scheme of work in education

Your browser is not supported

Sorry but it looks as if your browser is out of date. To get the best experience using our site we recommend that you upgrade or switch browsers.

Find a solution

Skip to main content
Skip to navigation

Back to parent navigation item
Collections
Sustainability in chemistry
Simple rules
Teacher well-being hub
Women in chemistry
Global science
Escape room activities
Decolonising chemistry teaching
Teaching science skills
Post-lockdown teaching support
Get the print issue
RSC Education

Three cartoons: a female student thinking about concentration, a male student in a wheelchair reading Frankenstein and a female student wearing a headscarf and safety goggles heating a test tube on a bunsen burner. All are wearing school uniform.

More from navigation items

How to avoid the pitfalls of curriculum development

No comments

Adam Boxer hands out four golden nuggets to help you build an effective scheme of work

An adventurer plots a route through a dangerous forest to a treasure chest

Source: © Oivind Hovland/Ikon Images

Be sure-footed, militant and keep your eye on the prize when building a scheme of work

I am very fortunate in that I get to talk to a lot of heads of department and science teachers across England. Almost all of them have been busy building and improving their resources, mostly for key stage 3, and often from scratch. This work is crucially important, but is also tremendously difficult.

There are a few common themes I’ve noticed, and a number of emerging trends that I think are mistakes when building a scheme of work. With teacher workload a vital consideration, it is crucial we get this right. Here are some suggested solutions for the highest-frequency issues as I see them.

1. Spend time on the things that matter

Science teachers across the country are being asked to write intent statements for their science curriculums: why do we teach science and what is the point of our curriculum? Worthy though these questions are, England’s National Curriculum already answers them , and similar documentation exists for the Curriculum for Wales and Scotland’s Curriculum for Excellence (CfE) . And Ofsted has tried to direct leaders away from such activities . Furthermore, I think many of these discussions don’t result in much practical difference: the resources, lesson activities or core content don’t change accordingly.

Science teachers across the country are being asked to write intent statements for their science curriculums: why do we teach science and what is the point of our curriculum? Worthy though these questions are, England’s National Curriculum already answers them, and similar documentation exists for the Curriculum for Wales and Scotland’s Curriculum for Excellence (CfE). And Ofsted has tried to direct leaders away from such activities. Furthermore, I think many of these discussions don’t result in much practical difference: the resources, lesson activities or core content don’t change accordingly.

Perhaps the issue here is one of time and opportunity cost. Yes, have these discussions, but don’t let them drag on or take significant amounts of time away from department activities that can make a bigger difference in the classroom.

2. Teach once, revisit often

Pick a lesson that is taught roughly halfway through year 7, for example. It might be something to do with friction, ribosomes or common acids and alkalis. Next, go through the rest of the curriculum up till the end of year 9, looking to see where that content is revisited. If it comes up once in an end of year exam, and not again, it’s almost guaranteed your students will forget it. Without regular and sustained retrieval practice , your students are guaranteed to forget what you have taught them.

Pick a lesson that is taught roughly halfway through year 7, for example. It might be something to do with friction, ribosomes or common acids and alkalis. Next, go through the rest of the curriculum up till the end of year 9, looking to see where that content is revisited. If it comes up once in an end of year exam, and not again, it’s almost guaranteed your students will forget it. Without regular and sustained retrieval practice, your students are guaranteed to forget what you have taught them.

Instead, schedule multiple opportunities into your teaching calendar to actively revisit and retrieve everything you teach.

3. Be militant and organised

Science curriculums have a magnetic habit of accumulating documents and files. Teachers rewrite a worksheet, and save it in the folder with their initials. Teachers download a worksheet from an online provider, and save it in the folder. Teachers tweak a slide deck, and save it in the folder. Leaders write curriculum maps, overviews, short-term plans, long-term plans and more. All these files build up and can become difficult for teachers to navigate. Which resource should I use? Which slide should I use? Do I need to read all these files before I can teach this course?

No, you don’t. Be militant with folder curation. Don’t allow things to build up, and ensure there is one high-quality resource per topic for everyone. Teachers might want to tailor it for their own groups, and that’s fine, but then it should be saved elsewhere. As a leader, actively cut down on the number of policy documents you have. For policy documents, think about the most important things you want people to read, get it onto no more than one side of an A4 and leave it at that.

4. Be specific about what needs to be taught

A lot of time is spent making resources, but less time tends to be spent agreeing precisely what content the resources should communicate. A teacher might receive a lesson topic like oxidation reactions, but exactly what needs to be taught in that lesson is not specified. This leads to variation of teaching, with some teachers electing to teach oxidation of metals, some choosing to focus on rusting, some teaching naming conventions and some looking at combustion reactions.

Instead, be hyper-specific about what is to be taught. Teachers should be able to teach the content how they want, but the content itself shouldn’t vary too much between teachers. If it does, you can’t meaningfully assess a cohort or collaborate on resources, nor give each other advice and tips about how to teach particular units.

Devoting care and attention to your curriculum is one of the most important things you can do as a teacher. Your curriculum is the very substance of the education you offer, and everything you do in the classroom springs from it. That doesn’t mean that all activities are equal, or that spending time on curriculum is good in and of itself. All too often we can spend time on things that are, at best, a waste of time and, at worst, actively damaging. Focusing on these four simple points may help you improve your students’ understanding of science, and you’ll see the job of curriculum improvement as an opportunity, not a chore.

More from Adam Boxer

A small man pushes the stop button on a huge remote control

Why I don’t use video to explain chemistry concepts

A high school student daydreaming in class

How to ensure students listen intently

Managing behaviour beyond the classroom

Curriculum evaluation and design
Scheme of work
School leadership and management

An hourglass that has been split in two and the sand swirls in the space between.

Longer classes: what’s the verdict?

2024-05-20T08:00:00Z By Angeli Mehta

Discover why some schools have switched to fewer, longer lessons in a school day – and how it’s going

A cartoon of a young person in a shopping trolley wearing an astronaut's helmet rolling towards a lightbulb

Why we should ditch working scientifically

2024-04-12T06:00:00Z By Ben Rogers

Explore a different approach to this national curriculum strand, grounded in contemporary cognitive science

Three people standing in front of a periodic table

Inside the labs at Long Road Sixth Form College

2024-04-02T08:30:00Z By Deborah van Wyk

Cambridge chemistry teachers share how they engage post-16 learners with models and more

No comments yet

Only registered users can comment on this article., more from ideas.

An illustration of a pencil taking notes growing into a tree with graphene in its shadow

5 ways to use structure strips effectively

2024-05-08T05:08:00Z By Kristy Turner

Bolster your students’ ability to write independently with these effective strategies

A series of keys with general knowledge and chemistry icons

Escape the classroom: and revise chemistry knowledge

2024-05-03T09:21:00Z By Hayley Russell

Challenge your students to break out of the lab and prepare for exams

A female engineer inspects a turbine in a nuclear power plant

Fuel curiosity in science careers

2024-04-17T05:02:00Z By Mustafa Mahmoud

Help foster the next generation of scientists by linking teaching topics to real-world events and career pathways

Contributors
Print issue
Email alerts

Site powered by Webvision Cloud

mrsstrickey
Aug 10, 2021

Writing a Scheme of Work/Learning

As a trainee or ECT you will be asked, at some point, to write a "sequence of learning", "scheme of work" or "scheme of learning"... but what actually goes into one?

Some schools refer to these as schemes of work, others schemes of learning. Personally, I prefer the latter as this reminds you, as a teacher, that everything you do is about the learning that takes place in your classroom rather than what the students will produce.

What is a Scheme of Learning?

A scheme of learning, in short, is an overview or a long-term plan for what you aim to teach in a particular subject across a term or an academic year. It’s a road map for where you want to go and the steps you will need to take in order to get there. The website EdPlace has an article aimed at homeschoolers which gives a great overview and introduction to what a scheme of learning is and what could be in it, you can read that here .

What goes into a Scheme of Learning?

Aside from the labelling of your Scheme of Learning with the subject, key stage, year group and unit title there are many things that can go into a Scheme of Learning. There is no one defined layout or template and all schools will do this slightly differently. That being said, there will be a number of similar items that go into one.

Unit Overview

In the overview of your Scheme of Learning, you will want to write about what it is the unit of work is all about. What topic are students learning? What skills are they learning through the unit? What will they be creating and what will they learn as a result? Remember that you need to discuss skills and knowledge here.

Prior Learning

What prior learning do students have about this particular topic or the skills they will be developing? You will need to look at the previous Key Stage information here too. For example, when writing my Key Stage 3 Computer Science Scheme of Learning for Networks, I refer back to Key Stage 2 where students should be taught to understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration and use this as part of my prior learning. When writing a Key Stage 4 unit, I would look back at Key Stage 3, for example, in Year #, students study networking in the unit ****. This enables you to really think about what students might already know about the knowledge and skills you want students to gain in your current unit, building on their previous knowledge and skills.

Links to Future Learning

Here you again need to look at the National Curriculum for the next Key Stage and include that information within your links to future learning, as well as future learning within your own school. You should also reference A Level study in your subject in this section and explain how the knowledge and skills students are learning now help prepare them for A Level study. If you are writing an A Level Scheme of Learning, you should discuss how this unit prepares them for further study in your subject.

Key Vocabulary

Next, you need to consider the vocabulary that students will develop as a result of studying this particular unit. David Didau is a great person to read when it comes to vocabulary. Vocabulary can be usefully divided into 3 tiers:

Tier 1 – high frequency in spoken language (table, slowly, write, horrible)

Tier 2 – high frequency in written texts (gregarious, beneficial, required, maintain)

Tier 3 – subject specific, academic language (osmosis, trigonometry, onomatopoeia)

We don’t need to worry about tier 1 – pupils usually arrive knowing the basics and if not they will quickly pick them up in conversation with their peers.

