Primary Year 1 Scheme of Work

Primary Year 1 Scheme of Work
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends

WEEK: 5 –7
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?

I’m (name)
He’s, She’s (name)
Bye

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

WEEK: 8 – 11
TOPIC: Friends
Point to something (green) …

Colours: blue, green, yellow, red, white

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

LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading

WEEK: 12 – 15
TOPIC: Friends
Colour words
CROSS - TEACHER’S
CONTENT LEARNING MATERIALS / CURRICULAR DIFFERENTIATION
LEARNING OUTLINE NOTES /
STANDARD STANDARD REFERENCES ELEMENT STRATEGIES
REMARKS

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

LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing

WEEK: 16 – 18
TOPIC: Friends
Alphabet, pupils’ names

CROSS - TEACHER’S
REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be suitable.
Task 7 using a colour word appropriate to your
Writing Writing lesson content Use other strategies if
4.1 4.1.2 Lesson delivery appropriate.
Form letters and words in i) Form upper and lower 1. Play or sing the alphabet song as in previous Card for name cards
neat legible print case letters of regular lesson. for each pupil. If
using cursive writing size and shape** possible, like a
2. Ask pupils What’s your name? worksheet, with the
**preliterate pupils only sentence stem: I’m
_____.
3. Have pupils ask each other what their names
ii) write letters and words are.
in a straight line from left to right
with regular spaces between 4. Ask pupils how to spell their name: What’s
words and spaces* your name? How do you spell that? (this may be a new
question for pupils, but they only need to understand it.
*all pupils Make the meaning clear
by miming writing and eliciting the letter names)
iii) copy letters and familiar
high frequency 5. Give each pupil a piece of card. Ask them to
words and phrases write their name on the card to complete the sentence.
correctly*
6. When pupils are finished. Collect the name
*all pupils cards, mix them up and give them back to different
pupils.
COMPLEMENTARY
SKILL 7. Pupils read the name on the cards and try to
COMPLEMENTARY find the pupil whose card it is. At this point, they can say
Reading SKILL simply A: Alia?
3.1 B: Yes / No
Recognise words in linear Reading
and non-linear texts by 3.1.1 8. Make sure pupils all have their own name
using knowledge of sounds Identify and recognise the shapes cards. Tell them to keep them in their books so that they
of letters of the letters in the alphabet 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)

LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts

WEEK: 19 – 21
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet

CROSS - TEACHER’S
CURRICULAR DIFFERENTIATION
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES NOTES /
ELEMENT STRATEGIES
REMARKS
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which gives Use your own, as appropriate to Entrepreneurship Your choice, as appropriate
pupils a chance to enjoy responding to and your to your lesson.
Language Arts Language Arts using language in a chant, rap, rhyme or lesson content
5.1 5.1.1 action song.
Enjoy and appreciate Demonstrate If your focus is on colours, one
rhymes, poems and songs appreciation through nonverbal Once pupils can respond with confidence possibility is the rainbow song.
responses to: and enjoyment, you can help them to
develop entrepreneurial skills by See
i) simple chants and raps ii) simple encouraging them to create their own
rhymes gestures. http://www.bbc.co.uk/le
iii) simple action songs arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/FJ/sing_a_rainbow
COMPLEMENTARY
SKILL COMPLEMENTARY for the tune and words.
SKILL
Language Arts
5.1 Language Arts
Enjoy and appreciate 5.1.2
rhymes, poems and songs Say the words in simple texts, and
sing simple songs with intelligible
pronunciation, rhythm and
intonation
i) simple chants and raps ii)

simple rhymes iii) simple action
songs


WEEK: 22 – 23
TOPIC: Friends

I’m (name)

CROSS - TEACHER’S
REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be suitable.
See Teacher’s Book
Listening Listening Use other strategies if
1.2 1.2.2 appropriate.
Understand meaning in a variety of Understand with support specific
familiar information and details of very simple Lesson delivery If appropriate, select suitable
contexts phrases and sentences See Teacher’s Book activities for your pupils from
towards
COMPLEMENTARY Post lesson
COMPLEMENTARY SKILL Content Standard:
See Teacher’s Book.
SKILL Writing 4.1
Speaking
Speaking 2.1.1 Form letters and words in
2.1 Give very basic personal information neat legible print using
Communicate simple using fixed phrases cursive writing
information intelligibly


