Home Uncategorized New Curriculum: schemes of work

New Curriculum: schemes of work


The new curriculum has changed, so does the proffesional documents. As a teacher, i would like to explain one of the proffessional document known as a scheme of work.

This is a teacher’s plan of work from the syllabus showing what is to be covered within a specific period of time. Below is a sample of scheme of work for ECDE.

Purpose of scheme of work

  • It helps to plan on presentation of activities.
  • Help the teacher to rearrange and group the related activities together to limit repetition and save time.
  • Helps the teacher to develop logical presentation of the lesson plan.

Components of a scheme of work:

  1. Administrative Details

This includes the name of the school, term, year, the grade and the learning area

  1. Duration

It includes the number of weeks of the entire term

It includes the week and lesson numbers column

  1. Strand

It is a broad content or topic or unit to be covered

e.g of stands in social:

  1. Social Enviroment
  2. Health Practices

The strands should be obtained from the curriculum design

  1. Sub strand

This is the broken down part that forms the entire unit or content to be covered

It is broken down from the strand


StrandSub strand
Social EnvironmentMyself

Our school

Our Home

  1. Specific Learning Outcomes

This refers to the main aims or purpose of what the teacher intends to achieve at the end of the term

They are usually 2 or three outcomes at the end of every lesson

They should be: SMART

  1. Specific
  2. Measurable
  3. Achievable
  4. Realistic
  5. Timebond

When formulating outcomes, ensure you formulate the knowledge, skills and attitude outcomes.

Knowledge outcomes starts with words like: name, list, mention

Skill outcomes has to do with doing activities/action verbs like: draw, dramatize, colour

Attitude out comes has to do with feelings: appreciate, love,

Examples of outcomes:

Strand: social environment sub strand: myself

By the end of the sub strand learners should be able to:

  1. Name their body parts (knowledge)
  2. Draw parts of their body (skill)
  3. Appreciate their body ( attitude)
  4. Key inquiry questions

This are provocative questions formulated by the teacher to help learners to think creative information

Characteristics of key inquiry questions

  1. They have more than one answer
  2. They have a deep meaning, they make learners think a lot
  3. They give a lot of information
  4. It is hard to answer to make learning meaningful
  5. They do not have a YES/NO answer
  6. They take time to figure out
  7. They contain exciting words that make learners to think to get an answer

They begin mostly with: who? Why? What? Which? How? When? Where?

What is your name?

Where did your name come from?

  1. Learning experiences

This are activities that a teacher or a learner carries out to guide in acquisition of knowledge or skills

e.g  learners tell their names, learners write their names

  1. learning resources

This are materials used to facilitate learning e.g Charts, flashcards


This are ways in which a teacher tests the children’s knowledge to know if the children understood the strand or sub strand e.g observation, oral interviews

  1. remarks/ reflection

This indicate how the strand was taught


Sample of an Environmental scheme of work


School name: 
Learning AreaEnvironmental Activities




 11SOCIAL ENVIRONMENTMYSELFBy the end of the sub strand the learners should be able to:


a)      Name parts of their body

b)      Draw parts of their body hands

c)      Appreciate parts of their body


1.      How many parts of the body do you have:

2.      where are the body parts found?

3.      Why do we ha body parts?

Learners to sing a song of their boy parts

Learners to draw parts of their body

The teacher together with learners to point as they name parts of the body

Chart on parts of the body


Realia: their body parts








Oral interview

















The strand was well taught, fifteen leaners understood the sub strand, and however there is need for remedial for the five who did not understand by involving them in projects.






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