Scheme of Work Year 1 - Edit

Scheme of Work Lessons 1 – 15 & Lesson 45
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking

WEEK: _______5 – 7 ________
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?

I’m (name)
He’s, She’s (name)
Bye
CROSS -
LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING OUTLINE CURRICULAR
STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
Primary Year 1 Scheme of Work

Pre-lesson
MAIN SKILL MAIN SKILL 1. Introduce target language (Hi, None needed Values (Friendship) Strategies 3 and 4 may
I’m be suitable.
Speaking Speaking … What’s 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 (I’m…
suitable fixed phrases He’s… She’s…) … If appropriate, select
suitable activities for your
pupils from LINUS
Lesson delivery
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY to this lesson, to work
3. Pupils practise target
SKILL SKILL towards Content
language in pairs.
Standard:
Speaking Speaking
4. Pupils report back to the whole
2.3 2.3.1 Writing 4.1
Introduce self to an class e.g. I’m … he’s/she’s …
Communicate Form letters and words in
appropriately to a small audience using fixed neat legible print using
or large group phrases 5. Divide pupils into groups of cursive writing.
about 6: they repeat step 3.
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.
He’s Ahmed, She’s 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.

LESSON: 2 (Listening 1)
WEEK: ________8 – 10 _______
MAIN SKILL(S) FOCUS: Listening
TOPIC: Friends
Point to something (green) …

Colours: blue, green, yellow, red, white
CROSS -
MATERIALS / CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE
REFERENCES ELEMENT STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Flashcards for colours Language Strategies 1 and 2 may
be suitable.
Listening Listening 1. Introduce and teach
1.2 1.2.4 pupils 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 point
COMPLEMENTARY COMPLEMENTARY SKILL to things inside or outside
SKILL the classroom.
Writing
Writing 4.1.2 3. Pupils do step 2 in
4.1 i) Form upper and lower small groups.
Form letters and words case letters of regular size and
in neat legible print shape** 4. Play Simon says. If
using cursive writing your instruction is Simon
**preliterate pupils only says point to something
green, pupils do this. If you
ii) write letters and words just say Point to something
in a straight line from left to right green, they don’t do it.
with regular spaces between
words and spaces* 5. Pupils do step 4 in
groups.
*all pupils
6. Pupils write the names
iii) copy letters and familiar of the colours.
high frequency words and
phrases Post lesson
correctly*
7. Extend the colour
*all pupils sequence by adding a
colour e.g. Point to
NB Learning standard 4.1.1 also something red and
applies to preliterate pupils here, something blue.
and in all other lessons in the
first few school weeks which 8. Pupils do step 7 in
involve writing. Please use your groups.
own judgement on this, as
appropriate to the needs of your
pupils.

LESSON: 3 (Reading 1)
WEEK: _______ 11- 13_______
MAIN SKILL(S) FOCUS: Reading
TOPIC: Friends
Colour words
CROSS -
ELEMENT
5
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
texts by using knowledge in the alphabet circle. Ask the pupils their names and Colour word cards, If appropriate, select
of sounds of letters practise any other spoken language divided into sounds, suitable activities for your
they may know at this point (e.g. How e.g. pupils from LINUS
are you? How old are you?). Card 1 – gr Module 1 to be added in
Card 2 – ee to this lesson, to work
COMPLEMENTARY 2. Show each letter/letter card Card 3 – n towards Content
SKILL COMPLEMENTARY and ask pupils which letter is it. Elicit Standard:
SKILL the sound of the letter, too, as One set of three or four
Reading appropriate. Put the letters in the middle colours for each pair or Writing 4.1
3.1 Reading of the circle. group = one set for Form letters and words in
Recognise words in 3.1.2 modelling neat legible print using
linear and non-linear Recognise and sound out 3. Show pupils the colour cursive writing.
texts by using knowledge with support beginning, flashcards and ask them to tell you the Alphabet song: e.g.
of sounds of letters medial and final sounds colour in English. What colour is this? https://www.youtube.co
in a word m/watch?v=A7InEgfPG
4. Next ask them which sound xc
the colour starts with e.g. green starts
with g-. Nominate pupils to take the
letter 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.
6
LESSON: 4 (Writing 1)
WEEK: _______14 - 15________
MAIN SKILL(S) FOCUS: Writing
TOPIC: Friends
Alphabet, pupils’ names
CROSS -
MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE CURRICULAR
REFERENCES STRATEGIES REMARKS
ELEMENT
7
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 in i) Form upper and 1. Play or sing the alphabet song Card for name cards for appropriate.
neat legible print lower case letters of as in previous lesson. each pupil. If possible,
using cursive writing regular like a worksheet, with
size and shape** 2. Ask pupils What’s your name? the sentence stem: I’m
_____.
**preliterate pupils only 3. Have pupils ask each other
what their names are.
ii) write letters and
words in a straight line 4. Ask pupils how to spell their
from left to right with name: What’s your name? How do you
regular spaces between spell that? (this may be a new question
words and spaces* for 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
words and phrases card. Ask them to write their name on
correctly* the card to 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