WEEK: 24 – 25
TOPIC: Friends

I’m (name)

CROSS - TEACHER’S
REMARKS
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 Language Strategies 2 and 7 may be
p.5 suitable.
Writing Writing See Teacher’s Book
4.1 4.1.2 Use other strategies if
Form letters and words in ii) appropriate.
neat legible print write letters and words in a straight line from
using cursive writing left to right with regular spaces between words Lesson delivery If appropriate, select suitable
and spaces activities for your pupils from
See Teacher’s Book LINUS Module 1 to be added
towards Content Standard:
COMPLEMENTARY
SKILL Writing 4.1
Post lesson
COMPLEMENTARY Form letters and words in
SKILL Writing neat legible print using
See Teacher’s Book cursive writing
4.2.1
Writing Give very basic personal information using
4.2 fixed
Communicate basic phrases
information intelligibly for a
range of purposes
in print and digital media


WEEK: 26
TOPIC: Friends
Names of letters of the alphabet

CROSS - TEACHER’S
MATERIALS / CURRICULAR DIFFERENTIATION NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE ELEMENT REMARKS
REFERENCES STRATEGIES
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 Language Strategies 2, 6, and 7 may
p.6 be suitable.
Reading Reading See Teacher’s Book
Recognise words in linear and Identify and recognise the shapes of appropriate.
non-linear texts by using the letters in the alphabet
knowledge of sounds of letters Lesson delivery
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson
Writing
4.1 Writing 4.1.2 See Teacher’s Book
Form letters and words in neat ii) write letters and words in a straight
legible print using cursive writing line from left to right with regular
spaces between words and spaces


WEEK: 27
TOPIC: Friends
Colours
My hat is (colour)

CROSS - TEACHER’S
REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 Language Strategies 1, 2 and 3 may be
p.7 suitable.
Speaking Speaking See Teacher’s Book
Communicate simple Name or describe objects using appropriate.
information intelligibly suitable words from word sets
Lesson delivery

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


WEEK: 28
TOPIC: Friends
Recycled language: letters of the alphabet

CROSS - TEACHER’S
REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2, 3, 4 and 7 may
you know and like, or 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 songs appreciation through Lesson delivery https://www.youtube.co
nonverbal responses to m/watch?v=dk9Yt1PqQ
2. Design a lesson in which pupils develop iw is one
i) simple chants and raps ii) possibility.
and share gestures to accompany a
simple rhymes numbers song.
iii) simple action songs
3. Body numbers: small groups of pupils
represent numbers with their bodies: all
COMPLEMENTARY group members are involved in
SKILL COMPLEMENTARY representing each number.
SKILL
Language Arts Post lesson
5.1 Language Arts
Enjoy and appreciate 5.1.2
Say the words in simple
4. Your choice, as appropriate to your
rhymes, poems and songs lesson.
texts, and sing simple songs
with intelligible
pronunciation, rhythm and
intonation
i) simple chants and raps ii)

simple rhymes iii) simple
action songs


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


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

What’s your name…? How
old are you?
I’m (years old)

CROSS - TEACHER’S
REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper Language Strategies 2 and 7 may be
to screw up into suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher a ball
Communicate Introduce self to an audience Lesson delivery appropriate.
appropriately to a small or using fixed
large group phrases 2. Pupils stand in groups of about 5 or 6.
3. They throw a ball of paper to each other to practise target

language in a chain activity.
SKILL SKILL
4. E.g. Pupil 1 starts: Hi, I’m X …, I’m years old and throws
the ball of paper to pupil 2 in the circle who repeats this
Writing Writing
information, and adds their own information to make a
4.3 4.3.1
Use capital letters chain. i.e. He’s/ she’s X, he’s /she’s … years old. I’m Y…
Communicate with
appropriately in personal I’m years old.
appropriate language form
and style for a range of and place names
purposes in 5. Each pupil repeats previous information and adds their
print and digital media own information to the chain.
6. Pupils write about themselves and a classmate.
Post lesson
7. Post lesson task 6: Whisper and write

WEEK: ________33 - 34_______
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers

CROSS - Suggested worksheet design for Lesson 13:
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT I’m _________________
MAIN SKILL Pre-lesson Letter Strategies 2
MAIN SKILL Reading Play Find Something- cards or Language and/or 4 may A: Read and colour
3.1.1 pupils listen to you say plastic be suitable.
Reading Identify and Find something red, and letters.
3.1 recognise the go to touch something red Use other
Recognise shapes of the letters in the classroom. Write the Colour strategies as
words in linear in the alphabet colour words on the board pencils appropriate to
and non-linear as you use them. your pupils.
texts by using Worksh
knowledge of COMPLEMENTARY Lesson delivery eet – If appropriate,
sounds of SKILL 1. Pupils sit in small one per select
letters Writing groups. Give each pupil suitable
4.1.2 group some letters (see activities for
i) Form upper and (cards or plastic ones). below) your pupils
lower case Call out a letter; pupils from LINUS B: Write and draw
COMPLEMENTARY letters of regular have to try to grab the Module 1 to
SKILL size and shape** correct letter. They be added in
**preliterate pupils keep it if they grab it to this
Writing only first. lesson to [pupil’s drawing of a hat]
4.1 2. Next, tell pupils a focus on
Form letters ii) write letters and colour word. They phoneme
and words in should work together s from
words in a
neat legible to try to spell it using Line a of
straight line from
print using the letters they have. the
left to right with
cursive writing They can use the Phonics
regular spaces Table
between words words on the board to
help. (see
and spaces* Syllabus)
*all pupils 3. Depending on the My hat is ___________.
level of proficiency, .
you could repeat this
iii) copy letters and activity with the words
familiar high
on the board erased.
frequency words
and phrases 4. Hand out worksheet
correctly* and ask pupils to write
*all pupils their name at the top.
Pupils then read and
colour the words (Part
A).
5. Next pupils colour the
hat in Part B and write
the colour in the gap.
Post lesson
Task 10 using picture on
p.4. This may need
adapting to your pupils.

LESSON: 14 (Writing 3)
MAIN SKILL(S) FOCUS: Writing

35 - 37
TOPIC: Friends
WEEK: _
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers

CROSS - TEACHER’S
REMARKS
Strategies 2 and/or 4 may be
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language suitable.
Task 1 using colour words. Leave the words cards for each group (i.e.
Writing Writing on the board if necessary. pairs of cards, one with a Use other strategies as
4.1 4.1.2 coloured circle (or object) appropriate to your pupils.
Form letters and words in i) Form upper and lower and the other with the
neat legible print case letters of regular Lesson delivery written word of the colour). If appropriate, select
using cursive writing size and shape** 1. Review the colour words using suitable activities for your
flashcards. Put the flashcards around the Coloured pencils, poster pupils from LINUS Module 1
**preliterate pupils only room. Say a colour and the pupils should go paper (or large paper for to be added in to this lesson
to that flashcard (run or walk). display). You may need to focus on phonemes from
to create a worksheet Line b of the Phonics Table
ii) write letters and words in
2. Play a game of pelmanism with which shows pupils (see Syllabus).
a straight line from left to right with
colour flashcards in small groups – lay out all where to draw and where
regular spaces between words and
the cards, face-down. Pupils turn over two to write. Include lines to
spaces* help with letter size and
cards in turns to find a pair of matching
colour + word. shape as/if you would
*all pupils normally do.
iii) copy letters and familiar 3. Pupils work in pairs. Give each
high frequency pair two or maybe three colours. Pupils make
words and phrases a poster by drawing object(s) of a certain
correctly* colour. They colour them and 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 could introduce new words
here if you feel it is appropriate and useful.
SKILL SKILL
Post lesson
Reading Reading
Task 11. Ask about colours of objects they
3.3 3.3.1
have in their school bag, for example, that
Read independently for Read and enjoy simple print and
they can take out and show the class
information and enjoyment digital games at word level

WEEK: ________38 - 40_______
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests

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


WEEK: ________41 - 43______
TOPIC: At school
Vocabulary review:
Primary and secondary colours

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

Primary Year 1 Scheme of Work

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Primary Year 1 Scheme of Work

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

Hi. What’s your name?