Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 105 (Language Arts 21)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 249
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
I like/don’t like
Animals review
Colours review
Initial sounds and rhyming
Introduction to linking words but / and

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 Plan a Language Arts lesson based Example rhyming Creativity and Your choice depending
around short, rhyming sentences. sentence: Innovation on the activities you
Language Arts Language Arts choose.
5.3 5.3.1 Review adjectives and animals. You I don’t like red rats but I
Express an imaginative Respond imaginatively could ask pupils to alphabetise them, like long lizards. Possibly strategy 2.
response to literary and intelligibly through which would help with the main activity.
texts creating simple art and You could provide more
craft products Provide pupils with a model sentences or fewer new vocabulary
that rhyme about animals (example items, for example, or try
Other imaginative given). You could do this with a rhythm, different pairings.
responses as appropriate so it is a chant.

COMPLEMENTARY COMPLEMENTARY Encourage pupils to create their own
SKILL SKILL rhyming sentences with like/don’t like in

pairs. Encourage the use of but or and

if suitable.

Listening Listening Depending on time available, have
1.1 1.1.1
Recognise and Recognise and pupils draw a picture of the animal they
reproduce target reproduce with support a like (or don’t like). They could perhaps
language sounds limited range of high write a sentence too, e.g. I like brown
frequency target
language phonemes birds.

250

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 106 (Writing 22)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 251
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: animals, plurals, 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.41 ELEMENT Strategies 3 and 6 may
See Teacher’s Book. be suitable.
Writing Writing Language
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY If you do not have access to the
SKILL SKILL Workbook

Listening Listening EITHER
1.2 1.2.4 1. Use the board to draw a picture of
Understand meaning in Understand short basic
a variety of familiar supported classroom two elephants, nine ducks, eight
contexts instructions frogs, six lizards and one spider.

2. Write the words elephants, ducks,
frogs, lizards and spider on the
board. Do not write the numbers of
each animal.

3. Ask pupils to tell you how many
elephants there are, how many
ducks, and so on.

4. Give an example of the task by
asking a pupil to come to the
board and write the number of
elephants on the board against
the correct word

5. Now ask pupils to write the
numbers and animals in their
exercise books.

6. Check answers with the whole
class.

OR Use a photocopied worksheet
instead of the board, and follow steps
3,4 5 and 6 above

252

Primary Year 1 Scheme of Work

Post lesson
See Teacher’s Book.

253

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 107 (Speaking 22)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 254
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground

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.42 ELEMENT Strategies 2 and 4 may
be suitable.
Speaking Environmental
2.1 sustainability 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
SKILL SKILL

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

255

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 108 (Reading 22)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 256
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
leaves, tall (grass)

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.43 ELEMENT Strategies 3 and 5 may
See Teacher’s Book. be suitable.
Environmental
Lesson delivery sustainability Use other strategies if
See Teacher’s Book. appropriate.
Reading Reading NB words for blending are the content
3.2 3.2.3 words in the 4 target sentences from
Understand a variety of i) Use visuals on the the Thinking Skills task Where do the
linear and non-linear page to help understand animals hide?
print and digital texts by a word or phrase Post lesson
using appropriate See Teacher’s Book.
reading strategies ii) Identify and remember
high frequency sound
and letter patterns

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

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

257

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 109 (Listening 22)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 258
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Hug, Go to open, Pick him up, Tie, Mark
Parts of the body: face, eyes, nose
paper plate, mask, hole

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.44 ELEMENT Strategies 2 and 7 may
See Teacher’s Book. be suitable.
Creativity and
Lesson delivery Innovation Use other strategies if
See Teacher’s Book. appropriate.
Listening Listening
1.2 1.2.3 Post lesson
Understand meaning in Understand with a high See Teacher’s Book.
a variety of familiar degree of support very
contexts short simple narratives

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

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

W
E
E
K
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

259

Primary Year 1 Scheme of Work

LESSON: 110 (Language Arts 22) 260
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Camouflage
X hides in …

