Scheme of Work

Scheme of Work



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

The learning experiences and needs of pupils

The extent to which children have opportunities to explore the environment outside School and even the games which they play can influence the development of their sense of place and their knowledge of their surroundings. These should be considered by the teacher who will also find the class records and conversations with the previous teacher useful when planning a scheme of work.

The geography curriculum and the school plan

The content of the strands and strand units of the curriculum and the accompanying sections which describe the development of geographical skills and concepts at each level will provide the basis for the teacher's work with the class. Classroom work should also fulfil the requirements of the school plan for geography.

Planning and selecting content

When choosing and developing units of work through which the content of the programme may be delivered, the criteria for planning content which are contained in the curriculum should be considered. In particular, planning should ensure that the locality of the school is thoroughly studied and that units of work should provide opportunities to explore a range of landscapes and geographical themes in a number of varied contexts (local, Irish, European and non-European). Schemes of work should also be sufficiently flexible to respond to and capitalise on children's experiences and natural phenomena (for example a storm, an earthquake, the building of a new road) which may occur from time to time.

Planning for skills and concepts development

The scheme of work developed by the teacher should also maintain a balance between the treatment of content and the development of concepts and skills. The treatment of the strand units should show progression in the level of skills used and in the depth of treatment they are accorded. Progression might be shown by

increasing the scale of the environment under study

studying more complex processes and features

using more generalised knowledge and abstract ideas

expecting greater accuracy in practical investigations such as observations and recording

encouraging the discussion of more involved issues and problems and developing more informed and sophisticated attitudes.

Approaches and methodologies

An effective geography programme will entail the use of a variety of techniques and classroom approaches. Approaches in which the children are encouraged to visit and explore the environment, ask questions, and engage in research and investigation will be crucial for the success of the programme. Identifying opportunities in which children may develop and use a wide range of map work, graphical, computer and other skills in practical situations will also be an important aspect of the teacher's planning. Suggestions for a range of methodologies that are particularly suited for geographical topics are described in a later section ...