meaning of scheme of work in education

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scheme of work

Quick reference.

A plan setting out how the programme of study (PoS), syllabus, or curriculum will be translated into teaching and learning activities, including the sequencing of content, the amount of time spent on each topic, and how the specified learning objectives will be assessed. Some schemes of work are drawn up centrally, such as those designed by the Qualifications and Curriculum Authority which provide teachers with a template for translating national curriculum PoSs into a series of lesson plans. Others may be drawn up by teachers themselves, as is the case in many courses of further and higher education, where the creation of the scheme of work forms part of the planning process for the department, team, or the individual teacher.

From: scheme of work in A Dictionary of Education »

Subjects: Social sciences — Education

How to Write a Scheme of Work

Last Updated: March 30, 2024 Fact Checked

This article was co-authored by Courtney Copriviza . Courtney Copriviza is an Elementary School Teacher based in Maui, HI. Courtney specializes in elementary education, classroom management, and social and emotional development. She holds a BA in Communication with a minor in Urban Education and an MA in Teaching from Santa Clara University. Courtney has also taught high school in Madrid, Spain. She is a member of Kappa Delta Pi International Honors Society in Education. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 479,445 times.

A scheme of work is a plan for instructors to outline what they will teach during an academic term or period. To write one, check to see if your institution has a template or specific requirements. Otherwise, look online or draft your own. Review course materials, set up academic objectives, and collaborate with students to plan a schedule that will suit them best. Break down the overall learning experience into unit plans, and plan around conflicts.

Choosing the Format

Step 1 Check if your workplace has a standard template.

For instance, schemes of work are available on Click Teaching, a teaching resource website that teachers can subscribe to for approximately $50 a year.

Step 3 Create a scheme of work from scratch.

“Date” or “Lesson number”, to delineate each interval
“Topic” (i.e. the overall subject matter of a specific unit)
“Lesson content”: a brief overview of the lesson planned, which can be broken down into sub-topics
“Specific objectives”
“Learning Activities”
“Resources”
“Assessment”

Reviewing Course Content

Step 1 Read through the course materials.

For instance, two chapters might be devoted to polynomial functions, while differential equations might only be covered in one chapter.

Step 2 Divide reading time appropriately.

In addition, look into whether the class could benefit from new course materials and updated unit plans of learning.

Attainable/achievable

For instance, a teacher may have initially scheduled a brief lecture and note-taking for a lesson on the Cold War, but amends the unit plan to schedule a class discussion instead to defer to the preferences of the class.

Estimating Time Requirements

Step 1 Break down the duration of the course.

For instance, in an introductory Anthropology course, you might plan a week-long unit entitled “The Agricultural Revolution” during which you will teach students about the origins and rise of farming.

Step 2 Factor in scheduling interruptions.

For example, a unit like WWII in a 20th century history course might be stretched over two weeks instead of one week to accommodate a statutory holiday, and allow for review to ensure that all students are well-versed in this important component of the class.

Step 3 Work around other teachers' schedules.

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↑ https://www.educationandemployers.org/wp-content/uploads/2014/11/Subject-schemes-of-work-in-one-document-05.11.14.pdf
↑ http://files.eric.ed.gov/fulltext/EJ1082472.pdf

About This Article

To write a scheme of work, start by making a table on a blank document or spreadsheet. Then, label the columns in the table so each one corresponds with a different section of your scheme of work. You should include a "Date" or "Lesson number" column to specify each interval, as well as "Topic," "Lesson Content," "Special Objectives," "Learning Activities," and "Resources" columns. You'll also want an "Assessment" and "Remarks" column that you can fill in later on. For tips on reviewing your course content and estimating the time requirements, keep reading! Did this summary help you? Yes No

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Schemes of Work: How to Choose the Right One

A scheme of work is a long-term plan designed to ensure that students are taught all the skills and knowledge in the curriculum for that subject. Schemes of work are typically broken down into teachable units or modules.

Schemes can be highly valuable in two key ways:

Schemes should reduce teacher planning and preparation time, and
Ensure students are taught progressive lessons that cover the full curriculum.

However, not all schemes are made equal and the wrong scheme, or following a scheme totally rigidly can cause difficulties.

To take the difficulty out of choosing between a multitude of schemes, we partner with the best schemes of work - giving teachers access to progressive, primary schemes of work across 9 subjects, all in one place.

What is a scheme of work?

A scheme of work is a long-term plan that outlines everything that needs to be taught and learned over the course of a term or school year. A scheme of work is often compared to a syllabus, but they differ because a syllabus simply covers what should be taught, while a scheme of work goes deeper into how topics will be taught.

Schemes of work usually include things like how many hours each topic will be allocated, in what order topics will be taught, and how knowledge will be assessed. Schemes generally contain unit and lesson plans and good schemes will include curriculum mapping and progression mapping so teachers have a comprehensive plan for the term or year ahead.

While most schemes of work follow the national curriculum, schemes of work can differ significantly from one another in their approach and ordering.

A scheme of work can be extremely beneficial for teachers for reasons we’ll discuss in more detail shortly, but they primarily give teachers an overarching guide and plan they can follow to ensure all necessary learning outcomes are met, reducing their planning time dramatically.

How to choose the right scheme of work

Choosing the right scheme of work is critical to student progression both within the year and across their school career. Your chosen scheme of work should meet your school’s vision for what your children learn, support the staff delivering the curriculum, and be assessable.

Due to the many schemes of work available, choosing the right one can be a challenge. Websites such as Scheme Support allow you to compare hundreds of primary schemes of work so you can get a snapshot into the schemes available and an idea of what might be appropriate for your school .

Progression is Key

The scheme of work you choose shouldn’t simply be a list of points you need to teach; it should contain a clear and purposeful progression of knowledge and skills for your class. The scheme of work should build upon existing knowledge and tackle new concepts while respecting the children’s maturity level and growing knowledge base.

It should, through gentle progression, build their confidence in the subject(s) being taught by reinforcing the knowledge they already have, while building new and more complex ideas on top.

For example, this science scheme of work from PZAZ uses knowledge progression maps to allow teachers and subject leads to clearly see progress not only throughout the year but across year groups, too. This clear progression ensures pupils’ knowledge progresses as it should and provides schools and teachers sound guidance and assurance that this progression is happening.

This progression allows teachers to get a bird’s-eye view of their pupil’s trajectory and give them a foundation of knowledge that will pay dividends for them in the future.

What are the Benefits of Schemes of Work?

So why use a scheme of work when you could simply create lesson plans from the curriculum or a syllabus?

Save planning time whilst keeping flexibility:

When planned and used correctly, schemes of work free-up teachers' time to focus on teaching. Instead of worrying about the what of what they’re teaching, they’re able to focus on the how .

Schemes can sometimes face critique for being overly restrictive. However, schemes of work do not need to be adhered to at all costs - schemes create freedom so teachers can focus on adapting the content to meet the needs of their class and the individuals they’re teaching.

Particularly at the primary level, no teacher can be an expert in every subject they teach. This is where schemes are particularly valuable, giving teachers a clear plan to build their class into subject experts.

For subjects that teachers are less comfortable with, they can adhere to a scheme in the knowledge their pupils are being taught the full spectrum of required skills and knowledge. In areas they are more confident, teachers can draw on other resources to complement the scheme's lesson, allowing them to cater to the needs of their class.

With the majority of their planning done, teachers have the room to add their creative flair to lessons or ensure that they have adapted the scheme to meet school requirements. For example, teachers could amend the starter activity or knowledge consolidator. Meanwhile, schools can be confident all teachers are adhering to a progression-based curriculum.

How to find the best scheme for your school?

Despite the value of schemes, deciding on the appropriate one for your school can be a challenge. Pango hand-selects primary schemes of work from trusted publishers to ensure all schemes are high quality, contain clear progression and are loved by schools and teachers. Rather than being met with countless search results, a Pango account allows you to access only the best-in-class schemes, lessons and resources, giving schools and teachers the confidence that their pupils are being taught from the best resources.

We know that every pupil, every class and every school is different. That's why our planning tools allow teachers to customise these schemes to better meet the needs of their class. We recommend the most relevant resources from our extensive library of trusted content, so you can easily supplement and adapt schemes of work without spending hours re-creating lessons or searching for additional resources.

To find out more about how Pango helps you save time while ensuring your pupils access the best teaching content, explore our schemes, lessons and resources .

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Scheme of work

A scheme of work is a plan that defines work to be done in the classroom.

learners in classroom in Spain talking together

Involving learners in defining a scheme of work, whether for a short project or a long course, is an important step towards motivation and involvement.

