MINOR COMPONENTS;
a) Name
Name of the teacher preparing the scheme of work.
b) Institution/School
Refers to the institution one is teaching in.
d) Subject
This refers to the subject being schemed for. It may be theory or practical. For example office practice, Economics, Business finance, Accounting etc. Subjects should be written in full to avoid misinterpretation. E.g. Business finance not BF.
e) Level/Classes
In institutions/colleges, level refers to grade/sections CPA while class refers to the specific stream e.g. “B” stream. In case of college or other institutions various means of identification of level and classes are used. E.g. Year 1, stage 2, Beginners, intermediate, Advance etc.
f) Term
Tern for which scheme is prepared i.e. term 3
g) Number of students
Number of students enrolled in the class.
h) Date of preparation
It is important to indicate when the scheme was written so that it is evident from the date whether it is current or not. The teacher makes efforts to complete the scheme before teaching for the term starts.
i) Date of revision
A scheme may be written once but revised in order to accommodate the unforeseen interruption, new developments in the study area and the unexpected difficulties.
j) Syllabus topic
This is a major division or section of the subject’s syllabus content large enough to be covered in several weeks. A topic should appear on every page of a scheme of work. Each new topic should begin on a new page. For example in HOME SCIENCE the syllabus topic may be GOOD
GROOMING.
k) Sub-topic
These are sub-divisions on topics. They are usually large enough to be taught as distinct lessons. The syllabus topic “GOOD GROOMING” could have the sub-topics;
· Personal hygiene.
· Care of personal belongings.
· Use of cosmetics.
MAJOR COMPONENTS
a) Week
Since scheming is planning it is paramount that there should be an indication of when a given topic or sub-topic will be covered. The usual way to do this is to indicate the week in which each lesson will be covered. The numeral representing the week should be distinctly written centrally in the week column. A line passing across the page when one page contains more than one week should separate weeks.
b) Period number
A subject may have one, two or more periods per week. Some periods may be single, double, triple or otherwise. Numbering of periods can take two forms.
(1) The ordinal system, which refers to the order in which periods for that subject appear on the timetable. If for example there are 7 periods for a subject in one week where periods 1 and 2 is double, periods3, 4 and 5 are single lessons and periods 6 and 7 double then the numbering should be as follows. 1 and 2, 3, 4, 5, 6 and 7.
(2) The cardinal system which refers to how many or the total number of periods in the lesson. In reference to the above example, the number of periods shall be as follows; 2, 1, 1, 1, 2.
In either system, numbering should be done as reflected on the timetable for that subject. Ordinal system has been found superior as it provides for the order of lessons and indicates whether a lesson is a double, a single or otherwise. Hence it is the preferred method.
A line beginning from the column of period No. should be drawn straight across the page to separate two lessons appearing on the same page.
c) Lesson title
A lesson title is derived from a sub-topic. It constitutes what can be covered in one lesson, be it single, double or otherwise. It should be precise. When a lesson title is so broad, it can be subdivided into subtitles.
d) Objectives
A complete and useful scheme of work includes specific objectives for each lesson title. The objectives must be stated clearly and in measurable terms. They should be stated in terms of what the learner will be able to do as a result of instruction. The conditions under which the learner is going to perform and the degree of acceptable performance should be included. The objective must be such that it is measurable at the end of the lesson e.g.
- The sub-topic “PERSONAL HYGIENE” May have a lesson title CARE OF THE SKIN which might have the following objectives; By the end of the lesson the learner should be able to;
- define the term skin
- draw the diagram of the skin
- explain the functions of the skin.
- describe how to care for the skin.
It is important to note that the specific nature of a lesson title does not permit broad objective(s), which might not be achieved by the end of the teaching period. Objectives should also be stated in the logical order of achievement.
e) Key points
These are the sub-titles within a lesson title and they are linked to the lesson objectives. These are the central ideas around which the teaching will revolve, or the main points the teacher expects to use during the lesson in order to achieve the objectives set.
f) Application/Activities
These are the learning experiences or tasks planned for the students to do during the teaching-learning process within and outside the classroom. By providing his students with these activities, the teacher expects them to put into practical use the concepts and skills that they are learning. Application/activities include: -
? Discussions or debates, homework assignments, observing a demonstration, education tours, writing reports etc.
? Students to do exercise 6. No. 1-20 Practical English Book 2. Pages 58-60 as homework.
Students’ activities must be designed in order to realize and consolidate concretely the objectives of the lesson. Students’ activities are different from teacher activities, which should be evident only in the lesson plan. The activities require students to apply knowledge or skills imparted to them during the given learning period.
g) References and Teaching aids
(i) Reference
References are resource materials, which both the teacher and the student may use in covering the content schemed for. They include text books, journals, reports, laboratory and workshop manuals, handouts, worksheets etc. Ideally reference should be given for each subtopic or lesson title, however, where one or two textbooks are sufficient and always used, it is acceptable to write the full details of the same reference(s) at the top of the first page of the scheme of work and write the appropriate page(s) against each topic. The title, the author, the year of publication or edition of the book should be indicated. Teachers are encouraged to use more than one reference book.
(ii) Teaching aids
As the teacher plans what to teach during a given time frame, he should also think of the most effective teaching aids he will use. These should be indicated in the scheme of work as they form an integral part of an effective lesson. They should vary with varying lessons. The writing, labeling, lines, and sound of aids etc. should be clear enough for all the students in the class to see or hear. Effective use of teaching aids may make a great difference between a poor lesson and an excellent one. As much as possible use actual things or realia (real things).
The chalkboard, chalk and duster are too obvious as teaching aids to be mentioned during every lesson. The teacher should therefore design and indicate others that will enhance learning. These may include charts, tables, puzzles, flashcards, actual tools, machines etc.
h) Remarks and date of teaching
The remarks column should be filled in immediately the lesson is over. The teacher is supposed to indicate whether what was planned for each period was covered. These may include over planning, under planning, success or failu
johnmulu answered the question on September 30, 2017 at 13:59