SCHEME OF WORK
Scheme(teacher’s scheme) of work is, therefore, their plan of action, which should enable them to organize teaching activities ahead of time.
It is a summarized forecast of work that the teacher considers adequate and appropriate for the class to cover within a given period from those topics already set in the syllabus.
A scheme of work can be made to cover one week, one month, one term, or even one year, depending on the duration of a given program. Ideally, schemes of work should be prepared before classes begin.
COMPONENTS OF A SCHEME OF WORK
- Name of Organization/Institution: Refers to where one is working or training.
- Tutor’s Name: The person owning/designing the scheme of work.
- Trainees Level: Refers to the grade level in training, e.g., diploma in midwifery.
- Subject/Course Unit: This refers to the subject being schemed, which may be theory or practical, e.g., teaching methodology.
- Duration/Period of Preparation: Refers to the time frame the scheme of work will be completed. It includes the year of study and semester of that particular group of learners.
The table is then drawn with 10 columns containing the following:
Week: Most institutions are specific in time allocation, and each week should be spelled out in the week column. Weeks should be separated by a line running across the page, especially when the same scheme of work form contains more than one week.
Number of Periods: The subject may have one, two, or more periods in one week. Some periods may be single, double, or triple. When two spaced periods are indicated on the timetable in the same week, then there should be two distinct rows for two periods. The numbering process should be repeated for the other weeks.
Topic/Sub-topic: The topics in the syllabus need to be rearranged in the order in which they are supposed to be taught, e.g., teaching-learning process. This should be clear and definite. The instructor should single out all the sub-topics/lesson titles in a particular syllabus topic.
Objectives: Each sub-topic/lesson title should be followed by an objective(s), which is meant to pinpoint the anticipated learning behavior of the learners.
Content: What subject matter will be covered in that period. It includes all the important headings based on the objectives.
Methods/Techniques: Teaching methods and techniques to be used. This depends on the set objectives of that period.
Teaching Aids: Resource materials for specific content coverage used in scheming are necessary and should be noted down with their relevant pages for ease in reference during lesson planning. References include chalkboards, books, handouts, reports, etc.
Teacher’s References: The various sources of reference that the teacher used to gather the content of that lesson.
Students’ References: What references does the teacher recommend students to use for further reading and when doing assignments? These need to be part of the teacher’s references that are accessible to learners, simpler to understand, and rich in content.
Remarks/Comment: Remarks in the scheme of work should be made immediately the lesson is over. The teacher is supposed to indicate whether what was planned for the period has been covered, whether there was overplanning or a failure of the lesson and reasons for either case.
SCHEME OF WORK
SCHOOL: NURSES REVISION SCHOOL OF HEALTH SCIENCES
TUTOR’S NAME: NASES REVIJONI
COURSE: DIPLOMA IN NURSING
COURSE UNIT: MEDICAL NURSING II
YEAR OF STUDY: YEAR TWO, SEMESTER ONE
NO. OF PERIODS PER WEEK: 3 (1 HOUR EACH)
| Week | Number of Periods | Topic | Sub-topic | Objectives | Content | Methods/Techniques | Teaching Aids | Teacher’s References | Students’ References | Remarks/Comment |
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEDICAL CONDITIONS OF THE ENDOCRINE SYSTEM | Diabetes mellitus (DM) | By the end of the week, students should be able to:
|
| Interactive lecture, Brainstorming technique, Question and answer technique | Whiteboard illustrations, Flip chart containing lesson objectives & pointer | Workman and Donna. 2006, Berkow and Beers. 1999, Stephen. 2009, UCG. 2016 | Workman and Donna. 2006, Stephen. 2009, Signs and symptoms of DM, Brainstorming technique, Whiteboard illustrations, 2 Flip charts containing Workman and Donna. 2006, Workman and Donna. 2006 | Remarks should be made immediately after the lesson. The teacher should indicate whether what was planned for the period has been covered, whether there was overplanning or a failure of the lesson and reasons for either case. |
| 2 | MEDICAL CONDITIONS OF THE ENDOCRINE SYSTEM | Signs and symptoms of DM | By the end of the week, students should be able to:
|
| Interactive lecture, Brainstorming technique, Question and answer technique | Whiteboard illustrations, Flip chart containing lesson objectives & pointer | Workman and Donna. 2006, Berkow and Beers. 1999, Stephen. 2009, UCG. 2016 | Workman and Donna. 2006, Stephen. 2009, Signs and symptoms of DM, Brainstorming technique, Whiteboard illustrations, 2 Flip charts containing Workman and Donna. 2006, Workman and Donna. 2006 | Remarks should be made immediately after the lesson. The teacher should indicate whether what was planned for the period has been covered, whether there was overplanning or a failure of the lesson and reasons for either case. |
REFERENCES:
Berkow, R., & Beers, M. H. (1999). The Merck Manual of Medical Information. West Point, USA: Merck Research Laboratories.
David, K. M. (2018). General Principles of Insulin Therapy in Diabetes Mellitus. UpToDate. Retrieved from https://www.uptodate.com/contents/general-principles-of-insulin-therapy-in-diabetes-mellitus.
Stephen R. Bloom (Ed.). (2009). Toohey’s Medicine, a Textbook for Students in the Healthcare Professions (15th ed.). London, USA: Churchill Livingstone.
Uganda Catholic Medical Bureau (2015). Nursing and Midwifery Procedure Manual (2nd ed). Kampala, Uganda: Print Innovations & Publishers, pp. 166-168.
Uganda Clinical Guidelines (2016). National Guidelines for the Management of Common Conditions. Kampala, Uganda: Ministry of Health.
Workman, L. M., & Donna, D. I. (2006). Medical-Surgical: Critical Thinking for Collaborative Care (5th ed, Volumes 1 & 2). PA, USA: Elsevier Saunders.
That’s for week 1, you can add week 2, and follow the above guide! Ref: Also note that references are part of the scheme of work!