Example Before starting a project, a group works on defining a scheme of work for it.

In the classroom Questions to ask learners for a scheme of work include: What are your aims? What do you want to produce? Who is going to do what? What resources do you need? How long is it going to take?

Further links: https://www.teachingenglish.org.uk/article/course-planning https://www.teachingenglish.org.uk/article/project-work-teenagers

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Be sure-footed, militant and keep your eye on the prize when building a scheme of work

I am very fortunate in that I get to talk to a lot of heads of department and science teachers across England. Almost all of them have been busy building and improving their resources, mostly for key stage 3, and often from scratch. This work is crucially important, but is also tremendously difficult.

There are a few common themes I’ve noticed, and a number of emerging trends that I think are mistakes when building a scheme of work. With teacher workload a vital consideration, it is crucial we get this right. Here are some suggested solutions for the highest-frequency issues as I see them.

1. Spend time on the things that matter

Science teachers across the country are being asked to write intent statements for their science curriculums: why do we teach science and what is the point of our curriculum? Worthy though these questions are, England’s National Curriculum already answers them , and similar documentation exists for the Curriculum for Wales and Scotland’s Curriculum for Excellence (CfE) . And Ofsted has tried to direct leaders away from such activities . Furthermore, I think many of these discussions don’t result in much practical difference: the resources, lesson activities or core content don’t change accordingly.

Science teachers across the country are being asked to write intent statements for their science curriculums: why do we teach science and what is the point of our curriculum? Worthy though these questions are, England’s National Curriculum already answers them, and similar documentation exists for the Curriculum for Wales and Scotland’s Curriculum for Excellence (CfE). And Ofsted has tried to direct leaders away from such activities. Furthermore, I think many of these discussions don’t result in much practical difference: the resources, lesson activities or core content don’t change accordingly.

Perhaps the issue here is one of time and opportunity cost. Yes, have these discussions, but don’t let them drag on or take significant amounts of time away from department activities that can make a bigger difference in the classroom.

2. Teach once, revisit often

Pick a lesson that is taught roughly halfway through year 7, for example. It might be something to do with friction, ribosomes or common acids and alkalis. Next, go through the rest of the curriculum up till the end of year 9, looking to see where that content is revisited. If it comes up once in an end of year exam, and not again, it’s almost guaranteed your students will forget it. Without regular and sustained retrieval practice , your students are guaranteed to forget what you have taught them.

Pick a lesson that is taught roughly halfway through year 7, for example. It might be something to do with friction, ribosomes or common acids and alkalis. Next, go through the rest of the curriculum up till the end of year 9, looking to see where that content is revisited. If it comes up once in an end of year exam, and not again, it’s almost guaranteed your students will forget it. Without regular and sustained retrieval practice, your students are guaranteed to forget what you have taught them.

Instead, schedule multiple opportunities into your teaching calendar to actively revisit and retrieve everything you teach.

3. Be militant and organised

Science curriculums have a magnetic habit of accumulating documents and files. Teachers rewrite a worksheet, and save it in the folder with their initials. Teachers download a worksheet from an online provider, and save it in the folder. Teachers tweak a slide deck, and save it in the folder. Leaders write curriculum maps, overviews, short-term plans, long-term plans and more. All these files build up and can become difficult for teachers to navigate. Which resource should I use? Which slide should I use? Do I need to read all these files before I can teach this course?

No, you don’t. Be militant with folder curation. Don’t allow things to build up, and ensure there is one high-quality resource per topic for everyone. Teachers might want to tailor it for their own groups, and that’s fine, but then it should be saved elsewhere. As a leader, actively cut down on the number of policy documents you have. For policy documents, think about the most important things you want people to read, get it onto no more than one side of an A4 and leave it at that.

4. Be specific about what needs to be taught

A lot of time is spent making resources, but less time tends to be spent agreeing precisely what content the resources should communicate. A teacher might receive a lesson topic like oxidation reactions, but exactly what needs to be taught in that lesson is not specified. This leads to variation of teaching, with some teachers electing to teach oxidation of metals, some choosing to focus on rusting, some teaching naming conventions and some looking at combustion reactions.

Instead, be hyper-specific about what is to be taught. Teachers should be able to teach the content how they want, but the content itself shouldn’t vary too much between teachers. If it does, you can’t meaningfully assess a cohort or collaborate on resources, nor give each other advice and tips about how to teach particular units.

Devoting care and attention to your curriculum is one of the most important things you can do as a teacher. Your curriculum is the very substance of the education you offer, and everything you do in the classroom springs from it. That doesn’t mean that all activities are equal, or that spending time on curriculum is good in and of itself. All too often we can spend time on things that are, at best, a waste of time and, at worst, actively damaging. Focusing on these four simple points may help you improve your students’ understanding of science, and you’ll see the job of curriculum improvement as an opportunity, not a chore.

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How to plan an effective scheme of work

By Mark Richards,

24 Jan 2020

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School Drillers

Components of scheme of work and their importance.

What are the components of scheme of work and their importance to the academic system of the school. A scheme of work is a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year).

The scheme of work is usually an interpretation of a specification or syllabus and can be used as a guide throughout the course to monitor progress against the original plan. Schemes of work can be shared with students so that they have an overview of their course.

The ultimate source of the specification or syllabus is a curriculum . Curricula are typically defined by Government and hence by law and/or regulation.

Better schemes of work map out clearly how resources (e.g. books, equipment, time) and class activities (e.g. teacher-talk, group work, practicals, discussions) and assessment strategies will be used to teach each topic and assess students’ progress in learning the material associated with each topic, unit and the scheme of work as a whole.

As students progress through the scheme of work, there is an expectation that their perception of the interconnections between topics and units will be enhanced. Schemes of work may include times and dates (deadlines) for delivering the different elements of the curriculum.

Having discussed extensively what scheme of work could mean and the essence of it in relations to the curriculum and the school as a whole, let us identify some of the components of scheme of work and their importance:

Lesson Sequence

The procedure is the step-by-step guide for the lesson. It should show the progress of the lesson. This means it tells what should be taught first and what should be taught second accordingly till the last activity of the lesson. Using the same topic as above with ESA methodology, a simple procedure may be as follow.

First, get students to think in English about what they like to do. Second, ask students questions like what they ate yesterday. Third, filling the blank activity about student’s dinner yesterday. By looking at the procedure of the lesson plan, the teacher should be able to know what to do at each stage of the class.

Write what you expect your students will do by the end of the lesson e.g. by the end of the lesson, students will be able to pronounce, identify, put words in sentences, change into passive, compare, answer, use, match, etc. or any verbs that can be observable and measurable in the classroom.

Preparatory Explanation

Revise the previous lesson, check homework orally, correct common mistakes, etc. or any other activity that can activate students and prepare them to receive the new material.

Presentation

Present the new material using the suitable techniques, and write the procedures that you will follow to explain the new material.

It is the work done by the students whether it is controlled, guided, or free. Students answer some exercises based on the material presented. These exercises are often there in the set book.

Read Also : Advantages of Schooling in the City

Time Management

Time management is very important in the lesson plan since teachers have limited time to cover the materials. The teacher must plan their class time carefully, so they don’t run out of time or finish the class too early. For example, a 50-minutes ESL class using ESA methodology can be arranged as follow. 10 minutes on the engage phase, 20 minutes on the study phase, and 20 minutes on the activate phase. It can be broken down into more if necessary.

Write some sentences on the board or distribute printed papers to see whether the objectives were achieved or not and to check whether students learned or not according to the objectives. If not, you should reteach the lesson using different techniques.

Importance of Scheme of Work

Here are the importance or the benefits of the importance of the scheme of work in the education system:

It Activates Background Knowledge

Set the stage by tapping into your students’ background knowledge—previous life experiences, prior learning, or both—to prepare them for the new concept you’re about to introduce. The point is to make connections between what your students already know and what you’re going to teach them.

It Helps You Know Your Class Objectives

What exactly do you want your students to be able to do by the end of the lesson? This should be clearly communicated to your students verbally at the very beginning of the lesson and posted in a highly visible location in your classroom.

It Instructs

This is the “meat” of your lesson plan. It’s where you present the new concept that is included in the lesson objectives. Prepare your students for success by pre-teaching key vocabulary words that are essential to understanding the concept or text you will introduce to them.

When students know these key words in advance, they can focus more of their energy on learning the concept or understanding the text.

It Helps You Realize Your Materials

What will you need to teach this lesson? This includes student supplies as well as your own. Don’t forget about technology such as your document camera and laptop.

Make sure you have everything situated so you’re ready to roll when your students arrive. You don’t want to be scrambling around in the middle of a lesson trying to locate the protractors which you thought were in that bottom cabinet, only to realize at the last minute they’re not there.