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 quiz, e.g. a Environmental Your choice depending
Language Arts Quiz – ask questions about where different True/False quiz: sustainability on your pupils.
5.3 Language Arts animals hide. This could be a True/False
Express an 5.3.1 quiz. It should be written, but could be done 1. Tigers hide under Possibly strategies 2 or
imaginative response Respond orally if necessary. logs. 3.
to literary texts imaginatively and You might want/need to teach some new 2. Snakes live in tall
intelligibly through animal vocabulary if you have particular trees. You could provide more
COMPLEMENTARY creating simple art animals living in the environment. Etc. or less new vocabulary
SKILL and craft products Have pupils work in teams to answer the depending on their
Listening quiz questions A collection of realia interests and capabilities.
1.2 Other imaginative (real things). These can
Understand meaning responses as Lesson delivery be gathered and You could provide a
in a variety of familiar appropriate prepared by you, or you model sentence on the
contexts 1. Gather realia (see Materials/References could include a trip board or ask more
COMPLEMENTARY column) or show pupils what you have outside with the pupils proficient pupils to work
SKILL gathered. Ask them what kinds of animal to collect things from with less proficient.
hide in these items. You might want to help the environment if
Listening children with new vocabulary. possible. This would
1.2.2 add value to the
Understand with 2. Give the animal pictures/toys to the pupils activity.
support specific and some of the gathered items.
information and e.g. some brown and
details of very simple 3. Tell pupils some sentences – they should green leaves, some
phrases and put the animals in the right place (e.g. The sand, some sticks,
sentences snake hides in the sand/under the leaves). some grass, some
flowers
4. In pairs or small groups, pupils design and
create a collage on poster paper. They draw Some small toy animals
an animal on the poster and then cover it up or teacher-made
by sticking sand/leaves/sticks etc onto the flashcards/small
poster. pictures of animals

5. Ask pupils to write a sentence on their Coloured pens/pencils,
collage and display them in the classroom glue, poster paper

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

261

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 111 (Listening 23)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 262
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled animal vocabulary, plurals and numbers from lesson 106
There are …

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 4
Brainstorm the names of animals with pupils, and Language may be suitable.
Listening Listening make a list on the board. Pupils can help you to
1.2 1.2.2 write these if need be. Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific Write a letter of the alphabet before each animal
contexts information and (e.g. A: crocodile, B: tiger).
details of very simple
phrases and Lesson delivery
sentences 1. Draw this grid on the board and ask pupils to

copy it:

COMPLEMENTARY COMPLEMENTARY 1 2
3 4
SKILL SKILL 5 6

Speaking Speaking 2. Explain to pupils that you’re going to tell them
2.1 2.1.5 about your perfect zoo, e.g. There are 5
Communicate simple Name or describe crocodiles in number 1, (Pupils write 5A in box
information intelligibly objects using suitable 1), and there are 4 tigers in number 2 (pupils
words from word sets write 4B in box 2).

3. Check answers with the whole class.

4. Tell pupils to make 2 more copies of the empty
grid, to think about their zoo, and write numbers
and letters in the 6 boxes, according to the
number of animals they want in their zoo.

5. Check target language with pupils (There are +
number + plural animal in…) if necessary.

6. Divide pupils into pairs or small groups and tell
them to exchange information, in the same way
as step 5.

Post lesson

Post-lesson task 4: Correct the error

263

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 112 (Speaking 23)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 264
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled imperatives and animal vocabulary from lesson 109

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 None needed ELEMENT Strategies 2 and 5 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.
Speaking Speaking Brainstorm with pupils possible ways of
2.1 2.1.5 adapting the action story on Superminds
Communicate simple Name or describe p.44.
information intelligibly objects using suitable
words from word sets Possibilities include: another animal, different
weather, another setting, such as a park or
classroom, animal is hungry/thirsty, hot etc.

COMPLEMENTARY COMPLEMENTARY Help pupils with new vocabulary as

SKILL SKILL appropriate.

