SCHEME OF WORK: WHAT IT IS AND HOW TO DRAFT IT
A scheme of work
defines the structure and content of a course. It maps out clearly how
resources (e.g. books, equipment, time) and class activities (e.g.
teacher-talk, groupwork, practicals, discussions) and assessment strategies
(e.g. tests, quizzes, Q&A, homework) will be used to ensure that the
learning aims and objectives of the course are met. It will normally include
times and dates. The scheme of work is usually an interpretation of a
specification or syllabus and can be used as a guide throughout the course to
monitor progress against the original plan. Schemes of work can be shared with
students so that they have an overview of their course. A scheme of work is a
plan of what will be covered in each week or session of the learning programme
or course. It can be very detailed or brief. A scheme of work may, for
example, consider how many lessons will be needed to cover a specific
theme. It can also support communication and planning between
departments. Once it has been finalised, a scheme of work can be used to write
lesson plans.
A scheme of work is “a plan for
something”. A teacher’s scheme of work is therefore his plan of action which
should enable him/her to organise teaching activities ahead of time. It is a
summarised forecast of work which the teacher considers adequate and
appropriate for the class to cover within a given period from those topics
which are already set in the syllabus.
A
well prepared scheme of work should among other things:-
v Give
an overview of the total course content.
v Provide
for a sequential listing of learning tasks.
v Show
a relationship between content and support materials.
v Provide
a basis for: long range planning, training and evaluation of the course.
A scheme of work can be made to cover
one week, one month, one term or even one year, depending on the duration of a
given programme. Most programmes in our educational institutions take between
one and four years. Each year is divided into 3 terms with each term lasting 3
months or 13 weeks. In such a case a scheme of work should be made for each
term (13 weeks). Ideally schemes of work should be prepared before classes
begin.
SOME IMPORTANT CONSIDERATIONS TO BE
BORN IN MIND WHEN PREPARING A SCHEME OF WORK:
1. Understanding the
syllabus.
The classroom teacher may not
necessarily be involved in the initial stages of curriculum development, but
(s)he is expected to interpret the curriculum and implement it correctly. This
calls for a thorough understanding of the syllabus and the content, in order to
achieve the stated objectives. The teacher is expected to act like a policeman
or a judge who is called upon to administer the law though he did not make it.
It is therefore very important that the teacher be thoroughly conversant with
the curriculum in order to implement it successfully.
2. Preceding and
succeeding syllabus content
In most cases topics from the syllabus
may not be arranged in the order in which they are supposed to be taught. Some
topics will require the knowledge of the previous ones while others are quite
independent. The teacher should not only identify the essential learning
content but also arrange the content in logical teaching order considering the
proceeding and succeeding syllabus content.
Syllabus
contents of related subject:
The
mistake which many teachers make is to scheme for their subject without
considering the contents of related subjects. This is very wrong and should be
highly discouraged. Quite often the teaching of a given topic, in a given
subject may be impeded by lack of skills or knowledge to be acquired in a
different subject.
Existing scheme of
work for the subject
If a scheme of work is already
available for the subject, it would be a waste of effort and time for the
teacher to break new ground again. In this case, the teacher can revise the
existing scheme to suit his/her students and to bring it up to date.
Reference material
and examination
The teacher should be familiar with
reference material that is available for effective coverage of the topics in
the scheme of work. There is nothing more disturbing than finding out that a
topic that is already covered could have been more interesting, enjoyable and
even better understood if certain materials or teaching aids that are available
in school had been utilised. The type of examination the students are being
prepared for should bear in mind that some levels require more revision time
than others and therefore, scheme for revision appropriately.
Time estimation
Although there are 13 weeks in one
term, it is not usually possible to use all these for effective teaching for a
variety of reasons. For purposes of determining how much material can be
covered in any given time, it would be misleading to assume that a subject
requiring 9 periods per week has 6 x 13 periods available for teaching. The
number of effective teaching periods varies according to both predictable and
unpredictable interruptions. Effective teaching time must therefore be
estimated before topics are selected.
The most common interruptions that are likely
to disrupt a scheme of work include:
Public Holidays
Examinations (should be schemed for) if
they are internal
Revisions (should be schemed for)
Open days
Sports days
Planned
school breaks e.g. mid-term break e.t.c.
The teacher/instructor should check
with the administration of the school or Youth Polytechnic dates for such
events before scheming. Although the new syllabuses under the 8-4-4 framework
give time estimation for each topic, these should be taken as guidelines only.
Finer adjustments need to be made depending on the time available for teaching.
