Scheme of Work – English stage 1 Introduction

Download 295.38 Kb.
Date conversion28.07.2017
Size295.38 Kb.
  1   2   3   4

Scheme of Work – English stage 1


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:







(40% of teaching time)

Unit 1A: Stories with familiar settings

Reading, retelling and writing a story in a familiar setting.

Unit 2A: Traditional stories

Reading, retelling and writing a traditional tale.

Unit 3A: Fantasy stories

Reading, retelling and writing stories in fantasy worlds.


(40% of teaching time)

Unit 1B: Signs, labels, instructions

Reading and writing instructions.

Unit 2B: Non-chronological reports and dictionaries

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

Unit 3B: Information texts including recounts

Reading, retelling and writing non-fiction recount texts.


(20% of teaching time)

Unit 1C: Simple rhymes

Reading and writing simple rhymes.

Unit 2C: Simple rhymes

Reading, reciting and writing simple rhymes.

Unit 3C: Poems and rhymes with similar themes

Reading, reciting and writing poems and rhymes on similar themes.

Scheme of Work – English stage 1


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.

Scheme of Work – English stage 1

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 Codes

Learning Objective



Ongoing work in developing vocabulary



To recognise an increasing range of high frequency words.

Teach and reinforce the recognition and spelling of high frequency 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.

Framework Codes

Learning Objective



Ongoing work in handwriting and reading



To hold a pencil comfortably and write with good letter formation.

Teach and reinforce handwriting in regular sessions when ‘families’ of similar shaped letters are taught and reinforced. The key to each of the letter families should be the starting strokes of each of the letters. Commonly used letter families are:

  • f, i, j , l, t, u, y (long ladder letters)

  • b, h, k, m, n, p, r, (one armed robot letters)

  • a, c, d, e, g, o, q, s, (curly caterpillar letters)

  • v, w, x, z (zigzag letters)

The placement of the letters ‘f’ and ‘k’ will depend on the style of handwriting chosen.

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).




to download the

handwriting section of

Developing Early Writing.







For children to know about technical aspects of reading.

Share the simple large text and picture books with children.

When reading, point out:

  • new high frequency words;

  • phonically regular words which children can model decoding;

  • how the words relate to the picture;

  • that a capital letter is used for ‘I’, for names and for the start of a sentence;

  • the role of punctuation including question marks and speech marks;

  • the idea of a sentence (NB a sentence is not necessarily one 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.

CCVC is Consonant-Consonant-Vowel-Consonant.
CVCC is Consonant-Vowel-Consonant-Consonant.

CVC is Consonant-Vowel-Consonant.

Framework Codes

Learning Objective



Ongoing work in reading - continued











For children to develop skills as independent readers.

As children read themselves, either individually or in guided reading groups, encourage them to:

  • use all the information they can to work out words and make sense of what they read.

Encourage use of all the skills that have been modelled and ask children to explicitly state which strategies they are using to work out words.

  • make use of full stops;

  • 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.

Scheme of Work – English stage 1

Unit 1A: Stories with a familiar setting

Reading, retelling and writing a story in a familiar setting

Recommended Prior Knowledge

Children should be familiar with the early literacy skills described on the introduction sheet 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.


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.


Children will read and discuss a variety of stories, first enjoying the texts as readers, then retelling the stories orally and then in writing.

Framework Codes

Learning Objective










To be able to hear, read and write all three sounds in single syllable words.

Every lesson should include some phonics games and activities. See Letters and Sounds for specific games and examples.

Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word. Children repeat the sequence.

Repeat with another word and so on. e.g. (cat, c-a-t, cat; hat, h-a-t, hat; fat, f-a-t, fat).
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.

Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is represented by two letters, they are still one phoneme so a word like shop is a single syllable word.

Visit the website


to access Letters and Sounds.

Magnetic or card/wooden cut-out letters.



To develop awareness of analogy as a useful strategy for reading and writing.

Use magnetic letters to make simple, single syllable words.

Ask children to explore what happens when the first letter is replaced by another.

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).

Magnetic or card/wooden cut-out letters.

Framework Codes

Learning Objective




To know how to predict the contents of a book.

Teach children to use the title, front cover picture and blurb to make predictions as to what the book is likely to be about.









To develop a sense of themselves as readers.

Share the large text and picture and class ‘read aloud’ books with the children and enjoy the stories.

Sometimes, pause before reading on to ask children to predict what may be about to happen.

Talk about:

  • who the characters are, expressing preferences and giving reasons;

  • 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?

Oxford Reading Tree resources may be included here.


To increase familiarity with favourite books.

Let children sit in pairs and listen to taped readings of favourite books. They can follow the books as they do so.









To retell stories.

When a story has been read several times, encourage children to participate in retelling it.

This can include:

  • straightforward re-telling in groups or as a class;
  • using puppets to retell the story;

  • drawing a picture and using it to retell the story.

As children retell the story, encourage the use of vocabulary and language from the book, especially of dialogue words spoken by particular characters.

Framework Codes

Learning Objective










To write simple texts based on those that have been read together.

Once children have read, discussed and retold a story, they should attempt to write parts of it. Depending on the development of the children, this can vary between:

  • sequencing events from pictures for the story and folding them into a book;

  • writing captions for individual pictures;

  • 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.

  1   2   3   4

The database is protected by copyright © 2017
send message

    Main page