Scheme of Work English Stage 1

Scheme of Work – English stage 1
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 1. Learning objectives for the
stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.
The scheme for English has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and
title of each unit for stage 1 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary to suit the
pace of your learners and to fit the work comfortably into your own term times.
Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are
followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks).
Activities and resources are suggested against the objectives to illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an
illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher
Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.
Nine units of work are suggested for children working at Stage 1. In each school term there are three units: fiction, non-fiction and poetry. The range of topics
suggested is:
Term 1 2 3
Focus
Fiction Unit 1A: Stories with familiar settings Unit 2A: Traditional stories Unit 3A: Fantasy stories
(40% of teaching Reading, retelling and writing a story in a Reading, retelling and writing a traditional Reading, retelling and writing stories in
time) familiar setting. tale. fantasy worlds.
Non-fiction Unit 1B: Signs, labels, instructions Unit 2B: Non-chronological reports and Unit 3B: Information texts including
(40% of teaching Reading and writing instructions. dictionaries recounts
time) Reading, retelling and writing non- Reading, retelling and writing non-fiction
chronological report texts. Using simple recount texts.
dictionaries.
Poetry Unit 1C: Simple rhymes Unit 2C: Simple rhymes Unit 3C: Poems and rhymes with similar
(20% of teaching Reading and writing simple rhymes. Reading, reciting and writing simple themes
time) rhymes. Reading, reciting and writing poems and
rhymes on similar themes.
V1 1Y07 English Stage 1 1

Overview
For children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this
reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.
Within each term, it is not important in which order the units are taught – the level of expectation is consistent across all three units. It is important, however, that
the term 1 units are taught before the term 2, and the term 2 before the term 3.
The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is that children have acquired some basic skills in:
• recognising letters and knowing which sounds they represent;
• making simple rhyming strings (e.g. pat, cat, sat, fat, hat);
• recognising some high frequency words (e.g. a, all, am, and, are, at, away, big, can, cat,
• early reading (i.e. understanding the directionality of print and that print carries meaning; distinguishing text from pictures; recognising some of the words in a
text);
• developing early writing skills (e.g. can write own name, is beginning to try to express own ideas in writing).
The skills and understanding developed in stage 1 are important for the children to make good progress in subsequent stages. If this level of work is too easy for
the students in the class, it is recommended that ideas from stage 2 are used. Comparable texts are often studied in each stage, so matching text type with
appropriate learning objectives is usually fairly easy.
In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to use
resources that they have available and to include locally or nationally relevant resources. Descriptions of the types of texts you will need in for teaching are given
at the beginning of the unit. Books with large pictures and text are particularly useful for teaching children of this age - the more the children can see and read the
text, the more effective the teaching will be. Where relevant, websites are recommended. The list of websites is not exhaustive, and we cannot be held responsible
for their contents.
It is assumed throughout that teachers have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.

The objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these objectives or you may prefer to allocate a set amount of time each week.
Recommended Prior Knowledge
Children should be familiar with the early literacy skills described in the overview and also know:
• vocabulary such as book, cover, beginning, end, blurb, page, line, word, letter, sentence;
• all the letters in the alphabet and the sound that each represents.
Ongoing work
Framework Learning Objective Activities Resources

Codes
Ongoing work in developing vocabulary
1PSV8 To recognise an increasing range of high Teach and reinforce the recognition and spelling of high frequency
1Rf3 frequency words. words in regular sessions.
This could include:
• pointing them out when reading
• using them in writing activities and oral sentence construction
• reinforcing them in handwriting exercises
• doing quick-write activities (teach the children to write the
word as a handwriting activity on one day, then ask them to
reproduce it several times on the next day. Reinforce at the
end of a week). Quick-write is a multi-sensory activity,
combining the aural, visual and kinaesthetic (movement)
modes of learning.
• introduce an additional 25-30 high frequency words each
term.
By the end of Stage 1 children should recognise about 140 common

words.

Codes
Ongoing work in handwriting and reading

1Wp1 To hold a pencil comfortably and write with Teach and reinforce handwriting in regular sessions when ‘families’ of Visit
1Wp2 good letter formation. similar shaped letters are taught and reinforced. The key to each of http://
the letter families should be the starting strokes of each of the letters. www.nationalstrategie
Commonly used letter families are: s.
• f, i, j , l, t, u, y (long ladder letters) standards.dcsf.gov.uk/
• b, h, k, m, n, p, r, (one armed robot letters) node/47342
• a, c, d, e, g, o, q, s, (curly caterpillar letters) to download the
• v, w, x, z (zigzag letters) handwriting section of
The placement of the letters ‘f’ and ‘k’ will depend on the style of Developing Early
handwriting chosen. Writing.
All taught letters should be correctly formed in all writing.
Children often find it difficult to transfer letter formation to their regular
writing but bad habits learned now are harder to eradicate later on.
Introduce some basic joins when all letters are correctly formed.
At first, only join up pairs of letters which will help children as they
learn to spell words independently (e.g. y-ou, M- um, c-at, s-a-nd etc).
1Rf1 For children to know about technical Share the simple large text and picture books with children. CCVC is Consonant-
1Rf2 aspects of reading. When reading, point out: Consonant-Vowel-
1Rf4 • new high frequency words; Consonant.
1GPr1 • phonically regular words which children can model decoding;
1GPr2 • how the words relate to the picture; CVCC is Consonant-
1GPr3 • that a capital letter is used for ‘I’, for names and for the start Vowel-Consonant-
of a sentence; Consonant.
• the role of punctuation including question marks and speech
marks; CVC is Consonant-
• the idea of a sentence (NB a sentence is not necessarily one Vowel-Consonant.
line of text);
• how the pronoun ‘I’ is always represented by a capital letter;
• spelling patterns in rhyming words. Are they the same?
As reading experience increases over Terms 2 and 3 begin to
include:
• CCVC and CVCC words and then CVC words with long
vowel phonemes that children can model decoding;
• Words with common endings ed, -ing, -s.