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What makes a good scheme of work?

For instance, I created and introduced my own scheme of work back in 2016. At the time, I was pretty happy with it. But now, four and a half years on, it has been through numerous refinements and iterations, some smaller, some larger. Why? There are two reasons.

Firstly, it needed to be better. Some topics were rushed where some were given too much time. Some topics were better suited to a different time in students’ cognitive development and some topics just needed revisiting more often.

Secondly, the scheme isn’t a dictator. If I follow a scheme “because it’s the scheme” without careful thought to how it is implemented at every stage, and without making necessary adaptations to make it work for each group of children every time it is enacted, then I am a slave to a document and not a teacher making the best use of a framework.

The moment a teacher rushes through the content at the expense of learning (because that’s what the scheme of work tells them to do) is the moment when the curriculum stops working. Because a scheme of work isn’t a curriculum; a scheme of work is a subset of the curriculum.

The curriculum encompasses everything from the macro details (the thought processes that drive the entire learning journey) right down to the micro details (how each topic is taught in every classroom), and everything in between. Somewhere in this middle ground lies the scheme of work, as a framework for enacting the curriculum.

Schemes of work: GCSE and A level

It is an essential part of my job to talk with my team all the time about what is happening in classrooms from the point of view of curriculum. Do they need more time? How did the class deal with certain tasks? Does the learning flow from one stage to another in a way that enables students to gradually build their mental schema of the subject? What do they need to do differently next time? What do I need to change in the framework?

As a head of department, most of my thinking time is spent on these elements of the curriculum, including the scheme of work, and I am trying to focus more of our collective time on these important questions. The scheme of work guides us, then we reflect on it and refine it, so that it serves us better in future. It is through having professional discussions about how we, as a team, are going to implement the framework that we can hope to give the best experience of mathematics to as many of our students as possible.

Whether you are new to the head of department role or a seasoned pro, take a moment in your week to stop and consider how you might better approach your scheme of work and its implementation. Does it do the job you need it to - no more, no less? I ask myself this a lot and I hope I am getting some things right. The moment I know better, I’ll do better.

Jemma Sherwood is a head of maths and a National Centre for Excellence in the Teaching of Mathematics professional development lead. She tweets @jemmaths

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School phase, school management solutions, curriculum solutions, classroom solutions, extra-curricular solutions, it solutions, how using a scheme of work lets teachers teach.

As a primary school teacher, I believe that schemes of work – used correctly – can liberate teachers and allow them to do what they do best – teach. However too often I’ve encountered the view that buying in a scheme of work is not a good idea. Criticisms include the notion that using a scheme of work is merely ‘rote teaching from a script’, or takes away a teacher’s autonomy. I’d like to explain why I don’t think this is the case and how, in fact, using a scheme of work can actually release a teacher’s creativity rather than shackle it.

One major issue is that for primary schools there is a sense in which a teacher is “a jack of all trades and master of none’. This is because there are around 12 different subjects which primary school teachers have to teach – all of which need to be imparted at a high standard, especially when teaching further up the school. Planning what needs to be taught in each of these lessons from scratch is a laborious process that even an experienced teacher can find complex and/or repetitive. What critics of schemes don’t always consider is that when teachers plan lessons from scratch it is often from a mixture of desperate Google searches combined with whatever free materials they find on the internet, followed by shoe-horning that information into a lesson plan. In contrast, a good scheme of work can allow teachers to tailor relevant, well-prepared and up-to-date material in the best way to suit the needs of their individual students. Such schemes help provide the vital confidence which teachers need to carry the class with them. Embedding a scheme of work at the beginning of term also lets teachers see what the subject expectations are before they start teaching. Teachers can quickly understand what stage students are at, where they need to be and adapt accordingly. These advantages continue throughout the term too – for example when a different teacher has to take over a class or when a class is cancelled. In the current global crisis, many schools have said that having schemes in place has been incredibly useful in easing the problems of going backwards and forwards between classroom and on-line teaching. This leads onto the most important point. Using a scheme of work means that you can put your energy and experience into the actual job of teaching – giving the right support at the right time where it is needed, particularly to students who are falling behind. Of course, all of this is not to say that a teacher who wants to plan from scratch should be prevented from doing so, especially if they are an experienced teacher with an area of subject expertise. My personal view is that using a scheme of work produced by subject experts is an easier, more efficient and effective way of getting what you need to teach under your belt. It goes without saying that schemes of work can – and often are – easily adapted throughout the year by the teacher to fit their students’ needs. Many (including myself) supplement them with their own experience and knowledge, which is in itself an exciting part of the teaching journey. Schemes should not be seen as plans set in tablets of stone, but rather that the core, or bedrock, of what you need to teach is there for you. Have you come across the old saying about the importance of the six ‘P’s? This is usually explained as “Proper planning and preparation prevents poor performance”. Taking this as relating to students’ as well as teachers’ performance, gives a neat summary of why schemes of work can be a vital part of a teacher’s tool kit.

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Robert Pokorny

https://www.schemesupport.co.uk/

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Schemes of Work
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In the dynamic world of education, the Scheme of Work (SOW) holds a pivotal role in ensuring effective teaching and learning processes. In the Kenyan context, the Kenyan Institute of Curriculum Development ( KICD ) provides the framework within which schemes of work are developed and implemented. Schemes of work are comprehensive documents that guide educators through the curriculum, ensuring that the syllabus is well-structured and that the educational goals are met. In this article, we will delve into the meaning and significance of a Scheme of Work, with a specific focus on the KICD curriculum designs . We will also provide links to access SOWs for various subjects and grades from the Elimu Library website.

Understanding the Scheme of Work

A Scheme of Work is a systematic and organized plan that outlines the objectives, content, teaching methods, resources, and assessments for a specific subject and class. It acts as a roadmap for teachers, offering a detailed overview of what needs to be covered throughout an academic year. In the Kenyan educational context, the SOW is an essential component in the effective delivery of the curriculum and the attainment of educational objectives. The KICD, which is responsible for curriculum development and review in Kenya, plays a crucial role in ensuring that SOWs align with the national curriculum.

The Significance of a Scheme of Work

Alignment with Curriculum Objectives : One of the primary reasons for the existence of a Scheme of Work is to ensure alignment with curriculum objectives. The KICD, in collaboration with subject experts and educators, develops the curriculum framework to guide teaching and learning in Kenya. The SOW, therefore, serves as a tool for translating these broad curriculum objectives into specific plans for each subject and grade.

Structured Learning : SOWs provide a structured approach to teaching. They break down the curriculum into manageable units, making it easier for teachers to plan and deliver lessons. The structure ensures that topics are covered in a logical sequence, facilitating a smooth flow of learning throughout the year.

Resource Planning : SOWs help in resource planning by specifying the materials and resources required for teaching and learning. This ensures that teachers have access to the necessary instructional materials, books, and technology to enhance the learning experience.

Assessment and Evaluation : A well-prepared SOW includes assessments and evaluations, allowing educators to gauge student progress. It provides a framework for continuous assessment, regular tests, and exams, ensuring that teachers have a clear plan for measuring student performance.

Time Management : SOWs are designed to fit within the allocated teaching time, enabling educators to manage the school calendar effectively. It ensures that every topic is covered within the stipulated time, reducing the risk of syllabus gaps.

Flexibility : While SOWs provide structure, they also offer flexibility for educators to adapt their teaching methods based on the needs and abilities of their students. This flexibility allows teachers to employ different instructional approaches, fostering a more inclusive and engaging learning environment.

The KICD Curriculum Designs

The Kenyan Institute of Curriculum Development (KICD) is responsible for developing and reviewing curricula for all levels of education in Kenya. KICD's role extends to ensuring that SOWs align with these curricula, promoting effective teaching and learning. The curriculum in Kenya is designed to be responsive to the ever-evolving educational needs of the country. As of my last knowledge update in September 2021, the KICD curriculum designs include the Competency-Based Curriculum (CBC) for basic education and various curricula for tertiary institutions.

Competency-Based Curriculum (CBC) : The CBC is the latest curriculum introduced in Kenya, designed to shift the focus from rote memorization to a more holistic approach that emphasizes skills and competencies. It covers Early Years Education (EYE), Grade 1 to Grade 6, Junior School and Senior Secondary Education (SSE) in high school.

8-4-4 Curriculum : The 8-4-4 curriculum was the previous curriculum in Kenya, comprising 8 years of primary education, 4 years of secondary education, and 4 years of university or vocational training. As of 2021, it was being phased out in favor of the CBC.