Speaking Speaking Lesson delivery
2.2 2.2.2
Use appropriate Ask for attention or 1. Divide pupils into small groups and ask
communication help from a teacher or them to create a new action story.
strategies classmate using one
word or a fixed 2. Provide pupils with a language frame to
phrase help them structure the story, e.g.
1. Listen!
2. …
3. …
4. …
5. …
6. …
7. …Pick him up.

6. Pupils create their story. They can write
the story down, if they like, but must also
be able to say the story.

7. Pupils tell their story to other groups,
who mime the story.

Post lesson

Pupils identify differences between their
stories and the original in Superminds p.44.
Some of this part of the lesson may need to
be in L1, because the focus here is more on
thinking than on language production.

265

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 113 (Reading 23)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1, as appropriate

266

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 sentences to Language Your choice, as
Task 1 describe the pictures appropriate to your
Reading Reading on p.42 (some true and lesson.
3.2 3.2.3 Lesson delivery some false), e.g.
Understand a variety of i) Use visuals on the 1. Ask pupils to look at p.42 of If appropriate, select
linear and non-linear page to help understand Superminds. Review some of the The crocodile is green suitable activities for your
print and digital texts by a word or phrase vocabulary. and the water is green. pupils from LINUS
using appropriate Module 1 or 2 to be
reading strategies COMPLEMENTARY 2. Write your sentences on the board or The snake is yellow added in to this lesson to
SKILL give them to pupils on a worksheet. and white. focus on any phonemes
COMPLEMENTARY Pupils read the sentences and tell you if from the Phonics Table
SKILL Writing they are true or false. Superminds 1 p.42 that pupils continue to
4.2.5 have problems with.
Writing Connect words and 3. Have pupils re-write the false
4.2 proper names using ‘and’ sentences in their exercise books.
Communicate basic
information intelligibly 4. Ask pupils to look at their camouflage
for a range of purpose collages from Lesson 110. They should
in print and digital write 2 or 3 sentences about their
media posters, some true, some false.

(NB this lesson continues into Lesson
114.)

Post lesson
Task 11

267

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON:114 (Writing 23)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 268
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 107 and 108

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 substitution table of ELEMENT Strategy 4 may be
Choose a suitable pre-lesson task to animals, prepositions suitable.
Writing Writing review vocabulary. and hiding places Environmental
4.3 4.3.3 sustainability Use other strategies if
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Ask pupils to look again at the
form and style for a True/False sentences they wrote about
range of purposes in their own collages. Let them read
print and digital media carefully and try to find and correct any
language or spelling mistakes.
COMPLEMENTARY
SKILL COMPLEMENTARY 2. Pupils swap their collages and
SKILL sentences with another pair. The pair
Writing reads the sentences and corrects the
4.3 Writing information of any false sentences.
Communicate with 4.3.2
appropriate language Spell familiar high 3. Ask pupils to check spelling and
form and style for a frequency words language in the sentences.
range of purposes in accurately
print and digital media Pupils can pretend to be a teacher in
stages 2 and 3.

4. Pupils swap back the collages and
sentences.

5. Pupils now re-write correct and true
sentences about their collages.

6. Display the collages.

Post lesson
Choose a suitable post-lesson task that
enriches or consolidates vocabulary or
learning.

269

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 115 (Language Arts 23)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 270
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Review animal vocabulary and prepositions through a song (or chant)

