Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 59 (Reading 12)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 149
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled colours, numbers, toys

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.26 ELEMENT Strategies 2 and 7 may
See Teacher’s Book. be suitable.
Patriotism and
Lesson delivery citizenship (fair play) Use other strategies if
See Teacher’s Book. appropriate.
Reading Reading
3.2 3.2.1 If appropriate, select
Understand a variety of Understand the main suitable activities for your
linear and non-linear idea of very simple pupils from LINUS
print and digital texts by phrases and sentences Module 1 to be added in
using appropriate to this lesson
reading strategies to focus on phonemes
from Line f of the Phonics
COMPLEMENTARY COMPLEMENTARY Post lesson Table (see Syllabus).
SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives

150

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 60 (Language Arts 12)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories 151
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
My favourite colour’s…
My favourite toy’s a(n)…
My favourite number’s…

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 Plain paper (small ELEMENT Your choice depending
Review p.24: Play the song and poster paper) and on your pupils.
Language Arts Language Arts encourage the pupils to sing along to it pencils for each Patriotism and
5.2 5.2.1 as much as possible. student. citizenship Possibly strategy 2.
Express personal Name people, things or You could prepare the
responses to literary places of interest in Lesson delivery paper with a box for a You could give different
texts illustrations 1. Ask pupils questions about the picture and gapped levels of support for the
accompanying texts pictures on p.24. text/lines for writing on writing depending on
COMPLEMENTARY underneath. your pupils’ literacy level
SKILL COMPLEMENTARY 2. Ask pupils to tell their partner about – for example gaps to
SKILL their favourite number, toy and colour. insert grammar words
Writing and/or content words
4.3 Writing 3. Ask pupils to tell the class about their and/or build a model on
Communicate with 4.3.3 partner (e.g. This is Mastura. Her the board as a class, or
appropriate language Plan and write words and favourite toy’s a ball. Her favourite no support at all for
form and style for a phrases colour’s green .and her favourite highly literate classes
range of purposes in number ‘s 9). E.g.
print and digital media
4. Give out poster paper and ask pupils I’m ______ . My favourite
to write about themselves at the bottom colour is _____ . My
of the paper. Let pupils use their _______ toy is ________
textbook to check spellings and to ask . ___ favourite number
each other for help. ___ ____ .

5. When pupils have finished writing,
they can draw a picture above. This
could be of themselves, their favourite
toy etc.

6. Display the pupils’ work in the
classroom.

7. As a class, sing new verses of the
song based on the pupils’ favourite

things.

Post lesson
Ask pupils to read each other’s work
and to find favourites they share with
their classmates, e.g. This is
Mohammed. His favourite number is 7.

My favourite number is seven, too.

152

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 61 (Listening 13)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories 153
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 56 - 60: adjectives and toys

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 Flashcards similar to ELEMENT Strategies 2 and 7 may
the pictures in be suitable.
Superminds p.25 Language
Use other strategies if
Listening Listening 1. Pre-lesson task appropriate.
1.3 1.3.1 10: Say what’s missing
Use appropriate Predict words they
listening strategies in will hear by using Lesson delivery
a variety of contexts knowledge of a topic
2. Put about 8 flashcards of
COMPLEMENTARY COMPLEMENTARY drawings similar to those on p.25 of
SKILL SKILL Superminds 1.

Listening Listening 3. Number the flashcards from 1-8.
1.2 1.2.2
Understand meaning Understand with 4. Tell pupils that you’ll describe the
in a variety of familiar support specific flashcards. Ask them to predict the words
contexts information and they’ll hear (e.g. beautiful green ball).
details of very simple
phrases and 5. Tell pupils to choose 3 pictures and write
sentences down the 3 numbers. Each pupil makes
their own choice.

6. Describe the pictures (e.g. a new blue
bike).

7. Pupils tick () their number when they
hear it.

8. When a pupil has heard all 3 of their
numbers, they say Finished.

9. Check that you have said all 3 of the
pupil’s numbers.

10. Repeat steps 5-8.

11. After 2 or 3 repeats, pupils do this activity
in groups of about 8, with different pupils
taking turns to describe the pictures.