TVET Curriculum : The Technical and Vocational Education and Training (TVET) curriculum provides hands-on skills training for various trades and professions.

University and College Curricula : Universities and colleges in Kenya develop their curricula, subject to the regulations set by the Commission for University Education (CUE) and other relevant bodies.

Accessing Schemes of Work for Various Subjects and Grades

To access Schemes of Work that align with the KICD curriculum designs, the Elimu Library website is a valuable resource. This platform provides a wealth of educational materials, including SOWs, which can be easily accessed and downloaded.

Here is a step-by-step guide on how to access SOWs from the Elimu Library:

Visit the Elimu Library Website : Go to https://www.elimulibrary.com .

Select "Schemes of Work" : Browse the website and locate the "Schemes of Work" section. You will find it under a similarly named link or tab on the homepage.

Choose Your Subject and Grade : Within the "Schemes of Work" section, you should find a list of subjects and grades. Select the subject and grade level for which you want to access the SOW.

Download the Schemes of Work : Once you've chosen the subject and grade, you'll see a list of available SOWs. Click on the one you need to download. The schemes of work are typically provided in MS Word format, making it easy to view and print.

Ensure that you verify the current status and accessibility of SOWs on the Elimu Library website, as well as any updates or changes in the curriculum and curriculum designs from the KICD.

In conclusion, a Scheme of Work (SOW) is a fundamental tool for educators in Kenya, helping them navigate the intricacies of the curriculum, adhere to the KICD's curriculum designs, and provide quality education to their students. The KICD plays a crucial role in ensuring that SOWs are in harmony with the national curriculum objectives. By providing a structured approach to teaching, facilitating resource planning, and enabling effective assessment and evaluation, SOWs contribute to the enhancement of the education system in Kenya.

The availability of SOWs on platforms like the Elimu Library website further empowers educators by providing easy access to these essential resources. By making SOWs accessible, educators can focus on delivering quality education that aligns with the KICD curriculum designs and helps students develop the skills and competencies needed for success in the 21st century.

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Friday, january 7, 2022, scheme of work and lesson plan formats || planning and preparation for teaching | schemes of work - form 1- 4 all subjects.

Teachers should prepare thoroughly before teaching begins
Preparation can be done daily, weekly, monthly or annually
Good teaching is a results of good planning

Scheme of work

Lesson plan
Lesson notes
Subject logbook

In these sub-units we will look at their concept, components, characteristics and how to prepare them.

DOWNLOAD AND EDIT YOUR SCHEMES OF WORK FOR SECONDARY SCHOOLS HERE

Scheme of work is a long term plan which

is prepared by the teacher for a week, month or a term in order to facilitate the process of teaching and learning.

Some teachers wrongly claim that they are knowledgeable, skillful and experienced enough to continue teaching without any scheme of work.
Such teachers end up doing work haphazardly or in trial and error manner and they finally fail and embarrass both learners and the school authority.
You are strongly advised to prepare your subject scheme of work always before the school term starts

CHARACTERISTICS OF SCHEME OF WORK

It derived from the syllabus
It shows a logical sequence of topics and sub-topics to be taught at a specific tim
The scheme of work has different components divided into two parts,namely introductory part and matrix part

COMPONENTS OF SCHEME OF WORK

The components of scheme of work are

divided into two parts:

Introductory part
Matrix part

The introductory part

This part contain the following:

Ministry: This part show the ministry of Ed.
Year: This part show the year in which the scheme of work will be implemented
Name of school: Show where the teacher is working
Name of the teacher: show the teacher who planned and who is going to use the scheme of work.
Term: Show the term in which the scheme of work will be implemented.
Subject: Show the name of specific subject.
Class: Show the name of the specific class.

The matrix part

This part contain 13 components:

Specific objectives
Teaching activities
Learning activities
Teaching/learning materials
Reference book

DOWNLOAD AND EDIT YOUR SCHEMES OF WORK FOR SECONDARY SCHOOLS HERE

Description of matrix components.

Competence : Is a statement which specifies the ability that is expected to be exhibited by learners after they have gone through the topic(s) for a given class.

It derived from the syllabus.
One competence can be build by a combination of subtopics and specific objectives.

Objectives : These are statements which specify the behavior to be showed by the learners. these statements are derived from the topic in the syllabus.

Month : Is a column that indicate the month in which the topic will be taught.

Week : Is a column that indicates the week in which topic or subtopic will be taught.

Main topic : This column indicates the topics which will be taught in that particular month.

Sub topic : This specifies the area/ subtopic of the topic to be covered.

Periods : A column that indicates number of periods budgeted for a particular topic or subtopic.

Teaching activities : A column that indicates a list of operational activities which will carried out by the teacher in the process of teaching a particular topic or subtopic.

Learning activities: A column that indicates activities which the learner will perform in the process of learning a particular topic or subtopic.

Teaching/learning resources or materials:

A column that indicates a list of teaching aids that will be used to facilitate teaching and learning a particular topic or sub topic.

References : A column which indicates a list of textbooks, supplementary books or any other resources that will be used in teaching and learning a particular topic/subtopic.

Assessment : A column which indicates the kind of assessment that students will be subjected to. This will ensure that assessment of learners as well as process of

teaching and even the materials used are assessed so as to allow for improvement in future.

Remarks : A column used by the teacher to fill his/her comments about how far the topic/specific objectives have been achieved as well as appropriateness of materials and process.

SIGNIFICANCE OF SHEME OF WORK

Helps to plan for future teaching.
Remind teachers on the covered topics.
It helps teachers to teach content within a given period of time.
It helps the teacher to regulate speed of teaching.
It enables the teacher to teach systematically.
It help the teacher to prepare lesson plan
It is useful during handing over of teachers.
It helps the teacher to be confident when planning for teaching.

EXAMPLE OF SCHEME OF WORK

LESSON PLAN

A lesson plan is a teacher's detailed description of the course of instruction, or

'learning trajectory' for a lesson.

Lesson plan is a summary of all the important steps in the development of a lesson.
Through the lesson plan you may see clearly what the teacher and learner will be doing at every stage of lesson development

Lesson plan has three main parts namely;

introduction,
lesson development and
culmination.

INTRODUCTION PART

This comprises of name of the subject, matrix(date, class, period, time and number of students),competence, main and specific objectives, main topic, subtopic, T/L materials and references

Competence. A statement which specifies the performance that should be attained in particular lesson. One competence can be achieved by different lessons.

Main/general objective. A statement which states behavior to be exhibited by the pupils at the end of the topic/sub-topic.

Main topic. The concept/topic through which the specified competence will be attained.

Sub Topic . The content/topic through which the specified competence will be attained

within the period.

Specific Objective. A statement which states a specific behavior to be shown by the student within the lesson.

Teaching/Learning resources/materials. A list of T/L materials that will be used in T/L of the particular lesson.

References. A list of publications which will be used to prepare a particular lesson.

LESSON DEVELOPMENT/STAGES

Lesson development mainly describes the

process of teaching and learning.

This part comprises of the following;

Introduction
New knowledge
Reinforcement/application
Consolidation/conclusion

Stage1. Introduction

find out on what students already know
Stimulate students interest in the lesson
arouse an inquisitive mind in students.

Stage 2: New knowledge

introduce knew knowledge
check if students are following the discussion/activities
Clarify any misconceptions that may develop as the lesson proceeds
encourage students to contribute to the knowledge being presented

Stage 3: Reinforcement/Application

Link the present knowledge to real world situation
Discuss the rationally of the knowledge

Stage 4: Reflection

Get the feelings/opinions of students and the teacher on: the knowledge presented, strategies/techniques used to present the knowledge, teaching aids used

Stage 5: Consolidation

Summarizes the lesson presented.
Find out whether any misconception still exist after the presentation of knew knowledge and harmonize
Give assignment/activity which will promote learning.

Features of a good lesson plan

Lesson plan must specify clearly the teaching and learning activities.
Lesson plan must show how each of the planned specific objectives will be realized.
Lesson plan must give room for maximum learner involvement through activities.

Importance of lesson plan

Lesson plan helps to manage time
It helps teacher to be confident during teaching and learning process.
Lesson plan enables the teacher to manage the class.
It helps to teach systematically.
The lesson plan provides the basis for future plan.
Helps the teacher to plan lesson which cater for different students.