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 One or five Environmental Your choice
Language Arts Review some animal vocabulary as necessary using a flashcards/pictures of sustainability depending on your
5.1 Language Arts game. This could be a miming game, where children mime a monkey (depending pupils.
Enjoy and appreciate 5.1.2 the different animals from the unit. Or choose a pre-lesson on your class level)
rhymes, poems and Say the words in task that is suitable to your class. Possibly strategy 1 or
songs simple texts, and sing Song: Five Little 3.
simple songs with Lesson delivery Monkeys Jumping on
COMPLEMENTARY intelligible 1. Show a flashcard/picture of a monkey and elicit/teach the the Bed (this could Depending on your
SKILL pronunciation, rhythm word monkey. also be a chant). pupils, they could
Language Arts and intonation either just say/sing
5.3 2. Encourage the children to mime monkeys as they say http://www.bbc.co.uk/l the new animal word
Express an i) simple chants and (I’m) a monkey. earning/schoolradio/s in the song or they
imaginative response raps ubjects/earlylearning/ could sing more (or
to literary texts ii) simple rhymes 3. If necessary, review numbers 1-5, showing pupils how to nurserysongs/F- all) of the song
iii) simple action count them on their fingers. You can use the five monkey J/five_little_monkeys themselves.
songs flashcards on the board to show this if necessary.
Various animal If you would like to
COMPLEMENTARY 4. Play the song. As pupils listen, they should hold up the pictures/flashcards challenge your pupils,
SKILL correct number of fingers. from the unit you could ask them to
tell you animal names
Language Arts 5. Check pupils’ understanding of ‘jump’ and ‘bed’ that have two
5.3.1 syllables (sounds) so
Respond 6. Play the song again and encourage the pupils to sing that they fit in with the
imaginatively and along as much as possible. song well (e.g. ti-ger,
intelligibly through but not el-e-phant).
creating simple art 7. Using animal flashcards if necessary, elicit different
and craft products animals from the pupils.

Other imaginative 8. Put pupils in groups of five. They should choose an animal
responses as and create a new version of the song, which they will act out
appropriate (each pupil being one of the animals).

9. Groups should practice. Play the song again 2-3 times to
help them practise.

10. Groups perform their song to the class.

Post lesson
Ask pupils some questions about monkeys. These don’t
need to be answered accurately or fully. The aim is to
encourage communication and fluency.

For example:
- Do you like monkeys?
- What do they eat?
- Where do they live?
- Do you think they are well camouflaged there?
- Can you have a monkey as a pet?

You could talk to pupils about conservation of monkeys’
natural habitat or perhaps about the problems of keeping
monkeys as pets.

271

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 116 (Writing 24)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 272
TOPIC: Pet Show
LANGUAGE/GRAMMAR FOCUS:
Recycled language: toys, animals, prepositions, numbers, 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.45 ELEMENT Strategies 2 and 7 may
See Teacher’s Book be suitable.
Writing Writing Language
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.
If you and pupils do not have access to
the Workbook.

COMPLEMENTARY COMPLEMENTARY 1. Put Toy flashcards on the
SKILL SKILL board

Reading Reading The flashcards should show
3.2 3.2.4 pictures for this vocabulary
Understand a variety of Use with support a
linear and non-linear simple picture dictionary rat, duck, frog, lizard, cat, elephant,
print and digital texts by to find, list and categorise spider, dog
using appropriate words from Year 1 topics
reading strategies and themes 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.

273

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 117 (Speaking 24)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Knowledge

TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS:
What’s for lunch?
Lunchtime
Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots

274

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.46 ELEMENT Strategies 3 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

275

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 118 (Reading 24)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 276
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
I’ve got/I haven’t got
Recycled food 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 Superminds 1 p.47 ELEMENT Strategies 2 and 7 may
See Teacher’s Book. be suitable.
Language
Lesson delivery Use other strategies if
Reading Reading See Teacher’s Book. appropriate.
3.2 3.2.3
Understand a variety of i) Use visuals on the
linear and non-linear page to help understand
print and digital texts by a word or phrase
using appropriate
reading strategies ii) Identify and remember
high frequency sound
and letter patterns

Post lesson

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL

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

277

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 119 (Listening 24)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 278
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
kitchen, milk, juice,
Imperatives: Help me, Come and take him out

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.48 ELEMENT Strategies 2 and 3 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 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

279

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 120 (Language Arts 24)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 280
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Review 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 Your choice depending
on your pupils and your
MAIN SKILL MAIN SKILL Plan a Language Arts lesson using a A chant or song about Language lesson.
chant or a song (to contrast with likes and dislikes. The
Language Arts Language Arts previous Language Arts lesson) which topic can be animals or
5.1 5.1.1 lets pupils listen to, respond verbally food (or both).
Enjoy and appreciate Demonstrate and physically to the song/chant, and
rhymes, poems and appreciation through non- enjoy it. Example:
songs verbal responses to https://www.youtube.co
Some activities could include: m/watch?v=IQcX-
i) simple chants and raps g98Ao8
ii) simple rhymes - Listen and mime or dance.
iii) simple action songs - Listen and distinguish likes and http://www.dreamenglis
dislikes. h.com/fruit
- Listen and personalise.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening
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

281

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 121 (Listening 25)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 282
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lessons 117 – 119
Prepositions: on, in, under
Imperative: Put

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 4 sets of pictures of the Values (cooperation) Strategies 4 and 5 may
10 items of food be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing vocabulary from
1.2 1.2.4 lessons 116 – 119. Use other strategies if
Understand meaning in Understand short basic Lesson delivery appropriate.
a variety of familiar supported classroom 1. Clear a space in the classroom and Pupils can help you to
contexts instructions draw these if
divide pupils into 4 groups. necessary.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 2. Put the 4 sets of pictures on 4
chairs, one chair near each group.
Speaking Speaking
2.1 2.1.5 3. Give instructions, e.g. Put the
Communicate simple Name or describe objects banana on a table.
information intelligibly using suitable words from
word sets 4. One pupil in each group follows
your instructions. This is not a
race: the idea is simply to follow
the instruction accurately.

5. Continue for a few rounds, with a
new pupil in each group following
your instructions each time.

6. You can make instructions more
complex when necessary, e.g. Put
the apple and the cheese sandwich
under a bag, OR Put the sausages
under the chair and the cake on a
notebook.

7. After a few rounds, ask pupils to
give the instructions in each group.
Make sure that different pupils
have a chance to do this.

Post lesson

Post-lesson task: Make a word ladder

283

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 122 (Speaking 25)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 284
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lesson 117 – 119
I’ve got
Prepositions
Help me, 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 Board Strategies 2 and 3
Language may be suitable.

Speaking Speaking Brainstorm with pupils possible ways of adapting Use other strategies if
2.1 2.1.5 the song in Superminds p.48 (Lesson 119). appropriate.
Communicate simple Name or describe
information intelligibly objects using suitable Possibilities include: a different character name,
words from word sets different food, different prepositions.

COMPLEMENTARY COMPLEMENTARY Do an example together with the whole class for
SKILL SKILL the first 2 lines of verse 2 of the song. Help
pupils with new vocabulary as appropriate.
Reading Reading
3.2 3.2.2 Lesson delivery
Understand a variety of Understand specific 1. Divide pupils into pairs or small groups and
linear and non-linear information and details
print and digital texts by of very simple phrases ask them to create a new song.
using appropriate and sentences
reading strategies 2. Provide pupils with a language frame to
help them structure the song. Put the first
verse (which is also verse 3 and 5) on the
board or a handout, with a blank in place of
Tommy’s, and for verses 2 and 4, write:

I’ve got…my

I’ve got…my

I’ve got…my

Help! Oh help me, please!

8. Pupils create their song. They can write the
song down, but must also be able to sing it

9. Pupils sing their song to other groups.

Post lesson

Ask 1 or 2 groups of pupils to take turns to sing
their song to the rest of the class.

Write prompts for verses 2 and 4 on the board to
help the class join in with the song.

