According to Jones, (2014), an active Scheme of work serves as a guide to handling and preparation for resources as well as permitting adequate time for alterations to be made based on current learner performance with particular reference to delivery models, methods of assessment and appraisal.
What exactly is a Scheme of Work?
In the UK, a scheme of work is a standard that defines the arrangement and content of an academic course. It maps out clearly how resources (e.g. books, equipment, time) and class activities (e.g. teacher-talk, group work, practical, discussions) and valuation strategies (e.g. tests, quizzes, Q&A, homework) will be used to safeguard that the learning aims and objectives of the course are met successfully. It will usually include times and dates. The scheme of work is usually an explanation of a requirement or syllabus and can be used as a guide throughout the course to display progress against the new plan. Schemes of work can be shared with students so that they have an summary of their course.
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The headings below show the main sections of a Scheme of Work. In practice, there is often overlap between these sections.
Before agreeing on the teaching methods, the teaching team will first need to agree on the learning requirement. This includes deciding on the prior learning required for early success, and the learning required for the high achievement.
A Scheme of Work shows what will be taught when but also gives student activities for each topic or teaching objective. It also: addresses any missing prior learning
Includes time and strategies to teach skills (such as assignment or essay writing), as well as content. Integrates ILT, equal opportunities and key skills into the teaching scheme
Teaching teams share their methods and select the most actual student activity for each topic or objective. Occasionally they agree on a choice of
In domain one it focuses on planning and preparation broken down into five components. Demonstrating Knowledge of Content and Pedagogy this component focuses on teachers having knowledge of contents and standards within specific grade level what’s developmentally appropriate and what’s not appropriate. Component A emphasizes on Knowledge of Disciplinary Literacy, Knowledge of Prerequisite Relationships, how did the previous year framework have direct correlation with the current school year curriculum? Having Knowledge of the Content and methods practiced of teaching, implementing the proper academic subject and or theoretical concepts. Component B demonstrates the knowledge of the learning process, and being aware of student s skills and knowledge level. Component C focuses on clarity of content, sequence, alignment and balance. Component D Uses diverse content such as different text and materials that caters to learners on different levels. Component E designs and incorporates what students following
4. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Since meeting with parents/carers and working through individual learning plans is an essential part of supporting children this principle is about making parents and carers feel at ease. It is also about ensuring parents and carers properly contribute.
5I: uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities.
One of the key advantages of the single salary schedule is its simplicity. It is very simple for a teacher to know the salary he or she would receive from the chart depending on his or her years of experience and the number of courseworks.
The stages suggest that in the instructional cycle are intended instruction outcomes, planning, and assessment. In the intended instructional outcome stage, teachers identify the content standards and benchmark their unit will address. Then measurable learning outcomes are given from the content standards. After this is completed, the teacher has a guide that shows what she wants her students to learn, understand, and which standards her students will meet. In the planning stage, the teacher should create lesson plans by having in mind effective teaching and instructional strategies to incorporating them into the lesson plan.
behaviors which includes ; defining and communicating shared goals, monitor and provide feedback on the teaching and learning process, and promote school-inclusive professional development. Communicating shared goals encompass activities that emphasis attention to the methodological core of schools. Locke and Latham, (1990) lamented that these goals increase the effort exerted by school members, increase perseverance, and increase the development of schemes which will in turn
• Recognition- Equality, embrace diversity, ground rules and agreeing these, group participation. • Self-esteem- Set out clear indications of what each session will involve, relate learning to the student’s job role, discuss past experiences. • Self-actualisation- clear aims and objectives- revisit these at the end of the session to establish these have been met, discuss how it will improve their work practise and how the student will cascade down to the rest of their team.
A Rationale for Teaching across the Curriculum Teaching across the curriculum requires teachers to make a conscious effort in order to apply the principles, knowledge and values of several academic disciplines simultaneously. These disciplines can be related through central issues, themes, processes, topics, experiences and problems (Jacobs 1989). It allows students to use what they have learned and been taught in different ways. The thematic unit is the organisational structure of teaching across the curriculum, with a framework of goals and outcomes that outline what students should be expected to learn as a result of the activities and lessons in the unit. As a result, it allows for the opportunity of deeper learning through problem solving
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
...d evaluating their teaching. Parents and the students themselves are vital in the process. They allow for IEPs to be moulded to the student and for aims to be specific and as clear as possible. To enable students to develop fully, their individual needs must be considered and dealt with.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
Complete units of work so that the contribution of worker can be identified and more challenging work offered
...alance is between teaching content and developing skills and attitudes of my students. How many different ability levels and modalities of learning can I accommodate in a single classroom? These and many more questions linger as I conclude the practicum experience.
In the classroom teachers need to be flexible to put in to practice many different
students to learn and teachers to teach. At first glance, it may seem problematic, but research has