what is a scheme of work in education pdf

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A plan setting out how the programme of study (PoS), syllabus, or curriculum will be translated into teaching and learning activities, including the sequencing of content, the amount of time spent on each topic, and how the specified learning objectives will be assessed. Some schemes of work are drawn up centrally, such as those designed by the Qualifications and Curriculum Authority which provide teachers with a template for translating national curriculum PoSs into a series of lesson plans. Others may be drawn up by teachers themselves, as is the case in many courses of further and higher education, where the creation of the scheme of work forms part of the planning process for the department, team, or the individual teacher.

From:   scheme of work   in  A Dictionary of Education »

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Scheme of work

A scheme of work is a plan that defines work to be done in the classroom.

Involving learners in defining a scheme of work, whether for a short project or a long course, is an important step towards motivation and involvement.

Example Before starting a project, a group works on defining a scheme of work for it.

In the classroom Questions to ask learners for a scheme of work include: What are your aims? What do you want to produce? Who is going to do what? What resources do you need? How long is it going to take?

Further links: https://www.teachingenglish.org.uk/article/course-planning https://www.teachingenglish.org.uk/article/project-work-teenagers

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How to avoid the pitfalls of curriculum development

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Adam Boxer hands out four golden nuggets to help you build an effective scheme of work 

Source: © Oivind Hovland/Ikon Images

Be sure-footed, militant and keep your eye on the prize when building a scheme of work

I am very fortunate in that I get to talk to a lot of heads of department and science teachers across England. Almost all of them have been busy building and improving their resources, mostly for key stage 3, and often from scratch. This work is crucially important, but is also tremendously difficult.

There are a few common themes I’ve noticed, and a number of emerging trends that I think are mistakes when building a scheme of work. With teacher workload a vital consideration, it is crucial we get this right. Here are some suggested solutions for the highest-frequency issues as I see them.

1. Spend time on the things that matter

Science teachers across the country are being asked to write intent statements for their science curriculums: why do we teach science and what is the point of our curriculum? Worthy though these questions are, England’s National Curriculum already answers them , and similar documentation exists for the Curriculum for Wales and Scotland’s Curriculum for Excellence (CfE) . And Ofsted has tried to direct leaders away from such activities . Furthermore, I think many of these discussions don’t result in much practical difference: the resources, lesson activities or core content don’t change accordingly.

Science teachers across the country are being asked to write intent statements for their science curriculums: why do we teach science and what is the point of our curriculum? Worthy though these questions are, England’s National Curriculum already answers them, and similar documentation exists for the Curriculum for Wales and Scotland’s Curriculum for Excellence (CfE). And Ofsted has tried to direct leaders away from such activities. Furthermore, I think many of these discussions don’t result in much practical difference: the resources, lesson activities or core content don’t change accordingly.

Perhaps the issue here is one of time and opportunity cost. Yes, have these discussions, but don’t let them drag on or take significant amounts of time away from department activities that can make a bigger difference in the classroom.

2. Teach once, revisit often

Pick a lesson that is taught roughly halfway through year 7, for example. It might be something to do with friction, ribosomes or common acids and alkalis. Next, go through the rest of the curriculum up till the end of year 9, looking to see where that content is revisited. If it comes up once in an end of year exam, and not again, it’s almost guaranteed your students will forget it. Without regular and sustained retrieval practice , your students are guaranteed to forget what you have taught them.

Pick a lesson that is taught roughly halfway through year 7, for example. It might be something to do with friction, ribosomes or common acids and alkalis. Next, go through the rest of the curriculum up till the end of year 9, looking to see where that content is revisited. If it comes up once in an end of year exam, and not again, it’s almost guaranteed your students will forget it. Without regular and sustained retrieval practice, your students are guaranteed to forget what you have taught them.

Instead, schedule multiple opportunities into your teaching calendar to actively revisit and retrieve everything you teach.

3. Be militant and organised

Science curriculums have a magnetic habit of accumulating documents and files. Teachers rewrite a worksheet, and save it in the folder with their initials. Teachers download a worksheet from an online provider, and save it in the folder. Teachers tweak a slide deck, and save it in the folder. Leaders write curriculum maps, overviews, short-term plans, long-term plans and more. All these files build up and can become difficult for teachers to navigate. Which resource should I use? Which slide should I use? Do I need to read all these files before I can teach this course?

