Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 150 (Language Arts 30)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 349
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Your choice. Should include review of food vocabulary, fruit and vegetables.

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 text/story about Values (cooperation) Your choice depending
5.2 5.2.1 the theme of healthy eating. on the focus of your
Express personal Name people, things or This could be based on a healthy eating and/or lesson and your pupils.
responses to literary places of interest in story/text/poem about a child who eats pupils’ responses on
texts illustrations healthily and is very happy or it could
accompanying texts be based on the pupils’ responses to p.55, exercise 2 of the
the food diary on p.55 of the textbook.
The lesson should encourage textbook.
happiness through eating a balanced
COMPLEMENTARY COMPLEMENTARY diet with lots of fruit and vegetables and
SKILL SKILL should let pupils talk or write about their
own eating habits.

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

350

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 151 (Listening 31)
MAIN SKILL(S) FOCUS: Listening
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 Language

351

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 Copy of Noughts and Values (cooperation) Strategies 2 and 7 may
Before the lesson, make 6 revision Crosses grid and 5 be suitable.
Listening Listening questions on each of the topics in the questions for each
1.2 1.2.5 squares of the noughts and crosses square. Use other strategies if
Understand meaning in Understand short grid on the next page. Prepare appropriate.
a variety of familiar supported questions flashcards, too, of topic vocabulary.
contexts
COMPLEMENTARY For topics covered in the textbook, you
COMPLEMENTARY SKILL can ask questions such as What’s this?
SKILL
Speaking (show flashcard of a classroom object,
Speaking 2.1.5 food item etc), Name 5 (animals, toys
2.1 Name or describe objects etc), Spell…( e.g. yellow). For Listen
Communicate simple using suitable words from and do, you can make instructions for
information intelligibly word sets pupils to do (e.g. Put a red pencil and a
green pencil case on the chair). There
are 2 squares not directly linked to
textbook topics. Correct it! These

should be typical grammar, vocabulary,
spelling, or pronunciation mistakes your
pupils make. Question mark These can
be a mix of simple and difficult
questions related to anything studied
over the year.

Lesson delivery

1. See next page.

Post lesson

2. Finish the lesson with a brief
reminder to pupils of any key
language learning points which
emerged.

352

Primary Year 1 Scheme of Work

Noughts and crosses grid for Year 1 Example of a completed line on a noughts and crosses grid

Food Correct it! Friends OXO
Colours XOX
Animals ? XO

Classroom objects Listen and do Toys

353

Primary Year 1 Scheme of Work

Lesson delivery

1. Divide pupils into 2 teams of equal size and ask them to give their team a name.

2. Write the team names on the board.

3. Draw the noughts [O] and crosses [X] grid on the board.

4. Tell pupils that their team gets a nought or cross on a topic square if they answer a question about that topic correctly. The aim of the game is to make a line of their
team’s symbol (nought or cross) across, down or diagonally in order to score a point. If a team makes this line, they score a point. In the example on the previous
page, the noughts team have made a diagonal line by answering three questions correctly. The board is then cleaned and the game continues.

5. Explain that teams will take turns to answer your questions.

6. Tell pupils that they must take it in turns to ask and answer questions, so that everyone gets a chance to practise language. If a team member is not sure of the answer
to a question, team mates can help, but the chosen team member must say the answer to the opposing team.

7. Explain that

 you will read each question only once
 you will accept only the first answer you hear
 there will be a time limit of 40 seconds to answer after the question has been read.

8. Toss a coin to choose a starting team, and play the game.

9. Mark noughts and crosses in the appropriate square when teams answer correctly. Make sure that pupils are quiet when a team reads out their question, so that
everyone can hear it.