Post lesson

12. Post-lesson task 1: Spot the differences

154

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 62 (Speaking 13)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories 155
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 56 - 60: 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 ELEMENT

Speaking MAIN SKILL Pre-lesson A chant which recycles Creativity and Strategies 2, 3 and 4 may
2.1 Pre-lesson task 4: identify the toy vocabulary from Innovation be suitable.
Communicate simple Speaking flashcards Superminds p22, for
information intelligibly 2.1.5 example: Use other strategies if
Name or describe objects Lesson delivery appropriate.
COMPLEMENTARY using suitable words from 1. Use flashcards to practise the Doll and monster
SKILL word sets Doll and monster
language of a toy chant for these Go-kart and car
Speaking COMPLEMENTARY words: doll, monster, go-kart, car, Go-kart and car
2.2 SKILL ball, kite, bike. Ball and kite
Use appropriate Ball and kite
communication Speaking 2. Tell pupils that they’ll say a toy Bi-i-i-i-ke! Bi-i-i-i-ke!
strategies 2.2.2 chant together.
Ask for attention or help Flashcards for toy
from a teacher or 3. Move your arms backwards and vocabulary
classmate using one forwards and say ch-ch-ch to
word or a fixed phrase imitate the rhythm of a train. Ask
pupils to copy you.

4. Say the chant below starting
slowly, and increasing your rhythm
like a train as the chant continues.
Move your arms in time with the
rhythm of the chant.

5. Ask pupils to join in with the chant,
and to speak and move like you.

6. Help pupils to see the vocabulary
pattern in the chant (i.e each toy is
repeated, joined with and, and
changes every 2 lines).

7. Put pupils in to pairs or small
groups and ask them to create
their own chant using topic
vocabulary.

Post lesson

8. Ask volunteer pairs to perform their
chant for others.

156

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 63 (Reading 13)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 157
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 52: Favourite and toy vocabulary

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 Pictures of toys (you Language Strategies 2, 4 and 7 may
Task 9 (using the toy words, not could use the pictures be suitable.
Reading Reading adjectives). from p.25)
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the Lesson delivery Sentences that appropriate.
linear and non-linear page to help understand 1. Play run and touch (or insist pupils describe the toys on
print and digital texts by a word of phrase walk). Say, for example ‘Touch strips of paper. At least If appropriate, select
using appropriate something long’ or ‘Touch something two or three strips suitable activities for your
reading strategies blue’. Pupils move around the (sentences) for each pupils from LINUS
classroom or use items they have at pupil or a set for each Module 1 to be added in
their desks. group. to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY 2. Nominate some pupils to be the from Line g of the
SKILL SKILL teacher. Phonics Table (see
Syllabus).

Writing Writing 3. Now put up the toy pictures around
4.2 4.2.4 the room.
Communicate basic Name or describe objects
information intelligibly using suitable words from 4. Give each pupil some sentences (or
for a range of purposes word sets give groups a complete set). Ask pupils
in print and digital to read the sentences. They can ask for
media your help of for another pupil’s help in
English if necessary.

5. Tell pupils to get up and put the
sentence next to the correct picture.

6. Have all pupils stand up and move
together to check whether all the
sentences have been put in the right
place.

7. Ask pupils to look at the toy they
drew in Lesson 57. They should write a
short sentence about it to label it (e.g. a
red ball).

Post lesson
Task 12

158

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 64 (Writing 13)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories 159
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 54
His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,

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 Paper for writing on ELEMENT Strategy 3 may be
Task 12 and sharing suitable.
Writing Writing Language
4.3 4.3.1 Lesson delivery Use other strategies if
Communicate with Use capital letters 1. Write Name? How old? Favourite appropriate.
appropriate language appropriately in personal toy? Favourite colour? and other
form and style for a and place names favourites you’ve practised recently on If appropriate, select
range of purposes in the board. Elicit full questions from suitable activities for your
print and digital media pupils using 3rd person (he / she). pupils from LINUS
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY 2. Nominate pupils to ask and answer to this lesson
SKILL SKILL the questions about other pupils in the to focus on phonemes
class. Pupils can ask for help if they from Line g of the
Reading Reading don’t know the answer (e.g. Ali’s Phonics Table (see
3.2 3.2.2 favourite colour). Syllabus).
Understand a variety of Understand specific
linear and non-linear information and details of 3. Ask the pupils ‘What about you?’
print and digital texts by very simple phrases and Elicit the questions and some answers.
using appropriate sentences
reading strategies 4. Give pupils a piece of paper. On the
paper, they write their age and
favourites, but not their name. Develop
a model on the board first if necessary.

