Checklist for Scheme of Work
 Criteria
 Students’ learning needs have been assessed, data
analysed (quantitative and qualitative evidence)
 The scope caters to students’ learning needs
 Outcomes from the nine (9) subjects are covered
weekly
 If outcomes from subjects are not covered, has the
teacher indicated a reason in the remarks column
 Outcomes form all subjects are logically sequenced
(there is a logical building of skills within and among
weeks)
 The Thematic Integrated Approach is evident
 Integration is evident
 
Core content/concepts and skills covered
 At least 50% of teaching and learning time is
dedicated to developing numeracy and literacy
 Outcomes from the five (5) strands of the ELA
Curriculum are included
 Outcomes from the five (5) Reading sub-strands
(Phonemic Awareness, Phonics, Fluency, Vocabulary
and Comprehension) are included and logically
sequenced
 Grammar outcomes are represented and
logically/authentically connected to other ELA
outcomes
 At least 2 strands from the Mathematics Curriculum
are represented (Number and one other)
 Formative and Summative Assessment represented
 The Curriculum has been suitably adapted
Checklist for Weekly Plan/Record
 Criteria
 Learning needs were met
 Scope is on target
 Outcomes from the nine (9) subjects were covered
 If outcomes planned were not covered, the teacher
indicated reasons and actions to be taken in the
remarks column
 Outcomes were logically sequenced and
scaffolding evident
 Thematic integrated lessons were well developed
and learner centred (objectives authentically
connected, well defined and assessed)
 Integration lessons were well developed and learner
centred (objectives authentically connected, well
defined and assessed)
Evidence of explicit core skills focus
Standalone lessons were well developed and learner
centred (objectives authentically connected, well
defined and assessed)
 At least 50% of teaching and learning time is
dedicated to developing numeracy and literacy
 A balanced literacy approach is evident
Oral communication in Standard English is evident
A process approach to writing is evident
Critical analysis and creation of media evident
 Explicit development of reading skills evident
Vocabulary and spelling skills are being developed
in context
Oral reading skills are being developed
Higher order comprehension skills are being
developed
 Grammar skills are being authentically developed
(in context)
 At least 2 strands from the Mathematics
Curriculum are represented (Number and one other)
 The use of rubrics, checklist (authentic forms of
and performance based assessment)… (all
objectives assesses) and assessment data recorded
 The learning levels and styles have been facilitated
(differentiation is evident)