on the board
Understand a variety of Use with support a
linear and non-linear simple picture dictionary The flashcards should show
print and digital texts by to find, list and categorise pictures for this vocabulary
using appropriate words from Year 1 topics
reading strategies and themes bag, notebook, ruler, desk, book,
pencil case, pencil, rubber, pen

2. Write the words for the
flashcards at the top of the
board, so that pupils have to
think about which word goes
with which flashcard.

3. Follow the picture dictionary
section in the Teacher’s Book

to help pupils achieve the

Reading learning standard for

this lesson.

Post lesson
See Teacher’s Book

124

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 48 (Speaking 10)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories 125
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Let’s go, That’s right
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.22 ELEMENT Strategies 2 and 7 may
be suitable.
Speaking Language
2.1 Use other strategies if
Communicate simple Speaking See Teacher’s Book. appropriate.
information intelligibly 2.1.5 Lesson delivery
Name or describe objects
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

126

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 49 (Reading 10)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 127
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
His, her, he, she, he’s, she’s, favourite

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.23 ELEMENT Strategies 2 and 6 may
be suitable.
Language
Use other strategies if
Reading Reading See Teacher’s Book. appropriate.
3.2 3.2.2
Understand a variety of Understand specific Lesson delivery
linear and non-linear information and details of See Teacher’s Book.
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies

COMPLEMENTARY COMPLEMENTARY If pupils do not have stickers for the
SKILL SKILL listen and stick task (task 1):

Speaking Speaking 1. Tell them to write the names of
2.1 2.1.2 the 4 children on 4 small
Communicate simple Find out about very basic pieces of paper before they
information intelligibly personal information listen.
using fixed phrases
2. Ask them to listen to the
recording and place the
correct piece of paper on each
name.

Post lesson
See Teacher’s Book.

128

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 50 (Language Arts 10)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories 129
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Your choice, depending on the story.

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL ELEMENT Your choice depending
on the focus of your
Language Arts Language Arts Plan a Language Arts lesson based on Your own choice of ICT lesson and your class.
5.2 5.2.1 a short story related to the content of short story. Try to find
Express personal Name people, things or Unit 1 of the textbook or the content of an interactive story for Remember to vary
responses to literary places of interest in pupils’ learning in other subject areas. the computer if you questions during story
texts illustrations have the facilities. For telling.
accompanying texts You might need to pre-teach some example:
vocabulary, but pupils do not need to http://www.topmarks.co
COMPLEMENTARY COMPLEMENTARY understand every word of the story. .uk/Interactive.aspx?cat
SKILL SKILL =45
Plan the lesson so pupils can enjoy
listening to and interacting with the https://www.education.c
story on the computer (where possible). om/stories/

Listening Listening Where computers are not available, http://primaryhomework
1.2 1.2.3 pupils could respond by acting out the help.co.uk/interactive/o
Understand meaning in Understand with a high story or parts of it. nlinestory.htm
a variety of familiar degree of support very
contexts short simple narratives

130

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 51 (Listening 11)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories 131
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 46
Imperatives: look down, catch, put, turn around, stretch, stand up
robot

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Strategies 1 and 3 may
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Flashcards with target Language
language imperatives Use other strategies if
Listening Listening 1. Pre-lesson task 4: Identify the (e.g. Put your notebook appropriate.
1.2 1.2.4 flashcards on your head, Turn
Understand meaning in Understand short basic around) and robot for
a variety of familiar supported classroom 2. Teach pupils the meaning and the pre-lesson task
contexts instructions pronunciation of robot.

COMPLEMENTARY COMPLEMENTARY Lesson delivery
SKILL SKILL
3. Ask 3 pupils to come to the front of
Speaking Speaking the class. Tell them that they are
2.1 2.1.5 robots, and must move like robots
Communicate simple Name or describe (e.g. with stiff arms and legs and
information intelligibly objects using suitable uneven movements).
words from word sets
4. Give robots instructions (e.g. Stretch,
Put a book on your head).

5. Bring 3 new pupils to the front of the
class and give a sequence of
instructions (e.g. Look down and
take out your pencil case, Turn
around and stretch).

6. Divide pupils into groups of 4 and
ask them to continue the activity, at
first with single instructions.

7. Later, tell pupils to give a sequence
of instructions to the robots in their
group.

8. Make sure that everyone in the
group gets the chance to give
instructions.

9. Ask some pupils to demonstrate their
robot instructions to the whole class

10. If there is time, ask pupils to write
one or two instructions for a partner
to read and act out.

Post lesson

11. Post lesson
Task 9: Read your friend’s mind

132

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 52 (Speaking 11)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Stories

TOPIC: Let’s Play!

LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 49
Toy vocabulary
What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is …
This is …

133

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES CURRICULAR
STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Strategies 3 and 7
Language may be suitable.

