Scope and sequence

Starter: I’ve got brown hair.   This is my cousin.   He’s got green eyes.   Where’s Billy?  
Welcome back! p. 4 Is he under the bed?   There is …   There are …   Numbers 1–20  Family  Colours  Toys

Words Grammar Phonics Skills

1 O ur new things
Reading: a description
Review of the Listening: identifying people and objects
This / That is …
School things alphabet and initial Speaking: How many …? There are …
These / Those are …
sounds Writing: capitalisation, writing about my
p.8 classroom (Workbook)

2 They’re
happy now! Feelings
We’re / They’re …
Are they …?
Review of digraphs:
ch sh th
ch: chair teacher
R: a poem: ‘My feelings’
L: identifying feelings
S: Is he sad? No, he isn’t. He’s …
sh: shoes fish W: long and short forms, writing about my
p.14 th: thumb bath feelings (WB)

3
Review of CVC words:
She can / can’t … R: information on a web page
I can ride Can he …?
a e i o u
L: identifying outdoor toys
a: cat van
a bike! Outdoor
e: peg bed
S: Where’s the skateboard? It’s in front of
activities Prepositions of place: the table.
i: bin fig
behind / in front of W: using a / an, writing about what I can
o: mop dog
next to / between and can’t do (WB)
p.20 u: bus jug

Fluency Time! 1 p.26    Classroom language    Project: a school word wheel

Review 1 p.28

4 Have you
got a
Food

Numbers
Have you got …?
I have / haven’t …
Has he got …?
Consonant blends:
gr br fr
gr: grass grapes
br: brush bread
R: a caption story
L: identifying which food items are available
S: Have you got apples? Yes, we have.
W: question marks and full stops, writing
milkshake? 20–100 He has / hasn’t …
fr: frog frisbee about my lunch (WB)
p.30

5
R: a description on a web page
School Consonant blends:
We’ve got subjects
What / When have we
dr tr cr
L: identifying school rooms
got …? S: What have we got in the art room?
English! We’ve got …
dr: drum dress
W
 e’ve got …
School tr: truck tree
our / their W: capital letters, writing about my school
rooms cr: crayon crab
p.36 subjects (WB)

6
Consonant blends: R: information texts
Let’s play after After-school I visit …
fl pl bl L: identifying after-school activities
fl: flower flat S: I read a book. I don’t ride a bike.
school! activities I don’t have …
pl: plum plate W: verbs, writing about what I do after school
p.42 bl: blanket blue ( WB)

Fluency Time! 2 p.48   Shopping   Project: a market stall

Review 2 p.50

7
R: instructions on making a card
Consonant blends:
Let’s buy What does he like? cl gl sl
L: identifying suitable presents for people
according to their preferences
presents! Special days He likes / doesn’t cl: cloud clock
S: What does he like? He likes tennis.
like … gl: gloves glue
W: long and short forms, writing about
sl: slide slippers
p.52 presents for my mum (WB)

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 Words Grammar Phonics Skills

8
Consonant blends:
Everyday R: information texts
What’s activities What’s the time?
sm sn st sk
L: listening for time and activities
sm: smile small
the time? It’s … o’clock.
sn: snow snake
S: He has breakfast.
Times of He … at … o’clock. W: identifying Wh- questions, writing about my
st: stairs star
the day day (WB)
p.58 sk: sky skates

 here does
9 Wshe Where does he work?
Long vowels:
a + magic e
R: a magazine interview
L: listening for detail in an interview
S: What are Peter’s favourite animals? They’re
work? Places He works in a …
lake face monkeys.
Does she work in a …?
gate plane W: using commas with and in lists, writing about
p.64 where my family works (WB)

Fluency Time! 3 p.70   Making plans   Project: a mini book

Review 3 p.72

10 
R: a weather report
What’s the weather Long vowels:
It’s hot Weather
like? i + magic e
L: identifying the weather at certain times from
the weather report
today! Weather
It’s … bike white
S: It’s Monday. What’s the weather like?
Put on / Don’t put kite line
activities W: verbs and adjectives, writing about the
on … nine
p.74 weather (WB)

11 
Present continuous: Long vowels: R: a poem: ‘At the airport’
What are you Clothes What are you o + magic e L: identifying people by their clothing
wearing? nose bone S: What’s she wearing? She’s wearing …
wearing? Time What’s he wearing? rope home H
 e’s wearing a red shirt. Who is it?
p.80 I’m / He’s wearing … stone W: writing the time, writing about my clothes ( WB)

 ou’re
12 Ysleeping! Celebrations
Present continuous:
What are you / they
doing?
Long vowels:
u + magic e
R: a descriptive email
L: listening for detail to distinguish between
photos
Getting I’m / We’re / They’re … June tube S: What’s he doing? He’s dancing.
ready What’s he / she doing? flute cube W: present continuous verbs, writing about
p.86 He’s / She’s … a party (WB)

Fluency Time! 4 p.92   At a party   Project: a present

Review 4 p.94

13
Long vowels: R: a parents’ letter
Farm
Look
 at all animals
Comparatives: ee L: identifying animals by their feelings
This cow is bigger tree cheese S: It’s nervous. What is it?
the animals! than that cow. green feet W: using and to connect sentences, writing
Adjectives
p.96 three about a farm visit (WB)

14
Short & long R: a school article
 ook at
L Memories Past simple: vowels: L: identifying people by their feelings and
I was / wasn’t … cub cube appearance
the photos! Tidying up You were / weren’t … tap tape S: He was a fireman (in the school play).
p.102 pip pipe W: and / or, writing about me and my friends ( WB)

15 
R: a fairytale
Well People Past simple:
ng / nk
L: identifying actions and emotions
There were some / S: What’s Suzy doing? She’s …
done! Ordinal weren’t any …
ring king swing
I s she sad? No, she isn’t. She’s …
bank sink pink
numbers Irregular plurals W: irregular plurals, writing about a school
p.108 open day (WB)

Fluency Time! 5 p.114   Playing games   Project: a card game

Review 5 p.116
Culture p.118   Games, Meals, At home
Grammar reference p.124

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