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scheming and planning 111

Scheming and lesson planning are essential components of effective teaching, where scheming interprets the syllabus and organizes content over time, while lesson planning translates this scheme into specific classroom activities. The relationship between the two involves aligning aims, objectives, content, and teaching methods to enhance learning outcomes. Ultimately, effective teaching hinges on the teacher's ability to integrate these processes while considering the needs and interests of learners.

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100% found this document useful (1 vote)
344 views5 pages

scheming and planning 111

Scheming and lesson planning are essential components of effective teaching, where scheming interprets the syllabus and organizes content over time, while lesson planning translates this scheme into specific classroom activities. The relationship between the two involves aligning aims, objectives, content, and teaching methods to enhance learning outcomes. Ultimately, effective teaching hinges on the teacher's ability to integrate these processes while considering the needs and interests of learners.

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DISCUSS THE RELATIONSHIP BETWEEN SCHEMING AND LESSON PLANNING

Scheming and lesson planning are critical in the effectiveness of teaching and learning

processes. The drawing up process of learning experiences involves syllabus interpretation,

lesson planning and the actual lesson experiences. Scheming and lesson planning are a faster

way of planning learning experiences. The essay will establish the link between the scheming

and lesson planning in terms of aims, objectives, content, methods and educational media. In

order to establish order of sequencing in scheming and planning, one is influenced by, the

content, aims and objectives, teaching media, methodology. More details are explored as the

essay unfolds.

Oyedele (2013) point out that the scheme is document that interprets the syllabus and

systematically arranges the content to be covered over a specific period of time. It is a plan

that states exactly what learners should learn at school in a particular learning area .Doll

(2006) viewed that it is a major curriculum document which prescribes what government

would like to see taught in all schools, it is an outline of the experiences of what learners

should be cover in a specified period. Teachers are required to teach from the syllabus, and

therefore the scheme is derived from the syllabus (Gwarinda 2010). Examinations are set

from the syllabus. Therefore syllabus interpretation is the process of making sense of the

syllabus.

Minnet (2005) highlighted that Lesson planning refers to a plan of specific activities that are

done during the lesson in order to facilitate achievement of stated objectives. It is the

immediate translation of the scheme of work into action. According to Gwarinda (2010) a

lesson plan shows what the teacher is going to teach, for how many minutes, to whom, how

and why. It is a teacher’s detailed description of the course of instruction, a learning

trajectory for a lesson. It is developed by the teacher to guide class learning. It is the
teacher’s road map of what students need to learn and how it will be done effectively during

the class time. The plan is a lesson preparation based upon a scheme of work, showing what a

teacher is going to teach, to whom, why and the duration. It is the immediate translation of

the scheme of work into action (Gwarinda, 2010). It is a map of teaching with finer details. It

is a pre-teaching or rehearsal of how a teacher intends to teach a specific lesson. Therefore

form the explanation, a lesson is what the teacher does when with the learners and delivering

learning content. The lesson plans from the schemes are premised on developing the

objectives. Petty, (2004) define objectives as precise and measurable statements of intention

which portray observable behaviours achievable at the end of specific episodes of learning.

The daily lesson plan is, in turn, derived from the scheme of work. While it is a prescription,

any given syllabus is interpreted within a context. Variations in interpretation and

implementation are bound to occur. However, as much as possible, teachers should

endeavour to stick to the official syllabus when scheming and planning lessons.

A broad topic is to be provided usually as it is given in the syllabus together with the

subtopics which are derived from the broad topics. Gwarinda (2010) views a scheme of work

as a medium range plan, which is the teachers’ interpretation of the syllabus. There are some

ways in which one can establish one's order of teaching topics such as covering easiest topics

first or ordering the topics chronologically works easily on topics which involve historical

events and starting with the most relevant and helpful topics to the students. A scheme can

also be seen as a class syllabus for a term. Against this background one cannot teach form the

scheme because it is broad to an extent. Therefore planning becomes a relevant aspect of the

delivery of lessons. It can therefore be argued that lesson plans of the term cannot be

successfully drawn up without the scheming process first. The implication is that effective

teaching and learning with regards to concept development hinges on the ability of the

professional teacher to scheme and plan.


The objectives for the lesson are derived from the aims found in the schemes. The objectives

provides the teacher on the necessary activities to be applied in the teaching and learning

process. The teacher at times is expected to play the role of a facilitator whilst the pupils are

identifying or drawing as suggested by the objectives of the lesson. There is no way a teacher

can expect the pupils to master the skill of classifying objects according to their

characteristics whilst the teacher is lecturing. The implication from the explanation is that

objectives indirectly tells the teacher of ‘How’ the learners ought to achieve the intended

outcomes.

It is also important to note that the teaching methods in the schemes are selected by the

teachers to facilitate learning. The methods will be determined by the needs and interests of

the learners, (Gwarinda2010). The rationale behind the emphasis of learners centred methods

is to enhance learning. The children need to master control the environment through

participation. Teachers carry out formative assessment as teaching and learning progresses.

At the end of the term or year summative assessment are also done. The whole purpose

behind the planning is to enable evaluation, (Oyedele 2013). Teaching and learning will be a

waste of time unless what is taught is subjected to some form of assessment. Therefore,

relationship between scheme and lesson plan transcends to the assessment activities.

Developing teaching styles and competencies is an important aspect of teacher professional

development. In addition scheme indicates the methods the teacher will use when breaking

the scheme into lesson plans. It is expected therefore that the methods be learner centered.

Choosing methods that relate to the child’s current interests is always a safe, since it helps

fuel an existing interest in the child. Minnett (2005) points out those leaner centered methods

enable learners to find out about themselves and the world. The needs and interests of the

learners are considered in the scheming and planning of the teaching approaches the teacher

intends to use in the actual lessons. Therefore the scheming and planning processes serves as
projections of how the learners intend to be served by the teacher. Gender and multicultural

aspects are all factors that relate to the needs and interests of the learners. Therefore the

methodology of the teacher is expected to consider inclusivity in education since inclusion

has been part of teacher professionalism of late.

The Schemes contain the aims of the syllabus which are long term. They are supposed to be

achieved at the end of the course. On the other hand lesson plans indicate objectives that are

broken down from the schemes of work. Therefore the teacher preparing a scheme expected

to take into account the level of abilities of the learners, (Mwamwenda 2010). The cognitive

abilities of the learners are considered according to the performance of the learners. The

previous assessment procedures and evaluations are used to determine the level of

competence of the learners. This avoids wastage of time and resources.

According to (Decker and Decker, 2001) teaching without media is a handicapping. It is

therefore important to seriously consider the media the professional teacher would use before

deciding on any resources to be used. Professional teachers do not buy schemes of work they

scheme and plan. This explains why commercialized schemes of work have been criticized

by the ministry. School based schemes are more favored because they indicate resources that

are found within the school in question. Teachers need resources to produce teaching aids and

to differentiate instruction.

In conclusion there is linear relationship between the national syllabus, teaching and

assessment. Each of the components is related in many ways with the national syllabus being

the source of all the activities that are expected to be happening in schools. The context

behind syllabus interpretation is to enhance teaching and learning. Teaching and learning can

be argued to be effective through the adoption of assessment as a fact gathering activity. The

class syllabus will also be in line with national aspirations.


REFERENCES:

Doll, R. (2006) Curriculum Improvement: Decision making and process. Longman, London.

Farrant, J.S, (2000) Principles and Practice of Education. Longman, London.

Gwarinda, T.C (2010). The Practice of Teaching. College Press, Harare.

Hohnman, M. and Weikart, D. (2002) Educating Young Learners, Highscope Educational

Research Foundation.

Mwamwenda, T.S, (2010) Educational Psychology: An African Perspective.

Butterworths Pretoria.

Oyedele, V.I, (2013) Curriculum Development. Africa University Press, Mutare.

Minnett, P. (2005) Child care and Development. London, Arnold.

Mwamwenda, (2010) Educational Psychology: An Africa Perspective. Butterworths, Pretoria.

Petty, (2004).Teaching Today: A Practical Guide. Cheltenham, Stanley Thornes.

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