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 ELEMENT

Speaking MAIN SKILL Pre-lesson Paper for the Values (cooperation) Strategies 2, 4, and 7
2.1 snapdragon and may be suitable.
Communicate simple Speaking Show pupils a finished snapdragon: the pencils
information intelligibly 2.1.2 outside should have 4 colours on it, the Use other strategies if
Find out about very inside 8 numbers 1 - 8 and the very inside 4 If you are not sure appropriate.
COMPLEMENTARY basic personal questions What’s your favourite animal / how to make a
SKILL information using number / toy / colour? snapdragon (also
fixed phrases called a fortune
Speaking Lesson delivery teller), an example is
2.1 COMPLEMENTARY here:
Communicate simple SKILL 1. Choose a pupil and tell him/her to say a
information intelligibly colour. The pupil chooses one of the http://www.origamiwa
Speaking colours on the snapdragon and says it. y.com/how-to-make-
2.1.3 a-paper-fortune-
Express basic likes 2. If they say green, for example, ask the teller.shtml
and dislikes pupil to say something green in the
classroom. NB: Some pupils will
find making a
3. Open the snapdragon and ask the pupil snapdragon difficult.
to say a number. Some will also find
putting colours,
4. Count the number together with the numbers and
pupil and open and shut the snapdragon questions on it
the same number of times as the challenging.
number the pupil tells you.
Provide plenty of
5. Ask the pupil to choose another number. support and
encouragement, and
6. Now open the snapdragon and ask the encourage pupils to
pupil the question on the inside (e.g. help each other, as
What’s your favourite animal?): the pupil the effort of making
answers. the snapdragon
usually justifies the
7. Give every pupil a piece of square language benefits the
paper. pupils gain from it.

8. Give instructions how to make a If you are sure that
snapdragon: they make it with you. It’s making the
important that they follow you step by snapdragon will be
step. too difficult for your
pupils, make enough
9. Tell pupils to draw colours on the snapdragons yourself
outside, numbers on the inside and 4 before the lesson for
questions on the inside.

Post lesson

10. When they are ready, tell pupils to play
the game with their classmates.

199

Primary Year 1 Scheme of Work

pupils to work with in
groups (e.g. 1
snapdragon between
4 pupils).

If you make your own
snapdragons, miss
steps 7 and 8 from
the learning outline
column.

200

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 83 (Reading 17)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 201
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 79: animal 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 Animal flashcards for ELEMENT Strategy 1 may be
Task 4 for animal vocabulary pre-lesson task suitable.
Language
Other strategies as
Reading Reading Lesson delivery appropriate.
3.1 3.1.3 1. Review spelling of animal vocabulary
Recognise words in Blend phonemes (CVC, by writing gapped words on the board. If appropriate, select
linear and non-linear CCVC) E.g. s_ider suitable activities for your
texts by using pupils from LINUS
knowledge of sounds of 2. Draw a word snake or word sausage Module 2 to be added in
letters on the board with the names of animals to this lesson
hidden inside it, e.g. to focus on phonemes
from Line i of the Phonics
COMPLEMENTARY COMPLEMENTARY bdogseeratxtelephantthedflizrdnmc Table (see Syllabus).
SKILL SKILL atuh

Reading Reading 3. Pupils read it, and tell each other the
3.3 3.3.1 5 animals in it, and then tell you.(dog,
Read independently for Read and enjoy simple rat, elephant, lizard, cat)
information and print and digital games at
enjoyment word level 4. Pupils work in pairs to create and
their own word snake/sausage puzzles.

5. Pupils swap puzzles with another
pair, who solve the puzzle.

Post lesson
Task 11 perhaps about pets or a trip to
the zoo

202

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 84 (Writing 17)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …

203

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 of animals ELEMENT Your choice, as
Task 1 appropriate to your
Writing Writing Language lesson.
4.2 4.2.3
Communicate basic Express basic likes and Lesson delivery If appropriate, select
information intelligibly dislikes 1. Review animal vocabulary by playing suitable activities for your
for a range of purposes a mime game. You say a word and pupils from LINUS
in print and digital COMPLEMENTARY pupils mime the animal. Module 2 to be added in
media SKILL to this lesson
2. After miming, ask pupils to tell you to focus on phonemes
COMPLEMENTARY Writing the animals they mimed in the correct from Line i of the Phonics
SKILL 4.3.1 order. Elicit the spellings and write them Table (see Syllabus).
Use capital letters on the board, perhaps next to a
Writing appropriately in personal flashcard.
4.3 and place names
Communicate with 3. Hold up a flashcard of an animal. Tell
appropriate language
form and style for a pupils that it is your favourite one. They
range of purposes in should say ‘(your name)’s favourite
print and digital media animal is a xxx.’

