Here at EdPlace, we know the decision to home educate is not always an easy one to make and that there are many pros and cons to homeschooling your child. The need to create your own scheme of work for many is both a blessing and a curse. Deciding and planning what and how you will teach your child throughout the year can be a daunting undertaking leaving you feeling overwhelmed and a bit lost. We've put together, with the help of our talented pool of experienced teachers, a simple guide to help you tackle your first big challenge as a homeschooling parent — that of planning what you will teach your child.
A scheme of work, in short, is an overview or a long-term plan for what you aim to teach in a particular subject across a term or an academic year. Typically, a schoolteacher will need to put in place a scheme of work for each subject they will be teaching. There are as many different reasons for homeschooling as there are parents and so deciding what goes into a scheme of work for your child will differ massively from family to family.
There is no right or wrong way to go about things and that freedom is one of the beauties of a home education. However, many parents choose to follow the National Curriculum as a guideline for what to teach. There are many advantages to taking this approach. Another advantage of following the National Curriculum is that teaching and learning resources are easy to come by. A quick Google search for the National Curriculum is a brilliant place to start.
If there is time ask groups to swap sentences and decide if the sentences of the other group are true or false. Find a listening text with a lot of factual or number based little or no support information.
Write out key sentences from the text with this key specific information information missing. Write the missing words onto large cards.
Give the pupils a title for the text. Ask them to predict what the simple longer texts text might be about. Tell them to listen to the text and see if their predictions are topics. Put the large cards around the walls. If pupils can see the cards easily, give them the gapped text you prepared and tell them they need to complete the missing information by filling in the information from the cards.
Tell the pupils to compare their answers in pairs then check with the whole class. If it is difficult for pupils to see the cards, begin by telling the pupils to work in pairs — one writer and one runner. Give them a time limit of minutes. Tell the pupils to whisper which will help keep noise levels low. Pupils can then use the dictated words to listen and complete the gaps.
Use a voice recorder to record a set of instructions. Write the instructions out so they are a copy of what you classroom recorded.
Mix the order of the instructions up and put them onto a worksheet or a slide. Tell the pupils to read through the list of instructions. Put them in pairs and tell them to try and work out the correct order.
Tell them to listen carefully to the audio and note the correct order. Play the audio while the pupils put the instructions into the correct order. Tell pupils to listen carefully and do what you ask them.
Before you start, draw a classroom grid on the board with 9 squares: 3 squares across by 3 squares instructions. Pre-teach the necessary words, e.
Give pupils a set of instructions to follow: Draw a grid on your paper. It has 9 squares. Look at the example on the board. Now draw your friend or someone in your family in one square. Draw a hobby you like in a different square. Draw a place you like in a different square. Draw your favourite food in a different square.
Draw your favourite sport in a different square. Draw your favourite singer in a different square. Draw a picture of you in a different square.
Draw a famous place in a different square. Draw your favourite animal in the last square. Pause after each one to give time for pupils to draw. Model asking and answering questions: e. Is that you? Is that your favourite singer? Is that your friend? Pupils work in pairs asking and answering questions.
If there is time put the pairs together in groups of four. Ask the pupils to tell each other about their partner. He likes football. His favourite place is the park.
Draw some pictures that symbolise instructions on the board sequences of using simple images — or find appropriate images online and stick classroom them to the board. Examples: someone opening a book; mobile instructions. Ask the pupils to work in pairs. Tell them to try and understand the classroom rules related to the pictures. Elicit their ideas e.
Ask the pairs of pupils to copy the images onto pieces of paper. Tell them you will read some instructions and when they hear the instruction related to the picture they should hold it up. Read a set of instructions based around the pictures you have given them. Hello class. Today we are going to do some reading. Now open your books at page 10 please [pupils hold up picture].
You can continue with instructions such as answer the questions; now turn to page 15; write down notes etc. Repeat step 6 if necessary. Now ask pupils to practise giving instructions to each other. One of the pair says the instructions while the other pupil indicates the pictures then they swap roles.
Find a listening text and listen yourself in advance. Create 10 questions about the text and their answers. Pick 5 key words from the text and write them on the board. Ask the pupils to predict the topic of the listening from the key words. Play the audio and ask them to listen and see if they are correct. Let pupils check their ideas in pairs then check with the whole group. Now write up the 10 questions and 10 answers or project them or put them on a worksheet but mix up the answers.
Ask the pupils to work in pairs and see if they can predict which answer goes with which question. Play the audio again so they can do the matching. Check answers Now ask pupils to identify key words or phrases in the answers that helped them work out which ones went together. Write complex supported questions about the text and their answers.
