a) The teachers’ scheme of work is their plan of action which enables them to organise

teaching and learning activities ahead of time. The scheme of work is also a basis on which
the teacher considers appropriate and adequate for the class to cover within a given period
of time, usually per term until the end of each course, as the time frame id dependent on
the duration of each given course.

It has an ability to:

Cover or give an overview of the total course content and make it easier for the teacher to interpret
the National syllabus.
Provide a sequential listing of learning tasks so as to provides convenience to the tutor in handling
those tasks.
Show a relationship between content and support material due to its clear presentation as well as
its allocation of topics to be covered against the source of material.
Provide a basis for long range planning, training and evaluation of the course because of its clear
content of tasks to be done.
Guard the teacher instructor against poor time management and remain focused on set objectives
efficiently.
Motivate the teacher because of its set objectives versus a given time frame.
Minimise disruptions that may arise from the teacher or learner’s change of school, for example
when a learner transfers to another school a scheme of work can be taken as a point of reference
by the new tutor for the learner’s benefit

b) There are several considerations to taken when preparing for a scheme of work. These
considerations include, fully understanding the syllabus, knowing the preceding and
succeeding syllabi, knowledge of reference material and examinations, understanding the
syllabus content of related subjects, to name but a few.

To begin with, a teacher should know and fully understand the syllabus before preparing a scheme
of work. In the Zimbabwean context, there is a National Syllabus, and a set curriculum which is
given to all the schools by the Ministry of Primary and Secondary education, in Collaboration with
Examination bodies. This syllabus has to be fully known and understood by the teacher so that
he/she will be able to know how to prepare a scheme of work. Together with the School Syllabus,
the National Syllabus knowledge, should be fully interpreted by the teacher. After interpreting the
curriculum at all stages, and understanding the syllabus thoroughly, clearly noting its objectives,
the teacher will then act as a steward, who sees to it that he/she plans for a scheme of work to be
used in the learning and teaching process. Failure to interpret the syllabus and knowing it thereof,
will deliberately lead to the delivery of irrelevant content to learners which may result in failures
to meet the set objectives of the Examination bodies.

Secondly, the instructor should know the preceding and succeeding syllabi fully, before preparing
a scheme of work. Many topics have linkages in their delivery. This implies that one cannot deliver
certain topic before teaching his/her learner a certain concept, for example Directed Numbers to
be mastered before tackling Algebraic manipulations. As a result, in preparation for a scheme of
work, the allocation and slotting of lessons should be done, with special consideration of which
topic or concept is to be covered first. Failure to re-arrange topics in sequential order is notably a
serious problem because it seriously leads to wastage of time during delivery of lessons. For
example, once a teacher discovers that in a lesson, the learners are failing to understand a certain
concept because its preceding principles were not delivered, he/she is forced to stop, go back to
the former and deliver it, thereby causing more confusion and burdens.

The knowledge of the content of related subjects is to be equipped before designing a scheme of
work. Most subject areas for instance, Mathematics and Physics, Economics and Business Studies,
do have some concepts which are commonly covered between them. The teacher in this case has
an obligation to know the degree to which certain concepts were covered and delivered to the
learners by their peers. Since repetition of manipulating the same ideas over and over again result
in monotony and boredom, the teacher must allocate a shorter time frame for delivering those
concepts in order to motivate the learners. Instead those time slots should be allocated for some
Revision and learner assessment facilities. This helps in saving time and enhancing knowledge
and skills development opportunities for the learners. Failure to consider the interlinkages of
subject combinations in the curriculum will surely compromise the teaching and learning process
if unchecked. Therefore, knowing of how different subject areas are related is a major
consideration before making a scheme of work.

The teacher is also expected to consider the reference material for aiding the teaching and learning
process, as well as the nature of examinations in each subject area, taking into account time
estimations. Instructors are expected to familiarise themselves with material to be used in the
teaching and learning process, like textbooks, media, teaching methods, among an endless list,
which are needed. In the teaching and learning process, serious consideration ought to be given to
assessment of children performances, evaluation of progress, objectives, revision exercises,
disruptions to learning for instance, sporting trips, public holidays, among several components
which helps in meeting the overall objectives and aims of the Syllabus. Some topics require more
time allocation than others, for instance Geometrical Transformation as compared to Vectors. This
simply means than when preparing for a scheme of work, more time is to be allocated to the former,
than the later. Failure to know how to use time wisely, recommend relevant media and source of
material will cause many challenges in the learning and teaching process.

d) There is a greater need for evaluation of the scheme of work since it is teacher-centred and is
also used as a guide in the teaching and learning process. The foci of evaluation on the scheme of
work is one the following areas, the level or magnitude of the scheming level (issues of under
scheming or over scheming), time management, achievement of weekly aims versus the set aims,
to name a few.

Firstly, the student teacher has to check closely on the curriculum content and determine closely
the amount of time that may needed for the lessons delivery. In the event that the time that was
allocated, that is the work which was intended to be covered per week has been successfully
covered, then the scheming thereof was a success. If some concepts were not covered because of
over scheming then there was poor time management, because at the end of the week, learners
should always have learned what was intended for them to.

There should also be focus on the general attitudes of learners over the lessons, and individual
attributes, behaviours, independence and autonomy, among other elements in order to determine
how to make adjustments on your next scheme. Failure to focus on this area will obviously
contribute to demotivation of some leaners who may have been affected by the pressure in the too
much work load (in the case of slow learners), little challenging work (in the context of more
talented learners), for example.

Weekly aims are also a focal point on the scheme of work. At the beginning of each week, the
instructor list and define some specific aims to be achieved mostly by the learners at the week’s
end. As a result, the teacher has to check and evaluate whether these were attained. In the event
that they were achieved then the scheming process was a success. In the event that they were
achieved the teacher should make amendments and adjustments because the scheming process was
unrealistic, in the context of weekly aims.

Link between the lessons of the week should also be a point of evaluation. The teacher should
always check whether there was some logical sequence between the delivery of lessons and
concepts to the learners. Failure to do this will deliberately lead to many disruptions and confusion
to the learners who will find it difficult to understand where they are, where they are coming from
and where they are going in their academic course.

Another focus area to look at on evaluation is on the general progress of the learners at the end of
each week. At the beginning of each and every week, learners come with different expectations,
challenges and mental states, which may affect the progress of the work during the week. As a
result, the teacher should always check on the academic progress of the lessons of the week by
observing the scores of learners on the Revision tests in order to know how to make improvements
on the scheming process.

This clearly shows that evaluation of schemes of work is useful since it focuses on significant
aspects which are vital for the general lesson delivery as the teaching and learning process is being
undertaken continuously.
 References

Brookfield, S.D., &Preskill, S. (1999). Discussion as a Way of Teaching: Tools and Techniques

Channon, Smith, Head, Macrae (2003) New General Mathematics; Book 1, Longman, Harare.

Cohen, Manion, Morrison& Wyse (2010) A Guide to Teaching Practice: Fifth Edition,
Routledge, London & N.Y.

Gibbs G, Habeshaw S et al (1995) 53 Interesting things to do in your lectures (TES)

Jaques, D. (2000). Learning in Groups: A Handbook for Improving Group Work, 3rd ed.
London: Kogan Page

Lewis J.S (1997) Focus of Mathematics Book 1, Longman, Harare

McShane, Dalene (1998) Presenting Information Visually (EIC) Guide

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