4. Tell the pupils that that was just an

example. Now hold up another

flashcard and ask pupils to write the
sentence: ‘(Your names)’s favourite
animal is a…’

5. Check by asking a pupil to write the
sentence on the board.

6. Repeat 2 or 3 times.

7. Pupils continue the game in groups,
with a different pupil choosing the
flashcard each time.

8. Ask some pupils to read their
sentences to the class.

Post lesson
Task 11

204

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 85 (Language Arts 17)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 205
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Animal vocabulary from Superminds p.34

Primary Year 1 Scheme of Work

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

ELEMENT Your choice REMARKS
depending on your
MAIN SKILL MAIN SKILL Pre-lesson Flashcards of Creativity and lesson and class.
Language Arts Play a mime game to review animal vocabulary – teacher animals Innovation
5.3 Language Arts says a word, pupils pretend to be the animal. Similar to Possibly strategies
Express an 5.3.1 Lesson 84, but this time ask a pupil to write the name of the Card to be cut into 2, 3 and 5.
imaginative response Respond animal on the board. small rectangles
to literary texts imaginatively and (e.g. size of a credit You might want to
intelligibly through Lesson delivery: card or slightly provide lines for the
COMPLEMENTARY creating simple art 1. Play a game to review spelling of the eight words from bigger). One sheet children to write the
SKILL and craft products p.34 of the textbook. For example, pre-lesson tasks 1 or 6. for each pupil. words on the cards
Speaking Leave the words written on the board. (You could write a Paper is possible, or ask the pupils to
2.1 Other imaginative short sentence, e.g. It’s a xxx.) but can be seen write lines before
Communicate simple responses as through, so is not writing the words.
information intelligibly appropriate 2. Using flashcards, ask pupils to match the words to the advised
pictures on the flashcards. Leave these on the board. If you are
COMPLEMENTARY Coloured concerned about
SKILL 3. Pupils work in groups of four. Each pupil should choose pens/pencils and pupils’ drawing
two of the eight animals. Give out a sheet of card to each scissors. skills (the ability to
Speaking pupil and ask them to cut it into four equal parts (cards), the draw a recognisable
2.1.5 size of a credit card. Keep the pupils’ animal), you could
Name or describe cards so you can prepare the picture
objects using suitable 4. Ask each pupil to take two of their smaller cards and tell use them again in cards in advance.
words from word sets them to write the name of the animal, one on each card in later lessons
big and neat writing. If you are
concerned about
5. Now ask pupils to draw a picture of their animal, one on pupils using
each of the remaining cards. scissors, you can
prepare the cards in
6. Assign a group leader to each group. This pupil should advance or can
check then collect together all the cards from their group. have lines for
The group can count them together, there should be 16 cutting along on the
cards (8 words, 7 corresponding pictures). card. It is useful,
however, for pupils
8. Use a group to model the activity for the whole class – to practise and
this is a pelmanism or matching game (where all cards are continue to develop
placed face-down on the table. In turns, pupils turn over this fine motor skill,
cards, saying ‘it’s a …’ as they do so. They should try to however.
find a pair (word + picture). They keep a pair they find. If
not a pair, they turn the cards back over, taking care not to
move them out of position. Then it is the next player’s turn,
and so on. The winner is the player with the most pairs).

9. The pupils could play the game a few times and/or
change groups.

Post lesson
Your choice, perhaps another word game or post-lesson
task 7 or 8.