354

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 152 (Speaking 31)
MAIN SKILL(S) FOCUS: Speaking
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 Language

355

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 Copies of Superminds ELEMENT Strategies 4 and 5 may
Ask pupils questions about pictures in 1 be suitable.
Speaking Speaking the textbook (see step 2 for examples). Language
2.1 2.1.5 Each time, show pupils a page of the Use other strategies if
Communicate simple Name or describe objects Superminds textbook, and ask a appropriate.
information intelligibly using suitable words from question or give an instruction, e.g.
word sets
COMPLEMENTARY  What colour’s the apple?
SKILL COMPLEMENTARY  What’s this?
SKILL  How many pineapples?
Listening  Find something yellow, and
1.2 Listening
Understand meaning in 1.2.5 something red.
a variety of familiar Understand short
contexts supported questions Practise useful questions with pupils
and write them on the board.

Lesson delivery
1. Divide pupils into small groups and

ask them to prepare 7 questions or
more.

2. Put groups together and ask them
to ask and answer each other’s

questions.

3. Repeat step 5 by changing the
groups, if there is time.

4. Ask pupils to read out their
questions for the whole class to
answer.

Post lesson
Post-lesson task 4: Correct the error

356

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 153 (Reading 31)
MAIN SKILL(S) FOCUS: Reading
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 Language

357

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 Dice, counters, and Strategies 2 and 7
Explain that pupils will revise the term’s work by one copy of the Year Entrepreneurship may be suitable.
Reading Reading reading and responding to instructions on topics 1 Revision board
3.2 3.2.2 they have covered over the term in a board game. game on the next Use other strategies if
Understand a variety Understand specific page for each group appropriate.
of linear and non- information and Lesson delivery
linear print and digital details of very simple 1. Explain that pupils will play a game. Ask them If appropriate, select
texts by using phrases and suitable activities for
appropriate reading sentences to talk about how they can cooperate as a your pupils from
strategies group in the game, and how they can deal with LINUS Module 1 or 2
COMPLEMENTARY any challenges in content or language. to be added in to this
COMPLEMENTARY SKILL lesson to focus on
SKILL 2. Pupils talk about this in L1, as the focus here is any phonemes from
Speaking on learning skills, not on language. the Phonics Table
Speaking 2.1.5 that pupils continue to
2.1 Name or describe 3. Elicit pupils’ suggestions. have problems with.
Communicate simple objects using suitable
information intelligibly words from word sets 4. Explain that when pupils land on a square on
the board, they must speak about the topic for
half a minute to a minute so that they get
sufficient language practice from the game.

5. Divide pupils into groups of 3 or 4 and handout
out a dice and counters for each group.

6. If a pupil lands on a Free question square,
explain that others can each ask them a
question, either a personal one or one
connected to the term’s work. Give or elicit
examples to help if necessary.

7. Pupils throw the dice and move their counter
forward. They tell others in their group about
the topic they land on.

Post lesson
Stop the game and ask them to reflect on and give
examples of

 how well they worked as a group

 how they dealt with any challenges in content

or language .

As in steps 2 and 3, this feedback will be in L1.

Elicit feedback from the groups, summarising this,
and make any additional comments of your own.

358

Primary Year 1 Scheme of Work

Year 1 Revision Board Game

Say 2 things you like Spell an animal name Name 2 healthy foods Make a false sentence with Free question
under (Your friends ask you)

Names 2 places where Say the colours of 5 things How old are you? Free question Say the letters of the
animals hide in the classroom (Your friends ask you) alphabet

Say something you’ve got Make a false sentence with Free question Count from 1 to 10 Tell your friends to do
in (Your friends ask you) something

Count from 11 to 20 Free question Name 3 vegetables Name 2 unhealthy foods Make a true sentence with
(Your friends ask you) on

Free question Name 3 shapes in this What’s your favourite toy? Say something you Name 5 classroom objects
(Your friends ask you) classroom haven’t got

359

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 154 (Writing 31)
MAIN SKILL(S) FOCUS: Writing
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 language

360

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 Strategies1 and 5
Ask 3 pupils to come to the front of the class and Creativity and may be suitable.
to draw vocabulary items from Superminds 1 Innovation
according to the suggestions of their classmates. Use other strategies
Writing Writing You need about 24-30 items on the board, so each if appropriate.
4.2 pupil draws 8-10 items.
Communicate basic 4.2.5
information intelligibly If step 1 is too time-consuming in your class, pupils
for a range of Connect words and can prepare pictures on paper before the lesson,
purposes in print and and you can stick these on the board.
digital media proper names using
‘and’