Codes
Ongoing work in reading - continued

1GPr1 For children to develop skills as As children read themselves, either individually or in guided reading
1Rf1 independent readers. groups, encourage them to:
1Rf5 • use all the information they can to work out words and make
1Rf7 sense of what they read.
1Rf11
1Rf12 Encourage use of all the skills that have been modelled and ask
1SL2 children to explicitly state which strategies they are using to work out
1SL5 words.
1SL6 • make use of full stops;
1SL7 • talk about the story, including all of the issues that have been
discussed as a class.
• read aloud from simple books independently;
• converse audibly with friends ,teachers and other adults;
• speak confidently to a group to share an experience.

Unit 1A: Stories with a familiar setting

Reading, retelling and writing a story in a familiar setting

Children should be familiar with the early literacy skills described on the introduction sheet and also know:
Context
This is the first of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
• A range of large print story books with pictures featuring stories with familiar settings. The books should all have minimal text and a strong storyline.
• Audio cassettes or CD-ROMs of some of the stories for children to listen to.
• A range of books that the children can read with increasing independence.
• A range of good quality picture books for reading aloud to the children.
• Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories.
Outline
Children will read and discuss a variety of stories, first enjoying the texts as readers, then retelling the stories orally and then in writing.

Codes
1PSV1 To be able to hear, read and write all Every lesson should include some phonics games and activities. See Visit the website
1PSV2 three sounds in single syllable words. Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 Use regular opportunities to reinforce segmenting and blending. Say the s.
1PSV4 word, the phonemes, and the word. Children repeat the sequence. standards.dcsf.gov.uk/
1PSV5 Repeat with another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; node/83216?uc=force
1PSV7 fat, f-a-t, fat). _uj
1Rf4 to access Letters and
Use magnetic letters so that children have both an aural and a visual Sounds.
input for these sounds. This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is Magnetic or
represented by two letters, they are still one phoneme so a word like card/wooden cut-out
shop is a single syllable word. letters.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make simple, single syllable words. Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letter is replaced by card/wooden cut-out
another. letters.
Can they predict what will happen if the first letter is replaced with a
different sound?
Ask children to make as many words as they can.
Read all the words aloud. Talk about the fact that they rhyme and share
spelling patterns.
Repeat with different vowel-consonant (VC) combinations (rimes).

Codes
1Rf11 To know how to predict the contents of Teach children to use the title, front cover picture and blurb to make
a book. predictions as to what the book is likely to be about.
1Rf1 To develop a sense of themselves as Share the large text and picture and class ‘read aloud’ books with the Oxford Reading Tree
1Rf6 readers. children and enjoy the stories. resources may be
1Rf7 Sometimes, pause before reading on to ask children to predict what may included here.
1Rf8 be about to happen.
1SL4 Talk about:
1SL5 • who the characters are, expressing preferences and giving
1SL6 reasons;
1SL8 • where the book is set;
• the sequence of events in the story. Introduce the vocabulary:
beginning, middle, end;
• what the author wants the reader to feel at the end of the book
(happy, sad, funny etc);
• whether children liked the book or not. Why/not? What was their
favourite bit?
1Rf11 To increase familiarity with favourite Let children sit in pairs and listen to taped readings of favourite books.
books. They can follow the books as they do so.
1Rf7 To retell stories. When a story has been read several times, encourage children to
1Rf9 participate in retelling it.
1Rf10 This can include:
1SL1 • straightforward re-telling in groups or as a class;
1SL5 • using puppets to retell the story;
1SL6 • drawing a picture and using it to retell the story.
1SL9
1SL10 As children retell the story, encourage the use of vocabulary and
language from the book, especially of dialogue words spoken by
particular characters.

Codes
1PSV7 To write simple texts based on those Once children have read, discussed and retold a story, they should
1GPw1 that have been read together. attempt to write parts of it. Depending on the development of the children,
1Rf1 this can vary between:
1Rn3 • sequencing events from pictures for the story and folding them
1Wf1 into a book;
1Wf2 • writing captions for individual pictures;
1Wf4 • writing captions under a sequence of pictures to retell the story;
• drawing a picture of the story and writing a commentary.
As children write, encourage them to use:

• known letters to represent sounds in words;
• high frequency words you have taught;
• full stops to mark the end of a piece of writing.
Always ask children to read back what they have written soon after they
have finished.

