02 Sample SOW Year 1

FOR TRAINING PURPOSES ONLY
KSSR
English Language
Year 1
Scheme of Work
Primary Year 1
Scheme of Work
2
Primary Year 1 Scheme of Work
Contents
Introduction to Primary Year 1 Scheme of Work Document p.3
1. Overview of the Primary Year 1 Scheme of Work p.4
2. Glossary of terms in the Primary Year 1 curriculum framework p.6
3. Differentiation strategies for Primary Year 1 p.8
4. Formative Assessment p.12
5. Suggested Pre-Lesson tasks p.13
6. Suggested Post-Lesson tasks p.18
7. Scheme of Work (Lessons 1 15) p.24
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Introduction to Primary Year 1 Scheme of Work Document
The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and
information for planning and delivering their lessons throughout the year. The Scheme of Work contains
the following sections:
1. Overview of Primary Year 1 Scheme of Work
This section will explain to teachers how the Scheme of Work is organised and provides detail on the two
types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons.
2. Glossary of terms in the Primary Year 1 curriculum framework
In order to assist teachers in understanding the Content and Learning Standards which will appear in
each lesson, a number of these Standards have been explained in more detail.
3. Differentiation strategies for Primary Year 1
This section provides teachers with a number of suggested differentiation strategies which teachers may
wish to use within their classes. There are a total of seven strategies and each lesson will have a
recommendation for teachers as to which strategies could be used within that particular lesson.
4. Formative Assessment
This section provides a short overview of formative assessment and suggests 5 possible ways teachers
can assess their pupils.
5. Suggested Pre-Lesson Tasks
Teachers have been provided with a selection of tasks which can be used at the start of each of the non-
textbook-based lessons. There are a total of 12 tasks and details in how each task can be used are
provided.
6. Suggested Post-Lesson Tasks
As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at
the end of each non-textbook-based lesson.
7. Scheme of Work (Lessons 1 160)
This section provides teachers with detailed information for both the textbook-based lessons and the
non-textbook-based lessons. This will include the Content and Learning Standards for each lesson,
details of the lesson outline, the learning materials and suggested differentiation strategies. For the
textbook-based lessons teachers will need to refer to the accompanying Teachers Book. For the non-
textbook-based lessons, detailed lesson outlines have been supplied which teachers can choose to
follow or adapt as necessary.
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1. Overview of the Primary Year 1 Scheme of Work
1. What is the Primary Year 1 Scheme of Work, and how can it help teachers?
The Primary Year 1 Scheme of Work gives teachers an overview of the Content and Learning
Standards, lesson content and materials for their lessons with Primary Year 1 pupils. They can use
the Scheme of Work to help with their daily, weekly and longer-term lesson planning.
2. How is the Primary Year 1 Scheme of Work organised?
The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing
or Language Arts over the whole school year.
It links the lessons to:
themes and cross-curricular elements in the Primary Year 1 national curriculum

the four lesson cycle of skills lessons (Listening, Speaking, Reading, and Writing) and a
Language Arts lesson as outlined in the Primary Year 1 national curriculum
the Content and Learning Standards contained within the Curriculum Framework document
suggested learning materials for teachers to use and/or adapt for their classes.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It

also suggests ways of differentiating learning tasks to help pupils at different levels of language
understanding and use.
3. How are content and skills organised in Primary Year 1?
Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language
Arts lesson. From Lesson 6 onwards, Primary Year 1 is generally organised into textbook-based
lessons (using the selected textbook - Superminds 1) and non-textbook-based lessons. In the
textbook-based lessons, there are four skills lessons and a Language Arts lesson. The sequence of
the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook.
In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking,
Reading, Writing and Language Arts, as suggested in KSSR Bahasa Inggeris Tahun 1 and KSSR
Bahasa Inggeris SJK Tahun 1 of 2011.
Within each lesson, pupils do a range of activities and they often use and practise more than one skill,
as is found in everyday language use. For example, a speaking lesson may also involve listening;
introductory and/or follow-up activities may practise target language through a different skill, for
example, pupils may read words they have practised using in spoken language. Therefore, every
lesson identifies a main and a complementary content and learning standard, and these often focus
on different skills. The first standard stated in the Scheme of Work represents the main focus of the
lesson, and the complementary standards are secondary. Lesson objectives can be derived from both
these main and complementary standards.
The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills
practised in the textbook-based lessons, which should be identified through formative classroom-
based assessment of pupils progress.
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The last few lessons (149 160) review language and skills practised over the whole of Primary Year
1. The final three Language Arts lessons suggest a class performance of some kind which reviews a
chosen area of language learned during the year.
4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given Content and Learning Standards for lessons. This is because
Content and Learning Standards are repeated a number of times over Primary Year 1 in order to
increase pupils chances of success in achieving them across all skills and within Language Arts, but
teachers do not have to follow the learning outline and materials suggested. These can, of course, be
adapted according to the teaching and learning context, as long as they work towards the Content
and Learning Standards for that particular lesson.
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2. Glossary of terms in the Primary Year 1 curriculum framework
Term in Primary Year 1 curriculum Meaning

framework
Listening 1.1.1 a limited range of high frequency target language

Recognise and reproduce with support a phonemes
limited range of high frequency target These are the phonemes shown in the phonics table in the
language phonemes syllabus document.
A range of target language phonemes in Year 1 means a

suitable variety of phonemes from the phonics table, based
on the teachers judgment of how well the pupils they teach
can read.
Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of Familiar contexts are ones which pupils know. Examples
familiar contexts include contexts linked to topics covered in the Superminds
1 textbook, such as friends and family, school and food.
However, pupils in rural or remote areas and pupils who

live in cities may be familiar with different contexts.
Teachers should use their own judgment here.
Listening 1.2.1 very simple phrases and sentences

Understand with support the main idea Very simple phrases and sentences are simple in structure.
of very simple phrases and sentences They are short and contain just one clause (e.g. Im seven;
She can swim, Hes got 2 sisters). The ideas they contain
See also are easy for pupils to understand (e.g. They live in
Listening 1.2.2 Kuching, I like bananas)
Reading 3.2.1
Reading 3.2.2
Listening 1.2.3 very short simple narratives

Understand with a high degree of Very short narratives are stories which are usually not
support very short simple narratives more than 6 lines long. The simple narratives contain
language and ideas which pupils can understand.
Teachers should use their own judgment on very short

simple narratives, based on the level and interest of the
pupils they teach.
Speaking 2.1 simple information

Communicate simple information Simple information is frequent, everyday information which
intelligibly is simple cognitively. Examples include pupils saying their
name and age, talking about their home, or saying what
they like. Superminds 1 provides frequent opportunities for
pupils to communicate simple information.
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Speaking 2.1.1 fixed phrases
Give very basic personal information Fixed phrases are useful phrases for communication which
using fixed phrases pupils can understand and use to communicate
successfully. Often the language in the fixed phrases is
See also above their general language level. Here are some
Speaking 2.1.2 examples: Its my turn, Good idea! No problem! There are
Speaking 2.1.4 many fixed phrases in Superminds 1.
Speaking 2.3.1
Writing 4.2.1
Writing 4.2.2
Reading 3.1 linear and non-linear texts

Recognise words in linear and non-linear Linear texts contain only words. Pupils usually read their
texts by using knowledge of sounds of content in the sequence in which it appears on the page.
letters Examples of linear texts include: dialogues, stories and
descriptions.
See also Non-linear texts combine words and pictures. They involve
Reading 3.2 a different kind of reading from linear texts, as pupils may
move between the words and the pictures as they read, not
always in a sequence. Examples of non-linear texts include
graphs, diagrams, and some computer games.
Reading 3.3.1 digital games

Read and enjoy simple print and digital Digital games are language games children play on
games at word level language learning DVD ROMs, CD ROMS, or websites.
Writing 4.2 basic information

Communicate basic information Basic information means the same as simple information
intelligibly for a range of purposes in (see Speaking 2.1 above).
print and digital media
a range of purposes
The range of purposes is described in the learning
standards for Years 1 - 6. These purposes involve finding
out about and giving personal details and opinions.
Writing 4.3.2 familiar high frequency words

Spell familiar high frequency words High frequency words are words which pupils use
accurately often in Year 1 writing, such as colours, numbers, and
classroom objects. Teachers should use their own
judgment on familiar high frequency words, according
to words pupils write often in their lessons.
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3. Differentiation strategies for Primary Year 1
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the food
words you know, or What will happen next?) allow more proficient pupils to contribute more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give
different tasks to more proficient and less proficient groups of pupils according to their needs and
interests: see strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
their own teacher talk (e.g. It begins with B. You read it. Its on the desk.)
with gestures
with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.
Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that
every pupil says or writes something, so that they feel successful. Two useful strategies here are:
compulsory plus optional
remember and share.
i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write two sentences or more, or
In your group, say three colours or more. The minimum target (two sentences, three colours) is
compulsory, and everyone needs to achieve this to be successful. But the or more is optional,
and gives a chance for more proficient language pupils to challenge themselves. Some pupils
will stop at the minimum target at first, but with more practice, they will soon get the idea of going
beyond the minimum target.
ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they
learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In one
minute, Ill cover them Now, share with your group what you remember and then tell me).
Sometimes, less proficient pupils have good memories, and so this task also allows different
pupils to make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved. When it
is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who
complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in the picture in the textbook; Talk with your friend in English: You choose what to talk about).
Rewarding fast finishers with something fun to do (such as playing with toys or drawing a picture)
should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.
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Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what they
do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want
to do (e.g. the gestures they create for an action song or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways teachers can sometimes
pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet
write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for
example a group manager, writer or artist. Teachers should make sure to vary pairing and grouping
over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide
on a reading target for each child, and provide them with different tasks from those pupils who can
already read. If a few pupils are proficient readers, they could be given extra tasks. It should be
noted that the Schemes of Work for Primary Year 1 and Year 2 give recommendations for less
proficient readers to be given support during some reading lessons.
Strategy 6: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is limited. They often involve
very short responses. Open questions usually have more possible answers and longer responses.
Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or a cat?)
gives them a chance to produce accurate answers as they are usually easier to answer than open
questions. Asking open questions to more proficient pupils (e.g. What can Misty do now?) provides
extra challenge. As less proficient pupils grow in confidence and competence, teachers can ask them
more open questions. Sometimes there are also good reasons for asking more proficient pupils
easier questions, as this involves them in the lesson and helps the pace of the lesson.
Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For
example, if a pupil who is weak at writing has tried hard and produces work with a number of
misspellings, feedback can be given on what they did well, and only two or three misspellings of
common or important words highlighted. The pupil should respond to this feedback because the
suggested improvement is achievable for them. If a stronger pupil writes well and makes two
misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find
and correct them. The pupil should be able to respond to the extra challenge built in to this feedback.
The same principle applies to giving feedback on pupils spoken language.
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Pupils with pre- and low-level literacy skills
Some pupils are already literate when they begin Primary Year 1, whereas others may not yet be
literate or may be just learning to read. Within the Scheme of Work, reading and writing skills are
developed in different ways and pupils literacy skills will be developed through the activities and
lessons, both in the textbook-based lessons and the non-textbook-based lessons as the relevant
Content and Learning Standards are given adequate attention for pupils who are developing literacy
skills.
However, pre-literate pupils, or those with low-level literacy skills, will need extra support. It is
recommended that teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI)
Pupils Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where
indicated in the Scheme of Work. This information can be found in the Differentiation column within
the Scheme of Work below.
Please note the following Content and Learning Standards which develop these skills:
1 Content Standard Learning Standard