206

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 86 (Listening 18)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 207
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Prepositions of place: in, on, under

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.35 ELEMENT Strategies 6 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

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

208

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 87 (Speaking 18)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 209
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Plural animal nouns (e.g. dogs, spiders, rats)
Recycled animals, colours, prepositions

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.36 ELEMENT Strategies 2 and 3 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
COMPLEMENTARY using suitable words from
SKILL word sets

Listening See Teacher’s Book.
1.1
Recognise and COMPLEMENTARY Post lesson
reproduce target SKILL See Teacher’s Book.
language sounds
Listening
1.1.1
Recognise and
reproduce with support a
limited range of high
frequency target
language phonemes

210

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 88 (Reading 18)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 211
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled topic vocabulary and other Year 1 vocabulary as appropriate

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 worksheet for each ELEMENT Strategy 7 may be
Task 6 using animal vocabulary pupil (see next page) suitable.
Reading Reading Language
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific Lesson delivery Pictures of children appropriate.
linear and non-linear information and details of 1. Review animal vocabulary if (one for each person
print and digital texts by very simple phrases and necessary. Play pelmanism using the on the worksheet) If appropriate, select
using appropriate sentences cards pupils made in Lesson 85. suitable activities for your
reading strategies Animal flashcards pupils from LINUS
COMPLEMENTARY 2. Show the pictures of the children and Module 2 to be added in
COMPLEMENTARY SKILL tell the pupils their names (as on to this lesson
SKILL worksheet). Put the pictures on the to focus on phonemes
Speaking board and write their name under them. from Line j of the Phonics
Speaking 2.1.3 Table (see Syllabus).
2.1 Express basic likes and 3. Give out worksheet (or write the table
Communicate simple dislikes on the board, asking pupils to copy it
information intelligibly into their exercise books).

4. Ask pupils to read the sentences
about the children in the pictures. They
should read and put a tick or cross (or
write yes or no) in the table depending
if the child likes or dislikes the animal.

5. Have pupils check their answers with
a partner before checking with the
whole class.

6. Ask pupils to write their own name
under the names in the table and put
ticks or crosses in the table for their
own likes and dislikes.

7. Pupils tell their partner what they like
and dislike before some pupils tell the
class.

Post lesson
Task 12

212

Primary Year 1 Scheme of Work

Lesson 88
Possible worksheet

Cat (picture) Spider (picture) Rat (picture)

Sarah
Tom
Kate

Sarah
I like cats and rats. I don’t like spiders.
Kate
I don’t like cats and I don’t like spiders. I like rats.
Tom
I like spiders, cats and rats.

213

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 89 (Writing 18)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 214
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled animal vocabulary and prepositions from topic 3 (Pet Show)
and

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 Teacher to select as ELEMENT Teacher to select as
Task 5 appropriate for their appropriate for their
Writing Writing lesson. Creativity and lesson.
4.2 4.2.5 Lesson delivery Innovation
Communicate basic Connect words and 1. Review some classroom objects by If appropriate, select
information intelligibly proper names using ‘and’ playing a game where you tell pupils to, suitable activities for your
for a range of purposes for example, ‘show me your pupils from LINUS
in print and digital COMPLEMENTARY book/pencil’ etc. Pupils find and hold up Module 2 to be added in
media SKILL the object. to this lesson
to focus on phonemes
COMPLEMENTARY Writing 2. Next, extend the game to: from Line j of the Phonics
SKILL 4.3.3 ‘Put your book on your desk. Put your Table (see Syllabus).
Plan and write words and pencil in your book’. And so on.
Writing phrases
4.3 3. Ask a few pupils to be the teacher.
Communicate with and to give instructions like these to
appropriate language their classmates.
form and style for a
range of purposes in 4. Draw a picture of 4 animals, on and
print and digital media under classroom objects on the board.
Write 2 false sentences about them
using and (e.g. The frog is on the desk
and the lizard is in the pencil case, The
rat is under the bag and the spider is on
the book)

5. Ask pupils to read the sentences
and orally correct the false information.

6. Pupils draw a similar (or more basic)
picture in their exercise books and write
a similar false sentence.

7. Pupils swap their exercise books with
a partner and correct each other’s false

sentences in writing.