COMPLEMENTARY COMPLEMENTARY Lesson delivery
1. Now write these 2 sentence outlines on the
SKILL SKILL
board:
Reading Reading  A ___ and a ___ are …
3.2 3.2.2  A ___ and a ___ have got …
Understand a variety Understand specific
of linear and non- information and 2. Give pupils an example which completes each
linear print and digital details of very simple outline by making connections between the
texts by using phrases and pictures on the board, e.g. A banana and a
appropriate reading sentences pear are fruit; or A table and a cat have got
strategies four legs.

3. After you have given pupils these examples,
ask them to speak in groups and make as
many connections as they can in a given time
limit.

4. Check answers with the whole class.

5. Divide pupils into pairs or small groups.

6. Ask them to write 4 true connections
sentences and one false one. They should not
show which sentence is a false connection.

7. Ask groups to swap sentences and to identify
and correct the false sentence.

8. Repeat steps 8 and 9 if there is time.

Post lesson
Post-lesson task 6: Whisper and Write

361

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 155 (Language Arts 31)
MAIN SKILL(S) FOCUS: Language Arts
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Your choice. To review language taught over the year

362

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 Dialogues (see Language Your choice
Review four key words, one from each unit. You examples on the next depending on your
Language Arts Language Arts could use Task 1, 4 or 6. page) that represent class and lesson.
5.3 5.3.1 learning from each
Express an Respond Lesson delivery unit and the year Possibly strategies 2,
imaginative response imaginatively and 1. On the board, do a matching activity: Textbook overall. 6 and 7.
to literary texts intelligibly through unit to theme:
creating simple art Unit 1: At School You can give different
and craft products Unit 2: Let’s Play! amounts of support to
Unit 3: Pet Show help pupils write their
Other imaginative Unit 4: Lunchtime dialogues, or allow
responses as them to write freely.
appropriate 2. Make four or eight groups. Ask each group to Remember to monitor
brainstorm vocabulary and language they remember closely and support
from a different unit each. Give them a time limit. groups as they write.

COMPLEMENTARY COMPLEMENTARY 3. Ask groups to check in their textbooks. If Encourage self-
SKILL SKILL necessary they can add or change their answers. correction by showing
where mistakes are
Speaking Speaking 4. Ask each group to present their answers to the or asking questions,
2.3 2.3.1 class. rather than giving a
Communicate Introduce self to an correction.
appropriately to a audience using fixed 5. Read the dialogues – you can ask more proficient
small or large group phrases pupils to take different parts or you could use
puppets or similar to take on different roles. Pupils
should tell you which unit it relates to.

6. Tell groups they will be making similar dialogues
to perform in the next LA lesson. Give each group a
new unit to look at and ask them to write a dialogue.

7. Monitor and help where needed.

8. Groups can practise their dialogues a little.

9. Remind pupils they will need to introduce
themselves to the audience. Check they have the
language for this and practise as appropriate.

10. Collect their written dialogues at the end of the
class to review.

Post lesson
Word ladders

363

Primary Year 1 Scheme of Work

364

Primary Year 1 Scheme of Work

Suggested dialogues for Lesson 155 Dialogue 2:
Dialogue 1: A: Let’s go to the toyshop.
Teacher: Hello. How are you? B: OK. Do you like toys?
Pupil 1 and 2: I’m fine, thank you. A: Yes, I do. My favourite toy’s a kite.
Teacher: Sit at your desks, please. B: I like kites too.
Pupils 1 and 2: OK. [They sit down]. [At the toyshop]
Pupil 1: Abdul, I haven’t got a pencil. Have you got a pencil? Toyshop owner: Hello.
Pupil 2: Sorry, I haven’t got a pencil. A: Hello. A kite, please.
Pupil 1: OK. Teacher, pass me a pencil, please. Owner: Yes, here you are.
Teacher: Here you are [passes pencil].
Pupil 1: Thank you.
A: Thank you.
A: I’m very happy; I have a new, red kite.