SMSC & British Values

I have written previously about exemplifying SMSC, which you can read here , but in essence, your Scheme of Learning needs to detail how the learning in this unit develops students' social, moral, spiritual and cultural education. You should also discuss how you are promoting fundamental British values (where possible) within your scheme. Guidance from the DFE states that schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values.

Gatsby Benchmark 4 Careers Curriculum Learning

Every young person needs high-quality career guidance to make informed decisions about their future. Good career guidance is a necessity for social mobility: those young people without significant social capital or home support to draw upon have the most to gain from high-quality career guidance. You can read more about the Gatsby Benchmarks here . When writing your Scheme of Learning, think about how the skills and knowledge they are learning prepares them for the world of work. The Prospects website is a great place to get information about potential career paths which can help you link your curriculum to the world of work.

Enrichment Opportunities

It is also a good idea to list out any enrichment opportunities such as trips or guest speakers in this section with a brief description of how this links in to the learning that takes place in the unit.

Planning the lessons

Once you have all the "background" information completed, it is then time to begin thinking about your lesson content. Again, there is no one right way to do this, some schools have a template for all subjects to use, others don't.

The first thing to do is to work out how many lessons you are planning for and then look at how you can split up your topic based upon that.

I find that landscape tables are often the best way to lay out Schemes of Learning (again, personal preference!)

I start with a column for the week/lesson. In Key Stage 3, we have one lesson per week in my subject, in Key Stage 4 there are 3 per week. Therefore, in Key Stage 3, I simply number the rows according to the number of weeks. In Key Stage 4, I would write 1:1, 1:2, 1:3 and so on to indicate the week:lesson. This then helps me to break down the topic I am teaching and look at the consistent skills students need to learn through out. It also helps me to think about when and how I will assessing the knowledge and skills students have gained through the unit (you obviously need to ensure that you are following your school's policy on this too!).

Once I've listed out the number of weeks/lessons, I then start a second column (in my school this is labelled "sequence of learning") which refers to the overall topic, not the learning objectives, that will be covered in the lesson. Followed then by a third column which indicates the Learning Objectives/Outcomes. This will include the overall learning objective, followed by the surface and deep learning. For example:

LO: Understand what a mind map is

Surface Learning: Be able to understand what a mind map is and how it is used.

Deep Learning: Be able to create a mind map that is actually useful

After that, it's on to the brief overview of the lesson. Ideally, this should enable someone to see exactly what will go on in your lesson. Or, would allow someone to plan a lesson based on what you're expecting students to know and understand by the end of it. In this section, I will include a link to the specific PowerPoint presentation and/or resources that I will use from my Google Drive, followed by the "starter" (we call these "ready to learn"), and then what I expect from specific groups of students. For example;

Ready to Learn Activity: What is a mind map used for? Challenge: Why might you use a mind map?

HA: explain why mind mapping is an effective way to summarise notes/concepts

MA: describe what a mind map is using key vocabulary

LA: draw a mind map of a topic

SEND: complete a pre-populated example of a mind map with annotations

PP: access to computers and the internet, exposure to new learning techniques

Here, it demonstrates what I expect from the high (HA), middle (MA), low (LA) ability students, how I will support SEND students in general terms - I do not include details of student passports or specific support in this section - and then how my lesson may help pupil premium (PP) students.

The next step is to create a column for the key vocabulary of the lesson so that you can track what Tier 3 vocabulary you are introducing, this will also help you to structure your lesson in a way that uses them throughout and therefore encourages students to use them.

Finally, I then add a column for extended learning/homework which enables me to plan out how students can further develop their knowledge and understanding of the specific topic.

Finally, you will need information on what success looks like and how students will be assessed, along with how they can demonstrate that they have "mastered" the learning. In my setting, we use mastering, developing and emerging as the language for this. For GCSE & A Level courses, these can be the grade descriptor statements linked to the topic, for vocational Level 2 and 3 courses, you can use the LO/markband descriptors to evidence this.

An effective Scheme of Learning:

When writing, ask yourselves these questions about your scheme:

Does it ensure the teachers know exactly what content they are responsible for passing on?

Is enough time devoted to establishing the most fundamental skills and representations which underpin successful teaching of the content?

Does it ensure a consistent approach to vocabulary, models and representations so that pupils have a coherent experience when moving between teachers?

Is the sequencing of content logical (mathematically, pedagogically sound)?

Are ideas revisited and developed at intervals that minimise the need to re-teach?

Are review, revision and assessment built in at intervals that encourage and enable learners to develop fluency and embed knowledge and skills in their long-term memory?

Does the scheme demonstrate an expectation that pupils will have learned what they have previously been taught?

Jen Brewin, Subject Leader of Mathematics, Huntington School

Links to the Teacher Standards

Writing schemes of learning flows through all of our activity as teachers! When looking at the Teacher standards however, it can specifically fit into the following (it is not limited to these!):

TS2b: Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

TS2d: Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

TS3: Demonstrate good subject and curriculum knowledge

TS4c: Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

TS5a: know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

TS6a: Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

TS6b: Make use of formative and summative assessment to secure pupils’ progress

Further Resources

What is a Scheme of Work? - Twinkl

Schemes of Work Lecture - UKEssays

Hertfordshire Grid for Learning

How to plan an effective scheme of work by Mark Richards

Teaching & Learning
Lesson Planning

How to Write a Scheme of Work

Last Updated: March 30, 2024 Fact Checked

This article was co-authored by Courtney Copriviza . Courtney Copriviza is an Elementary School Teacher based in Maui, HI. Courtney specializes in elementary education, classroom management, and social and emotional development. She holds a BA in Communication with a minor in Urban Education and an MA in Teaching from Santa Clara University. Courtney has also taught high school in Madrid, Spain. She is a member of Kappa Delta Pi International Honors Society in Education. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 481,194 times.

A scheme of work is a plan for instructors to outline what they will teach during an academic term or period. To write one, check to see if your institution has a template or specific requirements. Otherwise, look online or draft your own. Review course materials, set up academic objectives, and collaborate with students to plan a schedule that will suit them best. Break down the overall learning experience into unit plans, and plan around conflicts.

Choosing the Format

Step 1 Check if your workplace has a standard template.

For instance, schemes of work are available on Click Teaching, a teaching resource website that teachers can subscribe to for approximately $50 a year.

Step 3 Create a scheme of work from scratch.

“Date” or “Lesson number”, to delineate each interval
“Topic” (i.e. the overall subject matter of a specific unit)
“Lesson content”: a brief overview of the lesson planned, which can be broken down into sub-topics
“Specific objectives”
“Learning Activities”
“Resources”
“Assessment”

Reviewing Course Content

Step 1 Read through the course materials.

For instance, two chapters might be devoted to polynomial functions, while differential equations might only be covered in one chapter.

Step 2 Divide reading time appropriately.

In addition, look into whether the class could benefit from new course materials and updated unit plans of learning.

Attainable/achievable

For instance, a teacher may have initially scheduled a brief lecture and note-taking for a lesson on the Cold War, but amends the unit plan to schedule a class discussion instead to defer to the preferences of the class.

Estimating Time Requirements

Step 1 Break down the duration of the course.

For instance, in an introductory Anthropology course, you might plan a week-long unit entitled “The Agricultural Revolution” during which you will teach students about the origins and rise of farming.

Step 2 Factor in scheduling interruptions.

For example, a unit like WWII in a 20th century history course might be stretched over two weeks instead of one week to accommodate a statutory holiday, and allow for review to ensure that all students are well-versed in this important component of the class.

Step 3 Work around other teachers' schedules.

Community Q&A

Expert Interview

Thanks for reading our article! If you’d like to learn more about teaching, check out our in-depth interview with Courtney Copriviza .

↑ https://www.educationandemployers.org/wp-content/uploads/2014/11/Subject-schemes-of-work-in-one-document-05.11.14.pdf
↑ http://files.eric.ed.gov/fulltext/EJ1082472.pdf

About This Article

To write a scheme of work, start by making a table on a blank document or spreadsheet. Then, label the columns in the table so each one corresponds with a different section of your scheme of work. You should include a "Date" or "Lesson number" column to specify each interval, as well as "Topic," "Lesson Content," "Special Objectives," "Learning Activities," and "Resources" columns. You'll also want an "Assessment" and "Remarks" column that you can fill in later on. For tips on reviewing your course content and estimating the time requirements, keep reading! Did this summary help you? Yes No

Send fan mail to authors

Reader Success Stories

Sujatha Karthikeyan

Jun 6, 2016

Did this article help you?

Tamason Titus

Jan 25, 2018

Abdulazeez S.

Nov 3, 2023

Sep 27, 2017

Austine Metisala

Sep 24, 2016

Featured Articles

Watch Articles

Terms of Use
Privacy Policy
Do Not Sell or Share My Info
Not Selling Info

Get all the best how-tos!

How to plan an effective scheme of work

By Mark Richards,

24 Jan 2020

Please wait...

Professional development
Knowing the subject
Teaching Knowledge database Q-S

Scheme of work

A scheme of work is a plan that defines work to be done in the classroom.

learners in classroom in Spain talking together

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.

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

In the classroom Questions to ask learners for a scheme of work include: What are your aims? What do you want to produce? Who is going to do what? What resources do you need? How long is it going to take?

Further links: https://www.teachingenglish.org.uk/article/course-planning https://www.teachingenglish.org.uk/article/project-work-teenagers

Research and insight

Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

See our publications, research and insight

Programmes & Qualifications

School Support Hub

Planning and preparation

Teaching, learning and assessment
Results resources
Everyday Science
Cambridge Personal Styles Questionnaire

We offer a wide range of resources to help you plan and teach our programmes and qualifications. These materials are available from our School Support Hub .