No, you don’t. Be militant with folder curation. Don’t allow things to build up, and ensure there is one high-quality resource per topic for everyone. Teachers might want to tailor it for their own groups, and that’s fine, but then it should be saved elsewhere. As a leader, actively cut down on the number of policy documents you have. For policy documents, think about the most important things you want people to read, get it onto no more than one side of an A4 and leave it at that.

4. Be specific about what needs to be taught

A lot of time is spent making resources, but less time tends to be spent agreeing precisely what content the resources should communicate. A teacher might receive a lesson topic like oxidation reactions, but exactly what needs to be taught in that lesson is not specified. This leads to variation of teaching, with some teachers electing to teach oxidation of metals, some choosing to focus on rusting, some teaching naming conventions and some looking at combustion reactions.

Instead, be hyper-specific about what is to be taught. Teachers should be able to teach the content how they want, but the content itself shouldn’t vary too much between teachers. If it does, you can’t meaningfully assess a cohort or collaborate on resources, nor give each other advice and tips about how to teach particular units.

Devoting care and attention to your curriculum is one of the most important things you can do as a teacher. Your curriculum is the very substance of the education you offer, and everything you do in the classroom springs from it. That doesn’t mean that all activities are equal, or that spending time on curriculum is good in and of itself. All too often we can spend time on things that are, at best, a waste of time and, at worst, actively damaging. Focusing on these four simple points may help you improve your students’ understanding of science, and you’ll see the job of curriculum improvement as an opportunity, not a chore.

More from Adam Boxer

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Schemes of Work: How to Choose the Right One

A scheme of work is a long-term plan designed to ensure that students are taught all the skills and knowledge in the curriculum for that subject.  Schemes of work are typically broken down into teachable units or modules.

Schemes can be highly valuable in two key ways:

• Schemes should reduce teacher planning and preparation time, and
• Ensure students are taught progressive lessons that cover the full curriculum. 

However, not all schemes are made equal and the wrong scheme, or following a scheme totally rigidly can cause difficulties.

To take the difficulty out of choosing between a multitude of schemes, we partner with the best schemes of work - giving teachers access to progressive, primary schemes of work across 9 subjects, all in one place. 

What is a scheme of work?   

A scheme of work is a long-term plan that outlines everything that needs to be taught and learned over the course of a term or school year. A scheme of work is often compared to a syllabus, but they differ because a syllabus simply covers what should be taught, while a scheme of work goes deeper into how topics will be taught.   

Schemes of work usually include things like how many hours each topic will be allocated, in what order topics will be taught, and how knowledge will be assessed. Schemes generally contain unit and lesson plans and good schemes will include curriculum mapping and progression mapping so teachers have a comprehensive plan for the term or year ahead.  

While most schemes of work follow the national curriculum, schemes of work can differ significantly from one another in their approach and ordering.   

A scheme of work can be extremely beneficial for teachers for reasons we’ll discuss in more detail shortly, but they primarily give teachers an overarching guide and plan they can follow to ensure all necessary learning outcomes are met, reducing their planning time dramatically.   

How to choose the right scheme of work  

Choosing the right scheme of work is critical to student progression both within the year and across their school career. Your chosen scheme of work should meet your school’s vision for what your children learn, support the staff delivering the curriculum, and be assessable.  

Due to the many schemes of work available, choosing the right one can be a challenge. Websites such as Scheme Support allow you to compare hundreds of primary schemes of work so you can get a snapshot into the schemes available and an idea of what might be appropriate for your school .    

Progression is Key  

The scheme of work you choose shouldn’t simply be a list of points you need to teach; it should contain a clear and purposeful progression of knowledge and skills for your class. The scheme of work should build upon existing knowledge and tackle new concepts while respecting the children’s maturity level and growing knowledge base.   

It should, through gentle progression, build their confidence in the subject(s) being taught by reinforcing the knowledge they already have, while building new and more complex ideas on top.   

For example, this science scheme of work from PZAZ uses knowledge progression maps to allow teachers and subject leads to clearly see progress not only throughout the year but across year groups, too. This clear progression ensures pupils’ knowledge progresses as it should and provides schools and teachers sound guidance and assurance that this progression is happening.  

This progression allows teachers to get a bird’s-eye view of their pupil’s trajectory and give them a foundation of knowledge that will pay dividends for them in the future.   

What are the Benefits of Schemes of Work?

So why use a scheme of work when you could simply create lesson plans from the curriculum or a syllabus?   

Save planning time whilst keeping flexibility:  

When planned and used correctly, schemes of work free-up teachers' time to focus on teaching. Instead of worrying about the what of what they’re teaching, they’re able to focus on the how .   