5. When they have finished, they fold
their paper in half. Collect the papers
and redistribute them.

6. Pupils read the paper they have

been given and try to guess who wrote
it. I think it’s Ali.

7. They can ask other pupils to check if

they were right – How old are you?
What’s your favourite X?

8. When they have found the writer of

the paper, pupils should tell the class
about the person. His name is Ali. He’s
seven. His favourite toy’s his train.

Post lesson
Task 12

160

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 65 (Language Arts 13)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories 161
TOPIC: Let’s Play
LANGUAGE/GRAMMAR FOCUS:
Teacher’s choice, depending on 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

Language Arts Language Arts Plan a Language Arts lesson around A storybook of your Language Teacher’s choice
5.2 5.2.1 reading a story about toys. choice, possibly related depending on the story
Express personal Name people, things or to the topic of Toys. and your class.
responses to literary places of interest in The pupils should have the chance to
texts illustrations prepare for the story so they For example: Strategies 2, 5 and 6 in
accompanying texts understand the main elements a little https://www.booksfortop particular may be useful.
better, and should have the chance to ics.com/toys
COMPLEMENTARY COMPLEMENTARY listen to you reading the story and talk
SKILL SKILL about it as you read it. This lesson is intended
to bring real story
Note: you will re-use this story in the books into the English
next Language Arts lesson (Lesson 70). classroom. If another
book is available but is
Listening Listening not related to the topic,
1.2 1.2.3 then it can be used
Understand meaning in Understand with a high instead. Remember the
a variety of familiar degree of support very pupils don’t need to
contexts short simple narratives understand every word
of the story, it is for
global understanding
with the support of
pictures and
enjoyment.

If no books are
available, there are
many recordings of
books being read aloud
online. Look on Google
or YouTube for a book
of your choice if you
have these facilities.

162

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 66 (Reading 14)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 163
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary for toys and adjectives

Primary Year 1 Scheme of Work

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

Superminds 1 p.27 ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Patriotism and Strategies 6 and 7 may

citizenship (Fair play) be suitable.

Reading Reading See Teacher’s Book. Use other strategies if
3.1 3.1.2 appropriate.
Recognise words in Recognise and sound out Lesson delivery
linear and non-linear with support beginning, See Teacher’s Book.
texts by using medial and final sounds
knowledge of sounds of in a word
letters

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

164

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 67 (Listening 14)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories 165
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary for toys and adjectives

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.28 ELEMENT Strategies 2 and 7 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

Reading Reading See Teacher’s Book.
3.2 3.2.2
Understand a variety of Understand specific
linear and non-linear information and details of
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies

166

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 68 (Writing 14)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories: 167
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
What’s your favourite (colour)?
Recycled toy vocabulary and adjectives

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.29 ELEMENT Strategies 1 and 2 and 6
See Teacher’s Book. and 7 may be suitable.
Language
Lesson delivery Use other strategies if
Writing Writing See Teacher’s Book. appropriate.
4.2 4.2.3
Communicate basic Express basic likes and Post lesson
information intelligibly dislikes See Teacher’s Book.
for a range of purposes
in print and digital
media

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Speaking Speaking
2.1 2.1.3
Communicate simple Express basic likes and
information intelligibly dislikes

168

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 69 (Speaking 14)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories 169
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Shapes: tangram, triangle, square, circle, parallelogram, rectangle

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.30 ELEMENT Strategies 3 and 6 may
be suitable.
Speaking Creativity and
2.1 Innovation Use other strategies if
Communicate simple appropriate.
information intelligibly Speaking See Teacher’s Book.
2.1.5 Lesson delivery
Name or describe objects
using suitable words from
word sets

See Teacher’s Book.

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

Reading Reading
3.2 3.2.2
Understand a variety of Understand specific
linear and non-linear information and details of
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies

170

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 70 (Language Arts 14)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories 171
TOPIC: Let’s Play
LANGUAGE/GRAMMAR FOCUS:
Your choice, depending on your story

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 Continue the story book Creativity and Your choice, depending
Review the story from the previous you started in the Innovation on the activities, the story
Language Arts Language Arts Language Arts lesson by showing previous Language Arts and the pupils.
5.2 5.2.1 pupils the book and asking them to tell lesson (Lesson 65).
Express personal Name people, things or you what they remember (e.g. the
responses to literary places of interest in characters, the storyline). Use the front Develop your own
texts illustrations cover to elicit as much information as materials to use as a
accompanying texts possible, including the name of the follow up to the story,
COMPLEMENTARY author and where the book comes from. depending on the story
SKILL COMPLEMENTARY and on your pupils.
SKILL Lesson delivery
Language Arts 1. Re-read the story, reviewing pupils’ Other resources such
5.3 Language Arts understanding. as pens, paper, glue,
Express an imaginative 5.3.1 scissors, etc.
response to literary Respond imaginatively 2. Plan activities which follow on from depending on your
texts and intelligibly through the story and extend it. These could planned activities.
creating simple art and include:
craft products - vocabulary activities, e.g. matching,
sorting: colours
Other imaginative - activities related to character
responses as appropriate descriptions, e.g. a guessing game
‘Who am I?’
- activities related to the storyline, e.g.
ordering pictures.

3. Plan a creative activity depending on
your class. This could be related to the
story/characters, storyline, topic or
vocabulary. The activity could be
making something, drawing something,
acting something etc.

Post lesson
Ask pupils to sit in a circle to present
what they have made.
Talk to the pupils about the story and
ask them what they liked about the
story, which was their favourite
character and so on.

172

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 71 (Listening 15)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy vocabulary and adjectives

173

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 None needed Strategies 1 and 7
Language may be suitable.
Listening Listening Pre-lesson task 9: Remember the words
1.2 1.2.2 Use other strategies if
Understand meaning Understand with Lesson delivery appropriate.
in a variety of familiar support specific 1. Elicit favourite colours, numbers and toys from
contexts information and
details of very simple the class.
COMPLEMENTARY phrases and
SKILL sentences 2. Ask pupils to stand in a circle. Tell them that
they’ll do an activity called Change places if…
Speaking COMPLEMENTARY
2.1 SKILL 3. Say Change places if your favourite colour’s
Communicate simple red.
information intelligibly Speaking
2.1.5 4. Pupils change places if this is true for them: this
Name or describe is not a competition, so they can move calmly.
objects using suitable
words from word sets 5. Continue with other phrases (e.g. Change
places if your favourite toy’s a…/ your favourite
number’s…)

6. If it’s difficult for pupils to move in your
classroom, pupils can put up their hands, touch
their head or stand up instead of changing
places.

7. Divide pupils into 2 groups and ask pupils to
continue with the activity. Make sure that
different pupils have the chance to give
instructions.

8. When pupils have had enough practice, change
focus to a chain activity.

9. Divide pupils into groups of about 5. One pupil
says their favourite toy. The next pupil repeats
this info and adds their own information (e.g.
Jannah’s favourite toy is her bike, my favourite
toy is my doll). Pupils continue in this way until
everyone has had a turn.

10. Repeat with other language (e.g. numbers or
colours) if there is time.

Post lesson

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

174

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 72 (Speaking 15)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories 175
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 66 - 68

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 Board Strategies 3 and 6
Values may be suitable.
1. Pre-lesson task 1: Work at the words (cooperation)
Use other strategies
Speaking Speaking Lesson delivery if appropriate.
2.1 2.1.3
Communicate simple Express basic likes 2. Elicit the names of about 10 toys which pupils like, and write these in
information and dislikes a list on the board, or ask pupils to write them on the board.
intelligibly
3. The toys do not have to be from the textbook: they can also be other
toys which pupils know and like.

COMPLEMENTARY COMPLEMENTARY 4. Pupils may need to ask you for help with vocabulary (Speaking
SKILL SKILL Learning Standard 2.2.2) when telling you the toys.

Speaking Speaking 5. Draw this grid on the board:
2.2 2.2.2 Toy Name
Use appropriate Ask for attention or
communication help from a teacher 6. Ask pupils to copy the grid in their exercise books, and to write the
strategies or classmate using names of any 7 toys from the list on the board in their table.
one word or a fixed
phrase 7. Tell pupils they have to find a classmate for toys in their table by
asking What’s your favourite toy?

8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your
favourite toy?

9. Make sure that the answer you give is not one of the toys in Pupil A’s
grid.

10. Tell Pupil A to ask another pupil, until an answer matches one of the
toys in their table. Pupil A then writes down the name of Pupil B in
the grid next to the appropriate toy.

11. Tell pupils that they have to find names for 5 or more of the toys in
the table.

12. Pupils mingle and complete their tables. If mingling isn’t possible in
your class, you can go outside, or ask pupils to sit in groups.

13. Stop when most but not all pupils are finished.

14. Ask them to report back to you (e.g. Ayesha’s favourite toy is her
ball).

15. If there is extra time, ask pupils to write a true sentence and a false
sentence from their grid for their partner, who reads their grid and
then corrects the false sentence.

Post lesson

16. Post-lesson task 1: Spot the differences

176

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 73 (Reading 15)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 177
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 69 and Year 1, as appropriate

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 You might want to Language Strategy 1 might be
Reading Task 10 using the shape words make a worksheet for suitable.
Reading 3.1.1 this lesson.
3.1 identify and recognise the Lesson delivery Use other strategies as
Recognise words in shapes of the letters in 1. Review the vocabulary you have Cut up letters (roughly appropriate.
linear and non-linear the alphabet used in the pre-lesson task. cut, on paper), enough
texts by using for pupils to use to If appropriate, select
knowledge of sounds of COMPLEMENTARY 2. On the board, write the word red. Ask each make one or two suitable activities for your
letters SKILL pupils to read it. Then draw an outline words. pupils from LINUS
around the word that shows its shape Module 1 to be added in
COMPLEMENTARY when written. For example: Scissors, glue and plain to this lesson
SKILL paper for each pupil. to focus on phonemes
from Line h of the
Phonics Table (see
Syllabus).

Reading Reading 3. Draw the outline of another, longer
3.1 3.1.2 word on the board and encourage
Recognise words in Recognise and sound out pupils to guess what the word is.
linear and non-linear with support beginning,
texts by using medial and final sounds 4. Draw more word shapes on the
knowledge of sounds of in a word board or provide them on a worksheet.
letters You could give pupils a word list, too.
Pupils write the words in their exercise
books. Use the words from the pre-
lesson task for this.

5. Ask pupils to draw one or two word
shapes for their partner to guess the
word.

6. Give pupils some letters, glue and
paper. Pupils arrange the letters on the
paper to make words, then stick them.

7. Next, pupils cut the paper to show
word outline.

8. Each pupil should sound out the
word they have created.

178

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 74 (Writing 15)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories 179
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 68 and 69

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 Flashcards of objects of Creativity and Strategy 2 may be
Task 11 a particular shape, e.g. Innovation suitable.
an orange (round) or a
Writing Writing Lesson delivery book (rectangle). Use other strategies as
4.3 4.3.2 1. Show flashcards of objects and check pupils Around 10-12 cards if appropriate.
Communicate with Spell familiar high know the vocabulary. possible. You could
appropriate language frequency words draw these if If appropriate, select
form and style for a accurately 2. Put the flashcards on the board in groups necessary. suitable activities for your
range of purposes in relating to each colour (e.g. all the round pupils from LINUS
print and digital media objects together). Elicit what the groups You might want to Module 1 to be added in
represent from the pupils. Write the shape create a worksheet. to this lesson
COMPLEMENTARY COMPLEMENTARY words under the groups of pictures. to focus on phonemes
Paper (or exercise from Line h of the
SKILL SKILL 3. Draw a table on the board and ask pupils to books), pencils and Phonics Table (see
copy it into their exercise book (or have a rulers Syllabus).
worksheet for this). Head each column with a
Writing Writing shape word. See example on the next page.
4.3 4.3.3
Communicate with Plan and write words 4. Put pupils in groups. The groups decide an
appropriate language and phrases
form and style for a order (who will go first, second and so on).
range of purposes in
print and digital media Give the first pupil in each group a board
pen/piece of chalk. When you say ‘Go!’ they

should go to the board and write one word for

an object in one column. Then it is the next
pupil’s turn. They don’t need to worry too much

about spelling at this point.

5. After each pupil has had a turn, review the
words on the board so that the class corrects
any spelling mistakes together.

6. Give pupils some paper (or they can use
their exercise books). Ask pupils to draw the
five shapes on the paper/page. These should
be big.

7. Next ask pupils to write some words for
objects inside each shape. They can copy from
the board or you could erase the words from
the board.

