Scheme of Work

planningscheme of workSoWterm plan

A medium-term planning document that maps out the sequence of lessons over a term, module, or course. It sits between the syllabus (what to teach) and individual lesson plans (how to teach it on a given day), providing a bridge that turns curriculum intentions into a practical teaching schedule.

Definition

Scrivener (2011, p. 370) describes a scheme of work as "an overall plan for a series of lessons," typically covering a term or teaching block. It outlines the topics, language points, skills, and materials for each lesson or week, creating a coherent progression rather than a disconnected series of one-off lessons.

The British Council's TKT glossary defines it as "a plan of what will be taught lesson by lesson over a period of time" — emphasising its role as a sequenced overview rather than a detailed lesson-by-lesson script.

What a Scheme of Work Includes

A typical SoW contains:

Element	Description
Lesson/week number	Position in the sequence
Topic/theme	Content focus for each lesson
Language focus	Grammar, vocabulary, functions targeted
Skills focus	Primary and secondary skills (R/W/L/S)
Materials	Coursebook units, supplementary resources, handouts
Assessment	When and how progress is checked
Notes	Recycling points, anticipated problems, links to previous/next lessons

Key Distinctions

Scheme of Work vs Syllabus

Feature	Syllabus	Scheme of Work
Scope	Entire course or programme	A term, module, or teaching block
Detail	What content to cover	When and roughly how to cover it
Author	Often external (institution, exam board)	Usually the teacher or teaching team
Flexibility	Relatively fixed	Adjusted based on learner progress

Scheme of Work vs Lesson Plan

Feature	Scheme of Work	Lesson Plan
Time span	Weeks or months	One lesson (60–120 minutes)
Detail	Overview of aims and content	Step-by-step procedures, timing, interaction patterns
Purpose	Ensures coherence across lessons	Ensures one lesson runs smoothly

Linear vs Cyclical Schemes

Linear: Each lesson introduces new content in sequence; suits structural syllabuses
Cyclical/spiral: Content is revisited at increasing depth over time (see Spiral Syllabus); suits communicative and skills-based courses and aligns with how language is acquired

Why It Matters for ELT

Coherence: Prevents the "random activities" problem — each lesson connects to the next
Coverage: Ensures the syllabus is covered within the time available
Balance: Helps teachers check that all skills and language areas receive adequate attention across the term
Recycling: Makes deliberate recycling and revision visible — crucial for language retention
Transparency: Communicates the plan to students, co-teachers, managers, and cover teachers
Professionalism: Required in most institutional contexts (CELTA, DELTA, school inspections, Cambridge Teaching Framework at Developing stage and above)
Adaptability: A good SoW is a living document — teachers annotate it as they go, noting what worked, what needs revisiting, and where to adjust pace

Practical Advice

Start with the end: Use Backward Design — identify end-of-term outcomes first, then work backwards
Build in flexibility: Leave buffer lessons for revision, catch-up, or emerging learner needs
Include assessment points: Schedule formative checks and any summative tests
Cross-reference materials: Note coursebook pages, supplementary resources, and any tech tools
Review and annotate: After each lesson, note adjustments — the SoW becomes a reflective record

Key References

Scrivener, J. (2011). Learning Teaching (3rd ed.). Macmillan. pp. 369–372.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson. Chapter 12.
Spratt, M., Pulverness, A. & Williams, M. (2011). The TKT Course (2nd ed.). Cambridge University Press.
Woodward, T. (2001). Planning Lessons and Courses. Cambridge University Press.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle.