Primary Year 1 SK Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
screw up into a ball appropriate.

Speaking Speaking 1. Pre-lesson task 7: Beat the teacher
2.3 2.3.1
Communicate Introduce self to an Lesson delivery
appropriately to a small audience using fixed
or large group phrases 2. Pupils stand in groups of about 5
or 6.

COMPLEMENTARY COMPLEMENTARY 3. They throw a ball of paper to each
SKILL SKILL other to practise target language in
a chain activity.
Writing Writing
4.3 4.3.1 4. E.g. Pupil 1 starts: Hi, I’m X …, I’m
Communicate with Use capital letters years old and throws the ball of
appropriate language appropriately in personal paper to pupil 2 in the circle who
form and style for a and place names repeats this information, and adds
range of purposes in their own information to make a
print and digital media chain. i.e. He’s/ she’s X, he’s
/she’s … years old. I’m Y… I’m
years old.

5. Each pupil repeats previous
information and adds their own
information to the chain.

6. Pupils write about themselves and
a classmate.

Post lesson

7. Post lesson task 6: Whisper and
write

49

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 13 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers

50

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 Letter cards or plastic ELEMENT Strategies 2 and/or 4
Play Find Something- pupils listen to letters. may be suitable.
you say Find something red, and go to Language
touch something red in the classroom. Colour pencils Use other strategies as
Reading Reading Write the colour words on the board as appropriate to your
3.1 3.1.1 you use them. Worksheet – one per pupils.
Recognise words in Identify and recognise pupil (see below)
linear and non-linear the shapes of the letters Lesson delivery If appropriate, select
texts by using in the alphabet 1. Pupils sit in small groups. Give each suitable activities for your
knowledge of sounds of group some letters (cards or plastic pupils from LINUS
letters ones). Call out a letter; pupils have to Module 1 to be added in
try to grab the correct letter. They keep to this lesson
COMPLEMENTARY COMPLEMENTARY it if they grab it first. to focus on phonemes
SKILL SKILL from Line a of the
2. Next, tell pupils a colour word. They Phonics Table (see
Writing Writing should work together to try to spell it Syllabus).
4.1 4.1.2 using the letters they have. They can
Form letters and words i) Form upper and lower use the words on the board to help.
in neat legible print case letters of regular
using cursive writing size and shape** 3. Depending on the level of
proficiency, you could repeat this
**preliterate pupils only activity with the words on the board
erased.
ii) write letters and words
in a straight line from left 4. Hand out worksheet and ask pupils
to right with regular to write their name at the top. Pupils
spaces between words then read and colour the words (Part
and spaces* A).

*all pupils 5. Next pupils colour the hat in Part B
and write the colour in the gap.
iii) copy letters and
familiar high frequency Post lesson
words and phrases Task 10 using picture on p.4. This may
correctly* need adapting to your pupils.

*all pupils

51

Primary Year 1 Scheme of Work

Suggested worksheet design for Lesson 13: I’m _________________
A: Read and colour

B: Write and draw

[pupil’s drawing of a hat]

My hat is ___________. 52

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 14 (Writing 3)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers

53

Primary Year 1 Scheme of Work

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

ELEMENT Strategies 2 and/or 4
may be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language
Writing Task 1 using colour words. Leave the cards for each group
4.1 Writing words on the board if necessary. (i.e. pairs of cards, one Use other strategies as
Form letters and words 4.1.2 with a coloured circle appropriate to your
in neat legible print i) Form upper and lower Lesson delivery (or object) and the pupils.
using cursive writing case letters of regular 1. Review the colour words using other with the written
size and shape** flashcards. Put the flashcards around word of the colour). If appropriate, select
COMPLEMENTARY the room. Say a colour and the pupils suitable activities for your
SKILL **preliterate pupils only should go to that flashcard (run or Coloured pencils, pupils from LINUS
Reading walk). poster paper (or large Module 1 to be added in
3.3 ii) write letters and words paper for display). to this lesson
Read independently for in a straight line from left 2. Play a game of pelmanism with You may need to to focus on phonemes
information and to right with regular colour flashcards in small groups – lay create a worksheet from Line b of the
enjoyment spaces between words out all the cards, face-down. Pupils turn which shows pupils Phonics Table (see
and spaces* over two cards in turns to find a pair of where to draw and Syllabus).
matching colour + word. where to write. Include
*all pupils lines to help with letter
3. Pupils work in pairs. Give each pair size and shape as/if
iii) copy letters and two or maybe three colours. Pupils you would normally do.
familiar high frequency make a poster by drawing object(s) of a
words and phrases certain colour. They colour them and
correctly* then write the colour word underneath.