Choose some images from the source material or images linked to the listening. Show the pupils the images and ask them to predict what the text is about. Play the text and ask pupils to check their predictions.
Write on the board the answers to your pre-prepared questions. Tell pupils to work in pairs. Tell them to read the answers on the board and see if they can work out what the questions are. Give them time to write out their suggested questions. Play the audio again and ask the pupils to see if their suggested questions are correct. Give them time to correct their suggestions. If necessary play the audio again. Ask pupils to think of 2 more questions that they could write themselves.
Give them time to write out the questions. Monitor and support. Ask the pupils to mingle for 5 - 10 minutes and ask their two questions to other pupils. Finish the activity by eliciting some examples of the questions and answers they have suggested. Find a listening text with a narrative. Draw or find 8 pictures that support longer represent the narrative. Make large copies and put up on the board simple narratives numbering each one at the front. Alternatively copy one set of on a wide range of pictures per 4 pupils.
Write a detailed question that relates to each familiar topics. Put pupils into groups of 4. Tell the pupils they should listen to the audio and put the pictures into the correct order.
They can either write down the numbers of the pictures on the board or, if they have set of pictures each group, they can put them into the correct order. Play the audio while the pupils put the pictures into order. If necessary replay the audio. Now give out or show the questions that relate to each picture. Ask the pupils to listen again and find the answers. Play the audio again then let them compare their answers in their groups.
Check with the whole class. If you have sets of pictures for each group, distribute the pictures randomly so each pupil in the group has 2 pictures each. When the pupil hears something about their picture, they should hold the picture up in the air.
Draw or find 4 pictures that support longer represent the narrative but include some key differences. Make simple narratives large copies and put up on the board numbering each one at the on a wide range of front. Alternatively copy one set of pictures per 4 pupils. Put pupils into groups of 3. Now tell the pupils there is a difference in the picture from what is said on the audio.
Tell them to listen again and find the differences. Play the audio and then get them to compare their answers in pairs. Write five challenging questions on the board. Ask pupils to work in pairs and see if they can remember the answers.
Play the audio again so they can check. Go through the answers with the class. Find a listening text which has an audio script available e. Alternatively write the words on the board. Ask the pupils to discuss the words in small groups of and decide if they understand them. Play the audio and ask them to check with a partner. Check answers with the group. Now draw their attention back to the words on the board, tell them to listen again and see if they can spot the words as they hear them.
They should raise their hands each time they hear the words. Provide each pupil with a copy of the audio script — or project it onto the board. Ask them to listen a final time and read.
Tell them they should try to guess the meaning of each word from what they hear and read. After the audio allow them to work in pairs and discuss. Elicit their ideas back and establish the meaning of the words. As a follow up you could create a gap fill exercise using the new words. Find a listening text with 4 - 5 challenging words in it. List the definitions of the new words on the board using simple from clues provided language.
If the words refer to objects you can use pictures instead. Tell the pupils to guess what they think the words might be. Now show the pupils a transcript of the audio. Ask the pupils to context on familiar read it and see if they can find a word that might match the topics.
Now tell pupils to listen to the text and raise their hands when they hear one of the new words. This will allow them to focus on fluency and producing longer turns in spoken English. It will also enable them to become more confident speaking English. For this reason, when pupils are doing the tasks monitor without interrupting to check that the pupils are on task and speaking English. If you want to deal with errors, keep a record of these during the task and deal with them at the end.
Select the errors that are most common or have caused communication difficulties rather than every single error. Add these onto the board in the last few minutes of the task. Once the task is completed, put the pupils in pairs and ask them to look at the sentences and spot the errors.
After the task is complete, put the pupils into groups and give each group 1 - 2 of the papers. Ask them to discuss what is wrong with the sentences. Then swap the papers between groups and repeat. Write down the sentences with errors but include some sentences that are correct. Tell the pupils to tick the sentences that are correct and correct those that are not. Put pupils into small groups of 4 - 5.
Give each group a set of detailed information post-it notes or pieces of paper. With the class, brainstorm a list of information or topics you might and others.
They can take it in turns to write or one person can write. As you elicit the key words, check that pupils know how to formulate the questions, e. When is your birthday? What is your favourite…? Once you have elicited as many questions as the pupils can think about, tell the pupils to put the papers in the centre of the table.
Tell them to take it in turns to pick up a paper and ask the question to someone else in the group. Tell the group to ask different people each time. Let the pupils work together and ask and answer questions. Keep a note of any errors you hear for delayed correction.
Ask pupils to log onto a site where they can create a fake social and others. Tell the pupils to create a fake account for their favourite fictional character from a book or film. If there is time, ask them to share their fakebook profiles with each other. Now put the pupils in pairs and ask them to read the fake profile created by their partner. Tell the pupils to think of 5 - 6 questions that they would like to ask that person. Ask the pupils to interview each other and roleplay as their characters answering the questions as that character would do.