Unit 1B: Signs, labels, instructions

Reading and writing instructions

Context
This is the second of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
• A range of books with large print and pictures or posters featuring instructions. These can include instructions with no text or those with minimal text.
• A range of books, including non-fiction, which the children can read with increasing independence.
• Notices up around the classroom with simple instructions in pictures and writing e.g. ‘way out’, ‘4 children at a time’, ‘put your coat on your peg’, ‘put your
hand up, etc.
Outline
Children will read and discuss a variety of instruction texts, first enjoying the texts as readers, then by giving instructions orally and then in writing.

Codes
1PSV2 three sounds in single syllable words. Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV4 word, the phonemes and the word then the children repeat the sequence. standards.dcsf.gov.uk/
1PSV5 node/83216?uc=force
1PSV7 Say another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat,f-a-t, _uj
1Rf4 fat). to access Letters and
Sounds.
Use magnetic letters so that children have both an aural and a visual
input for these sounds. This activity combines segmenting a word for
spelling and blending the phonemes for reading. Magnetic or
card/wooden cut-out
Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is letters.
represented by two letters, they are still one phoneme so a word like
shop is a single syllable word.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make simple single syllable words. Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letter is replaced by card/wooden cut-out
another. letters.
different sound?
spelling patterns.
Repeat with different VC combinations (rimes).

Codes
1Rn1 To recognise different kinds of If possible, go for a walk around the school or environment, looking for A camera is useful for
instructions. labels which tell people what to do. (If a walk isn’t possible, limit recording children’s
discussions to printed notices in the classroom). Record by drawing, experiences.
copying or photographing signs and labels e.g.:
• push to open;
• stop;
• signs for fire exit;
• ‘visitors, please ring bell’;
• ‘now wash your hands’.
Talk about the shared function of all these notices and labels. Discuss
what they have in common and what is different.
1Rn2 To know how to predict the contents of Teach children to use the title, front cover picture and blurb to make
a book. predictions as to what the book is likely to be about.
Talk about the function of contents pages and title pages in non-fiction
books.
1Rf1 To develop a sense of themselves as Share the large print and picture books, posters and class read aloud
1Rn1 readers of instruction texts. books with the children.
1SL4 Whilst reading the different kinds of instruction books, talk about:
1SL5 • the purpose of the books;
1SL6 • the layout and features of instruction texts (e.g. the use of an aim
1SL8 at the beginning; ‘what you need’, number, sequential
instructions);
• how they are the same and different from story books (introduce
the vocabulary ‘fiction’ and ‘non-fiction’);
• what kind of things instruction books tell you about.
Encourage the children to talk about their own experiences of following
instructions.

Codes
1SL1 To give instructions. Once children have had experience of reading instructions, give them
1SL5 opportunities of giving instructions orally. These can include:
1SL6 • asking children to give the rest of the class clear instructions for
1SL9 regular classroom routines (e.g. preparing for dinner, going out to
play, changing for PE);
• letting children invent PE games or races and giving others in the
group instructions as to how to play them;
• teaching one group of children the instructions for a
game/ routine and asking them to tell the other children;
• playing games like ‘Simon Says’ (One person gives instructions
e.g. “put your hands on your head” but must always say “Simon
says” first. If they give an instruction without saying “Simon says”
first, all those who follow it are out of the game).
1PSV7 To write simple texts based on those Once children have read, discussed and given instructions they should
1Rf1 you have read together. attempt to write simple instructions. These written instructions should be
1Rn4 based on a classroom activity that the children have participated in (e.g.
1Wf1 making sandwiches; making something in an art and craft lesson;
1Wf2 preparing to go home; getting dressed etc):
1Wf4 • sequencing events from pictures and folding them into a book;
1Wn2 • writing labels for ‘what you need’;
• writing captions for individual pictures;
• writing captions under a sequence of pictures to give more
complete instructions.

have finished.
1Rn4 To value children as writers. Allow children time to read aloud what they have written in groups.
1SL10

Unit 1C: Simple rhymes

Reading and writing simple rhymes

• all the letters in the alphabet and the sound that they represent.
Context
This is the third of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed
• A range of books with large print and pictures or posters featuring simple rhymes and nursery rhymes.
• A range of books, including simple rhyming books, which the children can read with increasing independence.
Outline
Children will read and discuss a variety of simple repetitive rhymes, first enjoying the texts as readers, then exploring their own rhymes.

Codes
1PSV2 three sounds in single syllable words. Letters and Sounds for specific games and examples. http://nationalstrate
1PSV3 Use regular opportunities to reinforce segmenting and blending. Say the gies.
1PSV4 word, the phonemes and the word then the children repeat the sequence. standards.dcsf.gov.
1PSV5 Then say another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat,f- uk/node/83216?uc=
1PSV7 a-t, fat). force_uj
1Rf4 to access Letters
Use magnetic letters so that children have both an aural and a visual input and Sounds.
for these sounds. This activity combines segmenting a word for spelling
and blending the phonemes for reading.
Magnetic or
Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is card/wooden cut-
represented by two letters, they are still one phoneme so a word like shop out letters.
is a single syllable word.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make simple single syllable words. Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letter is replaced by card/wooden cut-
another. out letters.
different sound?
spelling patterns.
Repeat with different VC combinations (rimes).