*all pupils 4, Display pupils’ work in the
classroom. Have pupils talk about the
COMPLEMENTARY colours and objects using as much
SKILL vocabulary as they may have. You
could introduce new words here if you
Reading feel it is appropriate and useful.
3.3.1
Read and enjoy simple Post lesson
print and digital games at Task 11. Ask about colours of objects
word level they have in their school bag, for
example, that they can take out and
show the class

54

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 15 (Language Arts 3)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends 55
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Your choice, as appropriate to your pupils’ needs and interests

Primary Year 1 Scheme of Work

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

MAIN SKILL ELEMENT

Language Arts MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
5.1 gives pupils a chance to enjoy appropriate to your appropriate to your
Enjoy and appreciate Language Arts responding to and using language in a lesson content lesson content
rhymes, poems and 5.1.1 chant, rap, rhyme or action song.
songs Demonstrate If your focus is on You may want to provide
appreciation through non- Once pupils can respond with colours, one possibility prompts for pupils to help
COMPLEMENTARY verbal responses to: confidence and enjoyment, you can is the rainbow song. them to create their own
SKILL help them to develop entrepreneurial verse.
i) simple chants and raps skills by encouraging them to create
Speaking ii) simple rhymes their own words to their own extra See:
2.1 iii) simple action songs verse. http://www.bbc.co.uk/le
Communicate simple arning/schoolradio/subj
information intelligibly ects/earlylearning/nurs
erysongs/F-
J/sing_a_rainbow

COMPLEMENTARY for the tune and words.
SKILL

Speaking
2.1.5
Name or describe objects
using suitable words from
word sets

56

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 16 (Reading 4)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends 57
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language: I’m (name/age), What’s your name? How old are 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.8 - 9 ELEMENT Strategies 2, 5, and 7
may be suitable.
Entrepreneurship
(role play) Use other strategies if
appropriate.
Reading Reading See Teacher’s Book.
3.2 3.2.2 If appropriate, select
Understand a variety of Understand specific Lesson delivery suitable activities for your
linear and non-linear information and details of See Teacher’s Book. pupils from LINUS
print and digital texts by very simple phrases and Module 1 to be added in
using appropriate sentences to this lesson, to work
reading strategies towards Content
Standard:
COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL See Teacher’s Book. Writing 4.1
Form letters and words in
Listening Listening neat legible print using
1.2 1.2.3 cursive writing
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives

58

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 17 (Writing 4)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 59
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language from topic of Friends

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.9 ELEMENT Strategies 2, 4, and 6
See Teacher’s Book. may be suitable.
Writing Writing Language
4.2 4.2.1 Lesson delivery Use other strategies if
Communicate basic Give very basic personal See Teacher’s Book. appropriate.
information intelligibly information using fixed
for a range of purposes phrases If appropriate, select
in print and digital suitable activities for your
media pupils from LINUS
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY If you do not have access to the to this lesson, to work
SKILL SKILL Workbook, towards Content
Standard:
Speaking Speaking 1. Draw on the board or give to
2.1 2.1.5 pupils the grid on the next Writing 4.1
Communicate simple Name or describe objects page as a handout. Form letters and words in
information intelligibly using suitable words from neat legible print using
word sets 2. Ask pupils to copy the grid if it cursive writing
is on the board.