8. Pupils talk together about the
mistakes to check the answers.

9. Pupils write a correct sentence under
their picture.

Post lesson
Task 3

215

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 90 (Language Arts 18)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 216
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Animal vocabulary of your choice (review or extend)

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 Your choice depending
on the activities and
Language Arts MAIN SKILL Plan a Language Arts lesson where A rap or chant about Language pupils.
5.1 pupils can listen to, mime with and animals: for some
Enjoy and appreciate Language Arts begin to join in with a rap or chant examples that could be
rhymes, poems and 5.1.1 about animals. adapted, see:
songs Demonstrate
appreciation through non- See Lesson 62 for one way of helping http://www.songsforteac
COMPLEMENTARY verbal responses to pupils to join in with a chant. Other hing.com/store/animal-
SKILL ways are of course possible. songs-c-395.html
i) simple chants and raps
Language Arts ii) simple rhymes You could use the lesson to review Or a song, e.g.
5.1 iii) simple action songs animal vocabulary or to introduce new https://www.youtube.co
Enjoy and appreciate animals, perhaps some they can find in m/watch?v=p5qwOxlvy
rhymes, poems and their home environment. hk
songs
COMPLEMENTARY
SKILL

Language Arts
5.1.2
Say the words in simple
texts, and sing simple
songs with intelligible
pronunciation, rhythm
and intonation

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

217

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 91 (Listening 19)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 218
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: animals and prepositions

Primary Year 1 Scheme of Work

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

ELEMENT Strategies 2 and 7 REMARKS
may be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Language
Pre-lesson task 6: Finger writing (with preposition phrases or pictures of Use other strategies
Listening Listening such as on the desk, in the bag) classroom objects if appropriate.
1.2 1.2.5
Understand meaning Understand short Lesson delivery
in a variety of familiar supported questions 1. Put real classroom objects on a table or pictures,
contexts
drawings or a poster of classroom objects on the
board.

COMPLEMENTARY COMPLEMENTARY 2. Tell pupils that a spider (The class can give the spider
SKILL SKILL a name if they like) is hiding somewhere among the
objects/in the picture, and that pupils have to find it.

Listening Listening 3. Ask one pupil to come to the front of the class, think of
1.2 1.2.2 a place to hide the spider. Ask him/her to write down or
Understand meaning Understand with whisper to you where the spider is.
in a variety of familiar support specific
contexts information and 4. The class guess (e.g. Is it under the desk?) until
details of very simple someone guesses correctly. A new pupil then comes
phrases and to the front, and the game continues.
sentences
5. Continue the game for one or two rounds.

6. Divide pupils into pairs or small groups.

7. Give them a copy of the picture of the classroom
objects if you can. If not, pupils can play the game
using the pictures or flashcards on the wall.

8. Tell one pupil in each pair to write down where the
spider is hiding and to cover this information. The other
pupil in the pair or pupils in the group guess, as in step
5. They can check their final correct guess against
what the first pupil has written if necessary.

9. A new pupil hides the spider after a correct guess, and
the game continues as in step 8.

Post lesson
Post-lesson task 4: Correct the error

219

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 92 (Speaking 19)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 220
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: prepositions, plural nouns
Imperative: Put…
Classroom vocabulary
Colours

Primary Year 1 Scheme of Work

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

ELEMENT Strategies 2 and 5 REMARKS
may be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Values 221
Speaking Prepare a desk or table with a number of classroom objects, (cooperation) Use other strategies
2.1 Speaking if possible 2 or 3 at least of each item. Board and grid from if appropriate.
Communicate simple 2.1.5 Give pupils time to look and remember the items. Pupils the next page
information intelligibly Name or describe close their eyes and you move an item. Pupils tell you what
objects using suitable the difference is.
COMPLEMENTARY words from word sets
SKILL Lesson delivery
COMPLEMENTARY 1. Ask a pupil to come to the front of the class and carry
SKILL
out an instruction involving classroom objects and
prepositions (e.g. Put 3 blue pencils under the desk, Put
2 pencil cases in the red bag).

Listening Listening 2. Continue for 4 or 5 rounds with a new pupil each time.
1.2 1.2.4
Understand meaning Understand short 3. Divide pupils into large groups of about 6-8. Ask them to
in a variety of familiar basic supported use their own classroom objects to continue the game.
contexts classroom Make sure that pupils take turns to give instructions.
instructions
4. Tell pupils that the focus will now change to a new
activity.

