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SCHEME OF WORK (SOW

)

NUR ALIYAZATON BINTI TON ZALANI
NURHIDAYAHTUL AKMAL BINTI ABDUL SSUKUR
TAN XIN YI
NURUL AFIAH BINTI AHMAD ZUHUDI

What is a Scheme of Work (SoW)? • • PLAN THAT INDICATES WHAT WILL BE TAUGHT FOR THE SEMESTER/YEAR & IN WHAT ORDER IT WILL BE TAUGHT. OBJECTIVES SET OUT IN THE SYLLABUS FOR EACH SCHOOL YEAR FORM THE BASIS FOR THE SCHEME OF WORK FOR THE YEAR. .

. TEACHING RESOURCES CAN BE SHARED. TEACHERS’ PERCEPTIONS ON THE SYLLABUS ITEMS BECOME KNOWN TO EVERYONE ELSE AND THIS ENRICHES TEACHERS.Who Plans the Scheme of Work? •    IT IS GOOD FOR ALL THE TEACHERS WHO TEACH A PARTICULAR STANDARD TO WORK ON THIS SCHEME BECAUSE: TO SYNCHRONIZE MONTHLY TESTS OR EXAM ON WHICH TOPIC SHOULD BE OR SHOULD NOT BE INCLUDED.

.Procedure on Yearly Scheme of Work STEP 1 : U S E T H E S Y L L A B U S ( T E X T B O O K S A N D W O R K B O O K S ) TO BREAK THE SYLLABUS INTO A NUMBER OF THEMES OR TOPICS – EFFECTIVE TEACHING-LEARNING SKILLS. STEP 2 : U S E T H E I N V E N T O R Y O F S K I L L S . G R A M M A R I T E M S AND PRESCRIBED VOCABULARY TO DECIDE WHICH SKILLS/ITEMS SHOULD GO WITH EACH TOPIC OR SCHEME.

STEP 3: DECIDE ON AN APPROPRIATE SEQUENCE FOR PRESENTING THE THEMES. CHECK ON PUBLIC HOLIDAYS OR SCHOOL OCCASIONAL HOLIDAYS TO MAKE PROVISION. THIS CAN BE SPELT OUT IN TERMS OF WEEKS AND SEMESTERS. STEP 4: DECIDE ON THE AMOUNT OF TIME YOU CAN FULLY SPEND ON EACH TOPIC. .

of minutes available for each week. Make rough estimate of time for homework/project work iii.actual class contact provided by MOE . Find out how many weeks of teaching in a semester & multiply by no.Factors to be considered in planning SOW Amount of time available . ii. Add extra time to contact time (to obtain total time available for learning) .learning hours can be extended via homework/ project work / extended reading How? i.

To help pupils perceive rules & internalize knowledge for appropriate use. often. Interpreted syllabus Eg. – present tense Items to be discovered : function of present tense the forms of present tense subject verb agreement time adverbials (usually. Eg. etc) Teacher needs to recognize the pattern behind the sample sentences. – .Items to be discovered.

. he goes to the mosque. To indicate routine or repetitive action. A tree has leaves. The ground is wet.Sentence patterns Functions He is a doctor. To express universal truths Everyday he comes to school by bus. On Friday. To indicate states The sun rises in the East.

seem to require very systematic. The productive skills of speaking and writing seem to need more careful control than the receptive skills of reading and listening.Grading and sequencing Some criteria that needed to be kept in mind: (a) Level of relative learning difficulty of the items specified in the syllabus. Pronunciation and to a lesser extent grammar. For example. (c) Possible timing of items at appropriate times in the pupils’ and schools’ calendar of events. it may be appropriate to time a unit on sports closer to the time the school’s sports days is scheduled. . (b) Nature of skill to be taught. Generally speaking. easier items must be taught before more difficult ones. step-by-step teaching.

would it be the most appropriate to began the year with? (e) Coherence within and between units of learning.(d) effect on motivation to learn. Can the pupils see a logical and natural development in the teaching-learning process? Do earlier units prepare for the later ones? In what sense? . A topic like repairing a leaking tap may be linguistically the simplest task specified in the syllabus but motivationally speaking.

reinforcement and enrichment. to raise pupils’ mastery to the level of automatic use. e. a number of issues need to be born into mind:  Why recycling is important.  The importance of the item/skill  How much repetition is required for the skill to be well-learnt  The level of proficiency of the pupils . to deepen pupils’ understanding of appropriate contexts of use for different linguistic forms. reinforcement and enrichment In deciding which items need recycling.g.Providing for recycling.

.Balance Check and rectify any imbalance that there may be in the curriculum: In achieving balance: (a) Whether the emphasis and time allocated to an item reflects its importance in the learning process and usefulness to the pupils (b) Whether the 4 language skills are given balance treatment (c) Whether grammar and vocabulary building (development of accuracy) have been given appropriate attention or if planning has concentrated entirely on development of fluency.

g. but they will get multiple and varied opportunities to practise the target items. (d) Language items like vocabulary and grammar are best learnt in context. (c) Variety of input and output in the learning process improves comprehension and retention. pupils can learnt not only when it is appropriate to use the target. speaking and listening most frequently occur in interactive situations. in learning other subjects like Geography and Science increases motivation. e. (b) Integration of language with interests of pupils and needs(e.g. integrated with skills like writing and speaking. .Integration Reasons for integration (a) Real communication involves using more than 1 skill. Thus.