Schemes can sometimes face critique for being overly restrictive. However, schemes of work do not need to be adhered to at all costs - schemes create freedom so teachers can focus on adapting the content to meet the needs of their class and the individuals they’re teaching.   

Particularly at the primary level, no teacher can be an expert in every subject they teach. This is where schemes are particularly valuable, giving teachers a clear plan to build their class into subject experts.   

For subjects that teachers are less comfortable with, they can adhere to a scheme in the knowledge their pupils are being taught the full spectrum of required skills and knowledge. In areas they are more confident, teachers can draw on other resources to complement the scheme's lesson, allowing them to cater to the needs of their class.  

With the majority of their planning done, teachers have the room to add their creative flair to lessons or ensure that they have adapted the scheme to meet school requirements. For example, teachers could amend the starter activity or knowledge consolidator. Meanwhile, schools can be confident all teachers are adhering to a progression-based curriculum.  

How to find the best scheme for your school? 

Despite the value of schemes, deciding on the appropriate one for your school can be a challenge. Pango hand-selects primary schemes of work from trusted publishers to ensure all schemes are high quality, contain clear progression and are loved by schools and teachers. Rather than being met with countless search results, a Pango account allows you to access only the best-in-class schemes, lessons and resources, giving schools and teachers the confidence that their pupils are being taught from the best resources.   

We know that every pupil, every class and every school is different. That's why our planning tools allow teachers to customise these schemes to better meet the needs of their class. We recommend the most relevant resources from our extensive library of trusted content, so you can easily supplement and adapt schemes of work without spending hours re-creating lessons or searching for additional resources.   

To find out more about how Pango helps you save time while ensuring your pupils access the best teaching content, explore our schemes, lessons and resources .   

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How to plan an effective scheme of work

By Mark Richards,

24 Jan 2020

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School Base -Online

Friday, january 7, 2022, scheme of work and lesson plan formats || planning and preparation for teaching | schemes of work - form 1- 4 all subjects.

• Teachers should prepare thoroughly before teaching begins
• Preparation can be done daily, weekly, monthly or annually
• Good teaching is a results of good planning

Scheme of work

• Lesson plan
• Lesson notes
• Subject logbook

In these sub-units we will look at their concept, components, characteristics and how to prepare them.

DOWNLOAD AND EDIT YOUR SCHEMES OF WORK FOR SECONDARY SCHOOLS HERE

Scheme of work is a long term plan which

is prepared by the teacher for a week, month or a term in order to facilitate the process of teaching and learning.

• Some teachers wrongly claim that they are knowledgeable, skillful and experienced enough to continue teaching without any scheme of work.
• Such teachers end up doing work haphazardly or in trial and error manner and they finally fail and embarrass both learners and the school authority.
• You are strongly advised to prepare your subject scheme of work always before the school term starts

CHARACTERISTICS OF SCHEME OF WORK

• It derived from the syllabus
• It shows a logical sequence of topics and sub-topics to be taught at a specific tim
• The scheme of work has different components divided into two parts,namely introductory part and matrix part

COMPONENTS OF SCHEME OF WORK

The components of scheme of work are

divided into two parts:

• Introductory part
• Matrix part

The introductory part

This part contain the following:

• Ministry: This part show the ministry of Ed.
• Year: This part show the year in which the scheme of work will be implemented
• Name of school: Show where the teacher is working
• Name of the teacher: show the teacher who planned and who is going to use the scheme of work.
• Term: Show the term in which the scheme of work will be implemented.
• Subject: Show the name of specific subject.
• Class: Show the name of the specific class.

The matrix part

This part contain 13 components:

• Specific objectives
• Teaching activities
• Learning activities
• Teaching/learning materials
• Reference book

DOWNLOAD AND EDIT YOUR SCHEMES OF WORK FOR SECONDARY SCHOOLS HERE 

Description of matrix components.

Competence : Is a statement which specifies the ability that is expected to be exhibited by learners after they have gone through the topic(s) for a given class.

• It derived from the syllabus.
• One competence can be build by a combination of subtopics and specific objectives.

Objectives : These are statements which specify the behavior to be showed by the learners. these statements are derived from the topic in the syllabus.

Month : Is a column that indicate the month in which the topic will be taught.

Week : Is a column that indicates the week in which topic or subtopic will be taught.

Main topic : This column indicates the topics which will be taught in that particular month.

Sub topic : This specifies the area/ subtopic of the topic to be covered.

Periods : A column that indicates number of periods budgeted for a particular topic or subtopic.