SKILL cards and try to find the pupil whose
SKILL
card it is. At this point, they can say
Reading simply A: Alia?
Reading
3.1 B: Yes / No
3.1.1
Recognise words in Identify and recognise
linear and non-linear 8. Make sure pupils all have their
the shapes of the letters
texts by using knowledge own name cards. Tell them to keep
in the alphabet
of sounds of letters them in their books so that they can put
them on their desks for English
classes.
Post lesson
Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)
8
LESSON: 5 (Language Arts 1)
WEEK: ________16 - 17_______
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet
9
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
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 colours,
rhymes, poems and appreciation through Once pupils can respond with one possibility is the rainbow
songs nonverbal responses to: confidence and enjoyment, you can 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/FJ/sing_a_rainbo
COMPLEMENTARY COMPLEMENTARY w
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
10
WEEK: _______18 - 19________
TOPIC: Friends
Hi. What’s your name?

I’m (name)
11
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teacher’s 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 Teacher’s 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 Teacher’s 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
12
WEEK: _______20 - 22________ LESSON: 7 (Writing 2)
TOPIC: Friends
Numbers 1 - 10
How old are you?
I’m (age)
13
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s 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 Teacher’s 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 Teacher’s 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
14
WEEK: ________23 - 24______ LESSON: 8 (Reading 2)
MAIN SKILL(S) FOCUS: Reading
TOPIC: Friends
Names of letters of the alphabet
15
CROSS - TEACHER’S NOTES /
LEARNING MATERIALS / DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE CURRICULAR REMARKS
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 Teacher’s Book
Recognise words in Identify and recognise the appropriate.
linear and non-linear shapes of the letters in
texts by using the alphabet Lesson delivery
knowledge of sounds of
letters See Teacher’s Book
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL
See Teacher’s Book
Writing Writing 4.1.2
4.1 ii) write letters and words
Form letters and words in a straight line from left
in neat legible print to right with regular
using cursive writing spaces between words
and spaces
16
WEEK: _______25 - 26________ LESSON: 9 (Speaking 2)
TOPIC: Friends
Colours
My hat is (colour)
17
CROSS -
MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE CURRICULAR
REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
See Teacher’s Book
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Reading Reading
3.1 3.1.3 See Teacher’s Book
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters
18
WEEK: _______27 - 28________ LESSON: 10 (Language Arts 2)
TOPIC: Friends
Recycled language: letters of the alphabet
19
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 create your own.
5.1 5.1.1 your lesson. Use other strategies if
Enjoy and appreciate Demonstrate 10 little numbers appropriate.
rhymes, poems and appreciation through Lesson delivery https://www.youtube.co
songs nonverbal responses to m/watch?v=dk9Yt1PqQ
2. Design a lesson in which iw is one
i) simple chants and raps pupils develop and share gestures possibility.
ii) simple rhymes to accompany a numbers song.
iii) simple action songs
3. Body numbers: small groups of
pupils represent numbers with their
bodies: all group members are
COMPLEMENTARY COMPLEMENTARY involved in representing each
SKILL SKILL number.
Language Arts Language Arts Post lesson

5.1 5.1.2
Enjoy and appreciate Say the words in simple 4. Your choice, as appropriate to
rhymes, poems and texts, and sing simple your lesson.
songs songs with intelligible
pronunciation, rhythm
and intonation
i) simple chants and

raps ii) simple rhymes iii)
simple action songs
20

WEEK: ________29 -
TOPIC: Friends
30_______
Recycled language from lessons 6 – 10:

