A scheme of work is a plan for teaching a subject over a given period of time that outlines topics to be covered, learning objectives, teaching methods, and resources. It is based on the syllabus and helps teachers stay organized. This document provides guidance on developing a scheme of work, including defining key terms, explaining the purpose and components, and important considerations like understanding the syllabus, estimating time, and accounting for interruptions. Teachers are advised to thoroughly understand the syllabus and arrange topics logically, while also considering related subjects and available resources and materials.

1. SCHEME OF WORK PREPARATION
Lecture
By
Rev. Fr. Dr. Odubuker Picho Epiphany, & Suzan Laker
MUNI UNIVERSITY

2. Procedure: Buzz groups of twos or threes are formed. These groups have
to discuss the following questions and later on share with the larger group.
1. What is a scheme of work?
2. What purposes does it serve?
3. What are the main components of a scheme of work?
4. When and how is a scheme of work made?
Discussion: The discussions amongst buzz groups take place and are later on
shared. The facilitator enables participants to focus on each question at a time.
After the sharing from buzz groups, additions may be made by the facilitator in
the form of an input. This may also involve presentation of a standard format of a
scheme of work.
Materials: Newsprint, felt pens and masking tape. Any available schemes of
work in an area of interest may be photocopied and given to participants.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 2

3. The Day on Which One Starts Out
is Not the Time
to Start
Your Preparations
Nigerian Proverb
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 3

4. Objectives of the Lesson
By the end of the Lesson, students should be
able to:
 Define key concepts related to scheme of work.
 Define Scheme of work.
 Identify factors to consider when designing
scheme of work.
 Mention Important considerations to be born in
mind when preparing a scheme of work.
 List the components of a scheme of work.
 Design a scheme of work. 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 4

5. Definition of key Concepts
 Curriculum
 Syllabus
 Scheme of work
 Lesson Plan
 Pedagogy
 Andragogy
 Lesson Plan
 Learning/cognitive Objective
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 5

6. key Terms Cont.
 Curriculum: refers to the means and materials with
which students will interact for the purpose of achieving
identified educational outcomes.
 Some educators would say that the curriculum consists
of all the planned experiences that the school offers as
part of its educational responsibility. Then there are
those who contend that the curriculum includes not only
the planned, but also the unplanned experiences as well.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 6

7. Types of Curricula
 There are essentially four types curricula at work in
most educational settings: the explicit, implicit, null,
and extra-, or co-curriculum. You are probably familiar
with the notions of explicit curriculum and
extracurricular activities. The real intrigue of
curriculum debate and design comes into play with the
implicit and null curriculums.
 Explicit curriculum: subjects that will be taught, the
identified "mission" of the school, and the knowledge
and skills that the school expects successful students to
acquire 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 7

8. key Terms Cont.
 Implicit curriculum: lessons that arise from the
culture of the school and the behaviors, attitudes, and
expectations that characterize that culture.
 Null curriculum: topics or perspectives that are
specifically excluded from the curriculum. This aspect
of curriculum refers to "the options students are not
afforded, the perspectives they may never know about,
much less be able to use, the concepts and skills that
are not a part of their intellectual repertoire"
 Extra curriculum: school-sponsored programs that
are intended to supplement the academic aspect of the
school experience
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 8

9. key Terms Cont.
 Syllabus: Is a document with an outlined and
summary of topics to be covered in a course.
 Scheme of work: systematic arrangement in outline
from of all topics in a subject indicating them to be
taught, objectives to be achieved, teaching learning
activities, learning resources required and the source
of information or references.
 Lesson Plan: Is a teacher’s detailed description of he
course of instruction for an individual lesson.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 9

10. key Terms Cont.
 Pedagogy: Is the art or science of teaching
young people or teaching methodology.
 Andragoy: Is the art or science of teaching
adults or teaching methodology.
 Learning/cognitive Objective: The behaviour
expected of a learner after instruction.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 10

11. WHAT A SCHEME OF WORK IS
 A scheme of work is “a plan for something”.
 A teacher’s scheme of work is, therefore,
his/her plan of action which should enable
him/her to organize teaching activities
ahead of time.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 11

12. Definition cont.
 It is a summarized forecast of work which the
teacher considers adequate and appropriate for
the class to cover within a given period, from
those topics which are already set in the syllabus.
 The scheme of work is usually an interpretation
of a syllabus and is used as a guide throughout
the course to monitor progress against the
original plan.
 A scheme of work is a plan for instructors to
outline what they will teach during an academic
term or period. 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 12