5. Hand out or draw the grid from the next page of this
scheme of work on the board, and ask pupils to copy it.
Draw the grid on the next page on the board, and ask
pupils to copy it.

6. Tell pupils that they will pretend to hide a pencil in 3
places, and that their friend must find the 3 places.

7. Pupils tick () 3 boxes in the grid, and then work in pairs
or small groups to guess where their partner’s classroom
objects are.

8. They guess by asking questions such as Is the pen
under the book/in the bag?

9. The game continues in the same way as in lesson 81.

Post lesson

Post-lesson task 4: Correct the error

Primary Year 1 Scheme of Work

Grid for lesson 92 Picture of Picture of Picture of Picture of
desk
Picture of book pencil case notebook
bag

in

on

under

222

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 93 (Reading 19)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 223
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled animal 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 12 small pieces of ELEMENT Strategies 2 or 4 might
Task 6 paper for each pupil in be suitable.
the class Language
Lesson delivery Use other strategies if
Reading Reading 1. Invite volunteers to write 12 animal appropriate.
3.1 3.1.3 names on the board (8 from the
Recognise words in Blend phonemes (CVC, textbook on p.34, plus 4 new ones). If appropriate, select
linear and non-linear CCVC) suitable activities for your
texts by using pupils from LINUS
knowledge of sounds of 2. Put pupils in pairs, and make sure Module 1 or 2 to be
letters that each pupil has 12 small pieces of added in to this lesson
paper. Each pupil writes the name of all to focus on any
COMPLEMENTARY COMPLEMENTARY 12 animals, one on each piece of phonemes from the
SKILL SKILL paper. Phonics Table that pupils
continue to have
Writing Writing 3. Ask pupils to put their cards face-up problems with.
4.3 4.3.2 on the desk.
Communicate with Spell familiar high
appropriate language frequency words 4. Say a word and pupils take the
form and style for a accurately
range of purposes in correct card, if they have it. The first
print and digital media
pupils to have taken all their cards are
the ‘winners’ and can become teacher

in the next round.

5. Play another round, where pupils
play the game in small groups.

6. Next, pupils put the papers face
down on their desk, mix them, and take
turns to turn 2 papers up. If they get a
matching pair, they take them and keep
them. If not, they turn the papers back
over. The game continues until all
animal pairs have gone

7. When the game is finished, pupils
can play again, or make another
smaller set of other words of their own
choice.

Post lesson
Task 9

224

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 94 (Writing 19)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge

TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS:
Recycled prepositions and topic vocabulary

225

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 Strategy 2 might be
suitable.
Writing MAIN SKILL Pre-lesson None needed Creativity and
4.3 Task 4 Innovation Use other strategies if
Communicate with Writing Use the board to appropriate.
appropriate language 4.3.3 Lesson delivery demonstrate/model the
form and style for a Plan and write words and 1. Review animal vocabulary and task and target
range of purposes in phrases prepositions by playing a game such as language for pupils
print and digital media miming or listening to instructions.
Choose a game that your pupils have
COMPLEMENTARY enjoyed in previous lessons.
SKILL
COMPLEMENTARY 2. Draw the puzzle on the board (see
Writing SKILL below for example). Use different
4.3 colours for each line. Ask pupils to
Communicate with Writing follow a line from an animal to an object
appropriate language 4.3.2 to make sentences orally (e.g. The
form and style for a Spell familiar high lizard is on the pencil case. The cat is in
range of purposes in frequency words the bag).
print and digital media accurately
3. Pupils write the sentences in their
exercise books. You might want to
model the first one on the board.

4. Pupils make their own, similar puzzle
in their exercise books or on paper. If 4
animals and 4 classroom objects are
too many for pupils to work with, ask
them to use fewer examples

5. Pupils swap puzzles with a partner
and solve each other’s puzzles. They

write sentences accordingly.

Post lesson
Task 10

226

Primary Year 1 Scheme of Work

Picture for Lesson 94 picture of bag (in)
Picture of pencil case (on) lizard
spider
rat
picture of desk (under)
cat
Primary Year 1 Scheme of Work
Picture of ruler (on)

Key: The spider is on the ruler.
 The cat is in the bag.
 The rat is under the desk
 The lizard is on the pencil case.