COMPONENTS OF A
SCHEME OF WORK ORGANISATION:
TRAINEES LEVEL:
Part 1 refers to the grade level in
training e.g. technician. In case of colleges and other institutions, some
means of identification are used e.g. K.T.T.C. contribution Tech. part 1.
SUBJECT:
This refers to the subject being
schemed which may be theory or practical. This refers to a particular term
within a given year. Years may vary from organisation to organisation depending
on time of entry.
DATE OF PREPARATION
Refers to the time the scheme of work
is completed. This should be before instruction commences.
DATE OF REVISION
Due to overlapping or underplanning
experienced during instruction or unforeseen interruptions, it is necessary to
revise the scheme of work in order to accommodate the unexpected difficulties.
This date should be indicated in the space provided in the form.
SYLLABUS TOPIC
The topics in the syllabus needs to be
rearranged in the order in which they are supposed to be taught. This is
because some topics are build up e.g. before one learns to multiply he should
have done additions, e.t.c. The syllabus topics should then follow that order.
WEEK
Most organisations are specific in time
allocation and each week should be spelt out in the week column. The numeral
representing the week should be distinctly written centrally in the week
column.
Weeks should be separated by a line
running across the page especially when the same scheme of work form contains
more than one week.
NUMBER OF PERIODS
The subject may have one, two or more
periods in one week. Some periods may be single, double or triple. Numbering of
the period can take the form either ordinal or cardinal system. Ordinal systems
refers to the order in which periods for that subject appear on the timetable.
In either system, numbering should be done as reflected on the time table for
that subject. A line, beginning from the column of periods should be drawn
straight across the page to separate the periods. When two spaced periods are
indicated on the timetable in the same day, then there should be two distinct
rows for two periods. The numbering process should be repeated for the other weeks.
SUB-TOPIC: LESSON
TITLES
This should be clear and definite. The
instructor should single out all the sub-topics/lesson titles in a particular
syllabus topic. He should then estimate what sub topics/lesson titles will
require a single period, double period or triple period, and then scheme
accordingly.
OBJECTIVES
Each sub-topic/lesson title should be
followed by an objective(s) which is meant to pinpoint the anticipated learning
behaviour of the learners. The specific nature of the sub-topic/lesson titles
does not permit broad objectives which might not be realised by the end of that
period. The objectives must be stated in such a manner that there is a
measurable aspect manifested by the end of the lesson e.g. the lesson title Simple
interest might have the objective - “students should be able to
calculate simple interest on given principals using methods of (a) direct
production, and (b) simple interest formula”. The lesson title conduction of
heat in metals might have the objective - “trainees will be able to
classify good and bad conductors of heat after carrying out the experiment,
described in the worksheet 4”, e.t.c.
KEY POINTS/METHODS
These are the central ideas which the
teacher anticipated to use during the lesson. They are an elaboration of the
sub-topic/lesson title. They form the backbone of the lesson. Keypoints should
be stated in a specific, precise manner, preferably in form of phrases which
conveys the full meaning intended.
Under no circumstances should key
points be stated as activities or active in sense.
APPLICATION
(Student activities,
assignment, homework, practice).
For any concept learnt, the teacher
would like to see his/her learners put it to practical use. In this column the
teacher should think of specific activities that the learners will perform
while in the class and Nos. 11, 12, 18 for homework, students will answer
comprehension questions after reading the passage on page 35 or their class
text book e.t.c. Applications must be designed in order to realise and
consolidate concretely the objectives of the lesson.
(Tools Equipment,
Apparatus, Chalk Board, Chart e.t.c.)
Resource materials for specific content
coverage used in scheming are necessary and should be noted down with their
relevant pages for ease in reference during lesson planning. References include
books, handouts, worksheets, journals, reports, etc. It is necessary for the
teacher to indicate the books, their authors and relevant pages. Teaching aids
are an integral part of an effective lesson. Aids that the teacher intends to
use should be indicated in the scheme of work. Teaching aids are usually in the
form of apparatus, equipment, materials and of course the real thing if readily
available and appropriate. The teacher should not indicate a teaching aid which
will not be available in class.
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A Sample Frame for
a scheme of work
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Subject: ____
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Year ____
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Term ____
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Name of Instructor:
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Date of
preparation:
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Date of revision:
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Week
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Lesson
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Unit/
period
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Topic
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Specific
objectives
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Content
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Methods
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Learner’s
activities
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Teaching/
learning aids
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References
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Remarks
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CRS
SCHEME OF WORK FOR PRIMARY SCHOOL (PRIMARY 1-6)
The
Primary School Curriculum was developed by the NCCA and launched in 1999. It is
presented in six areas which comprise of 11 subjects. Curriculum documents and
teacher guidelines are provided for each curriculum subject. -