Post lesson
Task 9 where pupils outline the shape with
their hands

180

Primary Year 1 Scheme of Work

Lesson 74 square circle parallelogram rectangle
Example table on the board:

triangle

181

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 75 (Language Arts 15)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories 182
TOPIC: Let’s Play
LANGUAGE/GRAMMAR FOCUS:
Shape 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 ELEMENT

Language Arts MAIN SKILL Pre-lesson Paper for pupils to Language Your choice depending
5.1 Body shapes. Tell pupils a shape name make flashcards. on your lesson and class.
Enjoy and appreciate Language Arts and they have to try to make that shape Coloured pencils, rulers
rhymes, poems and 5.1.1 with their body/arms/with a partner. Possibly strategy 2 or 3.
songs Demonstrate Teach ‘diamond’ during this stage. Shape song, to the
appreciation through non- tune of ‘Brother You could take out Stage
COMPLEMENTARY verbal responses to Lesson delivery John/Frere Jacques: 2 (writing); you could give
SKILL 1. Give the pupils two or three papers. https://www.youtube.co letter prompts; you could
i) simple chants and raps Ask them to draw a shape on each m/watch?v=ZD2BLeD6 allow pupils to copy the
Language Arts ii) simple rhymes paper. nDI ) – spellings from their books
5.2 iii) simple action songs Square and circle, (p.30).
Express personal 2. Ask them to write the name of the Square and circle,
responses to literary COMPLEMENTARY shape under the picture. Rectangle, You could change
texts SKILL Rectangle. ‘diamond’ for
3. Tell them they are going to listen to a Triangle and tangram, ‘parallelogram’ (but it
Language Arts song. Sing the song. Triangle and tangram, doesn’t fit well into the
5.2.1 Diamond, song).
Name people, things or 4. Ask them to listen to the song again Diamond.
places of interest in and to hold up their shapes when they
illustrations hear them.
accompanying texts
5. Ask them to listen to the song again
and tell you how many shapes they
hear.

6. Encourage the pupils to sing the
song with you.

Post lesson
Ask pupils to tell each other what their
favourite shape is, then report to the
class
and/or
to tell you what they have in their home
of different shapes.

183

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 76 (Speaking 16)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories 184
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary of shapes from lessons 69, 73 and 74

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.31 ELEMENT Strategies 2 and 5 may
See Teacher’s Book. be suitable.
Speaking Speaking Lesson delivery Creativity and
2.1 2.1.1 See Teacher’s Book. Innovation Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases
COMPLEMENTARY
SKILL COMPLEMENTARY (Project parts a and b are a good
SKILL opportunity for pupils to begin to
Speaking develop and practise Speaking
2.2 Learning Standard 2.2.2.)
Use appropriate
communication Speaking Post lesson
strategies 2.2.2 See Teacher’s Book.
Ask for attention or help
from a teacher or
classmate using one
word or a fixed phrase

185

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 77 (Reading 16)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories 186
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled language: colours, toys, imperatives

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.32 ELEMENT Strategies 3 and 6 may
Paper, scissors be suitable.
See Teacher’s Book. Creativity and
Innovation Use other strategies if
Lesson delivery appropriate.
Reading Reading
3.2 3.2.3 See Teacher’s Book.
Understand a variety of i) Use visuals on the
linear and non-linear page to help understand If you do not have access to the
print and digital texts by a word or phrase Workbook, replace the Make a paper
using appropriate kite task with a Make a paper doll chain
reading strategies ii) Identify and remember task.
high frequency sound
and letter patterns 1. Photocopy the handout on the next
page, or prepare a poster before
COMPLEMENTARY COMPLEMENTARY the lesson.
SKILL SKILL
2. You may need to pre-teach or
Listening Listening check the word chain, as this is a
1.2 1.2.5 new word for pupils.
Understand meaning in Understand short
a variety of familiar supported questions
contexts

3. Pupils can do the task individually
or in pairs, as appropriate

Post lesson
See Teacher’s Book.

187

Primary Year 1 Scheme of Work

Make a paper doll chain 4. Cut the doll out.
5. You have a doll chain!
1. Cut paper.

2. Fold it into 4

3. Draw a doll.

188

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 78 (Writing 16)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories 189
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary and grammar from topic 2

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.33 ELEMENT Strategies 2 and 7 may
See Teacher’s Book. be suitable.
Writing Writing Language
4.3 4.3.2 Lesson delivery Use other strategies if
Communicate with Spell familiar high See Teacher’s Book. appropriate.
appropriate language frequency words
form and style for a accurately
range of purposes in
print and digital media

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

Writing Writing 1. Put Toy flashcards on the
4.2 4.2.1 board
Communicate basic Give very basic personal
information intelligibly information using fixed The flashcards should show
for a range of purposes phrases pictures for this vocabulary
in print and digital
media car, doll, kite, ball, computer
game, plane, go-kart, bike,
monster and train

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.