Our syllabuses are well designed, interesting to teach, accessible to learners and regularly updated. They explain what your learners need to know, how they will be assessed, and the relationship between assessment objectives and papers.

Specimen materials

Use our specimen papers and mark schemes to familiarise yourself with the overall assessment approach.

We also provide specimen paper answers with responses written in the style of a Cambridge candidate and examiner comments to demonstrate high-level answers.

Schemes of work

Our schemes of work are medium-term teaching plans that provide ideas about how to construct and deliver your Cambridge course.

We have broken the syllabus down into teaching units with suggested teaching activities and learning resources to use in the classroom. The schemes include advice, tips and ideas to provide you with a basis to plan your lessons.

Syllabus overview
Past papers, examiner reports and specimen papers
Published resources

The Tech Edvocate

Advertisement
Home Page Five (No Sidebar)
Home Page Four
Home Page Three
Home Page Two
Icons [No Sidebar]
Left Sidbear Page
Lynch Educational Consulting
My Speaking Page
Newsletter Sign Up Confirmation
Newsletter Unsubscription
Page Example
Privacy Policy
Protected Content
Request a Product Review
Shortcodes Examples
Terms and Conditions
The Edvocate
The Tech Edvocate Product Guide
Write For Us
Dr. Lynch’s Personal Website
The Edvocate Podcast
Assistive Technology
Child Development Tech
Early Childhood & K-12 EdTech
EdTech Futures
EdTech News
EdTech Policy & Reform
EdTech Startups & Businesses
Higher Education EdTech
Online Learning & eLearning
Parent & Family Tech
Personalized Learning
Product Reviews
Tech Edvocate Awards
School Ratings

Spain, Ireland and Norway Say They Will Recognize a Palestinian State. Why Does That Matter?

World reacts to the death of iran’s president ebrahimraisi, best cities to live in the u.s., according to u.s. news & world report, netanyahu denounces bid to arrest him over gaza war, how does this end with hamas holding firm and fighting back in gaza, israel faces only bad options, trump hush money trial to shape prosecutor alvin bragg’s legacy, judge dismisses felony convictions of 5 retired military officers in u.s. navy bribery case, trump falsely claims us justice department was ready to kill him, majority of americans wrongly believe us is in recession – and most blame biden, best and worst travel times for memorial day weekend, 3 ways to write a scheme of work.

A scheme of work is a crucial educational tool that outlines the overall structure, content, and learning objectives for a specific course, unit or set of lessons. A well-designed scheme of work enables educators to ensure coherence and continuity in their teaching while providing a valuable resource for tracking progress and planning future lessons. In this article, we will discuss three methods to write an effective scheme of work.

1.The Backward Design Approach

The Backward Design Approach requires instructors to start with the end in mind. By first identifying the desired learning outcomes, teachers can then create appropriate content and activities to facilitate student achievement. This can be done by following these steps:

a.Define the learning objectives – Outline the specific knowledge and skills that students should acquire by the end of the course or unit.

b.Develop assessment criteria – Determine how you will measure whether students have achieved these objectives through tests, projects, or other forms of evaluation.

c.Design instructional activities – Plan a range of activities that will support students in building their understanding and mastering the learning objectives.

d.Sequence content and activities – Organize lessons logically so that they build on prior knowledge and scaffold towards more complex concepts.

e.Continuously evaluate and adjust – Reflect on the effectiveness of your scheme of work during its implementation and make necessary adjustments to improve student learning outcomes.

2.Collaborative Planning

Involving colleagues in designing a scheme of work can provide valuable input from individuals with varied perspectives, experiences, and subject expertise. Collaborative planning includes:

a.Conducting team meetings – Schedule regular meetings to discuss curriculum design, share ideas, resources, and evaluate progress.

b.Assign roles and responsibilities – Allocate tasks amongst team members based on their strengths and areas of specialization.

c.Pool resources – Share teaching materials, lesson plans, assessment tools, and other valuable resources among team members for continuous improvement.

d.Review and revise – Refine the scheme of work collectively, incorporating feedback from all team members to ensure its alignment with broader educational goals and standards.

3.Using Existing Frameworks

Utilizing pre-existing curriculum frameworks (such as common core or national/state standards) can save time and provide guidance when developing a scheme of work. These frameworks often include specific learning objectives and suggested content areas, making it possible for teachers to:

a.Review required standards – Identify the mandatory objectives outlined in the chosen framework that need to be covered during the course.

b.Adapt objectives to fit your context – Modify or expand on these objectives as necessary to match your specific teaching subject, grade level, or course requirements.

c.Align content and assessment – Ensure that your chosen teaching materials and assessment methods align with the intended learning objectives.

d.Seek out supplemental resources – Use supplementary materials such as textbooks, online resources, or professional development courses to enhance the depth and breadth of your scheme of work.

In conclusion, writing an effective scheme of work is essential to ensure student success by providing a coherent and consistent structure for learning. The Backward Design Approach, Collaborative Planning, and Using Existing Frameworks are three valuable methods that can be employed when creating a comprehensive curriculum plan. When used effectively, these approaches facilitate scaffolded learning experiences, enable successful assessment of student progress, and support ongoing professional growth for educators.

3 Ways to Convert Excel to PDF

How to fit a cooker hood.

Matthew Lynch

13 Ways to Talk More Often When You’re Quiet

3 Ways to Lose Birth Control Weight

3 Ways to Make a Corsage

6 Ways to Clean a Coach Purse

How to Go to Bed Early: 15 Steps

How to Make Yourself Sneeze: 8 Steps

Are you a school?

Looking for a way to get extra funding, how our filters work:.

Our team sorts through all blog submissions to place them in the categories they fit the most - meaning it's never been simpler to gain advice and new knowledge for topics most important for you. This is why we have created this straight-forward guide to help you navigate our system.

Phase 1: Pick your School Phase

Phase 2: select all topic areas of choice, search and browse.

And there you have it! Now your collection of blogs are catered to your chosen topics and are ready for you to explore. Plus, if you frequently return to the same categories you can bookmark your current URL and we will save your choices on return. Happy Reading!

Filter Blog

School phase, school management solutions, curriculum solutions, classroom solutions, extra-curricular solutions, it solutions, how using a scheme of work lets teachers teach.

As a primary school teacher, I believe that schemes of work – used correctly – can liberate teachers and allow them to do what they do best – teach. However too often I’ve encountered the view that buying in a scheme of work is not a good idea. Criticisms include the notion that using a scheme of work is merely ‘rote teaching from a script’, or takes away a teacher’s autonomy. I’d like to explain why I don’t think this is the case and how, in fact, using a scheme of work can actually release a teacher’s creativity rather than shackle it.

One major issue is that for primary schools there is a sense in which a teacher is “a jack of all trades and master of none’. This is because there are around 12 different subjects which primary school teachers have to teach – all of which need to be imparted at a high standard, especially when teaching further up the school. Planning what needs to be taught in each of these lessons from scratch is a laborious process that even an experienced teacher can find complex and/or repetitive. What critics of schemes don’t always consider is that when teachers plan lessons from scratch it is often from a mixture of desperate Google searches combined with whatever free materials they find on the internet, followed by shoe-horning that information into a lesson plan. In contrast, a good scheme of work can allow teachers to tailor relevant, well-prepared and up-to-date material in the best way to suit the needs of their individual students. Such schemes help provide the vital confidence which teachers need to carry the class with them. Embedding a scheme of work at the beginning of term also lets teachers see what the subject expectations are before they start teaching. Teachers can quickly understand what stage students are at, where they need to be and adapt accordingly. These advantages continue throughout the term too – for example when a different teacher has to take over a class or when a class is cancelled. In the current global crisis, many schools have said that having schemes in place has been incredibly useful in easing the problems of going backwards and forwards between classroom and on-line teaching. This leads onto the most important point. Using a scheme of work means that you can put your energy and experience into the actual job of teaching – giving the right support at the right time where it is needed, particularly to students who are falling behind. Of course, all of this is not to say that a teacher who wants to plan from scratch should be prevented from doing so, especially if they are an experienced teacher with an area of subject expertise. My personal view is that using a scheme of work produced by subject experts is an easier, more efficient and effective way of getting what you need to teach under your belt. It goes without saying that schemes of work can – and often are – easily adapted throughout the year by the teacher to fit their students’ needs. Many (including myself) supplement them with their own experience and knowledge, which is in itself an exciting part of the teaching journey. Schemes should not be seen as plans set in tablets of stone, but rather that the core, or bedrock, of what you need to teach is there for you. Have you come across the old saying about the importance of the six ‘P’s? This is usually explained as “Proper planning and preparation prevents poor performance”. Taking this as relating to students’ as well as teachers’ performance, gives a neat summary of why schemes of work can be a vital part of a teacher’s tool kit.

You must be logged in to post a comment.

Robert Pokorny

https://www.schemesupport.co.uk/

Related Blogs

Is Your Biggest Fear I.T?

Leading Computing – a personal perspective

Building Outside The Blocks

Summer Learning Loss and What to do About It

Don’t miss the first-ever Harry Potter Book Day

NQT Tips- How Much Work Do You Need To Give Your Students?

Is it time we stopped running league tables? – Chris Hook

Supporting Wellbeing in Early Years

Nexus Education

Find out more

Are you looking for solutions? Let us help fund them! Nexus Education is a community of over 11,000 schools that come together to share best practise, ideas and CPD via online channels and free to attend events. Nexus also offers funding to all school groups in the UK via nexus-education.com

One Education

Established in 2011, One Education is a company at the heart of the education world, supporting over 600 schools and academies. Our unique appeal as a provider is in the breadth and synergy of the services we offer, supporting school leaders, teachers and support staff to achieve the best possible outcomes for their pupils and staff.