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

Reading 3.1 Reading 3.1.1
Recognise words in linear and non- Identify and recognise the shapes
linear texts by using knowledge of of the letters of the alphabet
sounds and letters
Reading 3.1.2
Recognise and sound out with
support beginning, medial and
final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC)
Reading 3.1.4
Segment phonemes (CVC, CCVC)
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For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need
to be addressed from the beginning of Primary Year 1. They are not otherwise covered in the
Scheme of Work. Suggestions for this are also indicated in the Differentiation column, where
appropriate.
Note the following Content and Learning Standards which develop these skills:

Writing 4.1 Writing 4.1.1
Form letters and words in neat i) Demonstrate fine motor control
legible print using cursive writing of hands by using pen or pencil
correctly
ii) Demonstrate correct posture
and pen hold grip
iii) Develop hand-eye coordination
through drawing lines
Writing 4.1.2
i) Form upper and lower case
letters of regular size and shape
ii) Write letters and words in a
straight line from left to right with
regular spaces between words
and spaces
iii) Copy letters and familiar high
frequency words and phrases
correctly
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4. Formative Assessment
Formative Assessment involves teachers in identifying pupils strengths and weaknesses as

language learners, and in communicating this information clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative assessment is
therefore also informative. Formative assessment of listening or reading may involve talking with
pupils about different listening and reading strategies they can use. Some of this discussion may be
in L1, as the focus is on learning, not on language performance. Formative assessment of speaking,
may involve highlighting how well a pupil has communicated a message, as well as some explicit or
implicit correction of pronunciation, vocabulary or grammar. The picture is similar with formative
assessment of writing, with spelling and punctuation replacing pronunciation.
There are five common ways of collecting information in order to find out what pupils have done well,
and what they need to improve:
1. observing pupils in class

2. reading and marking their written work
3. asking pupils about their learning, e.g. what they find easy and difficult, what task types and
topics they enjoy
4. asking pupils to self- or peer assess their work
5. testing pupils.
Formative assessment also involves teachers reflecting on the learning in a lesson in order to plan
upcoming lessons effectively. This is of particular value when considering the non-textbook-based
lessons, where learning from the textbook can be reviewed and/or enriched.
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5. Suggested Pre-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills-
focussed lesson and require minimal materials and preparation. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Each pre-lesson task takes about 5-10 minutes of class time.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: to prepare and give pupils confidence for a listening or reading text
MATERIAL: Board, exercise books and pens
Write anagrams of key topic vocabulary words on the board, e.g.
e l o y l w (for yellow)
r e n e g (for green)
Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
If pupils find this difficult provide the first letter of each word or provide a picture to help them with
meaning.
When finished, invite pupils to form larger groups to see if they have the same words.
Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
MATERIALS: Board
1. write questions on the board for a listening or reading text that the pupils will answer during the
lesson.
2. Provide two or three possible answers for each question for example, What does Sara like doing?
a. going swimming
b. watching TV
c. reading books (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils then listen to or read the text to check their predictions.
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PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
MATERIALS: Board
1. Write a list of events in the listening or reading text in a random order or use pictures to illustrate
them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He
sees a mouse in the tent at night. His mother screams! The mouse runs away).
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: to revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards
1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure the pupils cant see it. Cover it with a piece of card then
slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece of
paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the
board. Continue until the pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: to revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple true/false sentences about the topic to check pupils knowledge or to prepare
them for the content of the lesson.
2. Read a sentence out, e.g. if the topic is colours, Ravis pencil case is green, Reginas bag is blue
etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct any
false sentences. You could change the action to suit the topic of the lesson or to review other
vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or
with the whole class.
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PRE-LESSON TASK 6: FINGER-WRITING
AIM: to practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words the pupils will need for the lesson. These should be words the pupils already
know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head
down on the desk so that they cant see the board.
4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word
off the board. If you want to review word-spelling, then you could use a picture.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes
the word on their back by using their finger.
6. Each pupil works out what word his/her partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
NB: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the example
below _ _ _ _ _ _ (pencil).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one
part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to
remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the
teacher has won!
NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has
a good number of parts (e.g. 6 or 7).
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PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: to help pupils with listening or reading comprehension
MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will have
in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time,
e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main listening or reading focus
for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Choose about 7 or 8 topic words which pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
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PRE-LESSON TASK 10: SAY WHATS MISSING
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.
1. Follow steps 1-5 in Pre-task 9, Remember the Words.

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: to practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic
words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme
you are focusing on, e.g. for //:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more
difficult because of the o in monkey, which is not //)
3. Ask pupils to guess which word has an // sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils
check their answers.
5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different
from the others). Pictures could be used instead of words to check vocabulary production rather than
reading recognition.
PRE-LESSON TASK 12: PASS IT ON
AIM: to review vocabulary or language to prepare for a lesson
MATERIALS: Word or picture cards
1. Review with the whole class the word or picture cards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it
to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the
pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
NB: You can use this activity to support vocabulary learning or reading. You could use short sentences
for more proficient groups of pupils.
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6. Suggested Post-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson
section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-
focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think that
these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: to provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which
pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: to review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3-6 flashcards which represent the content of a text
which pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and
elicit ideas from the pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals the link may be
The story is on a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can
remember from the text, using the flashcards to help them. This could be sentences focusing on
content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise writing as well as speaking, pupils could come up to the board and write
information under the corresponding flashcard.
19
POST-LESSON TASK 3: GUESS THE WORD
AIM: to review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting the pupils see what it is.
4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag.
A possible variation is:

1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: to review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils written work
1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task.
These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.
20
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: to practise the pronunciation of key language from the lesson
MATERIALS: Listening or reading text, board
1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you
want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask
the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of
words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: to review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a
topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the word, or follows the
instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their
answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the front).
21
POST-LESSON TASK 7: LISTEN AND POINT
AIM: to review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: to review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils
in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk
or a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for each
team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the
ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed
time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team has
a word which no other team has, they get an extra point. Alternatively, you can avoid giving points for
these kinds of game, but offer praise yourself and from the other students when teams do well.
22
POST-LESSON TASK 9: READ YOUR FRIENDS MIND
AIM: to review topic vocabulary, to practise listening, speaking and reading
MATERIALS: Board
1. Write target language on the board (e.g. days of the week, I like/dont like): about 5-7 target items is
a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of
the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to transmit the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils can
work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of
each target language item suggested.
8. Calculate the pupils score. For example, if he or she were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil score 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous
pupil.
If this scoring system is too complex for younger children or those less proficient in numeracy, you can
tell pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct
word.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another
source
1. Make sure that each pupil can see the textbook picture or your own picture.
2. Give them 1 minute to look at the picture and remember whats in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are true or false, and correct false statements.
6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more
time to look at the picture if they need to do this in order to make their statements.
23
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: to review topic content or vocabulary and encourage pupils to make links between English learning
and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils
to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: What about me? Choose and circle
one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat
you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what
the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: to reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say What can you remember? Give a key word from the lesson. Write
it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them What about you? What can you remember? Elicit an
answer and write it on the board. Then give another example; then elicit another example. You could
include examples of other language structures too, depending on your lesson focus and level of
pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can
write in their notebooks or it can be done as a speaking activity. This would also be a little quicker.
Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed
by asking pupils to remember words with a particular sound. This could be from the lesson or could
be from the whole year so far.
24
7. Scheme of Work
Lessons 1 15 & Lesson 45
25
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends

WEEK: _______________
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. Whats your name?

Im (name)
Hes, Shes (name)
Bye
26
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Values (Friendship) Strategies 3 and 4 may
1. Introduce target language (Hi, Im be suitable.
Speaking Speaking Whats your name?) using
2.1 2.1.4 yourself and pupils as examples. Use other strategies if
Communicate simple Greet, say goodbye, and appropriate.
information intelligibly express thanks using 2. Pupils report back (Im Hes
suitable fixed phrases Shes) If appropriate, select
suitable activities for your
Lesson delivery pupils from LINUS
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY 3. Pupils practise target language in to this lesson, to work
SKILL SKILL pairs. towards Content
Standard:
Speaking Speaking 4. Pupils report back to the whole
2.3 2.3.1 class e.g. Im hes/shes Writing 4.1
Communicate Introduce self to an Form letters and words in
appropriately to a small audience using fixed 5. Divide pupils into groups of about neat legible print using
or large group phrases 6: they repeat step 3. cursive writing.
6. Make larger groups of about 12:

pupils report names within the
larger group.
7. Pupils report back to whole class
Post lesson
8. Ask pupils to stand in a line in
alphabetical order of their first
names.
9. In pairs, pupils remember as many

names as they can (e.g. Hes
Ahmed, Shes Regina).
10. Finish by eliciting the names of

everyone in the line.
11. Teach pupils Bye!
12. Divide pupils into groups Pupils

say Bye! to each other (e.g. Bye
Nur!, Bye. Amir!). and Bye! to you.
27
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening

WEEK: _______________
TOPIC: Friends
Point to something (green)

Colours: blue, green, yellow, red, white
28
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHERS NOTES
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards for Language Strategies 1 and 2 may
colours be suitable.
Listening Listening 1. Introduce and teach pupils
1.2 1.2.4 names of colours. Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom Lesson delivery
contexts instructions
2. Give pupils instructions
Point to something
(red/green etc) - pupils
COMPLEMENTARY COMPLEMENTARY SKILL point to things inside or
SKILL outside the classroom.
Writing
Writing 4.1.2 3. Pupils do step 2 in small
4.1 i) Form upper and lower case groups.
Form letters and words letters of regular size and
in neat legible print shape** 4. Play Simon says. If your
using cursive writing instruction is Simon says
**preliterate pupils only point to something green,
pupils do this. If you just
ii) write letters and words in a say Point to something
straight line from left to right with green, they dont do it.
regular spaces between words
5. Pupils do step 4 in groups.
and spaces*
6. Pupils write the names of
*all pupils
the colours.
iii) copy letters and familiar high Post lesson
frequency words and phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g.
*all pupils Point to something red and
something blue.
NB Learning standard 4.1.1 also
applies to preliterate pupils here, 8. Pupils do step 7 in groups.
and in all other lessons in the
first few school weeks which
involve writing. Please use your
own judgement on this, as
appropriate to the needs of your
pupils.
29
LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading

WEEK: _______________
TOPIC: Friends
Colour words
30
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be
Review colour words by playing Simon available, or alphabet suitable.
Reading Reading Says (the same as Lesson 2). cards
3.1 3.1.1 Use other strategies if
Recognise words in Identify and recognise Lesson delivery Flashcards of colours appropriate
linear and non-linear the shapes of the letters 1. Have pupils sit or stand in a circle.
texts by using in the alphabet Ask the pupils their names and practise Colour word cards, If appropriate, select
knowledge of sounds of any other spoken language they may divided into sounds, suitable activities for your
letters know at this point (e.g. How are you? e.g. pupils from LINUS
How old are you?). Card 1 gr Module 1 to be added in
2. Show each letter/letter card and ask Card 2 ee to this lesson, to work
pupils which letter is it. Elicit the sound Card 3 n towards Content
COMPLEMENTARY COMPLEMENTARY of the letter, too, as appropriate. Put the Standard:
SKILL SKILL letters in the middle of the circle. One set of three or four
colours for each pair or Writing 4.1
Reading Reading 3. Show pupils the colour flashcards group = one set for Form letters and words in
3.1 3.1.2 and ask them to tell you the colour in modelling neat legible print using
Recognise words in Recognise and sound out English. What colour is this? cursive writing.
linear and non-linear with support beginning, Alphabet song: e.g.
texts by using medial and final sounds 4. Next ask them which sound the https://www.youtube.co
knowledge of sounds of in a word colour starts with e.g. green starts with m/watch?v=A7InEgfPG
letters g-. Nominate pupils to take the letter xc
from the circle. Repeat.
5. Have pupils sit down at their desks.
Show pupils a set of colour word sound
cards and elicit the sounds on them.
6. On the board, show them how to put
together the colour word sounds cards
to make the colour word.
7. In pairs or small groups, pupils put
together the colour words.
8. Next, pupils take their notebooks.

They copy the colour words into their
book using the appropriate colour
pencil/pen.
Post lesson
Sing or play the alphabet song or other
appropriate song.
31
LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing

WEEK: _______________
TOPIC: Friends
Alphabet, pupils names
32
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to your suitable.
Writing Writing lesson content
4.1 4.1.2 Lesson delivery Use other strategies if
Form letters and words i) Form upper and lower 1. Play or sing the alphabet song as in Card for name cards for appropriate.
in neat legible print case letters of regular previous lesson. each pupil. If possible,
using cursive writing size and shape** like a worksheet, with
2. Ask pupils Whats your name? the sentence stem: Im
**preliterate pupils only _____.
3. Have pupils ask each other what
ii) write letters and words their names are.
in a straight line from left
to right with regular 4. Ask pupils how to spell their name:
Whats your name? How do you spell
spaces between words
that? (this may be a new question for
and spaces*
pupils, but they only need to
understand it. Make the meaning clear
*all pupils by miming writing and eliciting the letter
names)
iii) copy letters and
familiar high frequency 5. Give each pupil a piece of card. Ask
words and phrases them to write their name on the card to
correctly* complete the sentence.
*all pupils 6. When pupils are finished. Collect the
name cards, mix them up and give
them back to different pupils.
COMPLEMENTARY COMPLEMENTARY 7. Pupils read the name on the cards

SKILL SKILL and try to find the pupil whose card it is.
At this point, they can say simply
Reading Reading A: Alia?
3.1 3.1.1 B: Yes / No
Recognise words in Identify and recognise
linear and non-linear the shapes of the letters 8. Make sure pupils all have their own
texts by using in the alphabet name cards. Tell them to keep them in
knowledge of sounds of their books so that they can put them
letters on their desks for English classes.
Post lesson
Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)
33
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts

WEEK: _______________
TOPIC: Friends
Your choice, as appropriate to your pupils needs and interests. Possible language focuses include colours or letters of the alphabet
34
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson.
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility
songs verbal responses to: confidence and enjoyment, you can is the rainbow song.
help them to develop entrepreneurial
i) simple chants and raps skills by encouraging them to create See
ii) simple rhymes their own gestures.
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
COMPLEMENTARY COMPLEMENTARY J/sing_a_rainbow
SKILL SKILL
for the tune and words.
Language Arts Language Arts
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm
and intonation
i) simple chants and raps

ii) simple rhymes
iii) simple action songs
35

WEEK: _______________
TOPIC: Friends
Hi. Whats your name?

Im (name)
36
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teachers Book suitable.
Listening Listening
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple See Teachers Book If appropriate, select
phrases and sentences suitable activities for your
pupils from LINUS
Module 1 to be added in
Post lesson to this lesson, to work
COMPLEMENTARY COMPLEMENTARY See Teachers Book. towards
SKILL SKILL
Content Standard:
Speaking Speaking Writing 4.1
2.1 2.1.1
Communicate simple Give very basic personal Form letters and words in
information intelligibly information using fixed neat legible print using
phrases cursive writing
37

WEEK: _______________
TOPIC: Friends
Numbers 1 - 10
How old are you?
Im (age)
38
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teachers Book
Form letters and words ii) appropriate.
in neat legible print write letters and words in
using cursive writing a straight line from left to Lesson delivery If appropriate, select
right with regular spaces suitable activities for your
between words and See Teachers Book pupils from LINUS
spaces Module 1 to be added in
to this lesson, to work
towards Content
Post lesson Standard:
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teachers Book Writing 4.1
Form letters and words in
Writing Writing neat legible print using
4.2 4.2.1 cursive writing
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media
39

WEEK: _______________
TOPIC: Friends
Names of letters of the alphabet
40
CROSS - TEACHERS NOTES /
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR REMARKS
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.6 Language Strategies 2, 6, and 7
may be suitable.
Reading Reading See Teachers Book
Recognise words in Identify and recognise appropriate.
linear and non-linear the shapes of the letters
texts by using in the alphabet Lesson delivery
knowledge of sounds of
letters See Teachers Book
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL
See Teachers Book
Writing Writing
4.1 4.1.2
Form letters and words ii) write letters and words
in neat legible print in a straight line from left
using cursive writing to right with regular
and spaces
41

WEEK: _______________
TOPIC: Friends
Colours
My hat is (colour)
42
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
Speaking Speaking See Teachers Book
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
See Teachers Book
SKILL SKILL
Post lesson
Reading Reading
3.1 3.1.3 See Teachers Book
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters
43

WEEK: _______________
TOPIC: Friends
Recycled language: letters of the alphabet
44
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2, 3, 4 and 7
you know and like, or may be suitable.
Language Arts Language Arts 1. Your choice, as appropriate to your create your own.
5.1 5.1.1 lesson. Use other strategies if
Enjoy and appreciate Demonstrate 10 little numbers appropriate.
rhymes, poems and appreciation through non- Lesson delivery https://www.youtube.co
songs verbal responses to m/watch?v=dk9Yt1PqQ
2. Design a lesson iw
i) simple chants and raps in which pupils develop and share is one possibility.
ii) simple rhymes gestures to accompany a numbers
iii) simple action songs song.
3. Body numbers: small groups of

pupils represent numbers with their
COMPLEMENTARY COMPLEMENTARY bodies: all group members are
SKILL SKILL involved in representing each
number.
Language Arts Language Arts
5.1 5.1.2 Post lesson
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple 4. Your choice, as appropriate to your
songs songs with intelligible lesson.
pronunciation, rhythm
and intonation
i) simple chants and raps

ii) simple rhymes
iii) simple action songs
45
TOPIC: Friends
WEEK: _______________
Recycled language from lessons 6 10:

Whats your name?
How old are you?
Im (years old)
How do you spell?
Names of the letters of the alphabet
46
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper and something Values (Friendship) Strategies 2 and 7 may
to stick pictures on the be suitable.
Listening Listening 1. Pre-lesson task 1: Work at the wall if appropriate
1.2 1.2.5 word.
Understand meaning in Understand short Use other strategies if
a variety of familiar supported questions 2. Introduce and teach the fixed appropriate.
contexts phrase How do you spell.?
If appropriate, select
Lesson development suitable activities for your
pupils from LINUS
COMPLEMENTARY COMPLEMENTARY 3. In groups of 6-8, pupils do a survey Module 1 to be added in
SKILL SKILL of names, ages, and ask how to to this lesson, to work
spell their classmates names. towards Content
Writing Writing Standard:
4.2 4.2.2 4. In pairs, they draw their neighbour
Communicate basic Greet, say goodbye, and and write about him/her (E.g. Writing 4.1
information intelligibly express thanks using Lukman/Mira. Hes/Shes 7 years Form letters and words in
for a range of purposes suitable fixed phrases old). neat legible print using
in print and digital cursive writing
media 5. Pupils put their work on the wall to
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the

error.
47

WEEK: _______________
TOPIC: Friends
Recycled language from lessons 6 10

Whats your name?
How old are you?
Im (years old)
48
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to Language Strategies 2 and 7 may
screw up into a ball be suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher
Communicate Introduce self to an Lesson delivery appropriate.
appropriately to a small audience using fixed
or large group phrases 2. Pupils stand in groups of about 5
or 6.
3. They throw a ball of paper to each