Codes
1Rf1 To join in with the reading of simple Use books with large print and pictures and posters to share rhymes.
1Rf3 repetitive rhymes and poems. These can include:
1Rf4 • nursery rhymes;
1Rf7 • finger and action rhymes;
• playground chants and skipping rhymes;
• nonsense rhymes;
• songs;
• simple poems.
Once the rhymes have been introduced to the children, enjoy chanting
and reading them together.
1PSV9 To know about technical aspects of Share the simple large print and picture texts with children.
1Rf1 reading. Whilst reading, point out words which share the same spelling patterns
1Rf4 and also rhyme.
1Rf14
1Rf1 To share and enjoy rhymes. As children become more familiar with the rhymes, encourage them to:
1Rf3 • share readings with friends;
1Rf10 • recite and perform the rhymes (with actions if possible);
1SL1 • talk about which rhyme they like best and why;
1SL4 • discuss the rhymes in the groups. What do children enjoy/dislike
1SL5 about them?
1SL6 • ask each other questions about the rhymes;
1SL8 • play guessing games (e.g. ‘I’m thinking of a rhyme. It’s about a
star).

Codes
1PSV7 To write simple texts based on those Once children have read, discussed and recited rhymes they should
1PSV9 you have read together. attempt to write some. These can be rewrites of known rhymes or simple
1Rf1 exploration of rhyming patterns. These can include:
1Rn4 • sequencing events in a rhyme from pictures and folding them into
1Wf1 a book;
1Wf4 • writing sets of rhyming words.

have finished.

Unit 2A: Traditional stories

Reading, retelling and writing a traditional tale

Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Term 1. They should be able to:
• make CVC words, hearing all of the sounds;
• begin to use rhyme to build analogous words;
• read and spell about 50 high frequency words;
• read simple texts using a variety of strategies including decoding CVC words, recognising some high frequency words, use picture cues to help to work out
the words;
• form most letters correctly;
• write simple sentences.
Context
This is the fourth of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
A range of books with large print and picture featuring traditional stories and fairy tales. The books should have patterned repetitive text where possible. Try to
include tales that are told in the country in which you are living and in other countries.
• DVDs, videos or CD-ROMs of some of the tales.
• Simple puppets (sock puppets will do) for phonics work and possibly for re-enacting the stories
Outline

Codes
1PSV1 To be able to hear, read and write all Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 three sounds in single syllable words. See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV4 word, the phonemes, and the word then the children repeat the standards.dcsf.gov.uk/
1PSV5 sequence. node/83216?uc=force
1PSV7 To begin to learn consonant clusters Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, _uj
1Rf4 in initial and final position in CCVC sand), to access Letters and
words. Use magnetic letters so that children have both an aural and a visual Sounds.
input for these sounds, This activity combines segmenting a word for
spelling and blending the phonemes for reading.
Many children respond well to a puppet robot that needs help to blend Magnetic or
and segment these words. card/wooden cut-out
letters.
1PSV7 To develop awareness of analogy as Use magnetic letters to make single syllable words (CCVC and CVCC). Magnetic or
1PSV9 a useful strategy for reading and • ask children to explore what happens when the first letters are card/wooden cut-out
writing. replaced by others. letters.
• ask children to make as many words as they can.
• read all the words aloud. Talk about the fact that they rhyme and
share spelling patterns.
• repeat with different VC (C) combinations (rimes).

Codes
a book. predictions as to what the book is likely to be about. Introduce words like
author and illustrator.
1Rf1 To develop a sense of themselves as Share the large print and picture books and class read aloud books with
1Rf6 readers. the children and enjoy the stories. Sometimes, pause before reading on
1Rf7 to ask children to predict what may be about to happen.
1Rf8 Talk about:
1SL4 • who the characters are, expressing preferences and giving
1SL5 reasons;
1SL6 • what kind of people the characters are and how we know;
1SL8 • what the characters say to each other and what we can find out
by listening to them talk;
• the sequence of events in the story. Introduce the vocabulary:
beginning, middle, end;
• whether children liked the book or not. Why/ not? What was the
favourite bit?
Talk about the differences between traditional tales and modern stories in
a familiar setting.
1Rf11 To become familiar with different ways Let the children watch/ listen to different versions of favourite stories. Talk
of retelling a familiar tale. about how the stories are the same and different. Discuss this with
reference to character and story sequence.