If there is time, ask a few of the pupils to act out their interviews for the other pupils. Elicit the idea of rules. Ask the group to think of some rules for school. Share their obligations. Tell them they are now going to create a set of classroom rules to share with each other. Put the pupils into groups of 4 and give them poster paper and pens.
Ask the pupils to work together and create a set of class rules on their poster. Once they have finished, ask 2 pupils to stay next to their poster and the other 2 pupils to go around and look at the posters produced by other groups.
As they go around they should ask the 2 pupils who have stayed questions about the rules. Once they have done this for sufficient time, swap roles so the 2 pupils who stayed by their poster can go and look at the others and the 2 pupils who have looked go back and stay with their own poster.
Hold a vote to see which set of rules they liked best. Put pupils into groups. Write a list of situations on the board, e. Alternatively give them picture prompts. Tell each group to choose one of the situations. Ask them to create a list of rules for their situation. Monitor and check. Now ask the pupils to work in pairs — put each pupil with someone from a different group. Tell the pupils to ask and answer questions about their situation.
Put the pupils into project groups with 4 - 5 pupils in each. Ask plans or events. Give them some topic headings: home, food, work, family, hobbies and free time etc. Ask the pupils to work in their groups to highlight their ideas for each of the topics. Give pupils time to research online, think and plan. Tell them they will present their ideas at the end of the project.
Pupils plan and create an outline of their ideas. They could do this as a slide show or on poster paper. The planning stage may take several lessons. Once the pupils are ready ask each group to present their slides or posters to the rest of the class.
Tell the pupils watching that they must think of one question they want to ask by the end of each talk. Each group should present their ideas orally. The rest of the class asks questions about what they have seen.
Do some delayed error correction. Tell pupils to imagine they are on holiday. Tell them to fill in the second column giving details — for each area — of their dream holiday. Now put the pupils in pairs. Tell them to ask questions to their partner and fill in the second column. Set up a role play. Brainstorm a list of possible problems pupils reasons for simple might have, e. Ask them to think about different ways of solving the problem.
Put the pupils into pairs. Explain that one pupil is a pupil adviser and the other is a pupil. Tell them to act out a scene: the pupil should explain a problem and the adviser should give some advice and explain why.
Monitor as they work and ask them to change roles after 5 minutes. Complete delayed error correction. Ask pupils to go online and research their favourite celebrity. This can be on paper or on a presentation platform such as a slideshow. If it is online they can include short video clips or audio of the celebrity. Once they have finished, brainstorm a list of adjectives and ways of describing people with the whole group.
Put the pupils into small groups of 3 - 4. Tell each pupil to present the basic information about their celebrity. When they finish the other pupils should ask questions about the personality of the celebrity. Give some examples, e. Is she confident or shy? Is he energetic or lazy? The pupil should reply giving reasons.
I think she is confident because she is always on TV. Brainstorm a list of phrases or ways of what a speaker is doing this and note these on the board. Put the pupils in pairs and make sure they can connect online via an audio medium.
Tell them to have a short discussion to arrange a meeting, e. Tell them they must check they have understood their partner regularly. Monitor as they do the task. Some pupils may wish to act out their dialogue for the class. Complete delayed correction. Tell pupils to create some fake details, e. Now tell them they are going to do a role play.
Before you start checking check they know phrases for checking understanding of a speaker. Tell them they need to get a passport. Put the pupils into pairs what a speaker is and give them a letter — A or B. Tell pupil A they work in the passport office. Demonstrate how to ask for details e. What is your name? Can you spell it?
Tell them to ask pupil B for their details. They should check they have understood all the information correctly. When they have finished they should check they have understood correctly. Once they have finished they should swap roles. Tell pupils that they will be doing lots of project work. Ask them to work in pairs and think of the steps needed to to complete achieve this, e. Once they have agreed the steps put each pair with another pair and get them to present their ideas.
As a four they need to prepare a final version of steps. Compare ideas with the whole class at the end. Tell pupils to log onto a website where they can create mini comic strips, e. Pupils can work in pairs or alone. They should create a short narrative story using the comic strip creator.
Each pupil or pair should show their comic strip to the others and narrate the story. Monitor as they work for a final delayed error slot. Tell pupils to think of a simple favourite story they remember. Ask them to think about the words they will need to tell the story experiences. Tell them to draw 5 pictures from their story and add labels. Tell the pupils to show their pictures to each other. Each pupil should try to guess the story of their partner from the pictures. Their partner can tell them if they are correct or not.
