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4.1 Meaning of Scheme of Work
A Scheme of Work (SoW) is more than just a schedule. It is a detailed, systematic plan that outlines:
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What is to be taught
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When it is to be taught
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How it is to be taught
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With what resources it will be taught
It essentially translates the curriculum or syllabus into specific teaching units and activities.
Key points to note:
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Systematic Planning: It ensures that all topics are taught in an organized way.
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Time-Bound: Shows the period (week, term, year) in which topics will be covered.
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Resource-Linked: It includes materials like textbooks, charts, ICT tools, and teaching aids.
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Assessment-Oriented: It links teaching with evaluation to monitor learners’ progress.
Exam-friendly definition:
A scheme of work is a structured plan that breaks down the curriculum into teachable units, showing topics, subtopics, objectives, teaching activities, resources, and assessment over a given period.
Example:
If the syllabus says “Grammar – Parts of Speech” in JHS English, the SoW will show:
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Week 1 → Topic: Parts of Speech → Activity: Identify nouns and verbs → Resources: Textbook, chart → Assessment: Class exercise
4.2 Major Components of a Scheme of Work
A typical Ghanaian Scheme of Work contains key elements that ensure teaching is organized and effective:
| Component | Explanation |
|---|---|
| Week/Duration | Shows the time allocated for each topic (e.g., Week 1, Week 2, etc.) |
| Topic | The main subject content to be taught (e.g., Parts of Speech) |
| Sub-topic | Smaller segments of the main topic (e.g., Nouns, Verbs, Adjectives) |
| Specific Objectives | Clear outcomes of what learners should achieve (e.g., “Learners should identify nouns in sentences”) |
| Content | Detailed syllabus content or concepts to be taught |
| Teaching and Learning Activities | Methods and strategies used (discussion, role-play, group work, experiments) |
| Teaching and Learning Resources (TLRs) | Materials used for teaching (charts, pictures, ICT, textbooks) |
| Assessment/Evaluation | Methods to measure learning (quizzes, oral questions, class exercises) |
| Remarks | Notes for follow-up, adjustments, or improvements |
Licensure tip: If asked to list components, always mention at least 6 clearly.
Example:
For Week 1 of JHS English:
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Topic: Parts of Speech
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Sub-topic: Nouns and Verbs
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Objective: Identify nouns and verbs in sentences
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Activities: Discussion and examples
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Resources: Textbook, chart
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Assessment: Class exercise
4.3 Factors to Consider When Designing a Scheme of Work
Designing a Scheme of Work requires careful consideration of several factors to ensure it is practical, effective, and aligned with learners’ needs.
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Learner Characteristics
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Age, ability level, and prior knowledge affect how topics are taught.
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Class size and diversity may influence teaching methods.
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Curriculum/Syllabus Requirements
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Must follow the NaCCA (National Council for Curriculum and Assessment) syllabus.
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Ensure coverage of all objectives and topics.
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Time Allocation
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Number of weeks in the term/year.
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Include considerations for school holidays, exam periods, and special events.
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Available Resources
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Availability of textbooks, charts, ICT tools, and other teaching aids.
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Infrastructure like classrooms, electricity, and internet access.
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School Context
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Urban or rural settings may affect resource availability and teaching strategies.
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Ensure that lessons are adapted to the learners’ environment.
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Continuity and Progression
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Topics should move from simple to complex.
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Learners should build on previous knowledge gradually.
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Exam tip: You may be asked “Discuss the factors to consider when designing a scheme of work.” Make sure to explain at least 5 with examples.
4.4 Sequencing Topics in a Scheme of Work
Sequencing refers to arranging topics in a logical order that facilitates understanding and retention.
Common methods of sequencing topics:
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Simple to Complex
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Start with basic concepts, then move to advanced ones.
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Example: Nouns → Verbs → Adjectives → Adverbs
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Known to Unknown
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Connect new topics to learners’ prior knowledge.
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Example: Discuss objects in the classroom before teaching “abstract nouns.”
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Concrete to Abstract
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Use tangible examples before introducing theory.
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Example: Show a real plant before explaining photosynthesis.
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Chronological Order
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Teach events in historical or logical sequence.
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Example: The life of Kwame Nkrumah – birth → education → independence struggle
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Spiral Approach
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Revisit concepts over time with increasing depth.
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Example: Introduce basic fractions in JHS 1 → expand to decimals in JHS 2 → apply in problem-solving in JHS 3
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Exam tip: Always mention why sequencing is important:
It improves comprehension, ensures smooth progression, and helps learners retain knowledge effectively.
4.5 Designing a Simple Scheme of Work (Example – JHS English)
| Week | Topic | Objectives | Activities | Resources | Assessment |
|---|---|---|---|---|---|
| 1 | Parts of Speech | Identify nouns and verbs | Discussion, examples | Chart, textbook | Class exercise |
| 2 | Tenses | Recognize and use simple present tense | Guided practice, sentence construction | Textbook, whiteboard | Oral questions |
| 3 | Sentence Types | Differentiate between statements, questions, commands | Group work, examples | Textbook | Quiz |
Explanation:
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Week: Shows when the lesson is taught
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Topic & Sub-topic: Focus areas of the syllabus
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Objectives: What learners are expected to achieve
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Activities: Teaching methods used
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Resources: Teaching materials to aid learning
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Assessment: How learners’ understanding will be checked
