Justification for Scheme of Work - Duckworth - Management Assignment Help

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Task B – Justification for scheme of work

Duckworth (2014) refers to a scheme of work as a working document, this means that a scheme of work is designed to be adapted. A scheme of work is essential to teaching as it serves as an evaluation tool, that will detail things may have not worked out so well and therefore will need to be changed during the course of the year, but it can also be referred to in subsequent years as a guiding point for things that may have worked. The aim of a scheme of work is to ensure that the lessons are provisionally planned ahead of time ensuring that the curriculum requirements are met, but most importantly the nature a scheme of work allows me as a teacher to adapt my lessons to ensure the needs of learners are met. Therefore, this part of this assignment will discuss my scheme of work and the rationale behind the components, specially; my selection and sequencing of topics, the use of resources and how they promote inclusive learning, the use of differentiation and the choice of assessment methods and how might record results.

1- Selection and sequencing of topics
Session 1 is the first class so after introducing myself, I will then set out ground rules for my lessons, such as punctuality, the use of mobile phones and the importance of respect of others. After, I will hand out the module handbook and will then discuss the contents of the module handbook. The module handbook contains a number of important information, such as the course timetable, the learning outcomes and objectives for each lesson. This is relevant to do in the early stages of the course as it provides students with a clear overview of what topics will be covered and when. The module handbook also provides information on assessments, dates for assessment submissions, the weight of the assessment and the assessment criteria. This is important information as it gives students prior knowledge of how they will be assessed and the expectations they must met in order to pass the specific assessment. Further to this the module handbook outlines the university’s rules with regard to plagiarism, attendance and also provides details for further support such as the well-being team and student support. The module handbook also provides students with my contact details and also my office hours so they know when I will be available.

2. The use of resources and how they promote inclusive learning

Resources are vital to teaching as they can support student learning and increase student success. In the context of teaching the term resources means any materials used to support the teacher deliver lessons, for example the use of a black board for making notes during the lesson, or the use of a PowerPoint presentation gives a visual overview of the lesson at a glance and can also add as a prompt for the teacher. It is important to use a variety of resources as individuals learn differently, Kurtz at al (1998) suggests that the used of videos is ideal for those that are visual learners. Whereas Schmidt (1983) suggests that practical learners may benefit from oral presentations and or problem-based learning such as the mock court case which took place in week 5. As my class includes learners of mixed ability, I have used a variety of resources to ensure that I met everyone’s learning needs and learning style so that no one feels excluded.
 

3. The use of differentiation
Differentiation occurs in many ways in my scheme of work, for example, at the first session I had just met my students and was unaware of those that had specific needs, however when I was completing my scheme of work and planning lessons, I did assume that some students may have learning needs. After I received an email from the wellbeing team which confirmed that some students did have learning disabilities (2 students had dyslexia 1 student has dyscalculia) or medical conditions (slightly hard of hearing) I adapted my lessons and use of resources slightly to ensure that the resources I have used are accessible to students with learning disabilities such as changing font size, using coloured paper, and when using a PowerPoint presentation, I have considered the colours on the background and also the font colour. Francis and Gould (2013) suggests that this would be of benefit to students that have learning disabilities such as dyslexia. In addition to this I have used a video in session 3 as another method of learning because I am aware that some students are visual/ audio learners, but I have ensured that I included subtitles within the video so the student that is hard of hearing will not feel excluded from that class as she can follow the subtitles.

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