285

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 123 (Reading 25)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 286
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lessons 117 – 119

Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Texts of recipes (cut up into stages) Language Strategy 5 may be
Choose a pre-lesson task that and shopping lists suitable.
Reading Reading reviews key vocabulary and is
3.2 3.2.1 suitable for your class Pictures or toys/models of the items Use other strategies if
Understand a variety Understand the main and actions in the recipe. appropriate.
of linear and non- idea of very simple Lesson delivery
linear print and digital phrases and 1. Introduce any new vocabulary A possible recipe for a cheese If appropriate, select
texts by using sentences using flashcards or toy food and sandwich is below. suitable activities for
appropriate reading kitchen equipment. your pupils from
strategies COMPLEMENTARY 1. You need a slice of cheese, two LINUS Module 1 or 2
SKILL 2. Ask pupils what they think you slices of bread, some lettuce and to be added in to this
COMPLEMENTARY could make with all these different some butter lesson to focus on
SKILL Reading foods. You could teach the words any phonemes from
3.2.2 ‘ingredient’ and ‘recipe’. 2. Put butter on the bread. the Phonics Table
Reading Understand specific that pupils continue to
3.2 information and 3. Either by miming or using toys, 3. Put the cheese on one piece of have problems with.
Understand a variety details of very simple show pupils how to make the bread.
of linear and non- phrases and sandwich.
linear print and digital sentences 4. Now put some lettuce on the
texts by using 4. Give pupils the stages of the cheese.
appropriate reading recipe. You can give each group a
strategies complete set or you can give 5. Put the other slice of bread on
individual pupils one stage. Ask the lettuce.
pupils to put the stages in order.
6. Cut the sandwich into two pieces.
5. Give pupils the chance to mime
or use the toys to check the answer. 7. Eat it and enjoy it!

6. Write shopping list on the board. (Idea based on text in Halliwell (1992)
Elicit from pupils what they need to Teaching English in the Primary
buy from the shop. You could put Classroom)
pictures or write words on the
board. Shopping lists:

7. Give or show pupils two shopping List 1:
lists. Ask them which one they cheese
should use to shop for ingredients to bread
make the sandwich. butter
lettuce
Post lesson
Task 12 List 2:
bread
tomato
cheese
lettuce

287

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 124 (Writing 25)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 288
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lessons 117 – 119
Do you like (sausages and peas)? Yes, I do. / No I don’t.

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

Writing MAIN SKILL Pre-task Pictures or toys of food Creativity and Strategies 1, 2 and 3 may
4.3 Task 7 using cheese sandwich be suitable.
Communicate with Writing vocabulary including pizza Innovation
appropriate language 4.3.2 Use other strategies if
form and style for a Spell familiar high Lesson delivery appropriate
range of purposes in frequency words 1. Review previous lesson by asking
print and digital media accurately pupils to mime making a sandwich.

COMPLEMENTARY 2. Ask pupils what kind of sandwich
SKILL they like. Then change to pizza.

Writing COMPLEMENTARY 3. Find out which pupils like pizza and
4.3 SKILL what toppings they like on their pizza.
Communicate with Use pictures to give ideas and write the
appropriate language Writing words for the food next to them on the
form and style for a 4.3.3 board.
range of purposes in Plan and write words and
print and digital media phrases 3. Ask pupils to mime steps in making a
pizza and try to elicit as much language
as possible.

4. Write the stages on the board as you
elicit them.

5. Highlight the food words in the recipe
and show pupils how to change the
recipe using different toppings.

6. Pupils work in pairs to write a new
recipe for pizza with toppings of their
choice using the recipe on the board as
a model. Depending on the proficiency
of your pupils you could erase some of
the model.

7. Pupils mime and say their recipes to
the class.

Post lesson
Task 11

289

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 125 (Language Arts 25)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 290
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Do you like X? Yes, I do. / No, I don’t.
I’ve got X on/in/with my Y.

