SCHEMEOF WORK

Rabiatul Zahidah binti Mohd ZaidiPISMP Mathematics 2

Prepared by:

organises course content and describes how it will be

delivered

What is aScheme of Work?

allows teachers to plan a programme that is appropriate

for their learners

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some schemes of work will provide a detailed breakdown of

course content including the time required to cover each

topic

What is aScheme of Work?

provide a framework for session planning

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Purpose of aScheme of Work

underpins a comprehensive learning experience for the learner

requires teachers to work together to plan a coherent programme

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helps teachers plan common activities, for example, work experience, visits, visiting speakers and so on

helps teachers plan resources helps teachers create their individual session plans

Purpose of aScheme of Work

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Purpose of aScheme of Work

helps new teachers joining the programme

requires us to think about the essential underpinning skills that learners need and plan to incorporate strategies to ensure these skills are learnt

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Purpose of aScheme of Work

requires us to think about a variety of learning and teaching styles that are appropriate for our learners

helps teachers plan assessment methods and a coherent schedule.

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Who plans theScheme of Work?

It is good for all the teachers who

teach a particular standard to

work together on the scheme of

work for the year. There are many

reason for this:

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To synchronize what is taught and the order in which it is taught.

All the teachers' perceptions on the syllabus items become known to everyone else.

Teaching resources, especially audio-visual aids can be shared.

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Factor to be considered in planning a scheme of work

Amount of time available

Providing for recycling,

reinforcement and

enrichment

Balance Integration

What items need to be

covered

Grading and sequencing

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Amount of time availableIn calculating the amount of time available, a teacher should consider:

Actual class contact time provided for by the Ministry of education.

By how many hours learning time can be extended through such things as homework, extended reading and project work.

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Procedure for calculatingamount of time available

Find out how many weeks of teaching there are for each

semester and multiply this by the number of minutes available for

each week.

STEP 1

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Make a rough estimate of how much non-contact time is

available for homework, project work, etc.

STEP 2

Add extra time to contact time to obtain total time available for

learning.

STEP 3

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What items needto be covered

The syllabus spells out what needs to be taught in any one year. However, syllabuses only do so in a very general way. A

syllabus, therefore, needs to be interpreted.

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EXAMPLE

A teacher needs to recognize the pattern behind the

sample sentences in order to generate other sentences to help pupils perceive rules or

internalize knowledge of appropriate use. This understanding is also

necessary in allocating amount of time for the teaching of the present

tense.

Sentence patterns Functions

He is a doctor.The ground is wet.

To indicate states

The sun rises in the East.A tree has leaves.

To express universal truths

Every day he comes to school by bus.On Fridays he goes to the mosque.

To indicate routing or repetitive action

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Grading and sequencingLevel of relative learning difficulty of the

items specified in the syllabus.

Nature of skill to be taught.

Possible timing of items at appropriate times in pupils’ and school’s calendar of

events.

Effect on motivation to learn.

Coherence within and between units of learning.

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Providing for recycling,reinforcement and

enrichment

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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

These are some issues that need to be borne in mind:

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BalanceThese are some issues that need to be looked into achieving balance:

Whether the emphasis and time allocated to an item reflects its importance in the learning process and usefulness to the pupils.

Whether the four language skills (listening, speaking, reading, writing) are given balanced treatment.

Whether grammar and vocabulary building have been given appropriate attention or if planning has concentrated entirely on development of fluency

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IntegrationReal

communication involves using more

than one skill.

Integration of language with

interests of pupils and

needs.

Variety of input and output in the learning

process improves

comprehension and retention.

Language items like

vocabulary and grammar are best learnt

in contexts, integrated with

skills like writing and speaking.

Integration is important for a number of reason:

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