13. Definition cont.
 A scheme of work defines the structure and content
of a course.
 It maps out clearly how resources (e.g. books,
equipment, time) and class activities (e.g. teacher-
talk, group work, practicals, discussions) and
assessment strategies (e.g. tests, quizzes, Q&A,
homework) will be used to ensure that the learning
aims and objectives of the course are met.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 13

14. Definition cont.
 It normally includes times and dates.
 Schemes of work can be shared with students so
that they have an overview of their course.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 14

15. WHY SCHEME OF WORK
 Provides units of work
 Indicate time available for each teaching unit
 Map the teaching over year
 Suggest learning and teaching activities
 Identify appropriate resources
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 15

16. SCHEME OF WORK Cont.
 Sequence units into coherent way
 Enables a teacher to prepare adequately
before his/her lesson
 Guides the teacher on the teaching
methods
 Acts as a tool for evaluation of the learning
and learning
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 16

17. DESIGNING SCHEMES OF WORK
Factors to Consider When Designing
Scheme of Work
When designing a scheme of work, there are a
number of factors that should be taken into
consideration.
The following questions may help you to focus
your thoughts.
THE STARTING POINTS:
 Who is the course for?
 What is the likely number of participants?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 17

18. THE STARTING POINTS
 What is the overall aim of the course?
 What will participants learn?
 What skills will participants develop?
 Is there a syllabus?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 18

19. Factors to Consider: Cont.
 Does it lead to a qualification?
 Is it part of a larger curriculum?
 Where is it likely to be held?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 19

20. Starting point cont.
 What restrictions does this impose?
 What resources are available?
 What resources can be "begged, borrowed or
stolen"?
 What resources can be designed or developed?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 20

21. THE INGREDIENTS
 What topics/subjects need to be included?
 Is team building necessary?
 What practical activities are integral to the
course?
 What assignments have to be completed?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 21

22. INGREDIENTS CONT.
 What essential elements need to be included?
 Is there some theme or aspect that threads
throughout the course?
 How will students be assessed?
 How will the course be evaluated?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 22

23. THE RECIPE
 Which elements need to be introduced at the
beginning?
 Do you need to take account of the different
starting points of students?
 Which elements depend upon successful
completion or understanding of other elements?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 23

24. THE RECIPE
 Which elements must come at the end?
 What preparation is required (by students) to
complete elements or assignments?
 How much time will students need for this?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 24

25. ICING THE CAKE
 Is it possible to give students an early taste of
success?
 Is there something for students to make or do?
 What additional activities might be included to
broaden students' experience or understanding?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 25

26. ICING THE CAKE
 Can students' contributions be built into the
course?
 Is it possible to build in some "leisure interest"?
 Do you need to take account of holidays and
festivals etc.?
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 26

27. A well prepared scheme of work
A well prepared scheme of work should among other
things:-
 Give an overview of the total course content.
 Provide for a sequential listing of learning tasks.
 Show a relationship between content and support
materials.
 Provide a basis for: long range planning, training and
evaluation of the course.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 27

28. A well prepared scheme of work
A scheme of work can be made to cover one week,
one month, one term or even one year, depending
on the duration of a given programme. Most
programmes in our educational institutions take
between one and four years. Each year is divided
into 3 terms with each term lasting 3 months or 13
weeks. In such a case a scheme of work should be
made for each term (13 weeks). Ideally schemes of
work should be prepared before classes begin.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 28

29. IMPORTANT CONSIDERATIONS TO BE BORN IN MIND
WHEN PREPARING A SCHEME OF WORK
1. Understanding the syllabus.
 The classroom teacher may not necessarily be involved in
the initial stages of curriculum development, but (s)he is
expected to interpret the curriculum and implement it
correctly. This calls for a thorough understanding of the
syllabus and the content, in order to achieve the stated
objectives. The teacher is expected to act like a policeman
or a judge who is called upon to administer the law
though he did not make it. It is therefore very important
that the teacher be thoroughly conversant with the
curriculum in order to implement it successfully.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 29

30. 2. Preceding and succeeding syllabus content
 In most cases topics from the syllabus may not
be arranged in the order in which they are
supposed to be taught. Some topics will require
the knowledge of the previous ones while others
are quite independent. The teacher should not
only identify the essential learning content but
also arrange the content in logical teaching order
considering the proceeding and succeeding
syllabus content.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 30

31. 3. Syllabus contents of related subject:
 The mistake which many teachers make is to
scheme for their subject without considering the
contents of related subjects. This is very wrong
and should be highly discouraged. Quite often
the teaching of a given topic, in a given subject
may be impeded by lack of skills or knowledge
to be acquired in a different subject.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 31

