Alhussan International School

2010/2011
Prepared by Majida Ghandour

12/08/21 Majida Ghandour/Scheme of work and lesson plan

What

is Curriculum?
“Curriculum” is a term used in a number of related ways.
 First, it can refer to the overall content of what is to be taught, as
in the "National Curriculum" in the UK, which specifies the
content of by far the largest part of compulsory schooling.  
 Second, it can refer to the underlying principles of the approach
to teaching and learning, as in a "developmental curriculum" or a
"competency-based" curriculum.   
 Third, it can embrace both elements, and refer to the overall
"what", "how" and "why" of teaching. Note that on the whole it is
a "teaching side" — rather than "learning side" — term.
 Forms of Curriculum
 For our present, practical purposes, we can let the form (if not
the content) of the curriculum be dictated by the question, "What
are you teaching this material for?"  Students have a variation on
this: "Why do we have to learn this?"

12/08/21 Majida Ghandour/Scheme of work and lesson plan

12/08/21 Majida Ghandour/Scheme of work and lesson plan
 General Format of SOW:

12/08/21 Majida Ghandour/Scheme of work and lesson plan

 Alhussan International School SOW
Term One Obj code Learning outcomes Teaching Method(s) Assessment Method(s) Resources Needed Activities

1 Sept/Oct 26 30

2 October 3 7

3 October 10 14

4 October 17 21

5 October 24 28

6 Oct./Nov. 31 4

7 November 7 11

8 November 14 18

9 Jub
Or
bit
ail
Inte
rna Al-Hussan
International
tion School
12/08/21 al Majida Ghandour/Scheme of work and lesson plan
Sch
What is a scheme of work?
 Every teacher has a scheme of  A Scheme of Work shows what
work, but it may exist only will be taught when, but also
inside her head, and it may be gives student activities for each
incomplete. Just as topic or teaching objective.
thecurriculum is the answer to It also:
the learner's question, "Why do  addresses any missing prior
we have to learn this?" the learning
scheme of work is the answer
to the teacher's question, "What  includes time and strategies to
am I going to do?" teach skills (such as assignment
or essay writing), as well as
content.
 integrates other subjects, equal
opportunities and key skills into
the teaching scheme

12/08/21 Majida Ghandour/Scheme of work and lesson plan

 It is the teacher's equivalent of the builder's plan and the
engineer's blueprint. It is a working document. It is not
immutable, just as building plans can be changed up to a
point.
It is made to be messed with, to be annotated and scrawled
all over. It is the most useful evaluation tool you can have,
because given that most of us repeat courses year on year,
reference to last year's well-worn Scheme (and the year
before's) is the best guide to how to change things for this
year (particularly if you are conscientious enough to enter
in the findings from your evaluation exercises).

12/08/21 Majida Ghandour/Scheme of work and lesson plan

 What's the difference? Simply one of scale: the Scheme sets out
what you are planning for the whole twelve or thirty weeks of the
course on a session-by-session basis, while the session plan is
finer-grained and looks at what you are going to do within each
lecture or seminar or workshop.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

Considerations in lesson
Planning
What do you want to teach?
This is a pretty crude question, but it is basic.
In the jargon, it is called “defining the Aims of the
session”. “Aims” are somewhat looked down upon by
theorists, because they can be vague and woolly. Defining
aims, however, also raises the question, "Why should they
learn this?"
Some texts start by referring to “students’ needs”: I find
this a little disingenuous, because once they have joined
the teaching and learning system, it is generally up to the
teacher to define their needs in the terms of that system.
12/08/21 Majida Ghandour/Scheme of work and lesson plan
12/08/21 Majida Ghandour/Scheme of work and lesson plan
Who are your students?
It is pretty self-evident that you are going to tailor
your teaching to the capabilities and experience of
your student group. Isn’t it?
What are their motivations?
Associated questions are: “What do they
want to learn?” and/or “What would they
rather be doing?”.
Are they in the class because of a passionate
interest in the subject? Are they there
because they need the qualification at the
end of the course? Are they there because
they were sent?
12/08/21 Majida Ghandour/Scheme of work and lesson plan
What are their learning styles?
Everyone finds it easier to learn in slightly
different ways. Your class will contain people with a
mixture of learning styles, and you will need to offer
something for everyone.
There is a practical problem here: do you tailor your
teaching to what they respond to? Or do you try to
get them to develop their skills in using styles they are
not familiar with? The answer may depend on the
kind of course you are teaching.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

 ASSIGNMENT 1:

12/08/21 Majida Ghandour/Scheme of work and lesson plan

Where are they now?
Not “Where are they, physically?” but in terms of
their learning to date. What, in other words, is the
base-line from which you start?
If you don't know this, you will have to make
deliberate efforts to find out.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

Where do you want them to get to?
 Now we are getting more specific: in the light of your answers to the
questions above, where can you realistically hope the students will
have got to by the end of the course/module or session? 
 — Can clearly be specified
 Some of the answers to the question above will be straightforward:
they will largely be about sheer knowledge, comprehending it, and
perhaps applying it in relatively straightforward situations.
 — Cannot clearly be specified
 The arguments have raged fierce and long about whether everything
can or should be specified in terms of objectives. Clearly there are
some things you can’t describe, but you know when you see. I don’t
believe in abandoning these altogether—you can't have a liberal
“education” without them.
 — What will count towards it?
 But you should still be able to conceive of what would
 count as evidence of these softer outcomes, so that
 both the student and you would know when they had
 been achieved. Specify some of those, and you get
 something clearer and (probably) more teachable.