School Space

School Space is a social enterprise that has empowered schools for over 12 years through their profitable and hassle-free lettings services. So far, they’ve generated over £5 million in revenue for education, helping to connect over 200 schools with their local communities.

Titus Learning

GDPR in Schools

Learning Ladders

Eco Printers

Subscribe to the monthly bloggers digest

Cookies and privacy.

Subject leaders
Specialists

Teach With Confidence With Kapow Primary

Engaging, knowledge-rich and progressive curriculums and lesson plans for foundation subjects. Includes teacher CPD videos and planning materials.

Explore Our subjects

Why kapow primary, full national curriculum coverage, knowledge-rich and builds skills, subject planning, diverse and inclusive resources, watch our introductory video.

No obligation! You will not be automatically signed up at the end of your trial.

What's included in your membership?

Schemes of work providing full national curriculum coverage for your chosen subjects
1400+ lesson plans developing skills and knowledge across a wide range of topics at KS1 and KS2
CPD through hundreds of confidence-inspiring videos that provide rich, visual demonstrations and develop subject knowledge
Webinar recordings to boost CPD even further
Helpful documents and support for subject leaders
Free wellbeing module

New for 2024!

EYFS (Reception) units for History and Geography .
Refreshed Networks unit for Computing.
New Science units.
New Religion & worldviews units.
New Spanish units.
See our webinar calendar for 2024.
Free to attend.
Sign up here .

Long-term plans
Full-year 36-week plans
Condensed plans for schools short of curriculum time
Mixed-age plans
Updated regularly to ensure you meet national curriculum guidelines

Benefits of Kapow Primary

Curriculum coverage, build subject knowledge, ensure pupil progression, fresh lesson ideas from subject specialists, curriculum planning, some of our free resources, what does it cost.

Prices valid from 1 April 2024

Small school

0-150 pupils

Medium school

151-300 pupils

Large school

300+ pupils

Any 1 Subject

Any 2 Subjects

Any 3 Subjects

Any 4 Subjects

Any 5 Subjects

Any 6 Subjects

Any 9 Subjects

10+ Subjects

Prices exclude VAT. Minimum 12-month subscription. 10+ subscriptions include PE units . For longer terms and rates for schools with fewer than 80 pupils contact [email protected] . MAT pricing available.

Organisations we work with

Try our resources free! No credit card required

Science Schemes of Work: Why, How, and Where to Find the Best

A world without science would be a much lesson interesting place. Science explains and affects everything we do, from dropping a pen off the table to how we grow and age. We know so much about how our world works, yet the universe is shrouded in mystery; it’s exciting, fascinating, and it’s our job as teachers to introduce young minds to these topics.

The good news is you don’t have to reinvent the wheel. By using a science scheme of work, you can access fully planned science units of work to ensure progression of skills in science, and a time-saving way to offer curriculum coverage to all pupils

Why Use a Primary Science Scheme of Work?

Science schemes of work give you confidence and move you from the overwhelming position of having to plan every lesson yourself, and how each domino will fall into the next, to one of empowerment.

Instead of going back to the beginning and planning what countless other teachers have already planned before you, a scheme of work offers you a ready-made, comprehensively structured plan to follow – saving you time and ensuring high-quality teaching and learning.

Science schemes of work ensure all your lessons align with the national curriculum and provide a balance between disciplinary and substantive knowledge. Not only does this save you precious time and reduce your working hours, but it also gives you a boost in confidence because you know every lesson you teach will help your pupils make rapid progress.

How Do I Choose a Primary Science Scheme of Work?

Choosing a science scheme of work can be daunting. You need to know you’ve chosen one that covers the curriculum whilst being adaptable for your pupils. Here’s what you should be looking for:

Curriculum alignment: Ensure that the scheme you have chosen is suitable for your country’s curriculum – not all are!
Practical activities: Hands-on learning is an essential part of science education. Choose a scheme that offers a good variety of practical activities you can easily offer students to engage them with hands-on learning and reinforce theoretical concepts.
Assessment and tracking: Many schemes of work include assessment and tracking materials to help you track your pupil’s progress and see if they’re on track to meet all your learning objectives. Teacher assessment of course plays a part in this too.
Videos: If you’re new to teaching, you may find science explainer videos of some of the lessons and activities help boost your confidence as you go into your lessons. Many schemes of work offer CPD videos to do just that.
Flexibility: Your scheme of work should be adaptable to suit your class’s needs and your teaching style.

The Best Primary Science Schemes of Work

We offer thousands of resources for primary school teachers here at Pango, and have curated partnerships with trusted publishers to bring you the best choice when it comes to primary science schemes of work.

PZAZ: PZAZ, a science subject specialist, offers comprehensive science schemes of work for EYFS and all primary years. What sets PZAZ apart are the extensive resources included in each scheme, from CPD videos and progression maps to approximately 500 easy-to-resource practicals. Their schemes cover every statement in the national curriculum and come with assessment and tracking materials

PZAZ also provides invaluable resources for science coordinators, which you can find here .

Focus Education: Focus Education, led by Clive Davis, who has been awarded an OBE for his services to education, delivers a detailed, enquiry-based approach to primary science. Their schemes are flexible and have robust cross-curricular links, ensuring your pupils get a well-rounded science education. You can find Focus Education’s science schemes of work here.

Both of these primary science schemes of work provide you with a comprehensive, engaging, and time-saving solution to your science lesson planning. The right scheme of work can transform science lessons, because you are able to focus on offering pupils engaging, enriching, and effective learning experiences, instead of the “what” that goes into them. To evaluate which science scheme might best meet your needs, explore our science resources.

Primary History Schemes of Work: Choose the Right Scheme for You

Our understanding of the world and our place in it is largely shaped by history. We can look back and be inspired by past people’s innovation and tenacity and learn from...

How to teach science if you’re not a science expert

Teaching science can be a daunting idea;.

What if the experiments go horribly wrong?
What if they ask me why trees grow, and rocks don’t?
What if they can tell that I’m...

Subscriber Services
For Authors
Publications
Archaeology
Art & Architecture
Bilingual dictionaries
Classical studies
Encyclopedias
English Dictionaries and Thesauri
Language reference
Linguistics
Media studies
Medicine and health
Names studies
Performing arts
Science and technology
Social sciences
Society and culture
Overview Pages
Subject Reference
English Dictionaries
Bilingual Dictionaries

More Like This

Show all results sharing these subjects:

scheme of work

Quick reference.

A plan setting out how the programme of study (PoS), syllabus, or curriculum will be translated into teaching and learning activities, including the sequencing of content, the amount of time spent on each topic, and how the specified learning objectives will be assessed. Some schemes of work are drawn up centrally, such as those designed by the Qualifications and Curriculum Authority which provide teachers with a template for translating national curriculum PoSs into a series of lesson plans. Others may be drawn up by teachers themselves, as is the case in many courses of further and higher education, where the creation of the scheme of work forms part of the planning process for the department, team, or the individual teacher.

From: scheme of work in A Dictionary of Education »

Subjects: Social sciences — Education

The Benefits of Using a Scheme of Work

Updated: Jun 19, 2022

Our resident Deputy Headteacher advises on the advantages and benefits of using schemes of work in primary schemes, focusing on how they can help teaching and learning.

Take a look at every scheme of work available for the English Curriculum at schemesupport.co.uk .

With school budgets becoming increasingly strained, the principal question you need to consider as a subject lead or SLT member is: “what benefits can a scheme of work bring, that a well-organised subject lead cannot?” New levels of accountability demanded of subject leads from OFSTED’s latest framework mean that fewer teachers are willing to lead foundation subjects without a TLR, so it is perfectly reasonable to question whether schemes are justifiable.

It’s only a matter of time...

In an ideal world, every subject lead would have ample time to be fully conversant with the latest developments in their field; they would be experienced curriculum planners and designers; and they would have an endless organised library of age-appropriate content white-board ready. You may have come across some of those unicorns out there, but they are few and far between. It’s an issue of time availability, and after all the other duties of a subject lead are done, there is precious little left over for that big curriculum over-haul that’s been on the back burner.

The levelling factor...

Your school will employ teaching and support staff with a range of different skills and experience levels. You might have someone with a maths degree and someone who has had to retake their maths GCSE teaching within the same year group. Regardless of this, pupils still have the right to the same quality of teaching. For an inexperienced teacher, one of the greatest challenges is resourcing. If we continue with maths as the example, without a scheme of work (like those on our maths scheme directory ), a teacher has to establish the lesson objective and outcome, select the resourcing for the independent tasks, and only then begin to think about the intricacies of lesson delivery and teaching input. A scheme of work guarantees that the task challenges will be age-appropriate and that over time arithmetic and reasoning objectives are met in a manner that makes pedagogical sense. It is therefore far more likely that pupils taught by the inexperienced teacher will make the same progress as those taught by the senior practitioner.

CPD on the job...

You may have heard the argument that schemes of work de-skill teachers. I don’t believe that effective teaching need be an originality competition. I am sure you are familiar with that time-consuming hunt for online resources, or “patchwork” lessons drawn from resource books that are often purchased with teachers’ personal income. This is certainly no guarantee of a good or better lesson. Nor are personally authored resources, the quality of which are entirely contingent on the skill and experience of the teacher. A scheme of work can certainly be poorly used – and there is no excuse for turning up to a lesson having not carefully checked through the content of the lesson – but poor preparation will out regardless of whether a school is using a scheme of work or not.

At their best, schemes of work can serve as highly-effective “on-the-job” CPD. Following a scheme carefully can educate a teacher in a tried and tested manner of delivering a complex curriculum over the course of a year. They will see how breadth and depth can be balanced, and how progress can be assured in tricky curriculum areas.

Delivery delivery delivery...