365

Primary Year 1 Scheme of Work

Dialogue 3: Dialogue 4:
A: Mum, I’m hungry.
A: Do you like animals, Hana? B: OK. We’ve got cheese.
B: Yes, I like cats and rabbits. I’ve got a cat at my house. Have you got a A: I don’t like cheese. Have we got any bananas? I like bananas.
pet, Afiq? B: No, we haven’t. We haven’t got any fruit!
A: No, I haven’t. I don’t like dogs and I don’t like cats. A: Oh no! Let’s make a shopping list.
B: OK. We haven’t got any bananas, and we haven’t got any apples.
B: Do you like rabbits? Please write down bananas and apples.
A: Yes, I do. Let’s play at your house. A: OK. Now let’s go shopping.
B: OK. Let’s go.

366

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 156 (Listening 32)
MAIN SKILL(S) FOCUS: Listening
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 language

367

Primary Year 1 Scheme of Work

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

ELEMENT Strategies 4 and 5 may
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Board and grid on next Entrepreneurship
Give pupils the Find a friend who… grid page Use other strategies if
appropriate.
Listening Listening on the next page, or write it on the
1.2 1.2.5 board and ask pupils to copy it.
Understand meaning in Understand short
a variety of familiar supported questions Practise the questions pupils will need
contexts to ask (e.g. Do you like cats? Have you
got 2 brothers?).

COMPLEMENTARY COMPLEMENTARY Lesson delivery
SKILL SKILL 1. Tell pupils to mingle and complete

Speaking Speaking the grid with a new name for each
2.1 2.1.2 question. If mingling is not possible
Communicate simple Find out about very basic in your classroom, pupils can sit
information intelligibly personal information and work in groups of about 8-10.
using fixed phrases
2. When most, but not all, pupils are
ready, stop the game.

3. Elicit a few answers from pupils as
a whole class.

4. Divide pupils into pairs or small
groups and tell them that they’ll

create their own grid, using about 3

entries, depending on time

available.

5. Elicit a few possible entries for a
new grid to help pupils get ideas
for their task.

6. Pupils create their new grid.

7. Pupils repeat steps 3 and 4.

Post lesson
Repeat step 5.

368

Primary Year 1 Scheme of Work

Find a friend who Name
Find a friend who…

likes cats
has got 2 brothers
is 7 years old
is brave
likes cheese
has got a red pencil case

369

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 157 (Speaking 32)
MAIN SKILL(S) FOCUS: Speaking
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 language

370

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 4 may
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Board and Me and my Values (cooperation)
Give pupils the Me and my friends grid friends grid on the next Use other strategies if
Speaking Speaking on the next page, or write it on the page appropriate.
2.1 2.1.1 board and ask pupils to copy it.
Communicate simple Give very basic personal Ask pupils to complete the grid with
information intelligibly information using fixed information which is true for them.
phrases
COMPLEMENTARY Lesson delivery
SKILL COMPLEMENTARY 1. Practise the statements pupils will
SKILL
Listening need to use to communicate
1.2 Listening information to their classmates
Understand meaning in 1.2.2 (e.g. I’m 7 years old, My favourite
a variety of familiar Understand with support food is/I like chicken).
contexts specific information and
details of very simple 2. Put pupils in groups of 4 and ask
phrases and sentences them to exchange information.

3. When most, but not all, pupils are
ready, stop the game.

4. Ask pupils to report back one
interesting thing from their group
(e.g. Zil and me like spiders,
Ahmed and Chelvi have got 5
brothers).

Post lesson

Post-lesson task 1: Spot the
differences: pupils do this in groups.
They change information in their
completed grids, and their groupmates
correct them.

