Professional Documents
Culture Documents
Scheme of Work
Reflection questions
Reference materials
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.
SOME IMPORTANT CONSIDERATIONS TO BE
BORN IN MIND WHEN PREPARING A SCHEME
OF WORK:
Examination
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.
SOME IMPORTANT CONSIDERATIONS TO BE
BORN IN MIND WHEN PREPARING A SCHEME
OF WORK:
Time estimation
Although there are about 40 weeks in a year, it is not
usually possible to use all these for effective teaching
for a variety of reasons.
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:
SOME IMPORTANT CONSIDERATIONS TO BE
BORN IN MIND WHEN PREPARING A SCHEME
OF WORK:
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.
General Components of a
scheme of work
ORGANISATION/INSTITUTION:
Refers to the organisation/institution one is working or
teaching in.
STUDENTS’ LEVEL:
Refers to the grade level of learning of the students. In
most cases, a school will only have ONE scheme of work
that fit all level of students of the same grade. This is not
encouraged.
SUBJECT:
This refers to the subject being schemed to a particular
term within a given year.
Specific Components of a
SoW
DATE OF PREPARATION
Refers to the time the scheme of work is completed.
This should be before teaching commences.
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 past form he should have learnt the
present form.
Specific Components of a
SoW
WEEK
Most schools 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.
Specific Components of a
SoW
NUMBER OF PERIODS
The subject may have one, two or
more periods in one week. Some
periods may be single, double or triple.
The numbering process should be
repeated for the other weeks.
Specific Components of a
SoW
LESSON TITLES
This should be clear and definite. The
teacher should single out all the lesson
titles in a particular syllabus topic. He
should then estimate what lesson titles
will require a single period, double
period or triple period, and then
scheme them accordingly.
Specific Components of a
SoW
OBJECTIVES
Each 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 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
Specific Components of a
SoW
KEY POINTS/METHODS
These are the central ideas which the teacher
anticipated to use during the lesson. They are an
elaboration of the lesson title. They form the
backbone of the lesson.
Key points should be stated in a specific, precise
manner, preferably in form of phrases which
conveys the full meaning intended.
Specific Components of a
SoW
NOTES
Most student teachers forget to include teaching aids in
the scheme of work.
REMARKS (DATE WHEN TAUGHT)
Remarks in the scheme of work should be made
immediately the lesson is over. The teacher is supposed
to indicate whether what was planned for the period
has been covered, whether there was over planning or
failure of lesson and reasons for either case, e.t.c.
remarks suggested are meant to help the teacher in his
consequent and future planning.