Teaching activities : A column that indicates a list of operational activities which will carried out by the teacher in the process of teaching a particular topic or subtopic.

Learning activities:  A column that indicates activities which the learner will perform in the process of learning a particular topic or subtopic.

Teaching/learning resources or materials:

A column that indicates a list of teaching aids that will be used to facilitate teaching and learning a particular topic or sub topic.

References : A column which indicates a list of textbooks, supplementary books or any other resources that will be used in teaching and learning a particular topic/subtopic.

Assessment : A column which indicates the kind of assessment that students will be subjected to. This will ensure that assessment of learners as well as process of

teaching and even the materials used are assessed so as to allow for improvement in future.

Remarks : A column used by the teacher to fill his/her comments about how far the topic/specific objectives have been achieved as well as appropriateness of materials and process.

SIGNIFICANCE OF SHEME OF WORK

• Helps to plan for future teaching.
• Remind teachers on the covered topics.
• It helps teachers to teach content within a given period of time.
• It helps the teacher to regulate speed of teaching.
• It enables the teacher to teach systematically.
• It help the teacher to prepare lesson plan
• It is useful during handing over of teachers.
• It helps the teacher to be confident when planning for teaching.

EXAMPLE OF SCHEME OF WORK

LESSON PLAN

A lesson plan is a teacher's detailed description of the course of instruction, or

'learning trajectory' for a lesson.

• Lesson plan is a summary of all the important steps in the development of a lesson.
• Through the lesson plan you may see clearly what the teacher and learner will be doing at every stage of lesson development

Lesson plan has three main parts namely;

• introduction, 
• lesson development and
• culmination.

INTRODUCTION PART

This comprises of name of the subject, matrix(date, class, period, time and number of students),competence, main and specific objectives, main topic, subtopic, T/L materials and references

Competence.  A statement which specifies the performance that should be attained in particular lesson. One competence can be achieved by different lessons.

Main/general objective.  A statement which states behavior to be exhibited by the pupils at the end of the topic/sub-topic.

Main topic.  The concept/topic through which the specified competence will be attained.

Sub Topic . The content/topic through which the specified competence will be attained

within the period. 

Specific Objective.  A statement which states a specific behavior to be shown by the student within the lesson.

Teaching/Learning resources/materials.  A list of T/L materials that will be used in T/L of the particular lesson.

References.  A list of publications which will be used to prepare a particular lesson.

LESSON DEVELOPMENT/STAGES

Lesson development mainly describes the

process of teaching and learning.

This part comprises of the following;

• Introduction
• New knowledge
• Reinforcement/application
• Consolidation/conclusion

Stage1. Introduction

• find out on what students already know
• Stimulate students interest in the lesson
• arouse an inquisitive mind in students.

Stage 2: New knowledge

• introduce knew knowledge
• check if students are following the discussion/activities
• Clarify any misconceptions that may develop as the lesson proceeds
• encourage students to contribute to the knowledge being presented

Stage 3: Reinforcement/Application

• Link the present knowledge to real world situation
• Discuss the rationally of the knowledge

Stage 4: Reflection

• Get the feelings/opinions of students and the teacher on: the knowledge presented, strategies/techniques used to present the knowledge, teaching aids used

Stage 5: Consolidation

• Summarizes the lesson presented.
• Find out whether any misconception still exist after the presentation of knew knowledge and harmonize
• Give assignment/activity which will promote learning.

Features of a good lesson plan

• Lesson plan must specify clearly the teaching and learning activities.
• Lesson plan must show how each of the planned specific objectives will be realized.
• Lesson plan must give room for maximum learner involvement through activities.

Importance of lesson plan

• Lesson plan helps to manage time
• It helps teacher to be confident during teaching and learning process.
• Lesson plan enables the teacher to manage the class.
• It helps to teach systematically.
• The lesson plan provides the basis for future plan.
• Helps the teacher to plan lesson which cater for different students.