Ultimately you will find that schemes of work enable teachers to concentrate on the delivery of their lessons. Two teachers can have exactly the same content in front of them and one could go on to teach an outstanding lesson, the other failing to secure good pupil progress. This is where the subject lead comes in – and ensuring good or better progress from all groups of pupils across an entire school is no mean feat. Pupil achievement must come first, and if a scheme of work is the best way for your subject to secure that, then don’t hesitate to see what’s out there.

If you're looking to see what schemes of work are available for each primary subject, check out our directory at schemesupport.co.uk, which lists everything from Art & Design to Writing & Literacy .

School Base -Online

Friday, january 7, 2022, scheme of work and lesson plan formats || planning and preparation for teaching | schemes of work - form 1- 4 all subjects.

Teachers should prepare thoroughly before teaching begins
Preparation can be done daily, weekly, monthly or annually
Good teaching is a results of good planning

Scheme of work

Lesson plan
Lesson notes
Subject logbook

In these sub-units we will look at their concept, components, characteristics and how to prepare them.

DOWNLOAD AND EDIT YOUR SCHEMES OF WORK FOR SECONDARY SCHOOLS HERE

Scheme of work is a long term plan which

is prepared by the teacher for a week, month or a term in order to facilitate the process of teaching and learning.

Some teachers wrongly claim that they are knowledgeable, skillful and experienced enough to continue teaching without any scheme of work.
Such teachers end up doing work haphazardly or in trial and error manner and they finally fail and embarrass both learners and the school authority.
You are strongly advised to prepare your subject scheme of work always before the school term starts

CHARACTERISTICS OF SCHEME OF WORK

It derived from the syllabus
It shows a logical sequence of topics and sub-topics to be taught at a specific tim
The scheme of work has different components divided into two parts,namely introductory part and matrix part

COMPONENTS OF SCHEME OF WORK

The components of scheme of work are

divided into two parts:

Introductory part
Matrix part

The introductory part

This part contain the following:

Ministry: This part show the ministry of Ed.
Year: This part show the year in which the scheme of work will be implemented
Name of school: Show where the teacher is working
Name of the teacher: show the teacher who planned and who is going to use the scheme of work.
Term: Show the term in which the scheme of work will be implemented.
Subject: Show the name of specific subject.
Class: Show the name of the specific class.

The matrix part

This part contain 13 components:

Specific objectives
Teaching activities
Learning activities
Teaching/learning materials
Reference book

DOWNLOAD AND EDIT YOUR SCHEMES OF WORK FOR SECONDARY SCHOOLS HERE

Description of matrix components.

Competence : Is a statement which specifies the ability that is expected to be exhibited by learners after they have gone through the topic(s) for a given class.

It derived from the syllabus.
One competence can be build by a combination of subtopics and specific objectives.

Objectives : These are statements which specify the behavior to be showed by the learners. these statements are derived from the topic in the syllabus.

Month : Is a column that indicate the month in which the topic will be taught.

Week : Is a column that indicates the week in which topic or subtopic will be taught.

Main topic : This column indicates the topics which will be taught in that particular month.

Sub topic : This specifies the area/ subtopic of the topic to be covered.

Periods : A column that indicates number of periods budgeted for a particular topic or subtopic.

Teaching activities : A column that indicates a list of operational activities which will carried out by the teacher in the process of teaching a particular topic or subtopic.

Learning activities: A column that indicates activities which the learner will perform in the process of learning a particular topic or subtopic.

Teaching/learning resources or materials:

A column that indicates a list of teaching aids that will be used to facilitate teaching and learning a particular topic or sub topic.

References : A column which indicates a list of textbooks, supplementary books or any other resources that will be used in teaching and learning a particular topic/subtopic.

Assessment : A column which indicates the kind of assessment that students will be subjected to. This will ensure that assessment of learners as well as process of

teaching and even the materials used are assessed so as to allow for improvement in future.

Remarks : A column used by the teacher to fill his/her comments about how far the topic/specific objectives have been achieved as well as appropriateness of materials and process.

SIGNIFICANCE OF SHEME OF WORK

Helps to plan for future teaching.
Remind teachers on the covered topics.
It helps teachers to teach content within a given period of time.
It helps the teacher to regulate speed of teaching.
It enables the teacher to teach systematically.
It help the teacher to prepare lesson plan
It is useful during handing over of teachers.
It helps the teacher to be confident when planning for teaching.

EXAMPLE OF SCHEME OF WORK

LESSON PLAN

A lesson plan is a teacher's detailed description of the course of instruction, or

'learning trajectory' for a lesson.

Lesson plan is a summary of all the important steps in the development of a lesson.
Through the lesson plan you may see clearly what the teacher and learner will be doing at every stage of lesson development

Lesson plan has three main parts namely;

introduction,
lesson development and
culmination.

INTRODUCTION PART

This comprises of name of the subject, matrix(date, class, period, time and number of students),competence, main and specific objectives, main topic, subtopic, T/L materials and references

Competence. A statement which specifies the performance that should be attained in particular lesson. One competence can be achieved by different lessons.

Main/general objective. A statement which states behavior to be exhibited by the pupils at the end of the topic/sub-topic.

Main topic. The concept/topic through which the specified competence will be attained.

Sub Topic . The content/topic through which the specified competence will be attained

within the period.

Specific Objective. A statement which states a specific behavior to be shown by the student within the lesson.

Teaching/Learning resources/materials. A list of T/L materials that will be used in T/L of the particular lesson.

References. A list of publications which will be used to prepare a particular lesson.

LESSON DEVELOPMENT/STAGES

Lesson development mainly describes the

process of teaching and learning.

This part comprises of the following;

Introduction
New knowledge
Reinforcement/application
Consolidation/conclusion

Stage1. Introduction

find out on what students already know
Stimulate students interest in the lesson
arouse an inquisitive mind in students.

Stage 2: New knowledge

introduce knew knowledge
check if students are following the discussion/activities
Clarify any misconceptions that may develop as the lesson proceeds
encourage students to contribute to the knowledge being presented

Stage 3: Reinforcement/Application

Link the present knowledge to real world situation
Discuss the rationally of the knowledge

Stage 4: Reflection

Get the feelings/opinions of students and the teacher on: the knowledge presented, strategies/techniques used to present the knowledge, teaching aids used

Stage 5: Consolidation

Summarizes the lesson presented.
Find out whether any misconception still exist after the presentation of knew knowledge and harmonize
Give assignment/activity which will promote learning.

Features of a good lesson plan

Lesson plan must specify clearly the teaching and learning activities.
Lesson plan must show how each of the planned specific objectives will be realized.
Lesson plan must give room for maximum learner involvement through activities.

Importance of lesson plan

Lesson plan helps to manage time
It helps teacher to be confident during teaching and learning process.
Lesson plan enables the teacher to manage the class.
It helps to teach systematically.
The lesson plan provides the basis for future plan.
Helps the teacher to plan lesson which cater for different students.

1.CLICK THE NAME OF THE SUBJECT : IT WILL DOWNLOAD AUTOMATICALLY

3. TO SEE IT, GO TO THE DOWNLOAD FOLDER IN THE STORAGE IN YOUR PHONE OR PC

4.FOR SMARTPHONE USERS IF YOU GET THE MESSAGE "THIS FILE IS NOT SUPPORTED." Use GOOGLE CHROME BROWSER or Update the document view you use OR use MICROSOFT OFFICE FOR ANDROID all available from google playstore for free

----------------------------------------------------------------------------

1. BIBLE KNOWLEDGE F1 & F3

BIBLE KNOWLEDGE F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIBLE KNOWLEDGE F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

_______________________________

2. BOOK KEEPING F1, F2, F3, F4

BOOK KEEPING F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BOOK KEEPING F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

___________________________

3.COMMERCE F1, F2, F3, F4

COMMERCE F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMMERCE F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

4. CIVICS F1, F2, F3, F4

VIVICS F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CIVICS F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

__________________________________

5. HISTORY F1, F2, F3,F4

HISTORY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

HISTORY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

6. GEOGRAPHY F1, F2, F3,F4

GEOGRAPHY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

GEOGRAPHY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

___________________________________

7. ENGLISH LANGUAGE F1, F2, F3, F4

ENGLISH LANGUAGE F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

ENGLISH LANGUAGE F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

8. LITERATURE IN ENGLISH F3 & F4

LITERATURE IN ENGLISH F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

LITERATURE IN ENGLISH F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

9. KISWAHILI F1, F2, F3, F4

KISWAHILI F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

KISWAHILI F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

10. CHEMISTRY F1, F2, F3, F4

CHEMISTRY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

CHEMISTRY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

11. PHYSICS F1, F2, F3, F4

PHYSICS F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

PHYSICS F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

12. BIOLOGY F1, F2, F3, F4

BIOLOGY F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BIOLOGY F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

____________________________________

13. BASIC MATHS F1, F2, F3, F4

BASIC MATHS F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

BASIC MATHS F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

14. COMPUTER F1, F2, F3, F4 (FOUR IN ONE)

COMPUTER F1 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F2 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F3 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

COMPUTER F4 VIEW/READ HERE TO DOWNLOAD DOWNLOAD SCHEME HERE

Thanks for reading SCHEME OF WORK AND LESSON PLAN FORMATS || PLANNING AND PREPARATION FOR TEACHING | SCHEMES OF WORK - FORM 1- 4 ALL SUBJECTS

Scheme of works and lesson plans for form 5&6 are not there when we might find them Sorry may you help us to find those things?

Improving the Teacher Workforce

Posted May 20, 2024
By Elizabeth M. Ross

Mary Laski understands how vital effective teachers are. “I had the privilege of having great teachers and know how important that was for me getting here,” says the HGSE doctoral marshal whose mother was also a teacher. Inspired by her own positive experiences, Laski wants to help put more great teachers in front of more students.