1.CLICK THE NAME OF THE SUBJECT : IT WILL DOWNLOAD AUTOMATICALLY

3. TO SEE IT, GO TO THE DOWNLOAD FOLDER IN THE STORAGE IN YOUR PHONE OR PC

4.FOR SMARTPHONE USERS IF YOU GET THE MESSAGE "THIS FILE IS NOT SUPPORTED." Use GOOGLE CHROME BROWSER or Update the document view you use OR use MICROSOFT OFFICE FOR ANDROID all available from google playstore for free

----------------------------------------------------------------------------

1. BIBLE KNOWLEDGE F1 & F3

BIBLE KNOWLEDGE F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIBLE KNOWLEDGE F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

_______________________________

2. BOOK KEEPING F1, F2, F3, F4

BOOK KEEPING F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

___________________________

3.COMMERCE F1, F2, F3, F4

COMMERCE F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

4. CIVICS F1, F2, F3, F4

VIVICS F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

__________________________________

5. HISTORY F1, F2, F3,F4

HISTORY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

6. GEOGRAPHY F1, F2, F3,F4

GEOGRAPHY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

___________________________________

7. ENGLISH LANGUAGE F1, F2, F3, F4

ENGLISH LANGUAGE F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

8. LITERATURE IN ENGLISH F3 & F4

LITERATURE IN ENGLISH F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

LITERATURE IN ENGLISH F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

9. KISWAHILI F1, F2, F3, F4

KISWAHILI F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

10. CHEMISTRY F1, F2, F3, F4

CHEMISTRY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

11. PHYSICS F1, F2, F3, F4

PHYSICS F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

12. BIOLOGY F1, F2, F3, F4

BIOLOGY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

____________________________________

13. BASIC MATHS F1, F2, F3, F4

BASIC MATHS F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

14. COMPUTER F1, F2, F3, F4 (FOUR IN ONE)

COMPUTER F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

Thanks for reading SCHEME OF WORK AND LESSON PLAN FORMATS || PLANNING AND PREPARATION FOR TEACHING | SCHEMES OF WORK - FORM 1- 4 ALL SUBJECTS

Scheme of works and lesson plans for form 5&6 are not there when we might find them Sorry may you help us to find those things?

We're passionate about promoting the value that education publishing brings to classrooms. Support Support puts your scheme in front of the audience that matters - teachers , subject leaders and senior leadership teams .

publishing jobs for teachers newsletter our story list your scheme .

Jun 21, 2022

What Does A Scheme of Work Mean?

What comes to mind when you hear the expression ‘scheme of work’? In this post Scheme Support’s founder talks about what ‘scheme of work’ means for him, as well as how the term is applied across the primary education world.

We’ve talked before about the advantages of using a scheme of work and how to apply schemes to particular subjects (see the great guest blogs on our site about PE , for example). However it’s important to understand what a scheme of work actually is, as the meaning can vary and have different connotations.

Let’s start with a definition from Twinkl’s helpful teaching wiki;

“ ...a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year).”

This definition encapsulates the long-term aspect of a scheme of work, which I believe is the most important aspect when we try to define the term. A good scheme signposts staff and students about what is being taught - the beginning and end points of the learning journey. The word ‘plan’ is also significant. A quality scheme also informs the teacher and, as we’ll discuss in a separate post, can for the most part upskill the teacher’s subject knowledge.

When it comes to planning , the breadth of variety in approaches available across the 30 or so different subject pages on Scheme Support illustrates the different interpretations from educational publishers on the ways this can be done. On the wellbeing page , for example, there are almost 25 different schemes of work tackling health and wellbeing, but each has their own pedagogical approach.

I’ll also add a third crucial element - which isn’t included in the definition above - resources . To my mind the term ‘scheme of work’ usually involves offering resources (as well as planning) for the teacher. These might include interactive whiteboard presentations, textbooks, workbooks and/or physical resources (see our maths interventions page for some great examples of the latter).

There are additional elements too. Many schemes of work will come with their own assessment materials and mapping documents to the curriculum they’re serving. Others will be larger whole-school packages which contain essential CPD to teach that subject (again many of the publishers on our maths page come to mind). And that’s not to mention the often high level of ongoing support from the publisher for the school that has made the decision to use that scheme.

So there you have it. A brief summary on what you can expect from a scheme of work when you’re browsing on Scheme Support - they are almost 450 to choose from!

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Work Education: Meaning, Importance, Skills, Objectives

Pallavi Pradeep Purbey ,

Mar 4, 2024

Share it on:

Work education provides students with exposure to social and economic activities inside and outside the classroom. It helps them understand and build skills related to work education which will help them uplift themselves and be independent.

Work Education: Meaning, Importance, Skills, Objectives

Work Education comprises activities consisting of services, foods, and community development in various areas of human needs such as health and hygiene, food, clothing, recreation, and social service in accordance with the mental abilities and manual skills of children at various stages of education.

Work education results in services valuable to the community, besides the gratification of self-fulfillment. It focuses on building manual characters. The main objective of work education is to ensure a greater sense of worldly knowledge and develop respect for workers among the students.

Table of Contents

What is Work Education?

Why work education, objectives of work education, importance of work education, advantages of work education, list of activities in work education.

Work education is the nature of knowledge that provides an identical significance to the community and social services by creating consciousness for the wellbeing of the people and society. An essential concept of work education is that it has a manual spirit. Therefore, work education plays an emphasis on learning while working in any field.

Below are some features of Work Education.

Work education provides both knowledge and skills through understandable and graded programs and helps people enter into a world of work.
It acts as a different curricular area for offering children opportunities for participating in social and economic activities inside and outside the classroom.
The prolific manual work situations are drawn from health and hygiene, food, shelter, clothing, recreation, and community service.
The skills to be developed in this field should comprise knowledge, understanding, practical skills, and values throughout need-based life activities.
Pre-vocational education should get a prominent place at work education to let students choose various activities according to their interests.

Also Read: 10 Problem Solving Courses You Must Enrol Into Right Now

Work Experience has been named as Work Education and thus makes it a fundamental part of education. It develops;

Personality.
Positive work values.
Constructive habits.

Moreover, work education conveys crucial knowledge related to career and develops proper work skills which can help the children to become productive in meeting their day to day activities.

Work Education helps students develop skills like work values, productivity, and self-reliance. In addition, work education allows students to identify their natural interests and aptitudes in selecting suitable courses of study.

Also Read: What is a Junior College? Here's What to Know

Work education has specific objectives, which are very important to give the right direction to people and the community. It acts as a vital part of the learning process resulting in goods or services considered valuable to the community. Work education focuses on teaching various socially desirable values such as;

Below is the list of objectives of work education.

Identify the needs of every individual and their family and community concerning food, health, and hygiene to understand the working environment.
Familiarize oneself with productive activities in the community in various sectors. It helps in gathering information about various activities in society.
Know the sources of raw materials and understand the use of tools and equipment to produce goods and services by workers. It helps in gathering essential information.
Develop skills for the assortment, procurement, arrangement, and utilization of tools and materials for different forms of productive work. It also helps in incorporating new skills.
Develop self-esteem and confidence through accomplishment in productive work and services.
Develop a deeper opinion for the environment and wisdom of belonging, responsibility, and commitment to society. It helps in developing a sense of belongingness within people.
Develop reverence for manual work and regard for manual workers in the community to give them the utmost respect.
Develop work habits such as punctuality, honesty, discipline, efficiency, and dedication to duty.
Develop self-esteem and self-assurance through achievements in productive works and services in various fields.
Develop a deeper apprehension for the environment and a sense of belongingness, responsibility, and commitment to society to ensure the community's welfare.
Develop alertness of socio-economic problems of the society to ensure people about the changes if made.

Also Read: Buddhist Education System in India: Meaning, Objectives, Subjects

Work education is regarded as very important, meaningful, and the ongoing manual work is organized as a vital part of teaching-learning procedures that are functional to society and the satisfaction of doing work. It is essential for all education segments, i.e., primary, secondary, higher secondary, and higher education. Work education can be granted through a well-developed, channeled, and structured program.

Work education is an integral part of education as,

It helps to bridge the gap between manual workers and white-collar workers in society.
Work education gives respect to all types of workers in all sectors, and also creates social awareness for the welfare of society.
It builds coordination in hand actions and brain activities.
Work education promotes socially useful physical labor by inheriting educational activities in various fields.
It acts as a necessary and significant factor in learning different activities and the processes to pursue a particular objective.
Work education is discernible in the form of valuable services and productive work for the community.
It is associated as a necessary factor with all the aspects of knowledge in a multi-level education system.
Work education is based on the principle of learning by doing and practicing.

Also Read: Importance of Adult Education

Work education aids in various factors to the students and the people who are looking to work in varied areas. Students gain a plethora of knowledge about almost every field, and strategies are built on understanding and practicing such education. In addition, students are involved in activities that help them understand the concept of work education.

Below is the list of advantages of work education.