After they have guessed each pupil should tell their story to each other. Choose a text — you can access possible texts online or use any main points in suitable print resources. Give each pupil a copy of the chosen text. Ask pupils to use their finger and place it at the top of the text. Tell them to move their finger down the centre of the text reasonably rapidly — it should take about 30 seconds. They should follow their finger with their eyes. Allow them 30 seconds to do this.
Ask the pupils to call out any words they can remember and create a mind map on the board — adding any words they can remember. Although it seems unlikely they will remember much they often get a lot of the key language. Pupils should use the mind map to guess the content of the text. Elicit back their ideas. Now ask pupils to read the text and see if their predictions were correct.
Create some cards with key ideas on them, e. Have simple longer texts. If you have one to two pupils without a card assign them to work in a pair with another pupil and share the card. Create 3 true or false questions about the text - one from the beginning, one from the middle, one from the end. Write the true or false questions on the board and ask the pupils to read the text quickly, not worrying about every word, and find the answers.
After they have read, ask them to compare answers with a partner. Check answers with the whole group. Give out the cards you prepared — one per pupil. Ask them to create a group of 6 by finding 5 other people in the room with a different card to them. In this way they will form groups. Now ask them to try and stand in the order that their cards appear in the text and think about how they are connected. If necessary they can read the text again. If there is space the pupils could line up in the order they have decided; if not check the order they have chosen and why.
Ask pupils to choose a text they find interesting, e. Tell them to read information in simple the text fully and write 2 - 3 sentences describing the topic and why longer texts. Ask them to read the text again and write 5 questions about information in the text. Monitor and check as they create their questions. If necessary let them do this for homework and check and correct.
Put the pupils into pairs and ask them to read their summary sentences to each other. Tell them to give their text and questions to their partner. Ask them to read the new text and answer the questions. When they have both finished, their partner should check their answers and correct any mistakes.
Give pupils a text with a narrative or event. Tell them they are longer texts. Ask them to read carefully and make notes on as much as they can remember. Tell them to work in pairs and present a television news report and that they should include as much detail as possible.
Give each pair time to prepare. If possible they could use their phones or devices to film the report. Alternatively they could role play at the front of the room.
Find a text and analyse it for approximately 7 - 8 words that the of unfamiliar words pupils are unlikely to know. Add in another 5 - 6 words from the text from clues provided that you think they will understand. Prepare a few multiple choice by other known questions about the content of the text.
Put the pupils into small groups and give each group a large context. Give each group a set of post-it notes. Write the words you have chosen mixed up on the board and ask the pupils to write each word on a post-it note. Now elicit the meaning of the letters on the paper. Monitor and check as they work. Once they have grouped their words, give pupils the text they are going to read and the multiple choice questions you have prepared. Each one of these sections should account for a fundamental lesson to be learned at a specific interval of the term in order to fulfill the curriculum requirements.
These unit plans should cover either a week or a month of study and together, form an organized sequence of learning for students. Factor in scheduling interruptions. When planning the schedule, make a point of noting all upcoming events and conflicts that will interrupt a straight-forward, linear scheme of work. Look through a calendar to mark down statutory holidays, and through a school calendar to take note of any school breaks, examinations, or assemblies that will interrupt normal class time.
Allow time for review and practice in the event that students have trouble grasping course material and need more time to absorb it. Work around other teachers' schedules. Consult with colleagues to ensure that there are no major conflicts with your schedules. For example, avoid scheduling a major assignment on a day that your students will have a midterm exam in another class.
Advise teachers of your prospective dates for exams and major projects. To ensure that the entire syllabus for the year is taught, and in the correct time frame. Not Helpful 3 Helpful A plan for instructors to outline what they will teach during an academic term or period. Not Helpful 4 Helpful The scheme of work should be ready by the beginning of the academic year. Not Helpful 5 Helpful It is like a roadmap for the year's academic journey.
It guides the teacher on how much and when a lesson needs to be taught. It literally translates the school curriculum into a meaningful and workable guide for the teacher.
Not Helpful 1 Helpful Include your email address to get a message when this question is answered. By using this service, some information may be shared with YouTube. Submit a Tip All tip submissions are carefully reviewed before being published. You Might Also Like How to.
How to. About This Article. Co-authored by:. Co-authors: Updated: May 6, Categories: Creating Lesson Plans. Article Summary X To write a scheme of work, start by making a table on a blank document or spreadsheet.
Italiano: Scrivere un Programma di Lavoro. Nederlands: Een onderwijsplan maken. Thanks to all authors for creating a page that has been read , times. Thanks a ton. More reader stories Hide reader stories. Did this article help you? Cookies make wikiHow better.
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