COMPLEMENTARY COMPLEMENTARY other to practise target language in
SKILL SKILL a chain activity.
Writing Writing 4. E.g. Pupil 1 starts: Hi, Im X , Im

4.3 4.3.1 years old and throws the ball of
Communicate with Use capital letters paper to pupil 2 in the circle who
appropriate language appropriately in personal repeats this information, and adds
form and style for a and place names their own information to make a
range of purposes in chain. i.e. Hes/ shes X, hes
print and digital media /shes years old. Im Y Im
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

WEEK: _______________
TOPIC: Friends
Recycled language from lessons 6 10: Hi, Im (name), Im (years old), colours, numbers
50
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Letter cards or plastic Language Strategies 2 and/or 4
Play Find Something- pupils listen to letters. may be suitable.
Reading Reading you say Find something red, and go to
3.1 3.1.1 touch something red in the classroom. Colour pencils Use other strategies as
Recognise words in Identify and recognise Write the colour words on the board as appropriate to your
linear and non-linear the shapes of the letters you use them. Worksheet one per pupils.
texts by using in the alphabet pupil (see below)
knowledge of sounds of Lesson delivery If appropriate, select
letters 1. Pupils sit in small groups. Give each suitable activities for your
group some letters (cards or plastic pupils from LINUS
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
then read and colour the words (Part
A).
and spaces*
5. Next pupils colour the hat in Part B
*all pupils and write the colour in the gap.
iii) copy letters and Post lesson
familiar high frequency Task 10 using picture on p.4. This may
words and phrases need adapting to your pupils.
correctly*
*all pupils
51
Suggested worksheet design for Lesson 13:
Im _________________
A: Read and colour
B: Write and draw
[pupils drawing of a hat]
My hat is ___________.
52

WEEK: _______________
TOPIC: Friends
Recycled language from lessons 6 10: Hi. Im (name), Im (years old), colours, numbers
53
CROSS -
ELEMENT
Strategies 2 and/or 4
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language may be suitable.
Task 1 using colour words. Leave the cards for each group
Writing Writing words on the board if necessary. (i.e. pairs of cards, one Use other strategies as
4.1 4.1.2 with a coloured circle appropriate to your
Form letters and words i) Form upper and lower (or object) and the pupils.
in neat legible print case letters of regular Lesson delivery other with the written
using cursive writing size and shape** 1. Review the colour words using word of the colour). If appropriate, select
flashcards. Put the flashcards around suitable activities for your
**preliterate pupils only the room. Say a colour and the pupils Coloured pencils, pupils from LINUS
should go to that flashcard (run or poster paper (or large Module 1 to be added in
ii) write letters and words walk). paper for display). to this lesson
in a straight line from left You may need to to focus on phonemes
to right with regular 2. Play a game of pelmanism with create a worksheet from Line b of the
colour flashcards in small groups lay which shows pupils Phonics Table (see
out all the cards, face-down. Pupils turn where to draw and Syllabus).
and spaces*
over two cards in turns to find a pair of where to write. Include
matching colour + word. lines to help with letter
*all pupils size and shape as/if
3. Pupils work in pairs. Give each pair you would normally do.
iii) copy letters and two or maybe three colours. Pupils
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
colours and objects using as much
vocabulary as they may have. You
COMPLEMENTARY COMPLEMENTARY could introduce new words here if you
SKILL SKILL feel it is appropriate and useful.
Reading Reading Post lesson

3.3 3.3.1 Task 11. Ask about colours of objects
Read independently for Read and enjoy simple they have in their school bag, for
information and print and digital games at example, that they can take out and
enjoyment word level show the class
54

WEEK: _______________
TOPIC: Friends
Your choice, as appropriate to your pupils needs and interests
55
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson content
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on You may want to provide
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility prompts for pupils to help
songs verbal responses to: confidence and enjoyment, you can is the rainbow song. them to create their own
help them to develop entrepreneurial verse.
i) simple chants and raps skills by encouraging them to create See:
ii) simple rhymes their own words to their own extra http://www.bbc.co.uk/le
iii) simple action songs verse. arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
J/sing_a_rainbow
SKILL SKILL for the tune and words.
Speaking Speaking
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets
56