Work education links classroom learning to the real world and makes students practice various activities.
Work education gives opportunities to perform skills in real-world scenarios beyond theoretical learning.
Work education helps students develop soft skills for the better manifestation of gifts.
Work education gives students a chance to watch professionals in action entitled to work in various activities.
It helps students associate with potential employers to broaden their network. And it leads to increased student enrollment with varied skills.
Motivates students to understand and comprehend working areas.
Work education provides opportunities for individualized instruction to perform skill-based activities. And it gets the community involved by providing an array of exciting work.
Work education builds a pool of skilled workers to make the empire rise.
Teaches soft skills that help in maintaining patience while working.
Work education lowers recruitment costs for employers as there are people who would be highly skilled in a limited number of activities.

Also Read: What is Quality Education? Meaning and Importance

Work education includes activities of services, foods, and community development. It focused on health and hygiene sectors, food, clothing, recreation, and social service in harmony with children's mental abilities and manual skills related to work education. Below is the list of activities any person can enroll themselves in.

Computer Education
Drawing and Painting
Work Experience
Western Music
Vocal Music
Knitting and Stitching
Gadgets learning
Western Dance
Creative Thinking
General Assembly
Sports and Games
English Lab
Smart Class
Classical Dance
Instrumental Music

Work education encourages children to know the needs of themselves, their families, and society. The aim is to build students' personalities to have a successful life by having moral values in their pocket of energy.

Also Read: Top 10 Benefits of Environmental Education 2024

Who gave the concept of work education?

What is called work education?

What is the history of work education?

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itsmyschoollibrary

Your lesson notes in a blink, civic education scheme of work for ss2 first term, second term and third term..

This Scheme of work contains week, topic, contents and activities of teacher and learners. 1. CITIZENSHIP EDUCATION Meaning/definition of citizenship Education, duties and obligations of citizens Teacher : Define citizenship education. Identify and describe duties and obligations of citizens to their communities. Mention the duties and obligation of citizens to their communities. Students : Dramatize their duties and obligation.

2 CITIZENSHIP EDUCATION (CONT.) List the skills required for the promotion of our tradition, beliefs etc. National consciousness, national integrity and unity Teacher : Demonstrate skills necessary for preservation of traditions, customs, beliefs etc. list and explain what promotes national consciousness, integrity and unity. 3 CAPITALIST DEMOCRACY Meaning and definition of capitalist democracy Characteristics of capitalist democracy Competition for power among political parties. Teacher : Explain the meaning of capitalist, democracy and its characteristics. Lead the students in seeing how political parties compete for power. 4 CAPITALIST DEMOCRACY CNTINUED Importance of employment in alleviating poverty as factors in capitalist democracy Factors which promote and guarantee employment e.g. free education, medical care, and popular participation. Teacher : Explain to the students how employment can alleviate poverty. Explain the importance of responsible governance and popular participation in promoting guaranteed employment etc. 5 APATHY Meaning of political apathy and forms of political apathy Reasons for political apathy e.g. bad governance,unfulfilled political promises, rigging etc. Teacher : Define meaning of apathy and explain its forms. Explain reasons for political apathy. 6 REASONS AND EFFECTS OF LEADERSHIP FAILURE TO THEIR FOLLOWERS Reasons for leadership failures Effects of leadership failure Teacher : Explain why leaders fail to protect their followers’ interest 7 POPULAR PARTICIPATION i. Meaning/definition of popular participation ii. Reasons why people do not participate. Teacher : Define the meaning of popular participation. Give reasons why people do not participate. Demonstrate how popular organizations are formed.

Students : participate in politics – economics, obstacles, discriminations, illiteracy etc. Describe how popular organisations are formed. 8 HUMAN RIGHTS Meaning/definition of human rights Characteristics and categories of human rights Limitations of human rights Limitation of movement and lack of freedom of speech. Teacher : Explain the meaning and characteristics of human rights. Give some examples of human rights limitation. Describe what happens during emergency. 9 HUMAN TRAFFICKING Meaning/definition of human trafficking Causes of human trafficking. Teacher : Explain the meaning of human trafficking. Mention the causes of human trafficking 10 HUMAN TRAFFICKING CONTINUED Effects and consequences of human trafficking Roles of government efforts to stop Human trafficking – enactment of laws etc Teacher : Identify the effects and consequences of human trafficking. Mention the efforts of government in stopping trafficking. 11 HUMAN TRAFFICKING CONTINUED Roles of social organisations efforts to stop Human trafficking e.g. NAPTIP, WATCLEF etc Roles of organisations and individuals to stop trafficking. Teacher : Arrange a visit to some social organisation centres or rehabilitation centres. 12 Revision Revision 13 Examination Examination. Done studying? See scheme of work for other subjects

SS2 SECOND TERM 1 INTERPERSONAL RELATIONS Meaning/definition of interpersonal relationships, individuals, state and international relationships. Teacher : Explain the meaning of interpersonal relationships. Mention types of interpersonal relationship e.g. relationship between man and woman 2 INTERPERSONAL RELATIONS Types of interpersonal relationship Skills that promote interpersonal relationship Teacher : Identify the relationships that exist. State skills that promote interpersonal relationships 3 INTER-COMMUNAL RELATIONSHIP Meaning/definition of intercommunal relationships Importance of intercommunal relationship e.g. promote development Skills for resolving intercommunal conflicts – e.g. dialogue, mediation. Teacher : Define inter-communal relationship Lead students to state the importance inter-communal relationship Resource person to explain the different skills in resolving inter-communal conflicts. 4 DRUG ABUSE Meaning and types of drug abuse Symptoms of drug abuse e.g. violence, depression etc. Prevention of drug abuse Teacher : Explain Meaning and types of drug abuse Identify symptoms of drug abuse Show pictures of symptoms of drug abuse Illustrate ways of preventing drug abuse 5 DRUG ABUSE CONTINUED Government agencies that are working to prevent drug abuse e.g. NDLEA, Teacher : Bring resource person from drug enforcement agency e.g. NDLEA, NAFDAC etc Explain the law against drug abuse. Activities of drug enforcement agencies e.g. burning of fake drugs or expired drugs. 6 PUBLIC SERVICE Meaning and definition of public service Characteristics of public service. Teacher : Explain the meaning of public service. Mention and explain the characteristics of public service. 7 PUBLIC SERVICE CONTINUED Reasons for the short coming in the public service e.g. colonial influence etc. Teacher : Identify reasons for the short coming in the public service. Mention ways of improving the public service n Nigeria. 8 RESPONSIBLE PARENTHOOD Meaning and definition of parenthood Roles of responsible parenthood Teacher : Explain and define parenthood. Explain the roles of responsible parents e.g. providing for household needs, caring, education, good home training etc. 9 RESPONSIBLE PARENTHOOD Importance of responsible parenthood. E.g. responsible citizenry, reduction in crime rate, healthy nation etc. Teacher : Lead the students in enumerating the importance of responsible parenthood 10 TRAFFIC REGULATION Meaning of traffic regulation Traffic regulations e.g. obeying traffic officials and signs, avoiding over speeding. Teacher : Explain the meaning of traffic regulations. Identify some traffic regulations to the students. 11 TRAFFIC REGULATION CONTINUED Roles of individuals and government in maintaining traffic regulation e.g. FRSC. Teacher : Invite a resource person to explain the roles of individuals and government in maintaining traffic regulations. 12 Revision Revision 13 Examination Examination See scheme of work for other subjects

SS 2 THIRD TERM 1 HUMAN RIGHTS Meaning/definition of Human rights Teacher : Define Human Rights 2 HUMAN RIGHTS Characteristics of Human Rights e.g. universality of Human rights, inalienability of Human rights etc. Teacher : Mention the characteristics of human rights. Invite a resource person to discuss with the students in the human rights. 3 HUMAN RIGHTS Categories of Human right e.g. civic and political rights, economic and social rights, environmental rights. Teacher : Identify the categories of Human Rights. 4 FIGHTING POLITICAL APATHY Meaning and definition of political apathy and characteristics Teacher : Explain political apathy. Mention various characteristics of political apathy. 5 FIGHTING POLITICAL APATHY CONT. Ways of fighting apathy e.g. knowing and defending our rights, participation in elections, joining popular organisations. Teacher : explain ways of fighting political apathy. 6 PUBLIC SERVICE Meaning/definition of public service. Teacher : Explain the meaning of public service. Mention and explain the characteristics of public service. 7 WAYS OF IMPROVING THE PUBLIC SERVICE IN NIGERIA. Teacher : Invite a resource person to discuss about code of conduct to the students. Recourse and training programme Teaching of political education in schools Use of code of conduct bureau and public complaint commission. 8 CIVIL SOCIETY Meaning and definition of civil society Teacher : Explain and define the meaning of civil society. 9 CIVIL SOCIETY CONTINUED Functions and needs for civil society. Teacher : Identify some qualities and problems of civil society. 10 CIVIL SOCIETY CONTINUED Qualities and problems of Civil Society Teacher : Explain and define the meaning of civil society. 11 POPULAR PARTICIPATION Meaning/definition of popular participation Teacher : Explain the meaning of popular participation. 12 Revision Revision 13 Examination Examination See scheme of work for other subjects

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Thanks so much really helped my studies, ARIGATO

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Carers and disability benefits

Disability Benefits system to be overhauled as consultation launched on Personal Independence Payment

Government to reform disability benefits system to ensure they’re targeted at those most in need.