3. Ask pupils to work individually
to draw and write examples of
what they know.

4. Close the task by sharing a
few examples with the whole
class

5. Start a new task, by writing
numbers 1-10 on the board or
on a poster.

6. In pairs, pupils take turns to
point to a number and say the
word.

7. Check a few examples with
the whole class.

Post lesson
See Teacher’s Book.

60

Primary Year 1 Scheme of Work

Draw and write examples of what you know 2.
1.

I’m six_________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________

3. 4.

_______________________________________________________ _______________________________________________________

_______________________________________________________ _______________________________________________________
_____________________

61

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 18 (Listening 4)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends 62
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Classroom objects

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.10 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 1.2.1
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

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

63

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 19 (Speaking 4)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends 64
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
What’s this?
It’s a (ruler)
Is it a (ruler)?
Yes, it is/No, it isn’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 MAIN SKILL Pre-lesson Superminds 1 p.11 ELEMENT Strategies 2, 4 and 7 may
be suitable.
Speaking Language
2.1 Use other strategies if
Communicate simple Speaking See Teacher’s Book. appropriate.
information intelligibly 2.1.5 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 1.2.2 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

65

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 20 (Language Arts 4)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends 66
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Classroom objects
It’s a… (pencil)

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 https://d3ddkgxe55ca6c Creativity and Strategies 2, 4 and 7 may
5.2 5.2.1 .cloudfront.net/assets/a Innovation be suitable
Express personal Name people, things or 1. Revision: Pupils do the school /44/f4/109155_100smar
responses to literary places of interest in objects chant from p.10. ty1_sip-45-26007.pdf Use other strategies if
texts illustrations appropriate.
accompanying texts Lesson delivery shows you how to
make a zigzag book .
2. Show pupils how to make a zigzag
book.

COMPLEMENTARY COMPLEMENTARY 3. Pupils make the book, following
SKILL SKILL your instructions.

Language Arts Language Arts 4. Pupils draw and label 5 classroom
5.3 5.3.1 objects.
Express an imaginative Respond imaginatively
response to literary and intelligibly through 5. Pupils share their books and name
texts creating simple art and the objects in their friends’ books.
craft products
Post lesson

Other imaginative 6. Your choice, as appropriate to your
responses as lesson.
appropriate.

67

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 21 (Listening 5)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends 68
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Imperative: draw
Recycled language from lessons 16 - 20:
colours and classroom objects

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 1 and 3 may
1. Pre-lesson task 6: Finger writing be suitable.
Listening Listening Language
1.3 1.3.1 Lesson Delivery Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge 2. Tell pupils that you‘ll ask them to
variety of contexts of a topic draw some classroom objects.
Elicit their predictions of target
language.

COMPLEMENTARY COMPLEMENTARY 3. Give a picture dictation of 3 or 4
SKILL SKILL objects, pausing in between each
object. Include classroom objects,
Listening Listening colours and numbers (e.g. Draw a
1.2 1.2.4 red pencil case… Now draw 2 blue
Understand meaning in Understand short basic rulers).
a variety of familiar supported classroom
contexts instructions 4. Pupils compare and name objects.

