SOW 2.docx - A scheme of work is \u201ca plan for something\u201d A teacher\u2019s scheme of work is therefore his plan of action which should enable him\/her to

SOW 2.docx - A scheme of work is u201ca plan for...

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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 organize teaching activities ahead of time. It is a summarized 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 scheme of work is a document which summarizes the content of a course of instruction, and which divides the course content into manageable portions for logical and organized teaching and assessment. Syllabus documentation may not always be arranged into a sequence which provides well for incremental learning, for a journey through the course materials in a way which makes sense to the teacher and the learners alike; part of the function of the scheme of work is to provide this structure. The scheme of work will also consider formative and summative assessment, and will build in appropriate time into the course design for related elements such as revision before final examination-based assessments. ( Kochhar S.K, (1984) Any scheme of work will need to take into consideration external limiting factors. For most courses, these will include the length of the course, the number of sessions per week, the length of those sessions, and calendar-related aspects such as timings of vacation periods and of examination and other fixed assessment dates. The challenge to the teacher in writing a scheme of work is to meaningfully and logically break down the curriculum content into an ordered sequence which will satisfy the logistical parameters into which the teaching is being delivered while offering the best learning experience to those studying the course being offered.
One reason why we use schemes of work is that they organize learning more effectively than syllabus content alone might indicate. Subject areas, or elements of wider topic areas, may not fall neatly into a single lesson-length. Some topics may require input over several individual lessons. Links between topics may need to be considered, as do the ways in which learning may

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