Consultation to be published today on proposals to move away from fixed cash benefit system towards tailored support
Comes as over 2.6 million people of working age now receiving PIP with monthly new claims almost doubling since 2019

Plans to make the disability benefits system fit for the future and overhaul the “one size fits all” approach are set to be published today (Monday 29 April), following the Prime Minister’s speech which set out the government’s wide-ranging ambitions for welfare reform.

The Modernising Support Green Paper will explore how our welfare system could be redesigned to ensure people with disabilities and long-term health conditions get the support they need to achieve the best outcomes, with an approach that focuses support on those with the greatest needs and extra costs.

The UK’s health landscape has changed since Personal Independence Payment ( PIP ) was introduced in 2013 with the intention that it would be a more sustainable benefit that would support disabled people to live independently by helping with the extra costs they face.

However, the caseload and costs are now spiralling. There are now 2.6 million people of working age claiming PIP and DLA – with 33,000 new awards for PIP each month which is more than double the rate before the pandemic. This is expected to cost the taxpayer £28 billion a year by 2028/29 – a 110% increase in spending since 2019.

This is in part fuelled by the rise in people receiving PIP for mental health conditions such as mixed anxiety and depressive disorders, with monthly awards doubling from 2,200 to 5,300 a month since 2019.

Since 2015, the proportion of the caseload receiving the highest rate of PIPhas increased from 25% to 36%. And many more people being awarded PIPnow have mental health conditions than when it was first introduced.

In line with the wider reforms to ensure the welfare system is fair and compassionate, the Modernising Support Green Paper proposals centre on targeting and improving the support for those who need it most.

These ideas include removing the PIP assessment altogether for people with certain long term health conditions or disabilities, including those with terminal illnesses to reduce bureaucracy and make life easier for those most in need of support.

By more accurately targeting support, we will ensure the large scale of government expenditure on PIP translates into better outcomes for disabled people and those with health conditions.

Prime Minister Rishi Sunak said:

It’s clear that our disability benefits system isn’t working in the way it was intended, and we’re determined to reform it to ensure it’s sustainable for the future, so we can continue delivering support to those who genuinely need it most.

Today’s Green Paper marks the next chapter of our welfare reforms and is part of our plan to make the benefits system fairer to the taxpayer, better targeted to individual needs and harder to exploit by those who are trying to game the system.

We’re inviting views from across society to ensure everyone has a chance to make their voices heard and shape our welfare reforms.

Work and Pensions Secretary Mel Stride said:

We’re making the biggest welfare reforms in a generation – protecting those most in need while supporting thousands into work as we modernise our benefit system to reflect the changing health landscape.

A decade on from the introduction of PIP , this Green Paper opens the next chapter of reform, enhancing the support for people with health conditions and disabilities while ensuring the system is fair to the taxpayer.

The Green Paper sets out proposals across three key priorities to fundamentally reform the system:

Making changes to the eligibility criteria for PIP , so it is fairer and better targeted

Through previous consultations, we have been told that the criteria currently used in assessments do not always fully reflect how a disability or health condition impacts on a person’s daily life. The criteria have changed over time and no longer capture these different impacts as originally intended.

We will consider whether the current thresholds for entitlement correctly reflect the need for ongoing financial support. This includes considering if current descriptors - such as the need for aids and appliances - are good indicators of extra costs.

We will also look at changing the qualifying period for PIP in order to ensure the impact that people’s conditions will have on them over time is fully understood and consider whether we should change the test used to determine if a condition is likely to continue long-term.

Reforming the PIP assessment so that it is more closely linked to a person’s condition and exploring removing assessment entirely for those most in need.

PIP is over a decade old and a lot has changed since the assessment was developed. We know some people continue to find PIP assessments difficult and repetitive, and view the assessment as too subjective.

We will consider whether some people could receive PIP without needing an assessment by basing entitlement on specific health conditions or disabilities supported by medical evidence.

This includes looking at whether evidence of a formal diagnosis by a medical expert should be a requirement to be assessed as eligible for PIP . This will make it easier and quicker for people with severe or terminal conditions to get the vital support they need.

We will explore alternative approaches to ensure people are given the right help to fulfil their potential and live independently. The UK has used a fixed cash transfer system since the 1970s but there are a number of international systems that look at the specific extra costs people have and provide more tailored support instead.

For example, in New Zealand, the amount of Disability Allowance is based on a person’s extra costs which are verified by a health practitioner. Norway’s Basic Benefit requires people to provide a letter from a GP outlining the nature of their condition and the associated extra costs.

We are considering options including one-off grants to better help people with significant costs such as home adaptations or expensive equipment, as well as giving vouchers to contribute towards specific costs, or reimbursing claimants who provide receipts for purchases of aids, appliances or services.

This reflects the fact that some claimants will have significant extra costs related to their disability, and others will have minimal or specific costs.

While these alternative models help people with the extra costs of their disability or health condition, we know other forms of support including health care, social services care provision and respite are also important to help people to realise their full potential and live independently.

We are also considering whether some people receiving PIP who have lower, or no extra costs, may have better outcomes from improved access to treatment and support than from a cash payment.

Andy Cook, Chief Executive of the Centre for Social Justice, said:

Our landmark Two Nations report laid bare the lasting impact of the pandemic on our nation’s most vulnerable communities.

With the welfare system now grappling with the combined challenges of economic inactivity, school absence and mental health, this consultation provides a meaningful opportunity to shape the future of Britain’s welfare state.

We owe it to those most struggling to make sure the benefit system provides the best support to those who need it. And with costs skyrocketing, it is time to bring the welfare system into the post-lockdown age.

The Green Paper is the latest of the government’s welfare reforms to ensure disabled people and people with long-term health conditions can live full and independent lives. It builds on last year’s Health and Disability White Paper and the £2.5 billion Back to Work Plan which will break down barriers to work for over one million people.

The Government is also delivering the largest expansion in mental health services in a generation, with almost £5 billion of extra funding over the past five years, and a near doubling of mental health training places.

Our reforms to the Work Capability Assessment are expected to reduce the number of people put onto the highest tier of incapacity benefits by 424,000, people who will now receive personalised support to prepare for work, while our Chance to Work Guarantee will mean people can try work without fear of losing their benefits.

Further Information

The consultation can be found here: Modernising support for independent living: the health and disability green paper - GOV.UK (www.gov.uk)
This consultation will be open for 12 weeks and we are inviting views from across society to ensure everyone has a chance to shape the modernisation of the welfare system. The findings of the consultation, which closes on Tuesday 23 July, will inform future reforms.
The UK Government is committed to improving the lives of disabled people and people with long-term health conditions in all parts of the UK.
In Wales, Personal Independence Payment ( PIP ) is the responsibility of the UK Government.
In Northern Ireland, PIP is transferred and is the responsibility of the Department for Communities.
In Scotland, Adult Disability Payment ( ADP ) has replaced PIP and is the responsibility of the Scottish Government. The transfer of existing Scottish PIP claimants from DWP to Social Security Scotland started in summer 2022 and will continue until 2025.
We will continue to work with the Devolved Administrations to consider the implications of the proposals in this Green Paper in Scotland, Wales and Northern Ireland.

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Local elections live: 'Devastated' Tory candidate Andy Street refuses to blame Rishi Sunak after shock West Midlands defeat

Labour pulls off a stunning victory in the West Midlands mayoral election, with Tory incumbent Andy Street losing by just 1,508 votes.