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 Pre-lesson Poster paper for Crazy Creativity and Your choice depending
5.2 5.2.1 Review food vocabulary with a fun Food pictures and Innovation on your pupils.
Express personal Name people, things or activity, for example Task 1, 4, 6 or 9 paints (coloured pens
responses to literary places of interest in and pencils if paint not Possibly strategies 1, 2
texts illustrations Another option is to use step 1 from the possible) for each pair. or 4.
accompanying texts lesson delivery stage below as a pre- You could use paper if
task activity. you prefer, but posters You could offer more or
are better for less support for the
Lesson delivery displaying. sentence pupils will write
1. Ask pupils if they like foods (review) by eliciting and writing a
COMPLEMENTARY COMPLEMENTARY – Do you like pizza/sandwich? And model on the board. This
SKILL SKILL What’s your favourite pizza/sandwich? could be gapped. Or you
Pupils could ask each other questions could encourage the
Writing Writing in pairs. pupils to use the textbook
4.3 4.3.2 as a model.
Communicate with Spell familiar high 2. Review the song from p.48 of the
appropriate language frequency words textbook. Ask pupils to tell their partner More proficient pupils can
form and style for a accurately if they like the food Tommy makes (e.g. work with less proficient
range of purposes in Do you like an apple in your sandwich?) pupils. They can have
print and digital media more than one ingredient
3. Tell pupils they will make a Crazy in their Crazy Food.
Food Poster. They should work in pairs.
First, pupils should decide on their If you are concerned
crazy food. about drawing skills
and/or time, you could
4. Give each pair a poster paper. Pupils prepare a template of a
should write the sentence I’ve got xxx pizza (or sandwich) that
pupils draw on instead of
on/in/with my xxx. on the poster paper. giving them a free choice.
This is less creative, but
5. When pupils have finished writing, can be less time
they can draw a picture of their crazy consuming and simpler
food. Then they can add a title: My for pupils of less artistic
Crazy Food. proficiency.

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

Post lesson
Task 3, 4 or 6

W
E
E
K
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

291

Primary Year 1 Scheme of Work

LESSON: 126 (Speaking 26)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

292

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.49 ELEMENT Strategies 3 and 6 may
be suitable.
Speaking Language
2.1 Use other strategies if
Communicate simple Speaking See Teacher’s Book. appropriate.
information intelligibly 2.1.2 Lesson delivery
Find out about very basic
personal information
using fixed phrases

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
1.2 1.2.2 See Teacher’s Book.
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

293

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 127 (Listening 26)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 294
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Where’s (Misty)?
Please
Hot
What have you got?

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.50-51 ELEMENT Strategies 2 and 6 may
See Teacher’s Book. be suitable.
Listening Listening Patriotism and
1.2 1.2.2 Lesson delivery Citizenship (waiting Use other strategies if
Understand meaning in Understand with support See Teacher’s Book. your turn) appropriate.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

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

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

295

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 128 (Writing 26)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I haven’t

296

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 food ELEMENT Strategies 4 and 7 may
Choose an appropriate pre-lesson task items be suitable.
Writing Writing that reviews vocabulary and spelling. Language
4.3 4.3.3 plain paper for writing Use other strategies if
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Use the picture on p.49 to review the
form and style for a idea of food in the fridge. Ask pupils
range of purposes in which of the foods like they.
print and digital media
COMPLEMENTARY 2. In their exercise books, pupils draw a
COMPLEMENTARY SKILL fridge (or you could have a worksheet
SKILL with a fridge already drawn on it).
Writing
Writing 4.3.2 3. Have pupils write and maybe draw 5
4.3 Spell familiar high foods in their fridge.
Communicate with frequency words
appropriate language accurately 4. Next, on separate paper, pupils write
form and style for a some questions for their partner (e.g.
range of purposes in Have you got any steak? Have you got
print and digital media any apples?). They could write 2-5
questions, depending on their
proficiency.

5. Pupils exchange their questions with
their partner and write the answers
(according to their pictures).

6. Pupils then check each other’s work
and fridge. They give their partner a
point for each correct sentence and for
each correct guess.

Post lesson
Task 10 using other pupils’ pictures.

297

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 129 (Reading 26)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 298
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Sorry, stop, shop, hot dog

Primary Year 1 Scheme of Work