32. 4. Existing scheme of work for the subject
 If a scheme of work is already available for the
subject, it would be a waste of effort and time
for the teacher to break new ground again. In
this case, the teacher can revise the existing
scheme to suit his/her students and to bring it up
to date.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 32

33. 5. Reference material and examination
 The teacher should be familiar with reference material
that is available for effective coverage of the topics in
the scheme of work. There is nothing more disturbing
than finding out that a topic that is already covered
could have been more interesting, enjoyable and even
better understood if certain materials or teaching aids
that are available in school had been utilized. The type
of examination the students are being prepared for
should bear in mind that some levels require more
revision time than others and therefore, scheme for
revision appropriately. 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 33

34. 6. Time estimation
 Although there are 13 weeks in one term, it is not
usually possible to use all these for effective teaching
for a variety of reasons. The number of effective
teaching periods varies according to both predictable
and unpredictable interruptions. Effective teaching
time must therefore be estimated before topics are
selected.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 34

35. Common interruptions in scheming
 The most common interruptions that are likely to
disrupt a scheme of work include:
 Public Holidays
 Examinations (should be schemed for) if they are
internal
 Revisions (should be schemed for)
 Open days
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 35

36. Common interruptions Cont.
 Sports days
 Planned school breaks e.g. mid-term break etc.
 The teacher should check with the administration
of the school before scheming. Although the
syllabuses framework may, in some cases, give
time estimation for each topic, these should be
taken as guidelines only. Finer adjustments need
to be made depending on the time available for
teaching.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 36

37. COMPONENTS OF A SCHEME OF WORK
 SCHOOL: Refers to the institution one is
working or teaching in.
 CLASS: Refers to the grade level in training id-
est. what class is one teaching?
 SUBJECT: This refers to the subject being
schemed which may be theory or practical. This
refers to a particular term within a
given year. Years may vary from organization to
organization depending on time of entry.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 37

38. COMPONENTS Cont.
 YEAR: Refers to the academic year
 TERM: Refers to the Term the scheme of work is to cover
 TEACHER’S NAME: Refers to the name of the
teacher.
 SUBJECT: This refers to the subject being schemed
which may be theory or practical. This refers to a
particular term within a given year. Years may vary
from organization to organization depending on time
of entry.
All the above should appear on top of the scheme of
works matrix/table 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 38

39. COMPONENTS Cont.
 DATE OF PREPARATION: Refers to the time the
scheme of work is completed. This should be before
instruction commences.
 DATE OF REVISION: Due to overlapping or
under planning experienced during instruction or
unforeseen interruptions, it is necessary to revise the
scheme of work in order to accommodate the
unexpected difficulties. This date should be
indicated in the space provided in the form.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 39

40. COMPONENTS Cont.
 WEEK: Most institutions are specific in time
allocation and each week should be spelt out in the
week column. The numeral representing the week
should be distinctly written centrally in the week
column.
 Weeks should be separated by a line running across
the page especially when the same scheme of work
form contains more than one week.
 NUMBER OF PERIODS: The subject may have
one, two or more periods in one week. Some periods
may be single, double or triple. 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 40

41. COMPONENTS Cont.
SYLLABUS TOPIC: The topics in the syllabus needs to
be rearranged in the order in which they are supposed to
be taught. This is because some topics are build up e.g.
before one learns to multiply he should have done
additions, etc. The syllabus topics should then follow that
order.
SUB-TOPIC: LESSON TITLES: This should be clear
and definite. The teacher should single out all the sub-
topics/lesson titles in a particular syllabus topic. He should
then estimate what sub topics/lesson titles will require a
single period, double period or triple period, and then
scheme accordingly.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 41

42. COMPONENTS Cont.
OBJECTIVES: Each sub-topic/lesson title should be
followed by an objective(s) which is meant to pinpoint the
anticipated learning behaviour of the learners.
 The specific nature of the sub-topic/lesson titles does
not permit broad objectives which might not be realized
by the end of that period.
 The objectives must be stated in such a manner that
there is a measurable aspect manifested by the end of
the lesson [SMART] 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 42

43. COMPONENTS Cont.
 E.g. 1: The lesson title Simple interest might have the
objective - “students should be able to calculate
simple interest on given principals using methods of
(a) direct production, and (b) simple interest formula”.
 E.g. 2: The lesson title conduction of heat in metals
might have the objective - “trainees will be able to
classify good and bad conductors of heat after
carrying out the experiment, described in the
worksheet 4”, etc.
 In setting cognitive objectives, Action/Doing verbs are
strictly used. While
 Attitudinal objectives are used strictly in Religious
Education.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 43

44. COMPONENTS Cont.
LEARNING ACTIVITIES/STRATEGIES:
 Observation and identification
 Question and answer
 Discussion
 Copying notes
 Explanation
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 44

45. COMPONENTS Cont.
RESOURCE MATERIALS: Teaching aids are usually
in the form of apparatus, equipment, materials and of
course the real thing [realia] if readily available and
appropriate.
 Resource materials for specific content coverage
used in scheming are necessary and should be noted
down with their relevant pages for ease in reference
during lesson planning. References include books,
handouts, worksheets, journals, reports, etc. It is
necessary for the teacher to indicate the books, their
authors and relevant pages. Teaching aids are an
integral part of an effective lesson. Aids that the
teacher intends to use should be indicated in the
scheme of work. 9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 45

46. COMPONENTS Cont.
REMARKS:
DATE WHEN TAUGHT
 The teacher should not indicate a teaching aid which will not
be available in class.
NOTES
 Most student teachers forget to include teaching aids in the
scheme of work.
 Remarks in the scheme of work should be made immediately
the lesson is over.
 The teacher is supposed to indicate whether what was planned
for the period has been covered, whether there was over
planning or failure of lesson and reasons for either case, etc..
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 46

47. REMARKS Cont.
 Remarks suggested are meant to help the teacher in
his consequent and future planning.
 Remarks such as “excellent” “done”, “OK”, “well
done”, “satisfactory”, “taught”, etc. might not be
very useful to the teacher.
 Such remarks as “the lesson was not very well done
because of inadequate teaching aids”, or “pupils
were able to apply concept learnt in solving
problems as evident from supervised practice”, etc.
are appropriate.
 After the remarks, it is necessary to write the date
when this lesson was taught.
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 47

48. Sample Scheme of Work
SCHOOL: ………………………………….………………CLASS: ………………….…………………………..…………………SUBJECT: ………………….………….…………..………..…
YEAR: …………………………………………………….......TERM: ……………………………..…………………………………………TEACHER’S NAME: ………………………………..………..…
WEEK PERIODS TOPIC SUB-TOPIC OBJECTIVES LEARNING
ACTIVITIES
RESOURCE
MATERIALS
COMME
NTS
1
1 Transport in
Plants
(transpiration)
 Definition of
transpiration
 Importance of
transpiration
 Ways of fighting
excessive water
loss by
transpiration
By the end of the lesson
the learners should be
able to:
 Define transpiration
 State the importance
of transpiration
 Describe ways by
which plants can
reduce excessive loss
of water through
transpiration
 Obser
vation
and
 identi
ficati
on
 Questi
on
and
 answe
r
 Discus
sion
 Copyi
ng
notes
 Expla
nation
 Text
book
s
 Note
s
 Som
e
com
mon
plant
leav
es
2 Transport in
Plants
(transpiration)
 Using a
photometer to
measure the
rate of
transpiration
By the end of the lesson
the learners should be
able to:
 Describe and perform
 Guide
d
discov
ery
 Practi
 Poto
mete
r
 Blue
coba
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 48

49. Sample Scheme of Work
SCHOOL: ………………………………….………………CLASS: ………………….………………………….…………SUBJECT: ………………….………….…………..………..…
YEAR: …………………………………………………….......TERM: ……………………………..…………………TEACHER’S NAME: ………………………………..………..…
SCHOOL: ………………………………….………………CLASS: ………………….…………………………..…………………SUBJECT:
………………….………….…………..………..…
YEAR:
…………………………………………………….......TERM:
……………………………..…………………………………………TEA
CHER’S NAME: ………………………………..………..…
WEEK PERIODS TOPIC SUB-TOPIC OBJECTIVES LEARNING
ACTIVITIES
RESOURCE
MATERIALS
REFERENCE COMMENTS
1
1 Transport in Plants
(transpiration)
 Definition of
transpiration
 Importance of
transpiration
 Ways of fighting
excessive water
loss by
transpiration
By the end of the lesson the
learners should be able to:
 Define transpiration
 State the importance
of transpiration
 Describe ways by
which plants can
reduce excessive loss
of water through
transpiration
 Observation
and
 identificatio
n
 Question
and
 answer
 Discussion
 Copying
notes
 Explanation
 Textbooks
 Notes
 Some
common
plant leaves

2 Transport in Plants
(transpiration)
 Using a
photometer to
measure the
rate of
transpiration
By the end of the lesson the
learners should be able to:
 Describe and perform
experiments to:
 Measure the rate of
transpiration in a leafy
short using a
potometer.
 Find if plants lose
water by transpiration
 Guided
discovery
 Practical
 Discussion
 Potometer
 Blue cobalt
chloride
paper
 Transparent
polythene
bags
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 49

50. THANK YOU!
9/23/2022
Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 50