What’s your name…?
How old are you?
I’m (years old)
How do you spell?
Names of the letters of the alphabet
CROSS -
ELEMENT
21
MAIN SKILL MAIN SKILL Pre-lesson Paper and something to Values (Friendship) Strategies 2 and 7 may
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 Module 1 to be added in
SKILL SKILL survey of names, ages, and ask to this lesson, to work
towards Content
how to spell their classmates’
Writing Writing Standard:
names.
4.2 4.2.2
Communicate basic Greet, say goodbye, and Writing 4.1
information intelligibly express thanks using 4. In pairs, they draw their Form letters and words in
for a range of purposes suitable fixed phrases neighbour and write about him/her neat legible print using
in print and digital (E.g. Lukman/Mira. He’s/She’s 7 cursive writing
media years old).
5. Pupils put their work on the

wall to create a class profile.
Post lesson
6. Post-lesson task 4: Correct

the error.
LESSON: 12 (Speaking 3)
22

WEEK: ________31 - 32_______
TOPIC: Friends
Recycled language from lessons 6 – 10

What’s your name…?
How old are you?
I’m (years old)
CROSS -
ELEMENT
23
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
2.3 2.3.1 teacher Use other strategies if
Communicate Introduce self to an appropriate.
appropriately to a small audience using fixed Lesson delivery
or large group phrases
2. Pupils stand in groups of about
5 or 6.
COMPLEMENTARY COMPLEMENTARY 3. They throw a ball of paper to

SKILL SKILL each 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 …,
Communicate with Use capital letters I’m 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
LESSON: 13 (Reading 3)
24
WEEK: ________33 - 34_______ MAIN SKILL(S) FOCUS: Reading
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers
25
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Letter cards or plastic Language Strategies 2 and/or 4 may
Play Find Something- pupils listen to letters. 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 the Write the colour words on the board as appropriate to your
linear and non-linear shapes of the letters in you use them. Worksheet – one per pupils.
texts by using the alphabet pupil (see below)
knowledge of sounds of Lesson delivery If appropriate, select
letters 1. Pupils sit in small groups. Give suitable activities for your
each group some letters (cards or pupils from LINUS
plastic ones). Call out a letter; pupils Module 1 to be added in
have to try to grab the correct letter. to this lesson to focus
COMPLEMENTARY COMPLEMENTARY They keep it if they grab it first. on phonemes from
SKILL SKILL Line a of the Phonics
2. Next, tell pupils a colour word. Table (see Syllabus).
Writing Writing They should work together to try to spell
4.1 4.1.2 it using the letters they have. They can
Form letters and words i) Form upper and use the words on the board to help.
in neat legible print lower case letters of
using cursive writing regular 3. Depending on the level of
size and shape** proficiency, you could repeat this activity
with the words on the board erased.
**preliterate pupils only
4. Hand out worksheet and ask
ii) write letters and pupils to write their name at the top.
words in a straight line Pupils then read and colour the words
from left to right with (Part A).
regular spaces between
words and spaces* 5. Next pupils colour the hat in
Part B and write the colour in the gap.
*all pupils
Post lesson
iii) copy letters and Task 10 using picture on p.4. This may
familiar high frequency need adapting to your pupils.
words and phrases
correctly*
*all pupils
26
Suggested worksheet design for Lesson 13:
27
I’m _________________
A: Read and colour
B: Write and draw
[pupil’s drawing of a hat

]
My hat is ___________.
28
LESSON: 14 (Writing 3)

35 - 36
TOPIC: Friends
WEEK: _
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers
29
CROSS -
ELEMENT
Strategies 2 and/or 4 may
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language 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 (or object) and the other pupils.
in neat legible print lower case letters of Lesson delivery with the written word of
using cursive writing regular 1. Review the colour words using the colour). If appropriate, select
size and shape** flashcards. Put the flashcards around suitable activities for your
the room. Say a colour and the pupils Coloured pencils, pupils from LINUS
**preliterate pupils only should go to that flashcard (run or walk). poster paper (or large Module 1 to be added in
paper for display). You to this lesson to focus on
ii) write letters and 2. Play a game of pelmanism with may need to create a phonemes from Line b of
words in a straight line colour flashcards in small groups – lay worksheet which the Phonics Table (see
from left to right with out all the cards, face-down. Pupils turn shows pupils where to Syllabus).
regular spaces between over two cards in turns to find a pair of draw and where to
words and spaces* matching colour + word. write. Include lines to
help with letter size
*all pupils 3. Pupils work in pairs. Give each and shape as/if you
pair two or maybe three colours. Pupils would normally do.
iii) copy letters and make a poster by drawing object(s) of a
familiar high frequency certain colour. They colour them and
words and phrases then write the colour word underneath.
correctly*
4, Display pupils’ work in the classroom.
*all pupils Have pupils talk about the colours and
objects using as much vocabulary as
they may have. You could introduce
new words here if you feel it is
COMPLEMENTARY COMPLEMENTARY appropriate and useful.
SKILL SKILL
Post lesson
Reading Reading Task 11. Ask about colours of objects
3.3 3.3.1 they have in their school bag, for
Read independently for Read and enjoy simple example, that they can take out and
information and print and digital games at show the class
enjoyment word level
30
WEEK: ________37 - 38_______
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests
31
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 colours, You may want to provide
rhymes, poems and appreciation through Once pupils can respond with one possibility is the rainbow prompts for pupils to help
songs nonverbal responses to: confidence and enjoyment, you can song. them to create their own
help them to develop entrepreneurial verse.
i) simple chants and raps skills by encouraging them to create See: http://www.bbc.co.uk/le
ii) simple rhymes their own words to their own extra arning/schoolradio/subj
iii) simple action songs verse. ects/earlylearning/nurs
erysongs/FJ/sing_a_rainbo
w
COMPLEMENTARY COMPLEMENTARY for the tune and words.

