scheme of work for adult education

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Schemes of Work and Lesson Plans

Due to the variety of courses City Lit offers, most departments do not have a standard format for lesson plans and schemes of work.

Below you will find different formats and examples of each. Click on the links below to download a template that suits you or adapt it to your needs, checking with your manager that it is appropriate for your subject.

Schemes of Work

Examples of schemes of work.

Example Scheme of Work 1 - Drawing - Concise 1 Example Scheme of Work 2 - Drama - Concise 2 Example Scheme of Work 3 - Yoga - Detailed Example scheme of Work 4 - Drawing- Annotated Example Scheme of Work 5 - Humanities - Concise 3

Schemes of work templates

Some of these documents are currently on a Google Drive. You will need to download your own copy to your computer or your own Google Drive before you are able to edit the templates.

Scheme of Work template 1 - Concise 1 Scheme of Work template 2 - Concise 2 Scheme of Work template 3 - Detailed

Lesson Plans

Examples of lesson plans.

Example lesson plan 1 - Drawing - Concise Example lesson plan 2 Yoga - Detailed

Lesson plan templates

Lesson Plan template 1 - Concise Lesson Plan template 2 - Detailed Lesson Plan template 3 - Detailed

Planning terminology

Lesson Planning Terms for Methods and Approaches

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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

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How to avoid the pitfalls of curriculum development

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Adam Boxer hands out four golden nuggets to help you build an effective scheme of work 

Source: © Oivind Hovland/Ikon Images

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.

More from Adam Boxer

Why I don’t use video to explain chemistry concepts

How to ensure students listen intently

Managing behaviour beyond the classroom

• Curriculum evaluation and design
• Scheme of work
• School leadership and management

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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 477,948 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

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

• “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

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

• 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

• 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.

• 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.

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Thanks for reading our article! If you’d like to learn more about teaching, check out our in-depth interview with Courtney Copriviza .

• ↑ 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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10 tips to write a top scheme of work

Writing a scheme of work is a important business for any English department, but it is not an easy task. I often hear the phrase ‘scheme of work’ used interchangeably with ‘unit of work’, but these are two very different stages of planning . In this article, we explore schemes of work from the ground up: what is a scheme of work, who should design it, what should be included and ten tips to write a top scheme of work that is successful long term.

What is the difference between a scheme of work, a unit of work and a lesson plan?

A scheme of work is a macro-plan: it is the broad, big picture planning of the curriculum across a long-term period, usually one academic year or one key stage. A unit of work is a meso-plan: it is a medium-term plan which sequences the content, skills and activities used to teach one particular topic for a shorter period of time, perhaps as little as one week or as long as one term. A lesson plan is a micro-plan: it is a short-term, highly specific outline of the sequence of teacher and pupil activities, learning intentions and resources used for learning within one individual lesson (i.e. a 35 minute lesson, or a one hour lesson).

This model of curriculum planning is like Russian dolls in that it is a plan within a plan within a plan! In other words, a scheme of work contains multiple units of work, and a unit of work includes multiple lesson plans. 

Let’s explore these ideas in greater detail. Understanding these big terms, and having your planning clear and in place, sets you up with an intentional strategy for teaching and supports all teachers within your department. This article will begin with a detailed consideration of a scheme of work, then move on to a unit of work. Click here to read more about what a lesson plan should include.

What is a scheme of work?

A scheme of work is the big picture curriculum plan for your class across the academic year or indeed the whole key stage. It will include all of the units of work to be covered across the scheme. A scheme of work will look at the large building blocks, for example what is taught, when it is taught and how many weeks are allocated to that topic.

It should include summative assessment opportunities, for example a Christmas examination week, end of year examinations, reporting deadlines, etc. It should include holidays too, to allow clear guidance on time scales for covering each unit.

Who designs a scheme of work?

The scheme of work is best designed by the Head of Department, in collaboration with other teachers within the department.  

There are strategic issues to consider, for example whether all classes in a year group will study the same text at the same time, or whether these units will be taught on a rotation. For example, where copies of texts are in short supply and the budget doesn’t stretch, it may be best to rotate units of work within the scheme to avoid purchasing more copies. How does this decision feed into assessment opportunities if classes have not all complete the same texts at the end of a term? If a unit of work is to be updated or changed, it is helpful to see how it fits into the bigger picture of the curriculum plan. Is there a gap in the experience of language or literature, content, themes, genres, time periods, etc. Are there enough female writers or black writers or local writers being studied?