371

Primary Year 1 Scheme of Work

Me and my friends Me My Friend My Friend My Friend

Age (Name:…………….…….) (Name:…………………….) (Name:…………………….)
Brothers
Sisters
Favourite food
Favourite animal
Favourite toy

372

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 158 (Writing 32)
MAIN SKILL(S) FOCUS: Writing
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s Play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 language

373

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 Your own ABC poster Values (cooperation) Strategies 4 and 5
Pre-lesson task 4: Identify the flashcards (optional) may be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Poster paper for Use other strategies if
Communicate with Spell familiar high 1. Tell pupils that they’ll be making an ABC poster pupils appropriate.
appropriate language frequency words
form and style for a accurately of Year 1 words together. 1 set of 18 small
range of purposes in pieces of paper for
print and digital media 2. You can show pupils a finished ABC poster you each group of 3
have made yourself as an example if pupils
appropriate.
COMPLEMENTARY COMPLEMENTARY
3. Divide pupils into groups of 3.
SKILL SKILL
4. Give each group poster paper on which they
Reading Reading will draw pictures of Year 1 vocabulary items.
3.2 3.2.3
Understand a variety i) Use visuals on the 5. Write letters of the alphabet on the board. Miss
of linear and non- page to help out letters h, I, j q, u, w, x, z, as it is difficult to
linear print and digital understand a word or make words beginning with these letters.
texts by using phrase
appropriate reading 6. Ask pupils to copy these letters onto their
strategies ii) Identify and poster.
remember high
frequency sound and 7. Give each group the set of 18 pieces of paper.
letter patterns Tell pupils that they’ll write the words for their
pictures on these pieces of paper.

8. Tell pupils to agree who is responsible for
letters a, b, c, d, e, f, who for g, k, l, m, n, o and
who for p, r, s, t, v, y.

9. Tell pupils to look though the Superminds
textbook, to draw pictures of items beginning
with their letters on the poster and to write the
words on their pieces of paper.

Post lesson
Collect the poster and pieces of paper and make
sure you know which poster they belong to, as you
will need these in the next lesson.

Tell pupils to remember who is in their group, as
they’ll start the next lesson in the same group.

374

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 159 (Reading 32)
MAIN SKILL(S) FOCUS: Reading
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Revision of Year 1 language

375

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 Posters and sets of Values (cooperation) Strategies 2 and 7 may
Tell pupils to form the same groups of 3 paper from previous be suitable.
Reading Reading as in the previous lesson, and hand out lesson
3.3 3.3.1 ABC posters and words to each group.
Read independently for Read and enjoy simple Use other strategies if
information and print and digital games at Lesson delivery appropriate.
enjoyment word level 1. Join groups of 3 to form groups of

6.

COMPLEMENTARY COMPLEMENTARY 2. Tell pupils to swap posters and
SKILL SKILL sets of pieces of paper.

Reading Reading 3. Pupils match pieces of paper to the
3.2 3.2.3 pictures and check each other’s
Understand a variety of i) Use visuals on the answers.
linear and non-linear page to help understand
print and digital texts by a word or phrase 4. Repeat steps 1, 2, and 3 with new
using appropriate groups as appropriate.
reading strategies ii) Identify and remember
high frequency sound Post lesson
and letter patterns Post-lesson task 7, Listen and point,
using pupils’ posters as a prompt.

376

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 160 (Language Arts 32)
MAIN SKILL(S) FOCUS: Language Arts
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Your choice. To review language taught over the year

377

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 In this final lesson, pupils review their You may want to bring Patriotism and You can support different
dialogues in groups (from Lesson 155), props for the pupils to Citizenship groups in different ways
Language Arts Language Arts based on your feedback. use in their acting, or as necessary, especially
5.3 5.3.1 They then learn and practise their you can ask pupils to if they feel nervous about
Express an imaginative Respond imaginatively dialogues so they can act them out bring them from home. performing.
response to literary and intelligibly through freely.
texts creating simple art and Last of all, they perform their dialogues You may want to invite
craft products to the class/parents/other parents, other teachers,
COMPLEMENTARY classes/teachers, having introduced staff or classes to
SKILL Other imaginative themselves. watch the performance
Speaking responses as appropriate or you could video
2.3 record them with
Communicate COMPLEMENTARY appropriate permission
appropriately to a small SKILL from the school and
or large group Speaking parents.
2.3.1
Introduce self to an
audience using fixed
phrases

378

Primary Year 1 Scheme of Work



Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9

Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya

Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/