WEEK 16 Syll Study Scheme of Work.ppt

7/27/2019 WEEK 16 Syll Study Scheme of Work.ppt

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WEEK 16

SYLLABUS STUDYSCHEME OF WORK


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What Is Scheme of Work

A scheme of work is a plan thatindicates what will be taught for thesemester/year and in what order it

will be taught.

Objectives set out in the syllabus foreach school year form the basis for

the scheme of work for the year.


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Who Plans the Scheme of Work

It is good for all the teachers who teach aparticular class to work together on thescheme of work for the year.

There are many reasons for this such as;

monthly tests and school exams make itnecessary for teachers to synchronizewhat is taught and the order in which it istaught.


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......Who Plans the Scheme of Work

All the teachers perceptions on thesyllabus items become known toeveryone and this enriches the teachers.

Teaching resources, especially audio-visual aids can be shared.


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Factors To Be Considered In

Planning A Scheme of Work

A syllabus is just a list of items to becovered.

It does not specify the amount oftime to be spent on each item, inwhat order the items need to betaught and so on.

These are decisions that the teachersteaching the subject need to make.


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........Factors To Be Considered In


Planning the scheme of work wouldinvolve taking into account;

The amount of time available perlesson/ per week/ per semester

What items need to be covered, howimportant each item is for the pupils,how long it will take to achieve the levelof mastery


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How the items can be graded,sequenced and combined.

How recycling, reinforcement andenrichment can be incorporated into thescheme of work for the year.

How to achieve a good balance andintegration of the four skills


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1.Amount of Time Available

In calculating the amount of timeavailable, a teacher should consider:

Actual class contact time provided forby the Ministry of Education (MOE).

By how many hours learning time canbe extended through homework,extended reading and project work (ifany suggested)


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2. What Items Need To Be Covered The syllabus spells out what need to be taught in any

one year.

Syllabus is stated/written in a very general way.

Therefore, syllabus need to be interpreted. For example; the KBSR syllabus does not specify the

Present Tense. The syllabus presents it implicitly inthe form of sentence patterns to be covered in theteaching of certain units that come with the KBSR

syllabus and the Huraian Sukatan Pelajaran (HSP) Therefore a teacher needs to recognize the pattern

behind the sample sentences in order to generateother sentences to help pupils perceive rules or

internalize knowledge of appropriate use.


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3. Grading and Sequencing

A number of criteria need to be kept inmind when making decisions regardinggrading and sequencing:

Level of relative learning difficulty.

- this refers to the items specified in thesyllabus

- easier items must be taught before

more difficult ones


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3. Grading and Sequencing Nature of skill to be taught

- Pronunciation & grammar require very

systematic, step-to-step teaching.- The productive skills of speaking and writingneed to be more carefully controlled than thereceptive skills of reading and listening

Possible timing of items

- should be appropriate according to thestudents and schools calendar of events.


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Effect on Motivation to Learn- Should be appropriate according tothe level of students

Coherence Within Units of Learning- There should be a logical andnatural development in the teaching-learning process.

- The earlier units should prepare forthe later ones


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4. Providing for Recycling, Reinforcement andEnrichment In deciding which items need recycling,

reinforcement and enrichment, a few issuesneed to be emphasized;- why recycling is important. Eg: to

deepen students understanding ofappropriate contexts of use of for

different linguistic forms, etc- the importance of the item/ skill- how much repetition is required for the skill

to be well-learnt

- the level of proficiency of the pupils


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5. Balance There are some important issues that need to

be emphasized in achieving balance:

- whether the emphasis and time

allocated to an item reflects its

importance in the learning process and

usefulness to students

- whether the 4 language skills L,S,R&Ware given balanced treatment

- whether grammar and vocabulary have been

given appropriate attention


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Planning A Scheme of Work6. Integration Is particularly important in the communicative

approach for a number of reasons:- real communication involves using more thanone skill eg: S & L most frequently occur ininteractive situation- integration of language with interests of stdsand needs

- variety of input and output in the learningprocess improves comprehension andretention- Voc and grammar are best learnt in contexts

integrated with skills like W & S


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Suggested Procedure For Drawing

Up Scheme of Work For the YearStep 1

Use the syllabus, the textbooks and workbooks and theguidelines given to break the syllabus into a number ofthemes and topics

Step 2Use the inventory of skills, grammar items andprescribed vocabulary to decide which items/skillsshould go with each theme and topic

Step 3Decide on an appropriate sequence for presenting thethemes

Step 4

Decide on the amount of time you can usefully spendon each theme and topic.


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Sample Scheme of Work

(Refer to the Scheme of Work that youhave compiled during the SBE.)

You may wish to plan a general schemeof work which merely specifies thethemes in the order in which they will becovered and when.

You may also wish to work out a moredetailed scheme that allows you to checkfor balance and integration of skills.


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Procedures For Developing a Scheme of

Work For an Integrated Unit

Identify the broad topic Identify sub-topics within it.

Think of what ss do when listening to, speaking about,reading or writing about the topic

Think of what language (vocabulary and structures) ssneed to do activities

Decide what language ss would already know. Checksyllabus for previous years.

Check amount of time available and decide how much

can be taught and what would be most useful for ss atthis stage of their development.

Think of interesting tasks that ss can do that will allowthem to learn the target skills and language items.

Work out in detail how the skills can be integrated.


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THE END

WEEK 16 Syll Study Scheme of Work.ppt

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