Schemes of work

A chemistry scheme of work based on the syllabus requirements was developed for the year in collaboration with all teachers who would be teaching the subject. The content to be covered in each of the topics was detailed on a weekly basis. Each of the topics had to be covered within a stipulated time frame followed by a cotmnon topic test that was to be administered on a particular week. In general, students were only required to learn and remember the chemical equations as well as the ionic equations, where relevant, with no specific emphasis on understanding the triplet relationship. 

An alternative programme of instraction aimed at reinforcing the use of the triplet relationship when describing and explaining the seven types of chemical reactions was developed by the second anthor and incorporated into the prescribed scheme of work. In order to delineate the content of the alternative instructional prograrmne, the concept map in Fig. 7.1 (Chandrasegaran, 2004) was developed. The concept map encapsulates the characteristics of the seven chemical reactions and indicates... 

Besides the prescribed scheme of work that was described earlier, emphasis was placed specifically on the relevance of the three representations during instmction. The additional features of the alternative instmctional programme are summarised in Fig. 7.3. Laboratory lessons as well as classroom demonstrations were plaimed and implemented for each of the chemical reactions included in this study taking these features into account. Notes to illustrate the development of the lesson involving the chemical reaction between zinc powder and aqueous copper(ll) sulphate are provided in Fig. 7.4. 

Teachers should be aware of the learning styles of both themselves and their students, being able to accommodate differences between the two. The use and value of different schemes of work involving context-based courses, demonstration lectures and cooperative learning have been provided by Tsaparlis (2008). 

Scheme of Work. The investigations were carried out according to the following general scheme for each type of alloy considered, with simplifications for certain types —... 

After having divided the prescribed syllabus into a number of teaching units the teachers will decide the time that could be allotted to each unit. After that he can break up each unit in a number of lessons and each lesson should be complete in itself. After this the teacher will enter in his diary the scheme of work under various headings. 

Fig. 9 (a) IPCE Spectrum (blue) of the sensitizer/catalyst system (b) compared to that of the plain NafionATi02 electrodes, (c) Pictorial scheme of working principles of the dye sensitized PEC for solar water splitting with no external bias. From [21]... 

Figure 4. Schemes of work of the rigid concrete pavement and of the pavement constmcted using flexible polymer joints, functioning as waterproof hinges dissipating deformation energy under the moving load, and view of deformed concrete beam repaired using of flexible polymer joint (polymer...

Expert witnesses will inevitably present their reports in different formats. Nevertheless, there are key areas that all experts will address in a systematic way. An example of the key areas are identified in Figure 1.3. It is important to emphasise the need for the report to be impartial and independent, as an expert is providing an opinion based on the facts available. If the evidence presented to expert witnesses is limited, or inconclusive, then it is not unusual for them to request additional information. This might include school policy documents, schemes of work, assessment documents relating to a pupil s level of attainment, SEN statements, maintenance and inspection reports, or to seek answers to specific questions relating to the plaintiff s statement. 

Curriculum guidelines general and specific, how poHcies are integrated into teaching and learning, planning of schemes of work, units of work and lesson plans... 

Curriculum guidelines schemes of work, assessment arrangements. Pupils management of pupils, procedures, discipline. 

Schemes of work provide details of teachers long-term planning for pupils learning and should set out a series of units of work relating to different activities or topics. From this teachers should plan their lessons according to individual class and pupil needs. The scheme should cover...

These broad issues are used to establish and demonstrate safe working for a typical scheme of work in D T. Making a ballista to fire a ping pong ball is given here as an example (see Figure 4.2). 

All those involved in science activities are aware of and follow regular and approved practice. Tawney (1992) argues that the most effective way of doing this is to include details of relevant safety precautions in schemes of work, lesson plans, pupil texts and worksheets. Doing this will bring safety information to point-of-use-texts where it will be seen by all those involved in either planning or carrying out practical science activities... 

The Key Stage 1 activity Observing a burning candle , oudined in Figure 7.4, could be used in a sequence of lessons for unit ID, Light and dark , of the QCA exemplar scheme of work. Among the anticipated learning outcomes listed for this unit are that children should ... 

MCWHIRTER, J. (1997) Spiralling into Control A Review of the Development of Children s Understanding of Safety Related Concepts. Paper submitted to the Royal Society for the Prevention of Accidents, Birmingham. QUALIEICATIONS AND CURRICULUM AUTHORITY (1998) A Scheme of Work for Key Stages 1 and 2 Science, London Qualifications and Curriculum Authority. 

Figure 17 Scheme of working photovoltaic devices, (a) single layer (b) bilayer (c) interpenetrating donor/acceptor (bulk heterojunction) photovoltaic cells. 

The major Institutional-strategic outcomes related to the revision and development of schemes of work for science but there were others more inventive and effective science displays in classrooms and more eonversations about seienee in sehools. One area where we have tried to look for evidenee is how well the projects have been able to embed themselves into the eulture of the sehool. One way in which w did this was by asking the question, if the partieipating teaehers were to leave, what would be left behind This notion of embedding is hard to define in terms of concrete outcomes, but they eould be eategorised here. 

For students identified as having special educational needs progress is also monitored through the annual review process. As the school has included more students with severe learning difficulties there is aneed to offer a more differentiated curriculum. Moreover, these students are not entered for examinations. However, this does not mean the school has failed to include them in assessment tasks. Instead the school has initiated a curriculum project to develop schemes of work and alternative qualifications such as ASDAN that are more differentiated so that the needs of a greater range of students can be accommodated. 

And that could be poor organization on our part. You should have the rules wrote before the job s done. But 1 don t believe you can write a good scheme of work before the job s running. ... 

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