Another issue to discuss at department level is how much freedom and flexibility there is for an individual teacher to vary the units taught within the scheme: if a Shakespeare play is studied by a class in the summer term, can one teacher choose Macbeth while another teaches Romeo and Juliet? There is no right answer here, but the important thing is to ensure there is strategic leadership so that a Year 8 class does not study Macbeth again in Year 10! A scheme of work that is followed consistently, year on year, ensures there is no accidental repetition. “Miss, we did this last year” is a phrase you don’t want to get caught out with!

Many schools will require schemes of work to be submitted to the senior leadership as part of whole school planning and quality control. With this in mind, it is best to see schemes of work as strategic documents for the school rather than the job of one individual classroom teacher. While each teacher will have a unique style of teaching and lesson planning, it is important to ensure all students, regardless of which teacher they got, have a comparable experience of English at the school. If students end up moving from one class to another (for example, for pastoral reasons), will they be able to pick up in the new class where they left off in the old class?

What should be included in a Key Stage 3 English scheme of work?

As an English teacher, I want to ensure all of the statutory and non-statutory elements are planned strategically. In Northern Ireland, we have a  Big Picture document  to help you to see how English fits into the wider curriculum. In addition, there is guidance on  statutory elements to be taught in English and Media Education . There are examples of units of work that you might want to include in your wider scheme of work, such as this  novel quest on the novel Bog Child by Siobhan Dowd . Here are some of the elements I want to include when I create or tweak a scheme of work:

• A balance of experiences of poetry, prose and drama in each school year
• A balance of genres, texts from different cultures and time periods, and diversity in the authors studied
• At least one Shakespeare text, but ideally more
• A balance of fiction and non-fiction texts
• Media education
• Drama skills (drama is not taught as a discrete subject in my school, but this may not be relevant if your school allocates specific lessons to drama with a specialist teacher)
• Grammar, punctuation, spelling and sentence structure skills
• Thinking skills and personal capabilities

This list is not exhaustive, but it does provide a starting point to decide whether your Year 8 scheme, or your KS3 scheme, is covering the skills and content that you are happy with.

10 tips to write a top scheme of work:

1. involve all members of your department in designing and writing the scheme of work.

By taking a collaborative approach, you are better able to play to the strengths of your teachers, as harness their enthusiasm in the curriculum.

2. Take stock of what your department already has at hand

Unless you are starting a brand new school or department, it is highly likely that you are planning or adapting an existing scheme of work. To throw the whole thing away and start anew might seem like refreshing and positive action, but in reality, it is much too demanding on time and resources. If you can keep a core set of units of work in place, you are more likely to succeed in making improvements to the other units, creating a better scheme of work overall. In addition, with the squeeze on school budgets and the ever increasing cost of living and cost of resources, buy new texts for all parts of your scheme is likely to be too expensive. Keeping parts of your scheme of work as a structure allows you to focus in on refining the other parts. You can always continue to make changes to other parts of the scheme in future years. Rome wasn’t built in a day!

3. Research and work collaboratively with teachers and leaders from others schools, both locally and across the UK

Both sharing your own, and gleaning from others, the ideas, resources and strategies is important in ensuring your department is staying relevant, inclusive and innovative. Professional development cannot happen in a silo; working alongside others outside of your own school context can give fresh focus and new ideas to enrich your own work.

4. Look for opportunities for cross-curricular links

Could the English department plan a scheme of work to coincide with the History department’s to plan for shared learning opportunities? If Private Peaceful could be taught in Year 9 English at the same time as the History department taught World War One, just think of the enriching experience and depth of knowledge your students would gain. English lends itself to shared learning with some many different departments, the opportunities are endless: just think of the range of topics we read about when we read non-fiction and media texts. There are infinite creative writing opportunities which could pick up on big topics from History, Geography or Religious Education. Using ICT is another obvious area for mutually beneficial overlaps in learning experiences. I am getting excited … just imagine what could be possible if we worked together for the benefit of our students’ learning. 

5. Create progression within your scheme

Aim to step the learning challenge across the school year and across the key stage, for example increasing the complexity of poems from Year 8 through to Year 10, increasing the level of challenge in grammar skills, etc. Ideally, there your scheme of work is fixed for several years before any further big changes to allow you to monitor the students progress through effective use of data and outcomes. A group of students who start your KS3 scheme of work in year 8 can be monitored and tracked across the three years to see how the scheme supports their learning. After a three year cycle, you can make changes to the sequence and content, remembering that small changes can make a big difference.

There are resources to help you on your curriculum website. In Northern Ireland, there are documents to support your tracking and mapping of skills. For example, these  Ready Reckoners  are excellent resources to support skill development, and these  Communication Levels of Progression  support classroom teachers in monitoring progress and including specific skills in learning intentions.

6. Plan a rich and diverse range of texts, topics and authors

How many of your texts are written by women? How many are written by local writers, and how many are by writers from other cultures? Do your learners experience a range of historical and geographical contexts? How many of your texts are positive and uplifting compared to dark and tragic? Do your texts explore a range of human experiences and teach valuable lessons in regard to topics such as diversity, inclusion, mental health, moral values, etc? By the way, there is no correct ratio or formula. The main purpose of asking these questions is to encourage intentionality rather than feel that there is a ‘right’ list of texts to cover.

7. Map out the skills taught across the scheme of work

This is a huge goal to work towards, and it is not necessarily possible to achieve in initial planning, and may even be the work of several years. However, mapping skills to ensure there are no gaps, no accidental repetitions and a clear sense of progression will create a scheme which very clearly builds towards a robust and effective scheme in which students complete a coherent course to prepare them for their next step, and in which teachers feel confident of prior learning. When I talk about mapping skills, there are so many skills which we can refer to: these skills might be grammar or punctuation skills, language devices, reading skills, skills in relation to problem solving, working with others, ICT, drama, etc … there are many skills to map and many many opportunities to teach them! Without a coherent plan, some classes may miss out, some classes may feel frustrated by repetitions and some teachers may feel overwhelmed by the long list of skills they want to cover in too short a time period. Map these out across the scheme to ensure you know what has been taught and when. Try using different colours to help you to visualise the skill area on your unit to help you visualise the organisation of these skills across each unit. Cautionary note: just because a skill has been taught, that does not necessarily mean that it shouldn’t be revisited later in the scheme, or repeated year after year but again, be intentional with prior learning and planning for progression.

8. Align the skills taught to the assessment opportunities

When planning an examination or assessment task, ensure that all students have been specifically taught the skills they need to succeed in this particular assessment in the unit(s) of work that precede the assessment. English, which is a particular skill-heavy subject, is more like to text skills than knowledge. This means that our assessments should assess the skills that have been taught and practised in the term leading up to that assessment.

9. Ensure your scheme of work is a 'working document' rather than set in stone

I know that it will take blood, sweat and tears to create a ‘perfect’ scheme; you will feel delighted with it when it is complete. And I also know that you will be devastated and frustrated when you are asked by SLT to revise it, or add to it, or remove from it. Don’t they know what a masterpiece it is? But if you have been in education for longer than a week, you will know that nothing is ever finished. There is always something new to include, more to add to the workload of teachers, and more ways that we can enrich learning experiences for our students. Add careers education to every unit of work across the key stage/add opportunities for thinking skills/create knowledge organisers/homework schedules/word banks for all topics, etc. When you see your scheme as live and changeable, you are able to make changes without breaking your heart. 

Of course, I have mentioned above that you should allow time for your scheme to settle – if it is a three year scheme, allow three years to assess its success. If a one year scheme, allow one year to monitor progress, or two or three to track the data. But roll with the punches too – if something is not working, or SLT have requested additions, you need to be flexible to make these inclusions and to make changes as you see fit.

10. Seek feedback on your scheme, review it regularly and don't be afraid to make changes

Teachers are reflective practitioners, and reflection requires feedback. This feedback can be through self assessment, peer assessment and feedback from your line managers or leadership team. Sometimes, a fresh pair of eyes can see what you cannot. You can also seek feedback from students: what topics did they enjoy most, learn most from, feel supported their progress, find challenging, need more support with, etc.

If you found this helpful, take a look at some recent posts on  differentiation  and on getting students to think. And if you would like a free weekly printable planner, check out this resource page .

As always, I’d love to know your thoughts – how do you go about planning your scheme of work? Do you map skills across the key stage? Do you have any questions? Leave me a comment below, or use the  contact form  to get in touch.

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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.

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How to plan an effective scheme of work

By Mark Richards,

24 Jan 2020

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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.

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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Level 2 esol scheme of work 35 weeks.

This is a comprehensive 35 week Scheme of Work for Level 2 ESOL learners covering speaking and listening, reading and writing. Fully referenced to the adult ESOL curriculum. Each session could cover 2 hours or be adapted for shorter or longer sessions.

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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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Scheme of Work (SOW) Template

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6 February 2021

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A blank scheme of work template on Microsoft Word.

It contains a cover page with Ofsted compliant sections on Curriculum Intent as well as a lesson-by-lesson scheme of work containing:

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