1.CLICK THE NAME OF THE SUBJECT : IT WILL DOWNLOAD AUTOMATICALLY

3. TO SEE IT, GO TO THE DOWNLOAD FOLDER IN THE STORAGE IN YOUR PHONE OR PC

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----------------------------------------------------------------------------

1. BIBLE KNOWLEDGE F1 & F3

BIBLE KNOWLEDGE F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIBLE KNOWLEDGE F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

_______________________________

2. BOOK KEEPING F1, F2, F3, F4

BOOK KEEPING F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

___________________________

3.COMMERCE F1, F2, F3, F4

COMMERCE F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

4. CIVICS F1, F2, F3, F4

VIVICS F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

__________________________________

5. HISTORY F1, F2, F3,F4

HISTORY F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

6. GEOGRAPHY F1, F2, F3,F4

GEOGRAPHY F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

___________________________________

7. ENGLISH LANGUAGE F1, F2, F3, F4

ENGLISH LANGUAGE F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

8. LITERATURE IN ENGLISH F3 & F4

LITERATURE IN ENGLISH F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

LITERATURE IN ENGLISH F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

9. KISWAHILI F1, F2, F3, F4

KISWAHILI F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

10. CHEMISTRY F1, F2, F3, F4

CHEMISTRY F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

11. PHYSICS F1, F2, F3, F4

PHYSICS F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

12. BIOLOGY F1, F2, F3, F4

BIOLOGY F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

____________________________________

13. BASIC MATHS F1, F2, F3, F4

BASIC MATHS F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

14. COMPUTER F1, F2, F3, F4 (FOUR IN ONE)

COMPUTER F1  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F2  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F3  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F4  VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

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‘Almost beyond belief’: axing of teacher recruitment scheme will worsen crisis, say critics

The government’s scrapping of the Now Teach scheme, which has overdelivered on targets for older workers, has sparked an outcry

Ministers have been accused of making a crisis in the recruitment of teachers even worse after axing funding to a much-praised programme helping older workers start a new career in the classroom.

An outcry is already beginning over the decision to axe the career change programme, with organisers complaining that there “will be barely anyone left to teach our children” unless Rishi Sunak lives up to his party conference pledge to prioritise education.

Now Teach , the charity co-founded by journalist-turned-teacher Lucy Kellaway that runs the scheme, said the £1.7m programme was being scrapped despite overdelivering on its recruitment targets. It said the Department for Education (DfE) would not renew its contract. This means it will recruit no new teachers from September despite stating that applications were still “flying in”.

It comes soon after figures suggesting that 10 out of 17 secondary subjects are likely to under-recruit in the current financial year, with the recruitment of secondary school teachers projected to reach around 61% of the official target . Primary recruitment, which usually meets its target, is forecast to reach only 83% of its new target.

The end of the scheme appears to be part of a wider government drive to find savings wherever it can as the DfE tries to deal with a shortfall estimated to be as much as £1.5bn because of the funds needed to meet teacher pay rises. Existing budgets have had to be used to meet much of the cost.

Funding has already been scaled back for free national professional qualifications for all schools, as well as a programme for teacher training top-up courses. A governor recruitment scheme will also be axed in September. More cuts are expected. Kellaway, who quit as a journalist to become an economics teacher, said: “What the government is saying to people is: ‘Now don’t teach, as there won’t be any specialised support for you.’”

Recruits to the scheme have an average age of 47 and most go into Stem subjects (science, technology, engineering and maths). Kellaway said many had “unretired” to enter the profession or had used the scheme to come out of long-term economic inactivity – something Sunak has made a priority of. She said the recruits were more likely to stay in the classroom than other teachers in their age group.

Paul Whiteman, general secretary of the school leaders’ union NAHT, said this demonstrated that the government had “lost all ambition and all innovation if we’re really beginning to cut things like this”. He added: “The fundamentals just aren’t there. We’re still losing people within three years of coming into the profession. We’re still losing longer-serving teachers now in their 40s and 50s because they can’t pay the bills.”

Some Now Teach support services will continue until 2026, but its recruitment will stop in September with no further funding. Lord Blunkett, the former education secretary, said the scheme should be saved. “Experienced people taking on teaching is an imaginative, effective way to get the high-quality specialist teachers our classrooms so badly need,” he said.

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Sam Freedman, director of ­strategy at Teach First, who advised Michael Gove as education secretary, said: “We are in the middle of a major teacher recruitment crisis, so it is almost beyond belief that the government would choose this moment to scrap a proven and successful route into teaching that attracts people who would not otherwise enter the profession and costs less than what the DfE spends refurbishing its own offices. It’s the definition of ‘penny wise, pound foolish’, and I hope ministers see sense and overturn this decision.”

A DfE spokesperson said: “The Career Changers programme has, and continues to, support career changers to enter teaching. We’d like to acknowledge the contribution being made by Now Teach in delivering it. Career changers make a valuable contribution to the teaching profession and bring a wealth of experience and expertise. We remain committed to continuing to recruit and support them into initial teacher training, through services such as Get Into Teaching , which offers one-to-one support and advice.”

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