5. In pairs pupils take turns to do a
picture dictation of 3 objects with
each other.

Post lesson

6. Post-task 8: Make a word ladder

69

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 22 (Speaking 5)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends 70
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
How are you?
I’m fine, thanks
Good
Recycled language from lessons 16 – 20
numbers 1 - 10, Bye!
How old are 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 2 and 7 may 71
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson Cards with written Language
1. Introduce and teach How are you? numbers. Before the Use other strategies if
Speaking Speaking lesson, prepare a set of appropriate.
2.1 2.1.4 I’m fine thanks, Good. telephone number
Communicate simple Greet, say goodbye, and cards, one card for
information intelligibly express thanks using Lesson delivery each pupil in your class
suitable fixed phrases and one for you. Write
COMPLEMENTARY 2. Give 1 card to each pupil in the a number in black and
SKILL COMPLEMENTARY class and explain that the black a different number in
SKILL number is theirs, and that the red red on each card.
Listening one is the number of a classmate.
1.2 Listening Make sure that every
Understand meaning in 1.2.2 3. Say the red number on your card. black number occurs as
a variety of familiar Understand with support The pupil whose number it is a red number on
contexts specific information and answers. another card.
details of very simple
phrases and sentences 4. The conversation should be similar Toy or pretend phones
to this: if you have them:
Pupils can use their
Pupil: Hi, X here fingers as phones if
Teacher: Hi X, (your name) here not.
Pupil: How are you?
Teacher: I’m fine, thanks. How are
you, X?
Pupil: I’m fine thanks
Teacher: OK, bye, X!
Pupil; Bye!

5. Divide pupils into pairs.

6. Tell them to ask and answer
What’s your number?

7. They ask and tell each other their
numbers, and phone each other,
as in the example in step 4.

8. Change pairs and repeat.

Post lesson

9. Post-lesson task 6: Whisper and
write (Use a sequence of about 5
numbers for this).
W
E
E
K
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

Primary Year 1 Scheme of Work

LESSON: 23 (Reading 5) 72
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 16 – 20
Classroom objects

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 Word cards for the ICT Strategies 2 and/or 4
Task 10 using classroom objects classroom objects used may be suitable.
Reading Reading in pre-lesson (one for
3.1 3.1.3 Lesson delivery each pupil. There can Use other strategies
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a large circle. be multiple cards of the depending on your
linear and non-linear CCVC) Arrange the objects from the pre-lesson same object). pupils.
texts by using task on a table or on the floor in the
knowledge of sounds of middle of the circle. Give each pupil a Create a very simple, If appropriate, select
letters word card. Ask them to try to read it completed wordsearch suitable activities for your
silently. to use as a model OR pupils from LINUS
COMPLEMENTARY COMPLEMENTARY have a wordsearch you Module 1 to be added in
SKILL SKILL 2. Sound out the words (e.g. p-e-n-s-l, can do with the class to this lesson, to work
b-u-k) on the word cards. As pupils together. towards Content
Writing Writing hear their word, they should put the Standard:
4.3 4.3.2 card by the object in the circle. One possibility for an
Communicate with Spell familiar high online wordsearch Writing 4.1
appropriate language frequency words 3. Feedback by showing the word card maker is Form letters and words in
form and style for a accurately for each item and ask pupils to read https://worksheets.thete neat legible print using
range of purposes in and sound out the words together. acherscorner.net/make- cursive writing
print and digital media your-own/word-search/
4. If pupils need more practice in this and/or
area, you could play a game where If you have internet
they sound out the word on the card access, make sure that to focus on phonemes
and pass it to their neighbour, who you choose a from Line b of the
sounds it out and passes it to theirs, wordsearch maker Phonics Table (see
and so on around the circle. which produces words Syllabus)
only across or down:
5. Pupils sit back in their places. Show you can choose this
pupils your completed wordsearch option on the better
example and elicit what it is (if you think wordsearch makers.
pupils are familiar with wordsearches).
If not, work through an example
wordsearch with the whole class.

6. Pupils now create their own
wordsearches on the computer in pairs.
They use words from the unit so far.
Allow pupils to check the spelling of the
words in the textbook.