For her doctoral dissertation called Essays on the Teacher Workforce , Laski wrote three separate pieces. Two of her papers have already been shared publicly, including research on lessons the teaching profession can learn from encouraging developments in the nursing field and an evaluation of a pilot teaching program in Mississippi . The pilot allowed some school principals in the state to tackle teacher shortages by selecting in-house paraeducators and other experienced staff, who had not been able to pass Mississippi’s traditional licensing exams, to fill open teaching positions using provisional licenses. Because Laski found positive results with the program, Mississippi has moved forward with a performance-based licensure pathway for some teachers based on their success in the classroom. Laski’s third paper examined the role that principals play in the quality of teachers in schools.

“If you read the education news, all you hear about is how hard it is to be a teacher and how everything is going wrong with the teaching profession, and there's some truth in that,” Laski explains. “But I ended my research journey on an optimistic note. There are bright spots and places where we could be thinking more carefully about supporting teachers and getting great teachers in the classrooms.”

Laski recently reflected on ways to improve the teaching field and shared what she values most about her time at HGSE.

Where do you think the hope lies for the teaching profession, following the research that you’ve done? I think the pandemic really put a spotlight on how hard it is to be a teacher and a lot of issues with the profession, so I think this is a prime moment now to be thinking more critically about this role that we all know is really important but is also really hard. It doesn’t have to be this way. Nursing has figured out a way to be a more appealing profession and there are ways that we could be thinking about teaching differently to make it more appealing. Also, principals clearly can be doing things to support their schools in their management of teaching. And we could be thinking more carefully about how to support principals in making the best decisions for their schools.

How has your time at HGSE helped you? Six years is a long time and the amount of things that have happened is mind blowing to me. There was the global pandemic. I also became a parent, which was a huge personal change, so I feel like a very different person than I was six years ago. I feel very grateful for all of the opportunities I've had. I think I'm most grateful for my cohort of other doctoral candidates. We became really, really close our first year and I’m so glad about that because we were able to keep our community going when we all went virtual the second year [during the pandemic.] We had Zoom study groups and regular reading groups. We were able to keep supporting each other continuously. That community, I feel, is the only way that I made it through this program so, I'm very, very thankful for them.

How did you balance being a new mom and getting your Ph.D. at the same time? Several of my friends also became parents for the first time so there's a group of new mom friends and having other people going through that big change with you or that have done it recently is very helpful. But yes, particularly managing being in a Ph.D. program, I could not have done that without many other women in my same program who helped me understand how to manage it.... I'm actually expecting another kid this summer. There are also some other people that are graduating pregnant. We have a good community of moms.

What does it mean to be chosen by your peers to be a Commencement marshal? It’s really one of the most meaningful parts of graduation for me. I built lifelong friendships in this program. I learned a lot in my classes, but I think I maybe learned more from my cohort mates and that is really one of the greatest benefits of this program. I didn't even appreciate, before applying or starting here, how much I would benefit from having that group of colleagues who were thinking about similar things and so smart and so caring and going through the same things as me. I'm just very, very flattered and honored.

What are your future plans? I actually have already started a position at Arizona State University as a research principal, continuing a lot of the same work, thinking about how we can be reimagining what teaching looks like to make it more sustainable and attractive to folks. Arizona State has this big initiative called the Next Education Workforce. It's basically getting teachers to work together in teams, sharing a roster of students, and distributing their expertise — really making the job look different, so that they're working together a lot more, collaborating. Everyone always talks about the first year of teaching being so hard, but when you're all alone in a classroom all day with kids and it's really hard, that just makes it even worse. The opportunity to have more support with your co-workers is something that we look for in a lot of professions. What I like about my job is collaborating with really smart, caring people and we don't always offer teachers that opportunity.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

Building The ‘Bridge’ Between Research and Practice

Marshal Doug Mosher, Ph.D.'24, reflects on his journey to the Ed. School and the lessons — musical and teaching — learned along the way

Inset, top-bottom: Craig Paxton, Ed.M.'09, and Janhvi Maheshwari-Kanoria, Ed.M.'10

Paxton, Maheshwari-Kanoria to Receive 2024 Alumni Council Awards

Alums will be honored for their educational contributions at HGSE Convocation

Exploring the Effects of Desegregation

International
Schools directory
Resources Jobs Schools directory News Search

The British Empire - Case Study on India Scheme of Work

Last updated

23 May 2024

Share through email
Share through twitter
Share through linkedin
Share through facebook
Share through pinterest

Resources included (5)

Lesson 5 - Legacy of the British Empire in India

Lesson 4 - How the British Raj changed lives in India

Lesson 3 - Resisting the Empire (Indian resistance)

Lesson 2 - The Empire and the East India Company

Lesson 1 - The Birth of the British Empire (The Americas)

1 of 6 - Birth of the Empire - The Americas 2 of 6 - The Empire and the East India Company 3 of 6 - Resisting the Empire (Indian resistance) 4 of 6 - How the British Raj changed lives in India 5 of 6 - Legacy of the British Empire in India

**Enquiry question: *What can we understand about the power and influence of the British Empire from our case study of India? *

Links to National Curriculum: Ideas, political power, industry and empire: Britain, 1745-1901 (the development of the British Empire with a depth study (for example, of India)

I have designed this scheme of work to tie into our Tudor / Stuart scheme of work with the birth of the British Empire before looking at India as a case study. I’ve worked very hard to ensure that the scheme is objective and not subjective as areas of the unit can be considered sensitive. All lessons are designed to be taught by specialists and non-specialists, no prior knowledge is required to cover the content.
Scheme should take between 5-6 weeks to complete.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

General election latest: Home Secretary James Cleverly to face questions on National Service pledge

James Cleverly will be asked about the government's National Service plan on Sky News. Reform's Nigel Farage will also have to explain his decision not to run in the election. While Labour's Liz Kendall will also appear after the party appeared to commit to lowering the voting age.

Sunday 26 May 2024 08:08, UK

General Election 2024

Please use Chrome browser for a more accessible video player

General election called for 4 July

Home sec and Farage on Sunday Morning With Trevor Phillips from 8.30am
Sunak pledges to introduce National Service
Starmer confirms support for extending voting age to 16
PM agrees to take part in Sky News leaders' event on one condition
Live reporting by Tim Baker and Brad Young

Expert analysis

Adam Boulton: Why PM's big bet on security likely won't pay off
Tamara Cohen: What Mail's front page means for campaign
Sam Coates: Gove stepping down shows political winds are shifting

Election essentials

Trackers: Who's leading polls? | Is PM keeping promises?
Subscribe to Sky's politics podcasts: Electoral Dysfunction | Politics At Jack And Sam's
Read more: What happens next? | Which MPs are standing down? | Key seats to watch | How to register to vote | What counts as voter ID? | Check if your constituency's changing | Sky's coverage plans

While the economy took centre stage as the first weekend of campaigning kicked off, immigration remains a key election battleground.

Yesterday we learned the number of migrants crossing the Channel so far this year surpassed 10,000 ( read more here ).

This was earlier than the threshold was reached in the record year of 2022, when 45,000 people arrived within 12 months.

Despite the figures, Home Secretary James Cleverly has said Labour's plans to scrap the Rwanda scheme would make the UK "a magnet" for illegal immigration.

"This Conservative government has a clear plan to stop the boats and deliver a more secure future in an increasingly uncertain world," he added.

But shadow home secretary Yvette Cooper has penned an article in The Sun accusing the Conservatives of "chaos and failure", leading to "criminal smuggler gangs" which undermine border security.

"Labour's new elite Border Security Command will bring full force of government and law crashing down on gangs - work starts on day one," she said.

Mr Cleverly will be joining Trevor Phillips on Sky News later this morning - watch from 8.30am at the top of the page and follow along with the key moments here.

By Adam Boulton , Sky News commentator

Whether you heard the wet outdoor version of Rishi Sunak's election campaign launch or the dry indoor one, his message on national security was the same.

"The world is more dangerous than it has been at any point since the end of the Cold War," he told the small banner-waving crowd bussed in to the Excel centre, and it is only "we Conservatives who have that plan and are prepared to take that bold action to ensure the better future for our country and our children."

The Conservative leader likes to remind voters that his Labour opponent, Sir Keir Starmer, served under and supported his predecessor, Jeremy Corbyn, who opposed Britain's membership of NATO and the nation's nuclear deterrent.

Labour has chosen the single word "change" as their main campaign slogan.

Sir Keir's Labour Party has certainly changed a lot since the days of Mr Corbyn in relation to his views on defence.

Mr Corbyn has been kicked out of Labour on antisemitism issues and is challenging his old party as an independent in the Islington North constituency, which he has represented for 40 years.

Meanwhile, danger signals are flashing red over the conflicts in Ukraine and Israel and Gaza, amid identification of a new axis of anti-Western aggression, dubbed CRINK from the initial letters of China, Russia, Iran and North Korea.

Foreign policy is seldom a determining factor in UK general elections.

All politicians agree with opinion polls which show that voters are usually much more concerned with domestic issues such as the NHS, the economy and law and order.

Yet Conservative campaigners clearly see it as one of their main attack lines against Labour in this election.

Read on here...

Our flagship Sunday morning show, hosted by Trevor Phillips , will be live this morning on Sky News from 8.30am until 10am, and we will have a packed line-up as the general election campaign kicks off.

Here's who Trevor will be chatting to:

James Cleverly , the home secretary;
Liz Kendall , Labour's shadow work and pension secretary;
Nigel Farage , from Reform UK.

On Trevor's expert panel this morning are:

Lord Daniel Finkelstein , former Conservative adviser;
Baroness Ayesha Hazarika , ex-Labour adviser;
Rachel Johnson , broadcaster.