Speaking Speaking 1. Pre-lesson Task 7: Beat the teacher. Use Use other strategies if
2.1 2.1.3 the question: What’s your favourite toy? appropriate.
Communicate simple Express basic likes
information intelligibly and dislikes Lesson delivery

2. Draw this grid on the board

Name Age Favourite Toy

COMPLEMENTARY COMPLEMENTARY

SKILL SKILL

Speaking Speaking 3. Pupils copy the grid.
2.3 2.3.1
Communicate Introduce self to an 4. Ask a pupil:
appropriately to a audience using fixed  What’s your name,?
small or large group phrases  How old are you?
 What’s your favourite toy?

5. Complete the grid with the pupil’s answers.

6. Explain that pupils will find out information
about their classmates and complete the
grid.

7. Check target language questions with
pupils.

8. Pupils mingle or work in groups of 6 to ask
and answer and complete the grid.

9. Pupils report to the whole class:
 This is (Haziq/ Najwa).
 He’s/She’s (seven) years old.
 His /Her favourite toy is a (doll).

10. They then give this information for
themselves (My name is … etc.).

Post lesson

11. Post lesson task 4: Correct the error

134

Primary Year 1 Scheme of Work

135

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 53 (Reading 11)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 136
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled toy vocabulary from lesson 48

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plastic letters Language Strategy 2 may be
Task 4 (magnetic if possible) suitable.
Reading Reading
3.1 3.1.3 Lesson delivery You might want to Use other strategies if
Recognise words in Blend phonemes (CVC, 1. Review letters of the alphabet using make a worksheet for appropriate.
linear and non-linear CCVC) plastic letters by playing a game where this lesson, or pupils
texts by using you point to a letter, pupils tell you what could use their exercise If appropriate, select
knowledge of sounds of COMPLEMENTARY letter it is. Then ask them to tell you a books. suitable activities for your
letters SKILL word beginning with that letter (prepare pupils from LINUS
this in advance so you use letters for Module 1 to be added in
COMPLEMENTARY Reading words the pupils know well and can to this lesson
SKILL 3.1.4 guess easily). Do this three times. Put the to focus on phonemes
Segment phonemes letters on the board if you can. from Line e of the
Reading (CVC, CCVC) Phonics Table (see
3.1 2. Play ‘I spy’ – Teacher thinks of a word Syllabus).
Recognise words in for something in the classroom they can
linear and non-linear see and says ‘I spy with my little eye,
texts by using something beginning with A’ (for
knowledge of sounds of example). Pupils guess the word the
letters teacher is thinking of. The pupil who
guesses correctly becomes teacher.
Pupils may need support with this so they
match phonemes and letter names.

3. Using the magnetic letters on the

board, present an anagram (a word with

letters mixed up). The word should
review toy vocabulary (e.g. o – y – t).

Pupils guess the word and spelling.

4. Give pupils more anagrams to solve in
pairs. You could use the board or give
them a worksheet.

5. Ask pupils to create their own
anagrams. They may need extra support
in this as the letters need to be right.

6. Pairs swap anagrams and solve each
other’s’ anagrams.

Post lesson
Task 11 (toys that they have at home)

137

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 54 (Writing 11)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories 138
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 49

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES CURRICULAR
STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A picture of a child Strategies 2, 3 or 4
Task 1 (review any problematic spellings from ICT may be suitable.
Lesson 53)
Writing Writing Use other strategies if
4.2 4.2.3 Lesson delivery appropriate.
Communicate basic Express basic likes 1. Show the picture of the child. Elicit some
information intelligibly and dislikes information about the child by asking questions: If appropriate, select
for a range of What’s his/her name? suitable activities for
purposes in print and How old is he/she? your pupils from
digital media What’s his/her favourite …? LINUS Module 1 to
Pupils can use their own ideas in their answers. be added in to this
COMPLEMENTARY COMPLEMENTARY Write their suggested answers to these questions lesson
on the board. to focus on
SKILL SKILL phonemes from Line
e of the Phonics
Speaking Speaking 2. Ask some pupils about the person sitting next to Table (see Syllabus).
2.2 2.2.2 them using the questions from stage 1. If the pupil
Use appropriate Ask for attention or doesn’t know the answer, they should ask the pupil
communication help from a teacher or for help.
strategies classmate using one
word or a fixed 3. Pupils work in groups of 4 (i.e. 2 pairs). In their
phrase group, they should ask the other pair about their
partner (in the pair) using the questions above. They
should note the answer in their exercise book, so
that they have information about their partner.
Remind pupils that they don’t need to focus on
spelling right now.

4. Pupils check their notes with their partner. At this 139
point, focus on spelling as well, to correct or edit
their notes.

5. Pupils write about their partner on the computer.
It could be a blog post for a class website, or simply
on a document using Word, for example. Depending
on facilities and context, it might be possible for
them to take and add a photograph.
You can do this activity on paper if the digital option
is not suitable for your context.
Encourage pupils to ask for your help in English.

Post lesson
Task 9

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 55 (Language Arts 11)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories 140
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
This is…
His/her name’s …
He’s … (years old).
His/her favourite toy is a (colour) monster.