WEEK: _______________
TOPIC: At school
Vocabulary review:
Primary and secondary colours
57
CROSS - TEACHERS
CONTENT LEARNING DIFFERENTIATION
LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR NOTES /
STANDARD STANDARD STRATEGIES
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson You will need card for each Science and Your choice depending on
Guessing game. Think of an item, pupils ask you student and scissors (or cut technology your class and pupils.
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: into circles for each student in
5.1.1 Its a fruit. Pupils: Is it blue? No. Is it yellow? Yes. advance), colour Possibly 5 or 6.
5.1 i) simple chants Is it a banana? Yes. Depending on time available pens/paints/pencils. Each
Enjoy and and raps and the level of your class, you could have the student will need a pen or You could encourage the
appreciate rhymes, ii) simple rhymes pupils take the role of the teacher or work in pairs. pencil and a ruler. pupils to sing along to the
poems and songs iii) simple action song.
songs Lesson delivery Song:
1. Put flashcards with words of the six main You can use a suitable song You could ask short
colours (primary and secondary) on the board. that focuses on primary and answer questions at stage
Ask pupils to put them into two groups. secondary colours. A 8 (e.g Will you see red?
2. Play/sing the song and ask pupils to check suggestion is: Orange? What other
COMPLEMENTA their answer to stage 1. https://www.youtube.co colours do you know?
COMPLEMENTAR RY SKILL 3. Give each pupil a colour flashcard OR ask m/watch?v=bmquqAP2 w_8 Maybe black? Or white?)
Y SKILL each pupil to write the name of their favourite
Language Arts colour on a paper. Here is a song based on this: You might want to explain
Language Arts 5.3.1 Respond 4. Play/sing the song again and ask pupils to hold in L1 why the spinning
imaginatively and up their flashcard/paper when they hear their We are the primary colours. wheel produces white.
5.3 intelligibly through colour. Red, yellow and blue. Mix us
Express an creating simple art 5. Draw a circle on the board and divide it into six together, and we turn a colour
imaginative and craft products parts. Elicit the primary colours and write them (or thats new.
response to literary ask a pupil to write them) in alternate parts of the
texts Other imaginative circle. Im red, Im a primary colour.
responses as 6. Elicit the secondary colours that are made Im blue. Im a primary colour
appropriate when the primary colours are mixed and fill in the too.
last three segments with these. The order should We are primary colours.
be: red orange yellow green blue purple. Mix us together, and we make
7. Ask pupils to make their own colour wheels. purple.
They should colour each part (not write the colour Its new!
name); make a small hole in the middle of the
circle and put in their pencil/pen so it will spin. Etc.
8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and tell Some information about
you. colour wheels:
Post lesson
Ask pupils to tell each other which colour they like http://www.bigshotcam
best and why, e.g. I like red. My pencil case is red. era.com/fun/buildables/
colorwheel#01
58

02 Sample SOW Year 1

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02 Sample SOW Year 1

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Introduction to Primary Year 1 Scheme of Work Document p.3

1. Overview of the Primary Year 1 Scheme of Work p.4

2. Glossary of terms in the Primary Year 1 curriculum framework p.6

3. Differentiation strategies for Primary Year 1 p.8

4. Formative Assessment p.12

5. Suggested Pre-Lesson tasks p.13

6. Suggested Post-Lesson tasks p.18

7. Scheme of Work (Lessons 1 15) p.24

1. Overview of Primary Year 1 Scheme of Work

2. Glossary of terms in the Primary Year 1 curriculum framework

3. Differentiation strategies for Primary Year 1

5. Suggested Pre-Lesson Tasks

6. Suggested Post-Lesson Tasks

7. Scheme of Work (Lessons 1 160)

2. How is the Primary Year 1 Scheme of Work organised?

It links the lessons to:

themes and cross-curricular elements in the Primary Year 1 national curriculum

In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It

3. How are content and skills organised in Primary Year 1?

4. Do teachers need to follow the Scheme of Work exactly?

Term in Primary Year 1 curriculum Meaning

Listening 1.1.1 a limited range of high frequency target language

A range of target language phonemes in Year 1 means a

Listening 1.2 a variety of familiar contexts

However, pupils in rural or remote areas and pupils who

Listening 1.2.1 very simple phrases and sentences

Listening 1.2.3 very short simple narratives

Teachers should use their own judgment on very short

Speaking 2.1 simple information

Reading 3.1 linear and non-linear texts

Reading 3.3.1 digital games

Writing 4.2 basic information

Writing 4.3.2 familiar high frequency words

Strategy 1: Differentiate by the task pupils are given

Strategy 2: Differentiate by the type and amount of support provided

Strategy 3: Differentiate by the outcome expected from pupils

i) Compulsory plus optional

ii) Remember and share

Strategy 4: Differentiate by the time pupils are given to complete a task

Strategy 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

1 Content Standard Learning Standard

2 Content Standard Learning Standard

1 Content Standard Learning Standard

Formative Assessment involves teachers in identifying pupils strengths and weaknesses as

1. observing pupils in class

Each pre-lesson task takes about 5-10 minutes of class time.

PRE-LESSON TASK 1: WORK OUT THE WORDS

MATERIAL: Board, exercise books and pens

Write anagrams of key topic vocabulary words on the board, e.g.

PRE-LESSON TASK 2: GUESS THE ANSWER

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: to revise topic vocabulary

PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

AIM: to practise spelling of topic vocabulary

PRE-LESSON TASK 7: BEAT THE TEACHER

1. Choose a key topic word from the lesson.

AIM: to help pupils with listening or reading comprehension

MATERIALS: Board and pictures

PRE-LESSON TASK 9: REMEMBER THE WORDS

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet