Status: DRAFT for adult review only. Nothing here has been published. Terms (Tutor, human tutor, safeguarding lead) are defined in parent-in-the-loop-design.md, section 1. "Tutor" below means Tutor, or the safeguarding lead using Tutor.
Level and age: first steps towards A1 can-dos (starting at CEFR Pre-A1), children aged 6-8, non-native speakers ([country]). Format: live group lessons on the lesson platform, 6 weeks x 2 lessons = 12 lessons, 40 minutes each (assumption; see timing note). Suggested group size 4-6. What this scheme does NOT do: 12 lessons x 40 minutes = 8 hours. That is not enough to reach A1. It gives a first set of A1 can-dos (greetings, colours, numbers, animals, food, toys, simple likes) for children who start at Pre-A1. Do not tell parents the children will "reach A1" after this scheme. Originality: all content is original and written for this pack. Published courseware can be paired with this scheme but has not been copied or closely paraphrased.
Safeguarding and privacy in this scheme
- Adult in the room: as set in
parent-in-the-loop-design.md, section 3 (Option A / Option B, to be chosen by the programme lead). This scheme does not restate the rule.- Camera and recording only with consent (parent/guardian), and as set in
parent-in-the-loop-design.md, section 7 (Option A / Option B, to be chosen by the programme lead; recording consent is a separate checkbox); check local data-protection rules before launch.- First names or nicknames/avatars only. Never request or store full names, addresses, school names, photos, contact details or social handles.
- Activities use invented characters (Pondo the Penguin and Pondo's family), not real children's details. "About me" tasks are optional and made up; never ask about home address, school or contact. Children show objects at the table; no tours of rooms.
- No contact outside the lesson channel. Tutor does not arrange, accept or reply to private contact.
- Children and the adult in the room know where the leave button is; show it in Lesson 1. (Say "the leave button" until it is confirmed whether the lesson platform shows children a report button; this is an open question.)
- Safeguarding: follow
child-session-rules-and-escalation.md(the master file). Check its preconditions before any session (named channel to the safeguarding lead, "without delay" defined, named deputy safeguarding lead). Path A (distress, "Pause please", unwell): tell the adult in the room. Path B (harm, fear, unsafe, or an adult or older person asking for secrets, pictures or off-platform contact): end neutrally, do not repeat the child's words to the adult in the room, write the incident note, tell the safeguarding lead at once. Tutor does not question or promise secrecy, and gives no medical, legal or counselling advice. Tutor may miss distress; the adult in the room is the first line.
Each lesson is 40 min in six stages: warm-up/TPR (5), phonics (5), presentation (8), practice (8), game (8), review/wrap-up (6).
| Week | Lesson | Theme | Phonics sound |
|---|---|---|---|
| 1 | 1 | Hello and names | /s/ |
| 1 | 2 | Feelings and classroom actions | /a/ |
| 2 | 3 | Classroom objects | /b/ |
| 2 | 4 | Colours | /r/ |
| 3 | 5 | Numbers 1-10 | /t/ |
| 3 | 6 | Numbers 11-20 | /n/ |
| 4 | 7 | Animals | /d/ |
| 4 | 8 | Family (made-up family) | /m/ |
| 5 | 9 | Food | /p/ |
| 5 | 10 | Body parts | /h/ |
| 6 | 11 | Toys (with review) | /k/ |
| 6 | 12 | Mini review and celebration | all |
Lesson-platform features named below (whiteboard, drag-and-drop objects, rewards/stickers, timer, random pick) are assumed; confirm what your lesson platform supports. Phonics note: teach letter sounds first (short, clean sounds), letter names later.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 1
Objective (can-do): - I can say hello and goodbye. - I can say my name (a first name or a nickname/avatar name). - I can do an action when I hear stand up, sit down, clap.
Target language: hello, hi, goodbye, bye; "I'm ___." "What's your name?"; stand up, sit down, clap.
Phonics sound: /s/ (sun, sit, sock).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Tutor greets each child by first name with a wave. Teach the 4 actions (stand up, sit down, clap, wave) as a mirrored routine, then a slow-to-fast action chant. |
| 5 | Phonics | Tutor shows the letter s on the whiteboard; make the sound (a short, quiet /s/, no added vowel) with a snake-hand movement. Show 3 pictures; children echo "sun, sit, sock". |
| 8 | Presentation | Puppet/avatar Pondo the Penguin says "Hello, I'm Pondo." Tutor models "Hello, I'm ___." with own name. Children choose a nickname/avatar name if they prefer. Drag a name-tag onto each child's video tile or on the whiteboard. |
| 8 | Practice | Chain greeting: Tutor picks a child (random pick or point), child greets Pondo: "Hello, I'm ___." Pondo answers "Hello, ___!" Then pairs: child greets the next child on the list. |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Say goodbye to Pondo with a wave. Tutor praises effort; each child gets a sticker/reward. Recap the 4 actions once. |
| 40 | Total |
Materials: lesson-platform whiteboard, a puppet or a drawn penguin image, drag-and-drop name tags, sticker/reward feature, random pick or timer if available, 3 sound pictures (sun, sit, sock). Optional printable: colouring page of Pondo.
Game: Whisper, Normal, Shout. Pondo hides behind a whiteboard cover. Tutor shows a volume card (small, medium, big mouth icon). Children say "Hello!" at that volume; the cover is lifted and Pondo waves back. Variant: sleepy, happy, robot voice.
End-of-lesson check: Each child says "Hello, I'm ___" and does two of the four actions on request. Tutor ticks a private checklist (first names only).
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 1
Objective (can-do): - I can say how I feel with one word (happy, sad, fine). - I can answer "How are you?" - I can follow actions: jump, stop, turn around.
Target language: How are you? I'm happy / sad / fine; jump, stop, turn around; stand up, sit down (review).
Phonics sound: /a/ as in apple, ant, at.
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Hello routine from Lesson 1 (Pondo says hello). Quick TPR: stand up, sit down, clap, then new jump, stop. |
| 5 | Phonics | Letter a: sound /a/ with an "apple bite" movement. Echo "apple, ant, at". Review /s/: children point to s or a on the board when Tutor says the sound. |
| 8 | Presentation | Tutor shows three emoji faces and mimes each. Drill "I'm happy / sad / fine" with faces in a row. Introduce "How are you?" with Pondo on a different face each time. |
| 8 | Practice | Drag-and-drop: children drag the correct face under Pondo when Tutor says the feeling. Then Tutor asks "How are you?" round the group; answers "I'm ___." Any child may choose to just show the face. |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Tutor says "Goodbye, ___!" to each child by first name; children choose a face to wave. Reward stickers for good listening. |
| 40 | Total |
Materials: lesson-platform whiteboard, 3 emoji faces (happy, sad, fine), drag-and-drop faces, music or a simple chant, sticker/reward feature.
Game: Feeling Freeze. Children dance/jump on the spot. Tutor says "Stop! Happy!" (or sad/fine) and children freeze with that face. Tutor asks one frozen child "How are you?" Children never need to describe real feelings: it is about the pictured faces.
End-of-lesson check: Tutor shows a face; child says "I'm ___." for two faces and responds to jump/stop/turn around. If a child seems upset or says "Pause please", follow the master file (Path A). If a child says something worrying, follow Path B there.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 2
Objective (can-do): - I can name 5 classroom objects. - I can say "It's a ___." - I can follow "Open/close your book" and "Show me a ___."
Target language: pencil, pen, book, bag, ruler; "It's a ___." "Show me a ___." open, close.
Phonics sound: /b/ (book, bag, ball).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting + feelings ("How are you?"). TPR: open and close hands like a book; open/close your book mime. |
| 5 | Phonics | Letter b: lips pop /b/ with a bouncing-ball hand. Echo "book, bag, ball". Children find the b on a letter line (a, b, s). |
| 8 | Presentation | Reveal each object picture one at a time; Tutor says the word, children echo twice. Show the real object on camera if available. Model "It's a pencil." |
| 8 | Practice | "Show me a ___!" Children hold up that item at home (a pencil, a book) to the camera. Parents may help find it. Children do not show their room or surroundings; keep the camera on the table or hand. |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Recap the 5 words by touching pictures. Pondo says goodbye. Rewards. |
| 40 | Total |
Materials: lesson-platform whiteboard with 5 object pictures, drag-and-drop covers, sticker/reward feature, real pencil/book/bag/ruler held by Tutor. Children use any pencil/book they already have; no purchase needed.
Game: Hidden Object Reveal. Part of each object is covered on the whiteboard. Children guess "It's a ___?" as the cover is slowly dragged away. A correct guess earns a sticker for the group, not one child (cooperative).
End-of-lesson check: Tutor points to 3 pictures; child says "It's a ___." for at least 2, and shows 2 objects when asked.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 2
Objective (can-do): - I can name 4-6 colours. - I can ask and answer "What colour is it?" "It's red." - I can find something of a named colour.
Target language: red, blue, yellow, green (+ optional orange, pink); "What colour is it?" "It's ___." "Find something ___."
Phonics sound: /r/ (red, rabbit, run).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. Colour freeze: Tutor holds up a colour card, children touch their nose, ears, etc. (TPR review) while saying the colour. |
| 5 | Phonics | Letter r: growl /r/ like a friendly lion. Echo "red, rabbit, run". Revisit s, a, b: children hold up the matching letter card. |
| 8 | Presentation | Paint-splash slide: Tutor drags a splash across the board and says the colour; children echo. Model "What colour is it? It's blue." |
| 8 | Practice | Drag-and-drop: children drag crayons to matching boxes. Pairs/partner turns: one asks "What colour is it?" about a coloured object on screen, the other answers. |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Recap with a rainbow song/chant (Tutor-made). Stickers; pass out colour-in sheet as optional home activity. |
| 40 | Total |
Materials: lesson-platform whiteboard, coloured splashes, crayon drag-and-drop, sticker/reward feature, 4-6 colour cards. Optional printable: colour-in rainbow.
Game: Colour Hunt. Tutor calls a colour; children fetch something of that colour from within arm's reach (a crayon, a toy, clothing), hold it up, and say "It's red!" 20-second timer. No tours of the home; stay at the table.
End-of-lesson check: Tutor shows 4 colours; child names at least 3. Child answers "What colour is it?" once.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 3
Objective (can-do): - I can count from 1 to 10. - I can say how many (1-5) with "Three." or "Three pencils." - I can show a number with my fingers.
Target language: one-ten; "How many?" "Four." plural -s (pencils, books) recognised, not taught as a rule.
Phonics sound: /t/ (two, ten, tap).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. Counting action: clap/stamp/jump the number Tutor holds up (1-5, then up to 10). |
| 5 | Phonics | Letter t: tongue-tap /t/ with a tennis-tapping hand. Echo "two, ten, tap". Review b/r. |
| 8 | Presentation | Number line on the whiteboard. Tutor touches each number and children echo. Introduce finger numbers. Model "How many?" with objects (e.g. 3 stars). |
| 8 | Practice | Drag-and-drop: children drag the right number of stars to a box. Tutor asks "How many?"; child counts aloud (up to 5 each; fast finishers go to 10). |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Count to 10 together with finger show, then count down 10 to 1 ("blast off"). Stickers. |
| 40 | Total |
Materials: lesson-platform whiteboard with number line 1-10, drag-and-drop stars and numerals, sticker/reward feature, simple counting objects on screen. Optional: printable number cards 1-10.
Game: Bubble Pop Count. Tutor drops bubbles (circles) on the whiteboard in groups. Children call "How many?" together and Tutor pops bubbles one by one as they count. Teams: Pondo's team v Tutor's team, children are always on Pondo's team (no competition between children).
End-of-lesson check: Child counts 1-10 aloud, and answers "How many?" for a group of 4 items.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 3
Objective (can-do): - I can count from 11 to 20 (recognise all; say at least to 15). - I can say a number between 1 and 20 when I see it. - I can join in a counting chant.
Target language: eleven-twenty; "How many?" "Twelve." revision: one-ten.
Phonics sound: /n/ (nine, net, nose).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. Counting stamp: Tutor holds a number card, children march in place and count aloud, building from 1 to 10 first. |
| 5 | Phonics | Letter n: hum /n/ with a finger on the nose. Echo "nine, net, nose". Mixed sound drill: s, a, b, r, t, n. |
| 8 | Presentation | Extend the number line from 10 to 20 with a new colour. Tutor chants "eleven, twelve" in rhythm with claps. Show teen numbers in chunks (11-13, 14-16, 17-20). |
| 8 | Practice | Drag-and-drop: order jumbled numerals on a line. "What's missing?" Tutor hides a number, children say it. Short pair turn: partner A says a number, partner B points. |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Final chant 1-20. Stickers; tell children which numbers were hardest (no one is singled out). |
| 40 | Total |
Materials: lesson-platform whiteboard with number line 1-20, drag-and-drop numerals, bingo cards 3x3 using 1-20 (on screen or printable), sticker/reward feature.
Game: Pondo's Number Bingo. Each child has a 3x3 card (printable or on screen). Tutor calls a number (use random pick), children mark it. First to a line says "Bingo!" All children get a sticker for finishing a line or for helping a friend.
End-of-lesson check: Tutor shows 3 numerals between 11 and 20; child says at least 2. Child counts to 15 (or 20) with support.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 4
Objective (can-do): - I can name 6 animals. - I can say "It's a dog." and ask "Is it a cat?" - I can act out an animal move.
Target language: cat, dog, bird, fish, rabbit, monkey; "It's a ___." "Is it a ___?" Yes, it is. / No, it isn't.
Phonics sound: /d/ (dog, duck, dad).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. Animal action warm-up: hop (rabbit), swim (fish), flap (bird), crawl (cat), jump (monkey). Tutor says animal, children move. |
| 5 | Phonics | Letter d: drumming /d/ with a drum hand. Echo "dog, duck, dad". Review t, n, d on the board. |
| 8 | Presentation | Animal pictures with silhouettes: Tutor reveals, says and children echo. Model "Is it a cat? No, it isn't. It's a dog." |
| 8 | Practice | Drag-and-drop: drag each animal into its home (farm/pond/tree is optional). Tutor asks "Is it a ___?" Children answer yes/no and guess the next animal. |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Recap by showing animals in a fast flash. Children do a favourite animal move to say goodbye. Stickers. |
| 40 | Total |
Materials: lesson-platform whiteboard with animal pictures and silhouettes, drag-and-drop animal homes, sticker/reward feature, short animal-sound audio (Tutor-made or free to use). Optional printable: animal mask templates.
Game: Animal Charades. One child (or Tutor) acts an animal silently on camera. Others guess "Is it a ___?" The actor says "Yes, it is!" or "No, it isn't." Tutor models first.
End-of-lesson check: Child names 4 of 6 animals from pictures and asks one "Is it a ___?" question.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 4
Objective (can-do): - I can name family roles. - I can say "This is the mum/dad/baby." about a picture. - I can say who is missing: "Where's the baby?"
Target language: mum, dad, brother, sister, baby, grandma, grandpa; "This is ___." "Where's ___?" Always about an invented family (Pondo's family). Children are never asked to describe their own family.
Phonics sound: /m/ (mum, map, monkey).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. Hello action song. Show Pondo's family picture frame with a surprise: Pondo's family are all penguins. |
| 5 | Phonics | Letter m: hum /m/ with a hand rubbing the tummy. Echo "mum, map, monkey". Review d, n, m: children trace the letter in the air. |
| 8 | Presentation | Introduce family words with Pondo's penguin family on the board. Tutor says "This is Pondo's mum." Echo each word twice. Note: families differ; the words are only for the picture family. |
| 8 | Practice | Drag-and-drop: place each family member in the correct place on a photo frame. Questions: "Who's this?" Then "Where's the baby?" (hidden item). |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Recap with a family-song chant (Tutor-made, using pictures). Optional creative home task: draw a made-up family of animals or robots (not own family); share on camera only if the child wishes. |
| 40 | Total |
Materials: lesson-platform whiteboard with penguin family illustration (Tutor-made or free-to-use), drag-and-drop family pieces, sticker/reward feature. Optional printable: blank frame to draw an invented family.
Game: Who's Missing?. Show the penguin family. Children close eyes (or look at the table). Tutor hides one member under a cover. Children open eyes and say "Where's the baby?" / "The baby!"
End-of-lesson check: Tutor points to 4 family members in Pondo's picture; child names at least 3 and says one "This is ___."
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 5
Objective (can-do): - I can name 6 foods. - I can say "I like pizza." or "I don't like pizza." - I can say "Yum!" or "Yuck!" with a movement.
Target language: apple, banana, bread, milk, pizza, water; "I like ___." "I don't like ___." Do you like ___? Yes, I do. / No, I don't.
Phonics sound: /p/ (pizza, pear, pat).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. TPR: pretend eating/drinking actions (eat, drink, yum, yuck). Tutor models, children copy. |
| 5 | Phonics | Letter p: puff /p/ onto a hand. Echo "pizza, pear, pat". Quick drill m, d, p, t. |
| 8 | Presentation | Food pictures, one at a time. Echo each word. Model "I like apples. I don't like milk." with a thumbs up/down. |
| 8 | Practice | Drag-and-drop: Pondo likes/dislikes sort into two baskets. Child answers "Do you like pizza?" with "Yes, I do." or "No, I don't." (opinions about food are free choice; no one needs to explain). |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Recap with a thumbs up/down chant. Remind children there is no eating in the lesson. If a child mentions allergies or health, Tutor says thank you and tells the adult in the room (no advice). |
| 40 | Total |
Materials: lesson-platform whiteboard with food pictures, two baskets (drag-and-drop), sticker/reward feature. Optional printable: food flashcards.
Game: Yum or Yuck?. Tutor says a food; children show thumbs up and say "Yum!" or thumbs down "Yuck!" with a face. Next round children say "I like ___." using a food they pick from the board.
End-of-lesson check: Child names 4 of 6 foods and says one "I like ___." or "I don't like ___."
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 5
Objective (can-do): - I can name 7 body parts. - I can follow "Touch your ___." - I can say "This is my ___." while pointing.
Target language: head, nose, eyes, ears, mouth, hand, foot; "Touch your ___." "This is my ___."
Phonics sound: /h/ (hand, head, hat).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. Head-shoulders-style warm-up (Tutor-made version with new words): touch head, nose, ears; start slowly then speed up. |
| 5 | Phonics | Letter h: breathe /h/ on a hand like a mirror fog. Echo "hand, head, hat". Letters review: s a b r t n d m p h as a mixed flash. |
| 8 | Presentation | Body outline on the whiteboard (cartoon character). Label parts one at a time. Children touch their own part as they say it. |
| 8 | Practice | "Touch your ___." fast commands. Drag-and-drop: assign labels to a cartoon body. Pair work: one points to a body part on screen, the other says "This is the nose." |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Recap with body chant. Reminder: body words are used only for cartoon characters and children's own actions; no talk about private body areas (if a child raises a concern, follow Path B in the master file). Stickers. |
| 40 | Total |
Materials: lesson-platform whiteboard with a cartoon outline body, drag-and-drop labels and parts for a monster, sticker/reward feature. Optional printable: monster body-part drawing sheet.
Game: Pondo Says Touch. Like a listening game: Tutor says "Pondo says touch your nose!" and children obey; if Tutor says "Touch your nose" without "Pondo says", they stay still. Nobody is out: those who move just get a silly-face task and rejoin.
End-of-lesson check: Child follows 4 body commands in a row and names 4 body parts on the cartoon.
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 6
Objective (can-do): - I can name 6 toys. - I can say "It's a red car." or "Two blue balls." - I can ask politely: "A ___, please."
Target language: ball, doll, car, robot, kite, teddy; "A ___, please." "It's a ___." Mix with colours and numbers 1-10.
Phonics sound: /k/ or /c/ (car, cat, kite).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Greeting. Quick-fire review of colours and numbers by action (jump the number, point to the colour). |
| 5 | Phonics | Letter c/k: tiny cough /k/ hand-to-throat. Echo "car, cat, kite". Mix with s a b r t n d m p h. |
| 8 | Presentation | Toy pictures revealed. Echo each word. Model "A red car, please." with a shopkeeper puppet. |
| 8 | Practice | Drag-and-drop: Pondo's toy order, children pick toys by colour/number: "Two blue balls." Pair turns: one orders, one gives (on screen). |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Recap toy words. Tell children next time is the celebration lesson. Stickers. |
| 40 | Total |
Materials: lesson-platform whiteboard with toy shop scene, drag-and-drop toys in colours, sticker/reward feature. Optional printable: toy flashcards.
Game: Pondo's Toy Shop. Tutor (shopkeeper) shows a shelf of toys. Children take turns saying "A red car, please." and drag the toy to a basket. Nothing real is bought; there are no prices.
End-of-lesson check: Child orders two toys with colour ("A blue ball, please.") and says one toy number phrase ("Two cars.")
Pre-A1/A1 (CEFR) | Ages 6-8 | 40 min | Week 6
Objective (can-do): - I can use greetings, names, colours, numbers, animals, family, food, body parts and toys in short phrases. - I can join a class celebration and say goodbye in English.
Target language: Revision of Lessons 1-11: hello/bye, "I'm ___.", "It's a ___.", "What colour is it?", numbers 1-20, "How many?", "I like ___.", "Touch your ___.", "A ___, please."
Phonics sound: all 11 sounds covered (s a b r t n d m p h c/k).
Stages:
| Min | Stage | What happens |
|---|---|---|
| 5 | Warm-up (TPR/song) | Party greeting: music, Pondo arrives with a party hat. Everyone does the actions for 8 favourite verbs (stand up, jump, clap, eat, drink, wave, touch, turn). |
| 5 | Phonics | Sound parade: Tutor shows each letter, children make the sound with its movement. Optionally a child chooses the next letter. |
| 8 | Presentation | Review passport: Pondo's passport on the whiteboard has 6 boxes (hello, colours, numbers, animals, food, toys). Tutor shows a quick example of each. |
| 8 | Practice | Passport stations (on one screen): at each box, a mini task from the lesson (say the colour, count the stars, name the animal). Children earn a stamp (sticker) for trying. |
| 8 | Game | Play the named game (described under the table). |
| 6 | Review and wrap-up | Celebration: each child gets a digital certificate with first name or nickname only. Tutor tells the group one thing the class did well. Goodbye song. |
| 40 | Total |
Materials: lesson-platform whiteboard with passport and stamps, drag-and-drop stickers, sticker/reward feature, party pictures, music (Tutor-made or free-to-use). Digital certificate (first name or nickname only) - no photos of children.
Game: Party Pop Quiz. Cooperative quiz: Tutor shows bubbles with picture cues from Lessons 1-11 (colour, number, animal, toy, food). Children pop a bubble and say the word or phrase. If the class gets 10 bubbles Pondo shows a party dance everyone copies.
End-of-lesson check: Informal review: Tutor records three "Can do" ticks per child from the passport tasks and drafts a 2-line note about what the child can say and what to practise. The safeguarding lead checks it and sends it.
Draft teaching and safeguarding resources. Not legal advice. Check local law before use.