Codes
1Rf7 To retell stories. When a story has been read, several times, encourage children to
1Rf9 participate in retelling it. This can include:
1SL1 • straightforward re-telling in groups or as a class;
As children retell the story, encourage the use of vocabulary and

1GPw2 that have been read together. attempt to write bits of it. Depending on the development of the children,
1Rf1 this can vary between:
1Rn4 • sequencing events from pictures for the story and folding them
1Wf1 into a book. The children can add repetitive language from the
1Wf2 book if appropriate;
1Wf3 • writing longer captions for individual pictures;
1Wf4 • writing longer captions under a sequence of pictures to retell the
story;

• more known letters to represent sounds in words;
• high frequency words they should know;
• full stops to mark the end of some sentences.
have finished.

Unit 2B: Non-chronological reports and dictionaries

Reading, retelling and writing non-chronological report texts. Using simple dictionaries

• read simple texts using a variety of strategies including decoding CVC words, recognising some high frequency words, using picture cues to help to work out
the words;
Context
This is the fifth of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
You will need:
• A range of books with large pictures and text featuring non-chronological report texts.
• Some very simple dictionaries.
Outline

Codes
1PSV2 three sounds in single syllable words. See Letters and Sounds for specific games and examples. http://nationalstrate
1PSV3 gies.
1PSV4 To begin to learn consonant clusters in Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.
1PSV5 initial and final position in CCVC word, the phonemes and the word then the children repeat the sequence. uk/node/83216?uc=
1PSV7 words. Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, force_uj
1Rf4 sand). Use magnetic letters so that children have both an aural and a to access Letters
visual input for these sounds. This activity combines segmenting a word and Sounds.
for spelling and blending the phonemes for reading.
Magnetic or
Many children respond well to a puppet robot that needs help to blend and card/wooden cut-
segment these words. out letters.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make single syllable words (CCVC and CVCC). Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letters are replaced by card/wooden cut-
others. out letters.
spelling patterns.
Repeat with different VC (C) combinations (rimes).

Codes
1Rn2 a book. predictions as to what the book is likely to be about.
Introduce the index and glossary (if there is one). Discuss the
organisation.
Compare the functions of the contents page and index.
1Rf1 To develop a sense of themselves as Share the large print and picture books and class read aloud books with
1Rn1 readers. the children and learn from the information. Introduce purpose and
1Rn2 features of non-chronological report texts including:
1Rn3 • they are non-fiction (not fiction) and are intended to give
1SL4 information on different subjects;
1SL5 • the information in a book will relate to the title of the book;
1SL6 • the book is usually divided into sections by headings;
1SL8 • you can read texts from different parts of the book in any order –
you don’t have to read the whole book in the right order;
• you can use the contents and index to look up information;
• information book like these can be about almost anything.
1Rn1 To use alphabetical texts. Introduce simple dictionaries to the children. Talk about:
1Rn2 • their purpose;
1SL4 • their organisation.
1SL5
1SL6 Encourage children to play question and answer games using the simple
1SL8 dictionaries (e.g. I’m thinking of a word. It begins with ‘s’. It
means…What’s the word?’).

Codes
1SL1 To talk in the manner of a Encourage ‘show and tell’. Children bring in a small box (e.g. a shoe box)
1SL4 non-chronological text. with something (or a picture of something) that interests them inside it.
1SL5 They can give the class information about their chosen artefact.
1SL6 Other children can ask questions.
1PSV7 To write simple texts based on those Once children have read, discussed and spoken like a non-chronological
1Rf1 that have been read together. report text, they should try to write one. This could be done by making a
1Rn4 class book about something and asking each child to contribute or
1Wf1 different children could:
1Wf4 • write longer captions for individual pictures;
1Wn2 • write about and draw several aspects of the same subject.
1Wn3
• full stops to mark the end of some sentences.
have finished.

Unit 2C: Simple rhymes

Reading, reciting and writing simple rhymes

• read simple texts using a variety of strategies including decoding CVC words, recognising some high frequency words, using picture cues to help to work out
the words;
Context
This is the sixth of nine units for stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is two weeks.
Texts needed
• Large print and picture books with poems and rhymes as well as stories written in rhyming text.
• Posters showing rhymes and simple poems.
• A variety of books with rhyming texts which children can begin to read independently.
Outline
Children will read and discuss a variety of rhymes, reading them first, then reciting and exploring them and finally writing their own version of a popular rhyme.

Codes
1PSV2 three sounds in single syllable words. See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 s.
1PSV4 To begin to learn consonant clusters in Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.uk/
1PSV5 initial and final position in CCVC words. word, the phonemes, and the word then the children repeat the node/83216?uc=force
1PSV7 sequence. _uj
1Rf4 Then say another word and so on. e.g. (frog, f-r-o-g, frog; sand, s-a-n-d, to access Letters and
sand). Sounds.
Use magnetic letters so that children have both an aural and a visual Magnetic or
input for these sounds, This activity combines segmenting a word for card/wooden cut-out
spelling and blending the phonemes for reading. letters.
Many children respond well to a puppet robot that needs help to blend
and segment these words.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make single syllable words (CCVC and CVCC). Magnetic or
1PSV9 useful strategy for reading and writing. Ask children to explore what happens when the first letters are replaced card/wooden cut-out
by others. letters.
spelling patterns.
Repeat with different VC (C) combinations (rimes).