227

WEEK: _______________ LESSON: 95 (Language Arts 19)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 228
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Prepositions of place

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 Prepare a picture of a Values (negotiation / Your choice depending
Language Arts Do a vocabulary review activity to classroom to use as a compromise) on your class and lesson.
5.3 Language Arts remind pupils of any words you will template. Each pupil
Express an imaginative 5.3.1 recycle from Units 1 or 2 (e.g. Pre- will need a copy. Possibly strategy 1, 2 or
response to literary Respond imaginatively lesson task 1, 4 or 6). 3.
texts and intelligibly through Coloured pens/pencils
creating simple art and Lesson delivery For stage 2, you might
COMPLEMENTARY craft products 1. Divide the class into pairs. Assign Sentences – your want to choose pupils
SKILL pupils a number 1 or 2. choice. Suggestions: who you know will draw
Other imaginative quickly and reasonably
Listening responses as appropriate 2. Ask pupil 1 from each group to come The cat is on the desk. clearly.
1.2 to the front of the room. Dictate one or The monster is in the
Understand meaning in COMPLEMENTARY more sentences about animals and the bag. Depending on the level of
a variety of contexts SKILL classroom (examples given). The pupils The mouse is under the your class, you could
listen and quickly draw a rough picture notebook. dictate one, two, three or
Listening to help them memorise the sentences. even four sentences.
1.2.4
Understand short basic 3. Next, pupil 1 goes to pupil two and You could ask pairs to
supported classroom dictates the picture as you did. Pupil 2 write one or more
instructions quickly draws the picture. sentences under the
pictures.
4. In ‘secret’, pupils colour their picture.
They can choose their own colours.

5. Pupils compare pictures and decide
which colours are best for each item.

6. Pairs of pupils draw a final picture
and colour it according to what they
have decided.

7. Display pupils’ work in the
classroom. Ask pupils to look at each
other’s pictures and say which their
favourite one is.

Post lesson
Play a game in small groups, where
pupils direct each other to put items
around the classroom, (e.g. The
Superminds book is on the chair).

229

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 96 (Speaking 20)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 230
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
I like/I don’t like
Happy mouth/sad mouth
What about you?

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.37 ELEMENT Strategies 2 and 6 may
See Teacher’s Book. be suitable.
Speaking Speaking Language
2.1 2.1.3 Lesson delivery Use other strategies if
Communicate simple Express basic likes and See Teacher’s Book. appropriate.
information intelligibly dislikes
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
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

231

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 97 (Listening 20)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 232
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Come back, touch
Adjectives: amazing, clever
I’ve got an idea

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.38-39 ELEMENT Strategies 2 and 6 may
See Teacher’s Book. be suitable.
Listening Listening Values (bravery)
1.3 1.3.1 Lesson delivery Use other strategies if
Use appropriate Predict words they will See Teacher’s Book. appropriate.
listening strategies in a hear by using knowledge
variety of contexts of a topic

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
1.2 1.2.3 See Teacher’s Book.
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives

233

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 98 (Reading 20)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 234
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from the story in lesson 97

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.39 ELEMENT Strategies 6 and 7 may
See Teacher’s Book. be suitable.
Language
Lesson delivery Use other strategies if
Reading Reading See Teacher’s Book. appropriate.
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters

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

Reading Reading
3.1 3.1.4
Recognise words in Segment phonemes
linear and non-linear (CVC, CCVC)
texts by using
knowledge of sounds of
letters

235

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 99 (Writing 20)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 236
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary: classroom objects, animals

Primary Year 1 Scheme of Work

CONTENT STANDARD LEARNING LEARNING OUTLINE MATERIALS / CROSS - CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
STANDARD Pre-lesson REFERENCES ELEMENT STRATEGIES REMARKS
See Teacher’s Book.
MAIN SKILL MAIN SKILL Superminds 1 p.40 Language Strategies 1 and 3 may
Lesson delivery be suitable.
See Teacher’s Book.
Writing Writing Use other strategies if
4.2 4.2.3 appropriate.
Communicate basic Express basic likes and
information intelligibly for dislikes
a range of purposes in
print and digital media

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 in Connect words and
print and digital media proper names using ‘and’