Watch live on Sky News and in the stream at the top of this page - and follow updates here in the Politics Hub.

Watch Sunday Morning with Trevor Phillips from 8.30am every Sunday on Sky channel 501, Virgin channel 602, Freeview channel 233, on the Sky News website and app or on YouTube .

The Conservatives would bring in National Service for 18-year-olds, they will announce on Sunday.

In the first new policy announcement of the election campaign, the prime minister has unveiled a plan that would see new adults given the choice of a full-time military placement for 12 months or a scheme to volunteer for one weekend a month for a year.

The placement would be selective - with tests used to decide who is eligible - and involve working with the armed forces or in cyber defence.

Read more from our political correspondent Rob Powell :

At a breakfast with veterans on Saturday morning, Rishi Sunak made light of the wetter-than-hoped election announcement earlier this week.

Standing at a lectern outside Number 10 on Wednesday, the prime minister had to ignore the steady rain as he outlined his plan for the upcoming polling day.

This morning - a sunnier one - he met the group of eight veterans and sat in The Buck Inn, a Wetherspoon's pub on the High Street in his Richmond constituency, where the group were sipping tea and some tucked into breakfasts.

But it was the wet weather that was the subject of conversation...

The Conservatives would introduce National Service for 18-year-olds, it will be announced on Sunday.

Hailed by the party as a "bold new model", the plans would see new adults working in the armed forces or volunteering in their community.

The scheme would be mandatory.

"We have so much to be proud of in the United Kingdom, but we also need to be open and honest about the long-term challenges that our country and our society faces," the party said.

"And one of the problems in our society is that we have generations of young people who don’t have the opportunities they deserve."

Young people would be able to choose from:

- A selective, full-time 12-month placement in the armed forces or UK cyber defence

- Volunteering the equivalent of one weekend per month (25 days per year) in their community with organisations such as fire, police and the NHS as well as charities tackling loneliness and supporting older, isolated people

It has not been confirmed that the 12-month placement option would be paid.

This National Service will provide valuable work experience and ignite a passion for a future career in healthcare, public service, charity or the armed forces, the Conservatives say.

Prime Minister Rishi Sunak said: "This is a great country but generations of young people have not had the opportunities or experience they deserve and there are forces trying to divide our society in this increasingly uncertain world."

What was Labour's reaction?

Responding to the plans, a Labour Party spokesperson said: “This is another desperate £2.5bn unfunded commitment from a Tory Party which already crashed the economy, sending mortgages rocketing, and now they’re spoiling for more.

“This is not a plan – it’s a review which could cost billions and is only needed because the Tories hollowed out the armed forces to their smallest size since Napoleon.

“Britain has had enough of the Conservatives, who are bankrupt of ideas, and have no plans to end 14 years of chaos. It’s time to turn the page and rebuild Britain with Labour.”

UNISON has commented on Sir Keir Starmer's package of workers' rights.

Earlier, the Unite criticised Labour's plans for having "more holes in it than Swiss cheese".

General secretary Sharon Graham accused the party of watering down its policies after rebranding "Labour's new deal for working people" as "Labour's plan to make work pay".

But Christina McAnea, UNISON's general secretary, backed the plans.

She said: "Labour's new deal best illustrates that choice. It will make work fairer and boost the economy too."

She said its measures are "proving popular on the doorstep" and said that "bad employers" will no longer be able to cut corners and costs by exploiting staff.

"An end to dodgy zero-hours contracts, paid travel time for care workers and a new fair pay agreement to help boost recruitment in that crisis-stricken sector too. Plus a wave of bringing public service contracts back in-house to end the profiteering in frontline services. Labour is the only party with a plan to help working families."

The Liberal Democrats are "way more in tune" with young voters than "any other party", their leader has argued.

Sir Ed Davey spoke in Chichester in reaction to Labour's pledge to lower the voting age to 16.

He pointed to his party's position on housing, calling for a ceasefire in Gaza and their pro-European stance as policies that may appeal to younger people.

Sir Ed welcomed Labour's promise to reduce the voting age to 16 but said "bolder" reform is needed to fix the country's "broken" political system.

When asked how the Lib Dems could regain the trust of young voters following the U-turn on their pledge to scrap university fees during the 2010 coalition government, Sir Ed said his party had "fought the Conservatives every single day" during the power-sharing agreement but "weren't able to get everything we wanted".

Under the coalition, university tuition fees were trebled to a maximum of £9,000-a-year from 2012.

Now that Rishi Sunak has called the next general election for Thursday 4 July, the nation is preparing for its first polling day since December 2019.

Here's everything you need to know about the general election and how it's going to work...

Scottish First Minister John Swinney has defended his decision to challenge the sanction ordered against his colleague Michael Matheson.

Mr Matheson drew criticism over a near-£11,000 data roaming bill on his parliamentary iPad.

The Scottish parliament's standards committee backed a 27-day suspension for the MSP.

But SNP leader Mr Swinney said he did not support the cross-party committee’s sanction as one of its members, Conservative Annie Wells, had previously made critical comments about Mr Matheson’s explanation for the bill, which Mr Swinney believes therefore prejudiced the decision.

Speaking to journalists, he said: "I’m not going to have prejudice taken forward in any part of Scottish life, it shouldn’t happen in the Scottish Parliament."

Be the first to get Breaking News

Install the Sky News app for free

Economics Stream
Legal Graduates
Finance Graduates
Human Resources Stream
Digital (Including ICT) Stream
Data Stream
Opportunities for Aboriginal and Torres Strait Islander peoples
Australian Government Careers Pathway
Frequently asked questions
Australian Government Apprenticeship Program
Australian Government School Leaver Program
Our Ministers
Our Secretary
Organisation chart
Diversity and Inclusion
Reconciliation Action Plan
National Redress Scheme
Annual Reports
2024–25 Budget
2023–24 May Budget
2022–23 October Budget
Legal services annual expenditure - former Departments
Corporate Plan
Gifts and Benefits Register
How to make a freedom of information (FOI) request
The Public Interest Disclosure Act 2013
Disclosure log archive
Senate Continuing Order – Listing of Entity Contracts
Senate Continuing Order — Listing of Departmental Files
Senate order 15 Departmental and agency appointments and vacancies
Information Publication Scheme (IPS)
Campaign activities
Procurement Complaints
Australian Government Responses
APS Employee Census
Online contact form
Emergency support services
Making a Complaint about Employment Services
NTCH complaints form
Resources for each state and territory
Announcements

2024–25 May Budget

The 2024–25 Budget includes initiatives across skills and training, employment and workforce and workplace relations to further enable the department to support people in Australia to have safe, secure and well-paid work, with the skills for a sustainable future.

Skills and Training

The Government is introducing several measures in this Budget to continue to address skills shortages and build the strong and highly skilled workforce needed to deliver a Future Made in Australia. It includes measures to support the net zero transformation, empower First Nations people to access education, training and employment, and support women achieve flexible, safe and inclusive work and training opportunities in male-dominated industries.

The Government will invest a further $265.1 million over 4 years from 2024-25 for the Australian Apprenticeships Incentive System , to continue supporting apprentices in priority occupations. Under the revised Australian Apprenticeship Incentive System:

Apprentices undertaking training in priority occupations will be eligible for $5,000 to assist with cost-of-living and incentivise them to finish their training.
Employers taking on apprentices in priority occupations will be eligible for $5,000 to help subsidise costs associated with employing an apprentice.

The Government will also invest $91 million over 4 years to improve the capacity of the clean energy training system and increase the number of trainees and apprentices in clean energy occupations. This will include funding for initiatives to:

establish a $50 million, Commonwealth co-contribution, capital and equipment investment fund to upgrade clean energy training facilities
expand the clean energy teacher, trainer and assessor workforce
target activities that expedite the take-up of clean energy apprenticeships, by expanding the eligibility criteria for the New Energy Apprenticeships Program, with eligible apprentices receiving direct financial supports up to $10,000
establish climate careers promotion activities across government, industry, civil society, and the education and training sectors, and
undertake a scoping study on using Australia’s international education sector to tackle critical skills shortages, through work integrated learning and apprenticeships where domestic training capacity permits.
reimburse Group Training Organisations that reduce their fees for small and medium enterprises who engage an apprentice training in the clean energy, manufacturing and construction industries.

The Government will invest over 4 years, commencing in 2024-25:

$55.6 million in the new Building Women’s Careers program, which will drive structural and systemic cultural change in work and training environments, and
an additional $10.6 million to support the implementation of the Australian Skills Guarantee , to help train the next generation of skilled workers.
$4.4 million in 2024-25 to help raise community awareness of Fee-Free TAFE courses in areas of high skills need, also boosting the status of VET and encourage the uptake and use of VET pathways.

The Government will provide funding to grow Australia’s construction workforce and boost housing supply through:

This measure includes working with jurisdictions to support 5,000 people to access pre-apprenticeship programs , designed to give students an experience of working in construction-related trades.
Streamlining skills assessments for around 1,900 potential migrants from countries with comparable qualifications who want to work in Australia’s housing and construction industry, and prioritising processing of around 2,600 Trades Recognition Australia skills assessments in targeted construction occupations.

In addition, the Government is delivering on reforms recommended by the Australian Universities Accord, including through:

reforming the Higher Education Loan Program (HELP) and other income contingent loan programs, including VET Student Loans and Australian Apprenticeship Support Loans , to make them fairer.
a new Commonwealth Prac Payment will provide $58.2 million over 4 years in cost-of-living relief for eligible VET students studying a nursing qualification and undertaking mandatory placements.
committing $15.9 million specifically for VET across the next 4 years to improve tertiary collaboration, laying the foundations for broader reforms, including through improving credit recognition between VET and higher education, improving regulatory approaches for dual sector providers and pilot the Australia Skills Quality Authority delegating VET course accreditation to selected TAFEs.

