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Practical assignment 1

P1 – Produce a learning programme/scheme of work in your subject area, for a minimum of six sessions – the length of the session should be agreed with your tutor before you start.

Mortar board iconTask Notes: Although this is the first practical task, it is assessed by submission of a written piece of work.

To be able to complete this task you need to know what a Scheme of Work is and what it should include.

You also need to review the City and Guilds Form 1.3, which is the format in which you should prepare your Scheme of Work for submission.

Schemes of Work

A scheme of work is the working document for the course you are delivering. It is a series of organised and sequenced learning experiences based on what you want to achieve overall with clear direction towards this achievement from session to session.

Reece and Walker (1997) highlight the following factors, which may influence the design of a Scheme of Work:

  • Student entry behaviour.
  • Course aims.
  • Course content.
  • Time available for learning.
  • Teaching strategies to be used.
  • Assessment techniques required.
  • Resources available.

Unless a teacher is delivering a course with prescribed content and delivery requirements, it is usually part of the planning process to decide how the course is most effectively presented to the learners. Reece and Walker (1997) identify 23 different ways to establish the order of teaching – some of the most common are:

  • Easiest topics first – to assist in gaining student confidence.
  • Logical sequence – such as in mathematics where adding and subtracting would precede multiplication and division.
  • Theory/practical – integration of theoretical and practical issues or keeping them discrete.
  • Order of the textbook – although few textbooks are written with the teaching sequence in mind.
  • Evaluation – the order suggested by previous groups of learners on the course.
  • A theme – courses may be seen in terms of themes which are delivered sequentially.
  • By negotiation – the teacher sets out the issues to be covered and asks the learners to agree a sequence.

Schemes of work should include clear aims and objectives; the aims will be the overall achievement from the course, the objectives are the aims broken down into how they will be achieved from session to session.

For example, the aim of a learner driver’s course may be:

To be able to pass the theoretical aspects of the driving test.

To achieve this, some of the things the learner would need to be able to do are:

  • Identify road signs.
  • Recognise hazards
  • List speed limits of different roads.
  • Explain rules of the road including motorway driving.
  • Demonstrate how to make appropriate maintenance checks.

These are the course objectives.

Once all the objectives have been listed, they are then organised by the teacher into an appropriate sequence on a session-by-session basis  – the Scheme of Work.

The format for a Scheme of Work may be different across subject areas and organisations but based on the City and Guilds requirements the minimum information it should include is:

  • Course title, dates, times, venue.
  • Aim of course.
  • Session objectives.
  • Activities and Resources.
  • Assessment.

Additional information often required on Schemes of Work is how each session maps to the course/qualification such as assessment criteria references or for Skills for Life courses, to the Adult Core Curriculum.

A Scheme of Work is a working document and may be altered or adapted as the course progresses. This may be due to influences such as learner needs; learner evaluations, availability of resources or visits by experts; additional time required for a topic etc.

References:

Reece I and Walker S (1997:pp315-335), Teaching, training and learning, Business Education Publishers.

Brain IconTopics to research/review:

 

  • Schemes of Work.
  • Aims and objectives.
  • Task or topic analysis.

Pen in hand IconActivities

 

PC iconAssessment task

 

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