SKILL SKILL
Speaking Speaking
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets
32

WEEK: ________39 - 40______
TOPIC: At school
Vocabulary review:
Primary and secondary colours
33
CROSS - TEACHER’S
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 into technology your class and pupils.
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: It’s circles for each student in
5.1.1 a fruit. Pupils: Is it blue? No. Is it yellow? Yes. Is it advance), colour Possibly 5 or 6.
5.1 Enjoy and i) simple chants a banana? Yes. Depending on time available and pens/paints/pencils. Each
appreciate rhymes, and raps ii) the level of your class, you could have the pupils student will need a pen or You could encourage the
poems and songs simple rhymes take the role of the teacher or work in pairs. pencil and a ruler. pupils to sing along to the
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 answer
colours (primary and secondary) on the board. that focuses on primary and questions at stage 8 (e.g
Ask pupils to put them into two groups. secondary colours. A Will you see red? Orange?
2. Play/sing the song and ask pupils to suggestion is: What other colours do you
COMPLEMENTAR COMPLEMENTA check their answer to stage 1. https://www.youtube.co know? Maybe black? Or
Y SKILL RY SKILL 3. Give each pupil a colour flashcard OR ask m/watch?v=bmquqAP2 w_8 white?)
each pupil to write the name of their favourite
Language Arts Language Arts colour on a paper. Here is a song based on this: You might want to explain in
5.3.1 Respond 4. Play/sing the song again and ask pupils to L1 why the spinning wheel
5.3 imaginatively and hold up their flashcard/paper when they hear their We are the primary colours. produces white.
Express an intelligibly through colour. Red, yellow and blue. Mix us
imaginative response creating simple art 5. Draw a circle on the board and divide it together, and we turn a colour
to literary texts and craft products into six parts. Elicit the primary colours and write that’s new.
them (or ask a pupil to write them) in alternate
Other imaginative parts of the circle. I‘m red, I’m a primary colour.
responses as 6. Elicit the secondary colours that are made I’m blue. I’m 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 purple.
wheels. They should colour each part (not write the It’s new!
colour 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 Some information about
tell 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
34

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Scheme of Work Lessons 1 – 15 & Lesson 45

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

Hi. What’s your name?

Primary Year 1 Scheme of Work

6. Make larger groups of about

7. Pupils report back to whole

9. In pairs, pupils remember as

10. Finish by eliciting the names of

11. Teach pupils Bye!

12. Divide pupils into groups

Primary Year 1 Scheme of Work

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

Point to something (green) …

Primary Year 1 Scheme of Work

Primary Year 1 Scheme of Work

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

5. Have pupils sit down at their

6. On the board, show them how

7. In pairs or small groups, pupils

8. Next, pupils take their

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

Alphabet, pupils’ names

*all pupils 6. When pupils are finished.

COMPLEMENTARY COMPLEMENTARY 7. Pupils read the name on the

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

i) simple chants and

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

Hi. What’s your name?

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

Names of letters of the alphabet

COMPLEMENTARY COMPLEMENTARY Post lesson

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

See Teacher’s Book

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

Recycled language: letters of the alphabet

Language Arts Language Arts Post lesson

i) simple chants and

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

Recycled language from lessons 6 – 10:

5. Pupils put their work on the

6. Post-lesson task 4: Correct

THEME: World of Self, Family and Friends

Recycled language from lessons 6 – 10

COMPLEMENTARY COMPLEMENTARY 3. They throw a ball of paper to

5. Each pupil repeats previous

6. Pupils write about themselves

7. Post lesson task 6: Whisper

THEME: World of Self, Family and Friends

A: Read and colour

B: Write and draw

[pupil’s drawing of a hat