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Specify Objectives
Now you should be able to list the “objectives” you
are teaching towards. Well-formed objectives should
be the touchstone of everything in the session. If it
doesn’t contribute to the objectives, why is it there?
But be prepared to revise them, in the light of
experience. There is always a danger that you end up
teaching something different from your aim,
because you can’t express the aim in the form of
objectives. HOW TO FORMULATE OBJECTIVES?
Objectives should be SMART.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

Terms to be used when
writing objectives
To explain To apply To predict
To identify To employ To evaluate
To describe To illustrate To defend
To integrate To use To assess
To contrast To interpret To distinguish
To sort To categorize To diagram
To solve To formulate To report
To relate To organize To restate
To recall To prepare To review
To list To arrange To classify
To name To construct To translate
To recognize To create To discriminate
12/08/21 Majida Ghandour/Scheme of work and lesson plan
Objectives and Outcomes
The most important consideration in formulating
objectives, etc., is what you are teaching this material for.
Another way of putting this is to ask what difference you
expect (or just vainly hope) it will make to your students.
In other words, what outcomes (or simply, learning) are
you looking for?
Aims are broad statements of what learning you hope
to generate. The Aim is the point of the whole thing. As
such, even hard-liners concede that it can be fairly vague,
and non-behavioural terms, such as “understand”, and
“appreciate” or “develop” are rather grudgingly accepted.
The Aim is almost certainly more than the sum of the
Objectives, and regardless of what many people say, the
Aim is what matters. It is the End, and all the rest is just
Means.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

 Objectives are statements of what you are going to
teach, although expressed as if the students were
going to learn it..
Outcomes (more accurately “desired outcomes”) are
statements of what you are going to assess. You may
not end up assessing all of them, but they are
statements of what a student will know or be able to
do, if she or he has learned everything in the course or
session.
For practical purposes, objectives and outcomes
ought to be the same thing—particularly if you are
specifying them before you start teaching. However,
the terms are used in a variety of different senses in
different texts, so if you are looking them up always
check where the author is coming from, and in
practice outcomes are more flexible.          
12/08/21 Majida Ghandour/Scheme of work and lesson plan
What can students do to meet
objectives?

Strange question? Not really, because the objectives

are for the students: it is they who have to reach
them, and you can’t do it for them.

E.G: They can go and find out about them, using

newspapers, publicity from interested players, and the
Net. They can tell each other about their findings

12/08/21 Majida Ghandour/Scheme of work and lesson plan

ASSIGNMENT 2:
 SPECIFY TWO TEACHING METHODOLOGIES
YOU WILL USE IN DELIVERING YOUR LESSON.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

What can you do to help them?
(Teaching Methodologies)
Your role is to help them to reach the objectives. It is
not to show off how much you know about the
subject, or to entertain them—although you may end
up doing both. Here comes the teaching method and
how are you going to cater to each student in a
different way. ( types of teaching methodologies)22

12/08/21 Majida Ghandour/Scheme of work and lesson plan

Types of teaching activities:
Lecture Writing a journal

Q&A Problem based learning- Cases

Demonstration Problem based learning- Guided design

Problem solving Group learning- Teamwork

Open discussion Group learning- Cooperative learning

Chart analysis Technology- Visual and computer based

instruction
Problem analysis Fieldwork

Book discussion Guided reading

Lab experiment Guided writing

Hands’ on activities Imaginative re-creation

Debate Jigsaw puzzles

Presentations Readers theatre

Poster making Think-pair-share

LEARNING STYLES:
BUILDING EXCELLENCE…The Learning Individual
Self-Awareness — “Know Thyself”

If learning is fundamental
to everything we do, then
understanding one’s
unique learning style
is fundamental
to learning.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

Do your Teaching and learning
styles match?
Kumara vadivelu (1991:98) states that: "... the
narrower the gap between teacher intention and
learner interpretation, the greater are the chances of
achieving desired learning outcomes". There are many
indications (e.g. Van Lier, 1996; Breen, 1998) that
bridging the gap between teachers'
and learners‘ perceptions plays
an important role in enabling
students to maximize their
classroom experience.

12/08/21 Majida Ghandour/Scheme of work and lesson plan

 ASSIGNMENT 3
 READ THE EXAMPLE ABOUT Liu
Hong IN
Foreign Languages College, Jiangxi
Normal
university (Nanchang, China). Find out
the problems associated with the two
examples?
(10 min)

12/08/21 Majida Ghandour/Scheme of work and lesson plan

 Analyzing the Examples
 The above statements are representative of serious
mismatches between the learning styles of students
and the teaching style of the instructor. In a class
where such a mismatch occurs, the students tend to be
bored and inattentive, do poorly on tests, get
discouraged about the course, and may conclude that
they are not good at the subjects of the course and
give up (Oxford et al, 1991).
Instructors, confronted by low test grades,
may become overtly critical of thei
r students or begin
to question their
own competence as teachers,
as exemplified by the Jenny's case
above.
 To reduce teacher-student style conflicts, some
researchers in the area of learning styles advocate
teaching and learning styles be matched

12/08/21 Majida Ghandour/Scheme of work and lesson plan

What resources have you got?
This is not just a matter of whether you have an
Overhead Projector (OHP), video, etc. It includes the
working room, and how it can be laid out; the
textbook if any; the library and IT facilities, and the
access to information; the students' experience you
can draw on. Each provides constraints and
opportunities.
If you haven’t got it, of course, can you get it?
Is there something for everyone?
Don’t forget to include the websites you intend to use
during the course of instruction.
12/08/21 Majida Ghandour/Scheme of work and lesson plan
What assessment can you use?
The assessment column can be filled with how you
will know, after each lesson, that the information has
sunk in. This may be through Q&A, written tests, by
reading their posters, or by listening in to their
conversations

12/08/21 Majida Ghandour/Scheme of work and lesson plan

12/08/21 Majida Ghandour/Scheme of work and lesson plan