7. Pairs print and exchange
wordsearches to complete each other’s.

Post lesson
Post lesson Task 12

73

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 24 (Writing 5)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 74
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 16 - 20
It’s a …, colours, classroom objects

Primary Year 1 Scheme of Work

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

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plastic letters or letter Values (saying thank Your choice, as
Task 4 (try to use the dialogue pattern cards. you) appropriate to your
Writing Writing here) lesson.
4.2 4.2.2 One worksheet per
Communicate basic Greet, say goodbye, and Lesson delivery pupil (see below for If appropriate, select
information intelligibly express thanks using 1. In small groups or pairs, pupils play a suggested design) suitable activities for your
for a range of purposes suitable fixed phrases jumbled letters game, where they have pupils from LINUS
in print and digital to spell words correctly using the letters Module 1 to be added in
media given. Use plastic letters or letter cards to this lesson, to work
to spell words from the unit. towards Content
Standard:

COMPLEMENTARY COMPLEMENTARY 2. Have pupils copy the words into their Writing 4.1
SKILL SKILL exercise books if you feel they need Form letters and words in
further support in this area. neat legible print using
cursive writing
Writing Writing 3. Model the dialogue (as on the
4.2 4.2.4 worksheet) using flashcards or realia and/or
Communicate basic Name or describe objects held behind your back. Note that when
information intelligibly using suitable words from guessed, you give the object to the to focus on phonemes
for a range of purposes word sets pupil, saying Here you are and the pupil from Line b of the
in print and digital should respond with Thank you. Phonics Table (see
media Syllabus)

4. Have pupils play the guessing game
in pairs using real objects.

5. Write a model dialogue on the board
that follows the same pattern as the
worksheet. Nominate a boy and a girl to
read the dialogue, eliciting the missing
words and writing them in the gaps.

6. Give pupils a worksheet and ask
them to write in the missing words.
They could work in pairs to do this,
perhaps a boy + a girl.

7. When they have finished, pupils
practise the dialogue.

Post lesson
Task 5

75

Primary Year 1 Scheme of Work

Suggested worksheet design for Lesson 24
I’m ________________________.

[picture of a ruler]

[picture of a girl] [picture of a boy]

What’s this?

Is it a book?

___, it isn’t.

Is it a _____?

Yes, it is. Here you are!

_______ you.

76

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 25 (Language Arts 5)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends 77
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
It’s a (colour) (object).

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 Use appropriate
strategies according to
Language Arts MAIN SKILL Plan a Language Arts lesson which Your choice of Language your lesson and class.
5.2 allows pupils to listen and respond to materials and
Express personal Language Arts short texts. These could be resources. .
responses to literary 5.2.1 descriptions of classroom objects that
texts Name people, things or pupils need to identify. Realia (real things) are
places of interest in recommended.
COMPLEMENTARY illustrations You could, for example, collect various
SKILL accompanying texts classroom items and other realia (real Short texts (e.g. for you
things) to review vocabulary so far. Put to say to describe
Speaking COMPLEMENTARY these on a tray. Describe an item and classroom items.)
2.1 SKILL pupils should tell you what it is. You
Communicate simple could also write the sentences on the
information intelligibly Speaking board if you would like to support
2.1.5 reading skills development too.
Name or describe objects
using suitable words from You could then play ‘Kim’s Game’,
word sets where pupils look at the items on the
tray for 30 seconds. Then close their
eyes as you take something away. The
pupils should tell you what you took
away. Pupils can then play a similar
game in small groups.

78

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 26 (Speaking 6)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends 79
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
It isn’t my (pen)
Look at (the desk)

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.12 ELEMENT Strategies 2 and 7 may
See Teacher’s Book. be suitable.
Speaking Speaking Language
2.1 2.1.1 Lesson delivery Use other strategies if
Communicate simple Give very basic personal See Teacher’s Book. appropriate.
information intelligibly information using fixed
phrases

COMPLEMENTARY COMPLEMENTARY
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

80

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 27 (Writing 6)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 81
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Imperatives + please
e.g. Sit at your desk, please, Open your bag, please

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.13 ELEMENT Strategies 2 and 6 may
be suitable.
Language
Use other strategies if
Writing Writing See Teacher’s Book. appropriate.
4.2 4.2.4
Communicate basic Name or describe objects Lesson delivery
information intelligibly using suitable words from See Teacher’s Book.
for a range of purposes word sets
in print and digital
media COMPLEMENTARY In the listening task (task 1), pupils can
SKILL write the words on pieces of paper If
COMPLEMENTARY they do not have stickers.
SKILL
Post lesson