Sunday 5 May 2024 00:22, UK

Please use Chrome browser for a more accessible video player

Labour wins West Midlands mayoral election
'Devastated' Street refuses to blame Sunak for loss
Tory MP says 'awful' results should be 'massive wake-up call' in WhatsApps leaked to Sky News
Khan heckled by losing candidate as he's declared winner of London mayoral election
Darren McCaffrey: London loss asks bigger questions of the Conservatives
Andy Burnham re-elected as Greater Manchester mayor
Lib Dems win more council seats than Tories in England
Sam Coates: Tory MPs sad but not mutinous
Vote 2024: Council results in full | Mayoral results in full
Live reporting by Charlotte Chelsom-Pill and (earlier) Ben Bloch

Thanks for joining us for another extremely busy day of local election news. You can join us tomorrow morning for a special election episode of Sunday Morning with Trevor Phillips.

Until then, here are today's headlines:

Tory incumbent Andy Street has suffered a shock loss to Labour in the West Midlands mayoral race in a major blow to the prime minister;
Labour leader Sir Keir Starmer has heralded the win as a "significant piece of political history";
Sadiq Khan has won a historic third term as London mayor;
Andy Burnham was re-elected as Greater Manchester mayor for a third term with more than 60% of the vote;
Labour also won mayoral races in West Yorkshire, South Yorkshire, Liverpool City Region and Salford ;
The results mean Labour has won all but one of the mayoral races they were contesting, losing Tees Valley to the Tory incumbent;
The Conservatives have lost 473 seats and control of 12 councils;
Labour has gained eight councils and 185 seats;
The results mean the Liberal Democrats have won more council seats than the Conservatives;
The Green Party has netted an extra 74 seats, making serious gains in places like Bristol.

Richard Parker has pulled off a surprise victory in the West Midlands mayoral election.

The Labour candidate unseated Andy Street, winning by just 1,508 votes, to end the Tory's seven-year term.

Here's what you need to know about the relatively unknown politician.

Originally from Bristol, Mr Parker's father was a dock worker and his mother a school secretary.

He left school aged 16 and went straight to work at a local port authority before getting an economics degree.

Mr Parker went to work for PwC in 1989, where he gained his accountancy qualifications and went on to become a partner, managing the accountancy firm's relationship with the Labour Party.

Mr Parker also worked with council leaders to set up the West Midlands Combined Authority in 2016 before leaving to set up his own company RP Strategy.

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Scheme of Work
Well, a scheme of work is a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year). For independent schools, the content of a scheme of work is left largely up to individual teachers and the head of department, whereas in state-sponsored schools, they're designed to cover ...
Scheme of work
Scheme of work. A scheme of work is a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year). [1] [2] defines the structure and content of an academic course. It splits an often-multi-year curriculum into deliverable units of work, each of a far shorter weeks' duration (e.g ...
Scheme of work
scheme of work. A plan setting out how the programme of study (PoS), syllabus, or curriculum will be translated into teaching and learning activities, including the sequencing of content, the amount of time spent on each topic, and how the specified learning objectives will be assessed. Some schemes of work are drawn up centrally, such as those ...
3 Ways to Write a Scheme of Work
Create several main columns in the chart, labelled: "Date" or "Lesson number", to delineate each interval. "Topic" (i.e. the overall subject matter of a specific unit) "Lesson content": a brief overview of the lesson planned, which can be broken down into sub-topics. "Specific objectives". "Learning Activities".
Schemes of Work: How to Choose the Right One
Schemes of Work: How to Choose the Right One. Tom Hainge. A scheme of work is a long-term plan designed to ensure that students are taught all the skills and knowledge in the curriculum for that subject. Schemes of work are typically broken down into teachable units or modules. Schemes can be highly valuable in two key ways:
Scheme of work
A scheme of work is a plan that defines work to be done in the classroom. Involving learners in defining a scheme of work, whether for a short project or a long course, is an important step towards motivation and involvement. Example. Before starting a project, a group works on defining a scheme of work for it. In the classroom.
Building effective schemes of work
3. Be militant and organised. Science curriculums have a magnetic habit of accumulating documents and files. Teachers rewrite a worksheet, and save it in the folder with their initials. Teachers download a worksheet from an online provider, and save it in the folder. Teachers tweak a slide deck, and save it in the folder.
How to plan an effective scheme of work
A scheme of work, ultimately, is never a completed document. It is a working, living document that continues to promote discussion and sharing of ideas. However, if a scheme of work is devised with these principles in mind, it should be set up to be a successful scheme of work for years to come. RELATED TOPICS 1- How to lead a successful department
Components of Scheme of Work and Their Importance
Importance of Scheme of Work. Here are the importance or the benefits of the importance of the scheme of work in the education system: It Activates Background Knowledge. Set the stage by tapping into your students' background knowledge—previous life experiences, prior learning, or both—to prepare them for the new concept you're about to ...
Writing a Scheme of Work/Learning
Writing schemes of learning flows through all of our activity as teachers! When looking at the Teacher standards however, it can specifically fit into the following (it is not limited to these!): TS2b: Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these.
Curriculum design: Is your scheme of work working?
Because a scheme of work isn't a curriculum; a scheme of work is a subset of the curriculum. The curriculum encompasses everything from the macro details (the thought processes that drive the entire learning journey) right down to the micro details (how each topic is taught in every classroom), and everything in between.
Lesson planning and ideas: Creating a scheme of work
A scheme of work, in short, is an overview or a long-term plan for what you aim to teach in a particular subject across a term or an academic year. It's a road map for where you want to go and the steps you will need to take in order to get there. Typically, a schoolteacher will need to put in place a scheme of work for each subject they will ...
How using a scheme of work lets teachers teach!
Embedding a scheme of work at the beginning of term also lets teachers see what the subject expectations are before they start teaching. Teachers can quickly understand what stage students are at, where they need to be and adapt accordingly. These advantages continue throughout the term too - for example when a different teacher has to take ...
Scheme and Records of Work: Implication for Subject Teachers
The scheme and record of work is needed for effective curriculum implementation. The scheme of work is usually prepared by one or more teachers teaching the same subject in the school. Unlike the syllabus, the scheme of work is not rigid but flexible. The major sources of information for scheme of work among others include Curriculum, Syllabus ...
What's the purpose of a scheme of learning?
The curriculum planned for a science department will be turned into a scheme of work, which enables teachers to plan their lessons to ensure full coverage of the content. While many schools follow the same content, for example in England the National Curriculum or GCSE specification, the modes of designing the delivery locally are wide and ...
What is a Scheme of Work?
Well, a scheme of work is a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year). For independent schools, the content of a scheme of work is left largely up to individual teachers and the head of department, whereas in state-sponsored schools, they're designed to cover ...
What is the Meaning of Schemes of Work
In the dynamic world of education, the Scheme of Work (SOW) holds a pivotal role in ensuring effective teaching and learning processes. In the Kenyan context, the Kenyan Institute of Curriculum Development provides the framework within which schemes of work are developed and implemented.Schemes of work are comprehensive documents that guide educators through the curriculum, ensuring that the ...
SCHEME OF WORK AND LESSON PLAN FORMATS
Year: This part show the year in which the scheme of work will be implemented; Name of school: Show where the teacher is working; Name of the teacher: show the teacher who planned and who is going to use the scheme of work. Term: Show the term in which the scheme of work will be implemented. Subject: Show the name of specific subject.
What Does A Scheme of Work Mean?
Let's start with a definition from Twinkl's helpful teaching wiki; "...a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year).". This definition encapsulates the long-term aspect of a scheme of work, which I believe is the most important aspect when we try to ...
(PDF) Understanding the National Curriculum and Breaking ...
this school syllabus serves as the point of reference for the schemes of work. Schemes of Work According Habanek, (2009), scheme of work is the structure and content of an academic
Work Education: Meaning, Importance, Skills, Objectives
Work education includes activities of services, foods, and community development. It focused on health and hygiene sectors, food, clothing, recreation, and social service in harmony with children's mental abilities and manual skills related to work education. Below is the list of activities any person can enroll themselves in.
Civic Education Scheme of Work for SS2 First Term, Second Term and
This Scheme of work contains week, topic, contents and activities of teacher and learners. 1. CITIZENSHIP EDUCATION. Meaning/definition of citizenship Education, duties and obligations of citizens. Teacher: Define citizenship education. Identify and describe duties and obligations of citizens to their. communities.
Scheme of Work
Well, a scheme of work is a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year). For independent schools, the content of a scheme of work is left largely up to individual teachers and the head of department, whereas in state-sponsored schools, they're designed to cover ...
Disability Benefits system to be overhauled as consultation launched on
We will continue to work with the Devolved Administrations to consider the implications of the proposals in this Green Paper in Scotland, Wales and Northern Ireland. Share this page The following ...
Local elections live: 'Devastated' Tory candidate Andy Street refuses
The results mean Labour has won all but one of the mayoral races they were contesting, losing Tees Valley to the Tory incumbent; The Conservatives have lost 473 seats and control of 12 councils;

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