Codes
1Rf1 To join in with the reading of simple Use large print and picture books and posters to share rhymes. These
1Rn1 repetitive rhymes and poems. can include:
1Rn2 • nursery rhymes;
1SL4 • finger and action rhymes;
1SL5 • playground chants and skipping rhymes;
1SL6 • nonsense rhymes;
1SL8 • songs;
• simple poems.
Once the rhymes have been introduced to the children, enjoy chanting
and reading them together.
Choose one of the rhymes and encourage children to replace pairs of

rhyming words (e.g. Humpty Dumpty sat on a box/ Humpty Dumpty saw
a…Humpty Dumpty sat in the sand/ Humpty Dumpty saw a …)
1Rf1 To share and enjoy rhymes. As children become more familiar with the rhymes, encourage them to:
1Rf13 • share readings with friends;
1Rf14 • recite and perform the rhymes (with actions if possible);
1SL4 • talk about which rhyme they like best and why;
1SL5 • discuss the rhymes in the groups. What do children enjoy/ dislike
1SL6 about them?
1SL8 • ask each other questions about the rhymes;
• play ‘fill in the missing word’ games of their own, based on the
poems and rhymes.

Codes
1PSV9 To write simple texts based on those Once children have read, discussed and recited rhymes they should
1PSV7 you have read together. attempt to write some new rhymes by replacing words or phrases in
1Rf1 known rhymes.
1Rn4 Presentation can include:
1Wf1 • sequencing events in a rhyme from pictures and folding them into
1Wf2 a book;
• writing sets of rhyming words.

have finished.

Unit 3A: Fantasy stories

Reading, retelling and writing stories in fantasy worlds

Children should be familiar with the early literacy skills described in the overview as well as those for Stage 1, Terms 1 and 2. They should be able to:
• spell CVC , CCVC, CVCC and CCVCC words, hearing all of the sounds;
• read simple texts using a variety of strategies including decoding phonically regular words with a short vowel phoneme, recognising more high frequency
words, using picture cues to help to work out the words;
• form all letters correctly and begin to join some;
• write simple sentences independently, although using phonic spellings for more complex words.
Context
This is the seventh of nine units for Stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
You will need:
• A range of large print and picture books featuring traditional stories in fantasy worlds. The books should have an accessible text.
• CD-ROMs of some of the tales for the children to listen to.
Outline
Children will read and discuss a variety of stories, first enjoying the texts as readers, then retell the stories orally and then in writing.

Codes
1PSV1 To be able to hear all three phonemes Every lesson should include some level of phonics games and activities. Visit the website
1PSV2 in a Consonant Vowel Consonant See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 (CVC) word with a long vowel phoneme s.
1PSV4 and to recognise some of the letter Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.uk/
1PSV5 patterns which commonly represent the word, the phonemes, and the word then the children repeat the node/83216?uc=force
1PSV6 long vowel phoneme. sequence. _uj
1PSV7 Then say another word and so on. e.g. (train – t-r-ai-n, train; sheep, to access Letters and
1Rf4 shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel Sounds.
phonemes: ‘ai’, ‘ee’, ‘ie’, ‘oa’ ‘ue’.
To know that one phoneme can be Use magnetic letters so that children have both an aural and a visual Magnetic or
represented by two or more letters. input for these sounds. If there is access to ‘joined’ letters, use them at card/wooden cut-out
this point to reinforce the fact that two letters represent one sound. letters.
This activity combines segmenting a word for spelling and blending the
phonemes for reading.
1PSV7 To develop awareness of analogy as a Use magnetic letters to make CVC words with long vowel phonemes. Magnetic or
1PSV9 useful strategy for reading and writing. Children can try to make rhyming sets of words using analogy (e.g. feed, card/wooden cut-out
greed, seed, weed). letters.
When they contribute a word which could follow the rhyme, but doesn’t
(e.g. bead), explain that long vowel phonemes are less predictable than
short vowel phonemes and consonants and introduce the new spellings.

Codes
1Wp1 To hold a pencil comfortably and write Assuming that basic letter formation is secure, introduce all long vowel Visit the website:
1Wp2 with good letter formation. phonemes as joined up to reinforce the fact that two or more letters http://national
are representing one phoneme. strategies.standards.dcsf.
This will support the children both as they spell the words and as they gov.uk/node473342
read them. to download the
handwriting section of
Children should not be joining whole words at this point, but they Developing Early Writing.
should be joining ‘chunks’ of letters within the word, most usefully, long
vowel phonemes.
1Rf11 a book. predictions as to what the book is likely to be about. Introduce words
like author and illustrator.
1Rf1 To develop a sense of themselves as Share the large print and picture books and class read aloud books
1Rf6 readers. with the children and enjoy the stories. Sometimes, pause before you
1Rf7 read on to ask children to predict what may be about to happen.
1Rf8
1Rf10 Talk about:
1Rf11 • who the characters are, expressing preferences and giving
1SL4 reasons;
1SL5 • what kind of people the characters are and how we know;
1SL6 • what the characters say to each other and what we can find
1SL8 out by listening to them talk;
1SL10 • the sequence of events in the story. Begin to use sequencing
words as you recount the events in the story;
• whether children liked the book or not. Why/ not? What was
the favourite bit?

