SCHEMES OF WORK

Schemes of work and associated theories



TS2304 Curriculum Design and Alignment

Introduction: tell us the context you are teaching in and introduce us to your learner groups

My learner group is a lively group coming from the background of sociology, belonging to the age bracket18-22. The class is a cosmopolitan of different children, comprising a broad spectrum of traits and characteristics, with some being a little more competent in the midst of excerpting the gist of all concepts and constructs being delivered in the class, and is keenly determined to get involved in the midst of being involved in all the happenings in class. They perform quite well when asked to discuss topics and less well when asked to do written tasks. Motivation wise they like to get involved in new topics and readily contribute to debates.

Describe and explore the curriculum models you are working with that are evidenced in your Scheme of Work. Select and discuss at least 2 factors that influence the Design (eg: hours given for delivery, learner capital)

A scheme of work is a plan to deliver a course over a set number of weeks. On My plan there are various categories detailed with the Constructive Alignment model proposed by John Biggs. Learning takes place through the active behavior of the student. This is a student centered approach where getting the students to be active in the learning process is key. Students construct meaning from what they do to learn. With this scheme of work there is an emphasis on learner activity. There is a specific column devoted to learner activity. The alignment with the learning 'outcomes' is a little more difficult with this scheme of work since only aims are stated

Biggs pays a stress on outcomes, teaching methods and assessment and we see that on the scheme of work we have sections likewise devoted to 'aims, teaching methods and assessment. The box for learning aims figures quite prominently on The document. This is the essence of “constructive alignment”. First we get the objectives straight, what students have to do. Then we decide how to get them to do it. Assessment serves a double purpose: it checks the quality of learning, and for students, it defines what is to be learned. The Biggs model focuses on 'objectives' whereas the SOW talks about 'learning. When discussing about teaching and learning, one thing should be kept in consideration that no matter which of them the key of concern is, both teaching and learning shall be considered and used interchangeably when discussing about amends made and improvements undertaken towards a particular objective or area of expertise. For attempting proper and efficient teaching towards children and students of all ages and areas, mastering the skills requires innate and iterated practice. Initially the most highly practiced form of education was rather bureaucratic; initially the methods that had been undertaken for the practice and application of intending education to students was strict and rigid; children had a hard time making their points clear ...