237

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 100 (Language Arts 20)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 238
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Your choice

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 Your choice depending
on the activities you
Language Arts MAIN SKILL Plan a Language Arts lesson based on A song about animals. Language choose to follow up on
5.1 a song about animals. A fun song to use in the song.
Enjoy and appreciate Language Arts this topic is ‘There Was
rhymes, poems and 5.1.1 Pre-lesson An Old Lady Who
songs Demonstrate Aim to have pupils listen to the song, do Swallowed A Fly’. For
appreciation through non- some actions and join in when they lyrics, see:
COMPLEMENTARY verbal responses to can/want to.
SKILL http://www.rhymes.org.
i) simple chants and raps Lesson delivery uk/there_was_an_old_l
Language Arts ii) simple rhymes As a follow up, pupils could work in ady.htm
5.1 iii) simple action songs small groups to create a picture that
Enjoy and appreciate represents the song, or they could write Also available is an
rhymes, poems and COMPLEMENTARY words they remember or a sentence animated version:
songs SKILL from the song. http://learnenglishkids.b
ritishcouncil.org/en/son
Language Arts Post lesson gs/old-lady-who-
5.1.2 As a follow up to the song, ask the swallowed-fly
Say the words in simple children if they liked the song, if they
texts, and sing simple liked the tune (music) and the words,
songs with intelligible which was their favourite animal and so
pronunciation, rhythm on.
and intonation

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

239

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 101 (Listening 21)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 240
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: animals, prepositions
Colours, adjectives
It goes

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 picture of a park or ELEMENT Strategies 2 and 7 may
Pre-lesson task 2: Guess the answer garden with a small be suitable.
Listening Listening tree, a big tree and 3 Creativity and
1.2 1.2.3 Lesson delivery tables of different Innovation Use other strategies if
Understand meaning in Understand with a high 1. Teach pupils the meaning and colours appropriate.
a variety of familiar degree of support very
contexts short simple narratives pronunciation of It goes. A flashcard of an
animal
COMPLEMENTARY COMPLEMENTARY 2. Give pupils a copy of the picture
SKILL SKILL (see Materials/References column)
or ask them to copy it.
Speaking Speaking
2.1 2.1.5 3. Show pupils a flashcard of an
Communicate simple Name or describe objects animal and ask them to give it a
information intelligibly using suitable words from name.
word sets
4. Explain that you’ll tell them a story
about the animal. The animal goes
to 5 places in the picture, and
pupils number the places 1-5.

5. Tell the story (e.g. Lenny the lizard
goes under the green table. Then
he goes in the small tree etc.)

6. Pupils number the places he goes
to 1-5.

7. Repeat the story if need be, and
elicit from the class the answers to
where Lenny goes.

8. Divide pupils into small groups.
They take turns to tell a new story
with 3 -5 places. Make sure that
each pupil has the chance to tell a
story. Pupils can change the
animal if need be.

Post lesson
Mark the answers to your story at the
start of the lesson on the picture and do
post-lesson task 10: Test your memory.

241

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 102 (Speaking 21)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 242
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: animal vocabulary, I like/don’t like…, What about you?

Primary Year 1 Scheme of Work

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

ELEMENT Strategies 3 and 7 may
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Flashcards of animals Values (cooperation)
Use other strategies if
Speaking Speaking Pre-lesson task 4: Identify the flashcards If possible, large pieces appropriate.
2.1 2.1.2 Lesson delivery of paper for pupils to
Communicate simple Find out about very make a bar chart
information intelligibly basic personal
information using
fixed phrases 1. Divide pupils into groups of about 5.

2. Draw a grid 5 squares by 5 on the board
like the one below:

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening 3. Pupils copy it and choose 4 animals at
1.2 1.2.5 the top. Pupils write their name and the
Understand meaning in Understand short names of the 4 classmates in their group
a variety of familiar supported questions down the left-hand side.
contexts
4. Pupils complete the grid with a happy or
sad face for their own preference, and
then tell and ask each other I like/don’t
like … What about you. ?

5. Pupils complete their grids with happy
and sad faces, according to the answers
they get.

6. Pupils stay in their groups to make a bar
chart of the information they have
collected.

Post lesson

Pupils share the bar chart information with
the rest of the class or with other groups.