Codes
1Rf7 To retell stories. When a story has been read several times, encourage children to
1Rf9 participate in retelling it. This can include:
1Rf12 • straightforward re-telling in groups or as a class;
1SL6
1SL9 As children retell the story, encourage the use of vocabulary and
1Rf1 you have read together. attempt to write their own version of it, or to retell it. Depending on the
1Rn4 development of the children, this can vary between:
1Wf1 • sequencing events from pictures for the story and folding them
1Wf2 into a book. The children should add some of the book’s
1Wf3 vocabulary to caption the pictures;
1Wf4 • writing longer captions for individual pictures;
1Wf5 • writing longer captions under a sequence of pictures to retell the
1Wn1 story;

• full stops or question marks to mark the end of some sentences.
have finished.

Unit 3B: Information texts including recounts

Reading, retelling and writing non-fiction recount texts

Context
This is the eighth of nine units for Stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 4 weeks.
Texts needed
• A range of texts featuring non-fiction recounts. These can include large print and picture books and posters. You may wish to make your own texts, or use the
children’s own writing as the basis for discussion.
Outline
Children will read and discuss recount texts, first enjoying the texts as readers, then recounting their own experiences and writing them.

Codes
1PSV2 in a Consonant Vowel Consonant See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 (CVC) word with a long vowel phoneme s.
1PSV4 and to recognise some of the letter Use regular opportunities to reinforce segmenting and blending. Say the standards.dcsf.gov.uk/
1PSV5 patterns which commonly represent the word, the phonemes, and the word then the children repeat the node/83216?uc=force
1PSV6 long vowel phoneme. sequence. _uj
1PSV7 to access Letters and
1Rf4 Then say another word and so on. e.g. (train – t-r-ai-n, train; sheep, Sounds.
shee-p, sheep; road, r-oa-d, road; boot, b-oo-t). Focus on the long vowel
Magnetic or
To know that one phoneme can be Use magnetic letters so that children have both an aural and a visual card/wooden cut-out
represented by two or more letters. input for these sounds. If there is access to ‘joined’ letters, use them at letters.
this point to reinforce the fact that two letters represent one sound. This
activity combines segmenting a word for spelling and blending the

Codes
1Rf7 To develop a sense of themselves as Share the texts together. Once they have been read, point out key
1Rf12 readers. features of recount texts, including:
1Rn1 • their purpose being to recount a real experience;
1SL4 • they are written in the first person ‘I’ because the writer is the
1SL5 one who had the experience;
1SL6 • they feature sequencing words to show the order in which the
1SL8 events occurred.
Ask children to discuss:

• which experiences they can relate to;
• which experiences they think are most interesting;
what might have happened to make an experience more
interesting.
1Rf7 To recount their own experiences. When recounts have been read, give children opportunities to orally
1Rf9 recount their own experiences. This can include:
1Rn3 • straightforward recounts in groups or as a class;
1Wf3 • using artefact boxes or photographs as a starting point;
1Wn1 • using ‘speaking frames’ where you give children two or three
1SL1 opening sentences and they have to structure their recount to
1SL5 fit into the frame (e.g. One day, I went to… and I saw… Then I
1SL6 thought I would…. At the end of the day I…).

Codes
1PSV7 To write simple texts based on those Once children have read recounts and orally recounted their experiences,
1Rn4 that have been read together. they should attempt to write a recount text.
1Wf1 This may be individual recounts, or a recount based on a class
1Wf2 experience. The advantage of the latter is that you can model the
1Wf4 language and help to scaffold the writing using writing frames.
1Wf5
1Wn1 Depending on the development of the children, this can vary between:
1Wn3 • using a chart to record information from a text you have shared;
1SL8 • completing minimal details in a writing frame (I went to.. Then I
saw a… Next I went to… and… At the end of the day, I…);
• sequencing events from pictures from a text you have read
together and folding them into a book. The children can write
captions, using the language of recounts;
• writing longer captions for a sequence of pictures;
• drawing a picture of the experience and writing a commentary.

• full stops or question marks to mark the end of some sentences.
have finished.
1Rn4 To value children as writers Allow children time to read aloud what they have written in groups.

Unit 3C: Poems and rhymes with similar themes

Reading, reciting and writing poems and rhymes on similar themes

Context
This is the ninth of nine units for Stage 1. You should expect to cover three units each term (fiction, non-fiction, poetry). Time suggested for this unit is 2 weeks.
Texts needed
• A range of large print and picture books with rhyme and poems on a theme you have chosen (e.g. animals, feelings, festivals, food).
Outline
Children will read and discuss a variety of poems and rhymes, firstly, enjoying them as readers, then reciting them and writing their own poems.