Listening Listening See Teacher’s Book.
1.2 1.2.4
Understand meaning in Understand short basic
a variety of familiar supported classroom
contexts instructions

82

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 28 (Listening 6)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends 83
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Here’s (your pencil case)
I’m sorry
Thank 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.14 ELEMENT Strategies 1 and 2 may
See Teacher’s Book. be suitable.
Values
Lesson delivery Use other strategies if
Listening Listening See Teacher’s Book. appropriate.
1.2 1.2.3
Understand meaning in Understand with a high Post lesson
a variety of familiar degree of support very See Teacher’s Book.
contexts short simple narratives

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

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

84

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 29 (Reading 6)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends 85
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
The letter sound /æ/

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.15 ELEMENT Strategies 2 and 7 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.
Reading Reading See Teacher’s Book.
3.1 3.1.2
Recognise words in Recognise and sound out Lesson delivery
linear and non-linear with support beginning, See Teacher’s Book.
texts by using medial and final sounds
knowledge of sounds of in a word
letters

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

Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes

86

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 30 (Language Arts 6)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends 87
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Phonics: /æ/ sound and related vocabulary

Primary Year 1 Scheme of Work

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

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Song: Creativity and Your choice, as
Play a game where the teacher says If you’re happy, happy, Innovation appropriate to your
Language Arts Language Arts two words (from the textbook), one with happy, say a, a. lesson and pupils.
5.1 5.1.2 /æ/ sound, one with a different sound. If you’re happy, happy,
Enjoy and appreciate Say the words in simple Pupils stand up when they hear the happy, say a, a. Possibly strategies 2 and
rhymes, poems and texts, and sing simple word with /æ/ and sit down when the If you’re happy, happy, 3:
songs songs with intelligible word has no /æ/. happy, really happy,
pronunciation, rhythm happy, happy, You may want to provide
and intonation Lesson delivery If you’re happy, happy, prompts for pupils to help
1. Write the letter a on the board and happy, say a, a. them to think of words
i) simple chants and raps ask pupils what it sounds like. with the /æ/ sound (such
ii) simple rhymes Video available at: as flashcards).
iii) simple action songs 2. Sing or play the song (if you’re happy https://www.kizphonics.
and you know it adaptation). Encourage com/short-a-phonics- You may want to
pupils to join in with the /æ/ sound. warmer-song/ put/draw pictures on the
board of the words
COMPLEMENTARY COMPLEMENTARY 3. Ask pupils to tell you some words instead of/as well as
SKILL SKILL with the /æ/ sound. Write the words on writing the words.
the board.
Language Arts Language Arts Pupils only need to insert
5.3 5.3.1 4. Show pupils how to make a new one word, but may have
Express an imaginative Respond imaginatively verse using an /æ/ word If you’re happy difficulty repeating the
response to literary and intelligibly through and you know it say ‘apple, apple’ for rest of the verse – if so,
texts creating simple art and example. they need only to say the
craft products new word and not repeat
5. Pupils work in pairs to create new the verse.
Other imaginative verses and to practise singing them.
responses as appropriate Depending on your pupils, you may
need to support them in this.

6. Pairs perform their verses to the
class.

Post lesson
3. Using words the pupils have used in
their songs.