190

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 79 (Listening 16)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 191
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show

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.34 ELEMENT Strategies 3 and 6 may
See Teacher’s Book. be suitable.
Language
Lesson delivery Use other strategies if
Listening Listening See Teacher’s Book. appropriate.
1.2 1.2.1
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences

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

192

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 80 (Language Arts 16)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories 193
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Complete review of Unit 2 Superminds 1

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 Plan a Language Arts lesson where Your own, depending ELEMENT Your choice depending
pupils review pages of Unit 2 and say on the focus of your on your class and lesson.
Language Arts Language Arts what they have learned. lesson. Creativity and
5.3 5.3.1 Innovation Possibly strategy 2 or 4
Express an imaginative Respond imaginatively You can select pages from Unit 2 you
response to literary and intelligibly through think pupils would benefit from You might want to
texts creating simple art and reviewing, possibly focusing on the provide lines for the
craft products songs, chants and stories as Language children to write the
COMPLEMENTARY Arts texts. words on the cards or
SKILL Other imaginative ask the pupils to write
responses as appropriate Ask pupils to draw a picture and write lines before writing the
Writing about it to show what they have learned words.
4.2 COMPLEMENTARY (e.g. My favourite toy is my long, blue
Communicate basic SKILL train). If you are concerned
information intelligibly about pupils’ drawing
for a range of purposes Writing Here is a possible lesson, using the skills (the ability to draw a
in print and digital 4.2.4 song on p24 as a focus recognisable animal), you
media Name or describe objects could prepare the picture
using suitable words from Pre-lesson cards in advance.
word sets Pre-lesson task 10 with the song on
p24 If you are concerned
about pupils using
Lesson delivery scissors, you can prepare
1. Elicit key language e.g. My favourite the cards in advance or
toy’s my.... My favourite number’s…. can have lines for cutting
and write this on the board. Add also along on the card. It is
My favourite colour’s useful, however, for
pupils to practise and
2. Ask pupils to draw a picture related continue to develop this
to their favourite thing. fine motor skill, however.

3. Tell them to write about it using the

language support on the board to show

what they have learned (e.g. My
favourite toy’s my long, blue train).

Post lesson
Ask pupils to share their texts with their
classmates and to read what they have
written.

194

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 81 (Listening 17)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 195
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 79: animal vocabulary
Adjectives, a/an

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 Board and grid (see ELEMENT Strategies 2 and 4 may
next page) be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing Language
1.2 1.2.2 Animal pictures or Use other strategies if
Understand meaning in Understand with support Lesson delivery drawings appropriate.
a variety of familiar specific information and
contexts details of very simple 1. Put the grid on the next page on
phrases and sentences the board. Use your own pictures
COMPLEMENTARY for the images of animals.
SKILL
2. Tell pupils to copy the grid.
Speaking
2.1 COMPLEMENTARY 3. Ask them to tick () 3 boxes
Communicate simple SKILL secretly (e.g. a small frog, an old
information intelligibly elephant, a beautiful cat) and to

Speaking cover their picture.

2.1.5 4. Explain that pupils have to guess a

Name or describe objects classmate‘s 3 descriptions by

using suitable words from saying them.

word sets

5. Demonstrate with 2 pupils how to

play the game Pupil A says, e.g. A

big spider, and marks this square

in their grid to signal that they have

used this choice. Pupil B says yes

or no, depending on whether the

guess matches one of the 3 ticks in

their grid.

6. Pupil B now guesses in the same
way as Pupil A.

7. Divide pupils into pairs or small
groups and ask them to play the
game.

8. Fast finishers can add extra ticks
and continue.

9. Stop when most, but not all pupils
have finished.

Post lesson

10. Post-lesson task 4: Correct the
error

196

Primary Year 1 Scheme of Work

Grid for lesson 81 Picture of Picture of Picture of Picture of
cat lizard spider elephant
Picture of
frog
big

small

old

beautiful

197

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 82 (Speaking 17)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 198
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 79: animal vocabulary
What’s your favourite …?

Primary Year 1 Scheme of Work