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A short text about a Language Your choice depending
A game to review toy vocabulary (e.g. Task brother and a sister (or on your class.
Language Arts Language Arts 1). friends) with a picture
5.2 5.2.1 to go with it. It can be Possibly strategies 1, 2, 3
Express personal Name people, things Lesson delivery hand-drawn, a photo or and 5.
responses to literary or places of interest in 1. Put up/draw the toy flashcards/pictures on something from a
texts illustrations the board. Ask the pupils what they are and magazine) For a class that is more
accompanying texts review the colours, e.g. It’s a red monster. literate, you could give
COMPLEMENTARY them the written text.
SKILL COMPLEMENTARY 2. Show the pupils the flashcards of the two For example: Either they can read it for
SKILL characters in the text. You could ask the themselves, or they can
Listening pupils to invent their names if you are telling This is Nor. She’s six. follow along as you read
1.2 Listening the story orally. Write the names on the This is her brother. His it aloud by touching their
Understand meaning 1.2.2 board. name’s Ahmad and fingers on the words as
in a variety of Understand with he’s seven. you say them.
contexts support specific 3. Ask the pupils how old they think the Ahmad likes toys. His
information and characters are. Write various suggestions favourite toy’s his green At stage 6, you could
details of very simple (including the correct answer) on the board monster. His favourite prepare a worksheet for
phrases and under the characters’ names. colour’s green, too. pupils to do in pairs
sentences Nor likes toys, too. Her before checking the
4. Ask the pupils to listen (or read) about the favourite toy’s her answers as a class.
boy and girl and to tell you how old they are monster. Her monster
and what their favourite toys are. isn’t green. It’s red. Her At stage 7, you could
favourite colour’s red. provide a sentence with
gaps in it to fill in to
5. Pupils listen to/read the text. Pictures or flashcards support pupils in their
to show the characters writing, and/or you could
6. Ask the pupils to tell their and various toys, ask them a more direct
partner/neighbour what they think the including monsters of question (e.g. Is Nor a
answers are. Then ask some pupils to come different colours (you boy or a girl?).
to the board and circle the correct answer. could draw and colour
these yourself if
7. Ask pupils what other information they necessary).
remember about the characters. Ask them to
write a sentence in pairs.

Post lesson
Ask pupils to tell their partner which toy is
their favourite from the pictures on the board.
Ask some students to tell the class about
their favourite toy at home.

141

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 56 (Speaking 12)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories 142
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled toy vocabulary + favourite
That’s smart, That’s great

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.24 ELEMENT Strategies 6 and 7 may
See Teacher’s Book. be suitable.
Speaking Speaking Language
2.1 2.1.1 Lesson delivery Use other strategies if
Communicate simple Give very basic personal See Teacher’s Book. appropriate.
information intelligibly information using fixed
phrases

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

Writing Writing
4.2 4.2.1
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media

143

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 57 (Listening 12)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories 144
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
a/an
adjectives: long, short, big, small, ugly, beautiful, old, new

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.25 ELEMENT Strategies 2 and 5 may
See Teacher’s Book. be suitable.
Language
Lesson delivery Use other strategies if
Listening Listening See Teacher’s Book. appropriate.
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

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

Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions
contexts

145

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 58 (Writing 12)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories 146
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Revision of toy vocabulary

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Crossword on the ELEMENT Strategies 2 and 4 may
Task 9 board or as a handout be suitable.
Language
Use other strategies if
Writing Writing Lesson delivery Flashcards of toys appropriate.
4.3 4.3.2
Communicate with Spell familiar high 1. Review the toys flashcards by playing If appropriate, select
appropriate language frequency words ‘Slap’. Pupils sit in a circle. Put all the suitable activities for your
form and style for a accurately flashcards face up in the middle of the circle. pupils from LINUS
range of purposes in When you say the word, pupils have to race Module 1 to be added in
print and digital media to grab or slap the correct flashcard. You to this lesson
could organise this so you nominate two or to focus on phonemes
three pupils to play each time, making sure from Line f of the Phonics
that all pupils get a turn. Table (see Syllabus).

COMPLEMENTARY COMPLEMENTARY 2. Write the numbers of the crossword on the

SKILL SKILL board, and put the corresponding pictures
next to the numbers. Don’t write the words.
Reading Reading
3.3 3.3.1 For example, using the crossword given
Read independently Read and enjoy
for information and simple print and below:
enjoyment digital games at word
level Across
3. Plane
5. Monster
7. Ball
8. Car
10. Kite

Down
1. Computer game
2. Train
4. Go-kart
6. Doll
9. Bike

3. Do one word across (and perhaps one
down, too) as an example with the whole
class.

4. Ask pupils to complete the crossword in
pairs.

5. Check the answers all together.

Post lesson
Task 8

147

Primary Year 1 Scheme of Work

148

Primary Year 1 Scheme of Work