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

88

Primary Year 1 Scheme of Work

LESSON: 31 (Listening 7)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 - 30: school objects

89

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES CURRICULAR
STRATEGIE / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pictures of school Strategies 2 and 7
objects, or the real Creativity and may be suitable.
Listening Listening 1. Pre-lesson task 7: Beat the teacher, to object themselves Innovation
1.2 1.2.1 introduce the title of the story you’ll tell in Use other strategies if
Understand meaning in Understand with support the lesson. The title is Mira goes to school (Step 10 and 11 in appropriate.
a variety of familiar the main idea of very lesson)
contexts simple phrases and 2. Explain or elicit goes if necessary.
sentences
Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Put pictures of a school bag and 5-8
school objects on the board, or put real
Listening Listening objects on a table.
1.2 1.2.2
Understand meaning in Understand with support 4. Tell pupils to listen to the story and decide
a variety of familiar specific information and if Mira takes all the objects to school.
contexts details of very simple
phrases and sentences 5. Tell the story below, and make sure that
you leave out one of the items:

Mira goes to school. She says bye to her
mum, and says hi to her friend Aisha

Mira gets to school. She opens her school
bag. She has a green ruler, a blue rubber
etc (name 5-8 objects). Oh, no…!

6. Ask pupils if Mira took everything to
school, and ask why she said Oh no !
(she’s left something at home), and what’s
missing.

7. Give each picture on the board to a
different group.

8. Tell the story again: the group stand up
when they hear their object.

9. Put the pictures back on the board.

10. Divide pupils into pairs. They create their
own story, using the objects on the board,
and leaving at least one out.

11. Put pairs into groups of 4. Pupils tell each
other their story: the listening pair says
which items or items are missing.

Post lesson

12. Post lesson task 1: Spot the differences

90

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 32 (Speaking 7)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends 91
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 – 30
Classroom objects. Hi, How are you, Here’s a … Is it yours? Bye. Thanks

Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Pictures of Creativity and Strategies 2 and 3
1. Pre-lesson task 10: Say what’s missing classroom objects Innovation may be suitable.
Speaking Speaking or the real objects
2.1 2.1.4 Lesson delivery themselves Use other strategies if
Communicate simple Greet, say goodbye, appropriate.
information intelligibly and express thanks 2. Put pupils into pairs.
using suitable fixed 3. Explain that they’ll create a dialogue In which they
COMPLEMENTARY phrases
SKILL ask if a classroom object belongs to another pair.
The other pair will answer their questions.
Speaking
2.2 COMPLEMENTARY 4. Before pupils start preparing, make sure that they
Use appropriate SKILL know which pair they’ll be speaking to.
communication
strategies Speaking 5. Put a speaking frame on the board to help the pairs
2.2.2 of pupils prepare and understand who says what:
Ask for attention or e.g.
help from a teacher or
classmate using one Pupil X: Hi A and B,
word or a fixed Pupil Y: How are you?
phrase Pupil X: Here’s a…
(pupils use the real object or a picture)
Pupil Y: Is it yours?

Pupil A: Hi X and Y,
Pupil B: We’re fine thanks. How are you?
Pupil A: Yes it is/No it isn’t.
Pupil B: Thanks.
Pupil A: Bye!

6. Do an example or two of the dialogue together with a
proficient pupil to demonstrate the activity.

7. Ask pupils to prepare. Make sure that pupils practise
speaking the dialogue rather than writing it.

8. As they prepare, encourage them to ask you or their
classmates for help with vocabulary or pronunciation
if necessary (see Learning Standard 2.1.4)

9. Pupils exchange dialogues.

10. If time, ask some pairs to do their dialogues for the
whole class.

Post lesson

11. Post-lesson 4: Correct the error

92

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 33 (Reading 7)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends 93
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 – 30:
School objects

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 Word cards for Language Your choice, as
Task 1 vocabulary items appropriate to your class,
Reading Reading (classroom items) depending on their level
3.1 3.1.3 Lesson delivery of proficiency in reading.
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a circle. Sound cards for colour
linear and non-linear CCVC) Play a guessing game with the word words (i.e. bl / ue, gr / If appropriate, select
texts by using cards, where you reveal words sound- ee / n) suitable activities for your
knowledge of sounds of by-sound and ask pupils to read aloud pupils from LINUS
letters and guess the word. One worksheet per Module 1 to be added in
pupil. See below for to this lesson, to work
2. Repeat step 1, pupils take the role of suggested outline. towards Content
the teacher. Standard:

COMPLEMENTARY COMPLEMENTARY 3. Give out the word cards and ask Writing 4.1
SKILL SKILL pupils to find realia to match the card in Form letters and words in
their bag or on their desk. neat legible print using
Reading Reading cursive writing
3.1 3.1.4 4. Have pupils say Here’s my xxx. It’s
Recognise words in Segment phonemes (colour). and/or
linear and non-linear (CVC, CCVC)
texts by using to focus on phonemes
knowledge of sounds of 5. Using the sound cards, on the board, from Line c of the
letters nominate pupils to come to the board Phonics Table (see
and make the colour words. Syllabus)

6. Pupils do Activity A on the worksheet
– they match beginning and final

sounds by drawing a line.

7. Review the word cards from step 1
before having pupils do Activity B.

8. Depending on time available, pupils
can draw something of theirs (e.g. My
red pencil) and write under it.

Post lesson
Use pupil’s pictures to play a guessing

game.

Another option for this lesson is to
design a lesson in which pupils create
anagrams of school objects for their
classmates to solve. This is suitable for
more proficient classes.

94

Primary Year 1 Scheme of Work

Suggested Worksheet

I’m __________.

A. Draw a line to make colour words

bl llow

ye d

re ple

pur ue

B. Complete the words

[5 pictures across the page with part of the word
underneath:

[bag] [ruler] [pencil case] [desk] [book]
___g ___ ler ___ncil ___se ___sk ___k

de ba boo pe ru ca
C. Draw and write

My ________________________

95

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 34 (Writing 7)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends 96
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 – 30, and from lesson 32
Classroom objects. Hi, How are yours, Here’s a … Is it yours? Bye! Thanks

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 Word cards for: Language Strategies 1, 2 or 5 may
Writing 1. Here’s / a / ruler /. be suitable.
Writing 4.2.2 Lesson delivery / Is / it / yours / ?
4.2 Greet, say goodbye, and 1. Collect some objects from pupils. Use other strategies as
Communicate basic express thanks using Hold up the objects and say Here’s a … One set for each pair or appropriate depending on
information intelligibly suitable fixed phrases Is it yours? Keep the objects. small group your class.
for a range of purposes
in print and digital COMPLEMENTARY 2. Have pupils ask and answer the Removable stickers or If appropriate, select
media SKILL question in pairs or small groups. labels OR small papers suitable activities for your
with sticky tape/tack pupils from LINUS
COMPLEMENTARY 4. Put word cards (or write) for: e.g. Module 1 to be added in
SKILL Hello / Adelia on the board and elicit to this lesson, to work
their correct order to make Hello Adelia. towards Content
Repeat for From Nor. Standard:

Writing Writing 5. Give each pair or small group a set Writing 4.1
4.3 4.3.1 of words. They should arrange them to Form letters and words in
Communicate with Use capital letters make sentences: Here’s a xxx. Is it neat legible print using
appropriate language appropriately in personal yours? cursive writing
form and style for a and place names
range of purposes in 6. Using a sticker/label, show pupils and/or
print and digital media how to write the message:
Hello Adelia. Here’s a rubber. Is it to focus on phonemes
yours? From Nor. They can use their from Line c of the
picture dictionaries to check spelling. Phonics Table (see
Syllabus)
7. Hand out to pupils the objects you
collected from step 1 and a sticker/label
for each pupil. Have pupils write their
message on it.

8. Collect the objects and have pupils
help you give them to the person
addressed in the message.

9. Depending on time, you could repeat

a similar process for the reply (e.g.
Hello Nor. No, it isn’t.) or you could do

this orally.

Post lesson
Task 12

97

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 35 (Language Arts 7)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends 98
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Is it your X? It isn’t my X.

Primary Year 1 Scheme of Work