Codes
1PSV2 in a CVC word (with a long vowel See Letters and Sounds for specific games and examples. http://nationalstrategie
1PSV3 phoneme) and to recognise some of s.
1PSV4 the letter patterns which commonly Use regular opportunities to reinforce segmenting and blending. standards.dcsf.gov.uk/
1PSV5 represent the long vowel phoneme. Say the word, the phonemes, and the word then the children repeat the node/83216?uc=force
1PSV6 sequence. _uj
1PSV7 Then say another word and so on. e.g. (train – t-r-ai-n, train; sheep, to access Letters and
1Rf4 shee-p, sheep; road, r-oa-d, road; boot, b-oo-t ). Focus on the long vowel Sounds.
To know that one phoneme can be Use magnetic letters so that children have both an aural and a visual Magnetic or
represented by two or more letters. input for these sounds. card/wooden cut-out
If there is access to ‘joined’ letters, use them at this point to reinforce the letters.
fact that two letters represent one sound.
This activity combines segmenting a word for spelling and blending the

Codes
1Rf1 To develop a sense of themselves as Share and enjoy the poems. Sometimes, pause before you read on to
1Rf7 readers. ask children to predict a rhyming word.
1Rf8 Talk about:
1Rf11 • what the poems are about;
1SL4 • whether or not they rhyme. If they don’t, what makes them
1SL5 poems?
1SL6 • whether the poems are describing something or telling about
1SL8 events;
• whether children liked the poem or not. Why/ not? What was their
favourite bit?
Introduce some names of poets, so the children begin to get a sense of
author.
1Rf7 To recite poems and rhymes. When a poem has been read several times, encourage children to
1Rf9 participate in reading it with you or learning to recite it. This can include:
1Rf13 • straightforward rereading/ recitation in groups or as a class;
1Rf14 • using puppets to retell the story.
1SL1
1SL5 As children become more familiar with the poems, encourage them to
1SL6 use existing poems as a model and making their own poems by
1SL9 substituting words and lines.

Codes
1PSV7 For children to write simple texts based Once children have read, discussed and recited a poem, they should
1Rf1 on those you have read together. attempt to write their own version of it, or to retell it. Depending on the
1Rn4 development of the children, this can vary between:
1Wf1 • sequencing events from pictures from the poem and folding
1Wf2 them into a book, adding some words or lines from the poem.
1Wf4 The children should add some of the book’s vocabulary to
caption the pictures;
• copying the poem for inclusion in a class anthology;
• writing a new version or verse of a poem, using the original as
a model.

• full stops or question marks to mark the end of some
sentences.
Always ask children to read back what they have written soon after
they have finished.

Scheme of Work English Stage 1

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Scheme of Work English Stage 1

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Scheme of Work – English stage 1

V1 1Y07 English Stage 1 1

V1 1Y07 English Stage 1 2

Framework Learning Objective Activities Resources

Ongoing work in developing vocabulary

By the end of Stage 1 children should recognise about 140 common

V1 1Y07 English Stage 1 3

Ongoing work in handwriting and reading

V1 1Y07 English Stage 1 4

Ongoing work in reading - continued

V1 1Y07 English Stage 1 5

Unit 1A: Stories with a familiar setting

Recommended Prior Knowledge

V1 1Y07 English Stage 1 6

V1 1Y07 English Stage 1 7

V1 1Y07 English Stage 1 8

As children write, encourage them to use:

V1 1Y07 English Stage 1 9

Unit 1B: Signs, labels, instructions

Recommended Prior Knowledge

V1 1Y07 English Stage 1 10

V1 1Y07 English Stage 1 11

V1 1Y07 English Stage 1 12

As children write, encourage them to use:

V1 1Y07 English Stage 1 13

Unit 1C: Simple rhymes

Recommended Prior Knowledge

V1 1Y07 English Stage 1 14

V1 1Y07 English Stage 1 15

V1 1Y07 English Stage 1 16

As children write, encourage them to use:

V1 1Y07 English Stage 1 17

Unit 2A: Traditional stories

Recommended Prior Knowledge

V1 1Y07 English Stage 1 18

V1 1Y07 English Stage 1 19

V1 1Y07 English Stage 1 20

As children retell the story, encourage the use of vocabulary and

As children write, encourage them to use:

V1 1Y07 English Stage 1 21

Unit 2B: Non-chronological reports and dictionaries

Recommended Prior Knowledge

V1 1Y07 English Stage 1 22

V1 1Y07 English Stage 1 23

V1 1Y07 English Stage 1 24

V1 1Y07 English Stage 1 25

Unit 2C: Simple rhymes

Recommended Prior Knowledge

V1 1Y07 English Stage 1 26

V1 1Y07 English Stage 1 27

Choose one of the rhymes and encourage children to replace pairs of

V1 1Y07 English Stage 1 28

As children write, encourage them to use:

V1 1Y07 English Stage 1 29

Unit 3A: Fantasy stories

Recommended Prior Knowledge

V1 1Y07 English Stage 1 30

V1 1Y07 English Stage 1 31

V1 1Y07 English Stage 1 32

As children write, encourage them to use:

V1 1Y07 English Stage 1 33

Unit 3B: Information texts including recounts

Recommended Prior Knowledge

V1 1Y07 English Stage 1 34