243

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 103 (Reading 21)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 244
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled animal vocabulary, like, numbers
Lives in/doesn’t like

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 Pieces of paper with Values (cooperation) Strategy 5 might be
Task 5 sentences as in the suitable.
Reading Reading examples.
3.2 3.2.2 Lesson Delivery Use other strategies if
Understand a variety of Understand specific 1. Nominate 5 or 6 pupils to come to One set for the appropriate.
linear and non-linear information and details of the front and tell you their personal example, and one set
print and digital texts by very simple phrases and information (see table) quietly. for each group of pupils If appropriate, select
using appropriate sentences in the main lesson suitable activities for your
reading strategies 2. Play a guessing game where you activity pupils from LINUS
COMPLEMENTARY describe one of the pupils (using the Module 1 or 2 to be
COMPLEMENTARY SKILL target language) and the class has to added in to this lesson to
SKILL guess who you are talking about. focus on any phonemes
Listening from the Phonics Table
Listening 1.2.2 3. Review meaning and form of doesn’t that pupils continue to
1.2 Understand with support like and lives in if necessary with your have problems with.
Understand meaning in specific information and class.
a variety of familiar details of very simple
contexts phrases and sentences 4. Take one of the 4 short texts from
Text set 1 on the next page yourself,
and give the other 3 texts to 3 proficient
pupils.

5. Put Grid 1 from the next page on the
board. Pupils read these out and the
whole class helps you to complete the
grid.

6. After solving the problem, pupils then
draw the empty grid again in their
exercise books.

7. Divide pupils into groups of 4, give
each pupil one of the 4 texts from Text
set 2 on the next page and ask them to
solve the problem in the same way as
in the whole-class example by reading
the texts themselves.

Post lesson
Task 10 using pictures to represent the
children in the activity

245

Primary Year 1 Scheme of Work

Grid 1

Name
House
Age
Likes
Doesn’t like

Text set 1 Text set 2

Jessie lives at number 2. She is 8 years old. She likes lizards. She doesn’t like Amira lives at number 3. She is 9 years old. She likes frogs. She doesn’t like
rats. cats.

Firdaus lives at number 3. He is 7 years old. He likes cats. He doesn’t like Harry lives at number 4. He is 6 years old. He likes spiders. He doesn’t like
dogs. frogs

Priya lives at number 4. She is 6 years old. She likes elephants. She doesn’t like Melissa lives at number 6. She is 10 years old. She likes cats. She doesn’t like
spiders. dogs.

Andrew lives at number 5. He is 5 years old. He likes ducks. He doesn’t like Rahman lives at number 5. He is 5 years old. He likes lizards. He doesn’t like
spiders. ducks.

246

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 104 (Writing 21)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 247
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled: animals vocabulary, I like/don’t like…

Primary Year 1 Scheme of Work

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

ELEMENT Strategy 5 may be
suitable.
MAIN SKILL MAIN SKILL Pre-lesson Some pictures of ICT
Choose a suitable pre-lesson task that groups of children. You Use other strategies if
Writing Writing reviews vocabulary and spelling. could draw these if appropriate.
4.2 4.2.3 necessary
Communicate basic Express basic likes and Lesson delivery
information intelligibly dislikes 1. Show pictures of children. Ask pupils Computer and internet
for a range of purposes how many children they can see in the access if possible
in print and digital COMPLEMENTARY pictures.
media SKILL The tasks are also
2. Elicit some sentences about the suitable in a paper-
COMPLEMENTARY Writing groups of children, e.g. 5 children like based lesson
SKILL 4.2.1 dogs.
Give very basic personal
Writing information using fixed 3. You could write the sentences on the
4.2 phrases board as model and then ask pupils to
Communicate basic write them in their exercise books.
information intelligibly
for a range of purposes 4. Ask pupils to review the bar chart
in print and digital they made in Lesson 102. Show pupils
media how to interpret the data in the bar
chart.

5. Have pupils put their bar charts on
the computer, if appropriate, and to
then write about them. If computers are
not available, this can easily be done
on paper.

6. Give pupils some time to look at
each other’s’ work. You could display it

if you can print it out.

Post lesson
Task 12

248

Primary Year 1 Scheme of Work