Other Government investments in this Budget include:

Investing $30.2 million over 5 years from 2023–24, in partnership with central Australian communities and the Northern Territory Government, to co-design and establish a network of Remote Training Hubs .
Providing $6.1 million for careers information and policy through the National Careers Institute in 2024-25.
Providing an additional $9.5 million in 2024–25 to Jobs and Skills Australia (JSA) , to continue providing independent advice on current, emerging, and future workforce skills and training needs.

Employment and Workforce

The Government is taking incremental steps in the 2024–25 Budget towards larger scale reform of the employment services system. These measures are an initial response to the immediate issues identified through the House of Representatives Select Committee on Workforce Australia Employment Services, and include:

The Real Jobs, Real Wages initiative will invest $32.1 million to support people who are at risk of long-term unemployment into secure work via a tapered wage subsidy over 6 months.
The WorkFoundations initiative will invest $21.9 million to assist people with complex barriers to employment to build their work readiness, with funding for social enterprises and businesses to deliver paid employment placements of up to 6 months with tailored, wrap-around supports.
Funding will be redirected to these initiatives by reducing Employment Fund credits and ceasing the Workforce Specialists initiative. Existing Workforce Specialist projects will continue to be delivered until completion.
The Government will invest a further $68.6 million over 5 years in the Digital Services Contact Centre to provide better support for people using Workforce Australia Online. This will strengthen service delivery to Workforce Australia Online Service participants by Australian Public Service personnel. From June 2024, $27 million will be redirected to support individuals on the digital services caseload by reducing the credit amount allocated to the Digital Employment Fund as new participants commence, from $300 to $250.
The Government will also provide $10.9 million over 4 years for critical improvements to the Workforce Australia IT system . This funding will benefit people seeking work by reducing the administrative burden on employment services providers, allowing them to spend more time delivering employment supports.
For Australians who receive income support payments the Government will make changes to better recognise people’s individual circumstances with more appropriate mutual obligation rules.
The Government will make adjustments to strengthen the integrity of the employment services system and provide stronger safeguards for clients while it undertakes consultation on broader reforms to the employment services system.
The Government will invest $76.2 million over 5 years in a new employment program to improve the transition from prison to work for First Nations people , building on the Time to Work Employment Service.
The Broome Employment Services will be extended until June 2027 with an investment of $3.7 million from 2025-26.

The Government’s 2024-25 Budget also includes measures to deliver a systematic and positive economic transformation to Net Zero for Australian workers, industries and communities:

The Government will invest $134.2 million over 4 years from 2024-25 to support communities likely to be affected by the transition to a net zero economy .
The Government will seek to develop Regional Workforce Transition Plans , developed with communities, state and local governments, employers, workers and unions to support the delivery of place-based supports and services in affected regions.

Workplace Relations

The Government is introducing additional measures to protect workers and support small businesses to comply with workplace relations laws. These initiatives support the Government's recent workplace relations reforms to boost wages and conditions and create safer workplaces, including the Closing Loopholes Acts and the prohibition of the use of engineered stone.

Measures include:

The Government will provide $20.5 million over 4 years from 2024–25 to boost the Fair Work Ombudsman's Employer Advisory Service, make it ongoing, and to provide additional supports for small business.
The Government will provide $27.5 million over 4 years from 2024–25 to continue the Fair Work Ombudsman’s work to respond to self-reported non-compliance with the Fair Work Act 2009 by large corporate employers.
The Government will provide $1.9 million over 2 years from 2024–25 to the Fair Work Ombudsman, to increase monitoring of the payment of relevant Award wages to seafarers on foreign vessels engaged in coastal trading under a Temporary Licence.
The Government will recalibrate the Fair Entitlements Guarantee Recovery Program to deliver increased benefits to employees. The department will actively pursue unpaid superannuation guarantee charge (SGC) amounts owed by employers who have entered liquidation or bankruptcy, for employees that have applied for Fair Entitlements Guarantee assistance. The department expects to recover an additional $56.6 million in SGC debt over the forward estimates, which will be received by the Australian Taxation Office (ATO) and paid to employees’ superannuation funds (excepting SGC administration fees). This will achieve efficiencies of $13.0 million over 4 years from 2024–25.
The Government will provide an additional $60 million of funding over 4 years from 2024–25 for the Productivity, Education and Training Fund grant program , to continue supporting employer and worker representatives to engage with the government’s workplace reforms and educate their members.
The Government will provide $2 million over one year to fund initial work by a Victoria-hosted project office to progress development of a harmonised national labour hire licensing scheme across all states and territories.
The Australian Government will legislate to prohibit the importation of engineered stone into Australia . The Government will provide funding of $32.1 million over 2 years from 2024-25 for Australian Border Force to enforce an import prohibition on engineered stone. This will complement the domestic prohibition on the use of engineered stone under Commonwealth, state and territory work health and safety (WHS) laws.
The Government will provide $1.5 million over 4 years from 2024–25 to support the establishment of the Family and Injured Workers Advisory Committee .
The Government will provide additional funding of $1.5 million over 2 years from 2024–25 to support a comprehensive, independent review of the Safety, Rehabilitation and Compensation Act 1988 , which underpins the Comcare workers’ compensation scheme.
The Government will provide $13.2 million over 3 years to provide targeted assistance to increase the number of builders accredited under the Work Health and Safety Accreditation Scheme available to work on Housing Australia Future Fund and National Housing Accord Facility projects.
The Government’s new Energy Industry Jobs Plan will support workers in coal or gas-fired power stations scheduled for closure to find new jobs that suit their skills and experience. The Fair Work Commission will receive $2.1 million over 4 years to administer the creation of ‘communities of interest’ of closing coal or gas-fired power stations and employers that are dependent on them in impacted regions.

Review of policies and programs to ensure quality spending

The Budget identified the following responsible savings measures to ensure quality spending can be redirected to other portfolio measures. These include:

$47.3 million over 5 years from 1 July 2024 by ceasing the Harvest Trail Services and Harvest Trail Information Service programs.
$3.5 million over 2 years from 2023-24 by reducing the scope of the engineered stone communication campaign, consistent with market research on public awareness of the engineered stone ban.
$4.7 million in 2023-24 by reducing the scope of the second stage of the Business Research and Innovation Initiative - Automatic Mutual Recognition of Occupational Registrations .
$3.9 million over 4 years from 1 July 2024 by ceasing the Integrated Information Service program .
$6.1 million over the forward estimates by ceasing the International Skills Training courses program .

Employment and Workplace Relations 2024–25 Portfolio Budget Statements

The Employment and Workplace Relations 2024–25 Portfolio Budget Statements provides government expenditure estimates for the 2024–25 budget year. The PBS was tabled in Parliament on 14 May 2024.

Download Employment and Workplace Relations 2024–25 Portfolio Budget Statements as a PDF (1.93mb)

FINAL 2024.05.12 - 11.12 - 2024-25 PBS FINAL.pdf

Employment and Workplace Relations 2023-24 Portfolio Supplementary Additional Estimates Statements

Employment and Workplace Relations 2023-24 Portfolio Supplementary Additional Estimates Statements.

Download Employment and Workplace Relations 2023-24 Portfolio Supplementary Additional Estimates Statements as a PDF (695.24kb)

Guidelines for the certification of documents
Financial reporting requirements
Funding Clusters and Indexed Rates
Student Services and Amenities Fee (SSAF) and SA‑HELP
HELP Resources for Providers
HELP and associated schemes - contact us
Frequently Asked Questions
Increased Higher Education Loan Program loan limit for some aviation courses
Higher Education Loan Program (HELP) Charging Measures
Administration Guidelines
Determinations
FEE-HELP Guidelines
Higher Education Loan Program (HELP) changes - Sustainability Act
Higher Education Provider Guidelines
OS-HELP Guidelines
Other Grants Guidelines
Tax File Number Guidelines
FAQs for HELP Indexation Credit
Startup Year FAQs
Startup Year Consultations
Tuition Protection and Provider Default
Announcements

Higher Education Loan Program (HELP) - Indexation Credit Estimator

The Government is proposing changes to reduce the indexation that is applied to HELP (and other student loan schemes).

HELP Indexation Credit Estimator

This estimator provides an indicative amount of the credit that you will receive when legislation is passed. It does not constitute a formal estimate or assessment of your current HELP loan.

Enter your HELP debt as at 1 June 2023 (required)

(this amount can be found on your HELP account at the ATO through myGov)

Your estimated indexation credit for 2023 is $0

Your estimated indexation credit for 2024 is $0

Your estimated indexation credit total for 2023 and 2024 is $0

This tool is for illustrative purposes only. It is not a formal estimate or assessment of your current or historical HELP loan nor of the credit you will receive. Credit amounts are rounded to the nearest $5. This tool provides an estimate based on the outstanding HELP loan amount provided. The amount calculated is only indicative of a potential HELP credit based on the amount entered. The actual amount that your HELP loan will be reduced by is subject to the passage of legislation, and the content of that legislation. This tool provides an estimate of potential HELP loan reduction and does not apply to other student loan schemes. It does not take into account individual circumstances which may result in a different actual credit outcome. The tool does not provide taxation or financial advice and should not be relied on as an accurate assessment of your individual tax affairs. Individuals should seek independent, expert advice on their taxation and financial affairs (as appropriate).

COMMENTS

Scheme of Work
The main function of a scheme of work is to help teachers plan and sequence their lessons in advance. That way, they can make sure that all course content is taught before the school year ends, and that the National Curriculum aims are covered. Another function of a scheme of work is that they help teachers to consider and make the most of the ...
Scheme of work
Scheme of work. A scheme of work is a kind of plan that outlines all the learning to be covered over a given period of time (usually a term or a whole school year). [1] [2] defines the structure and content of an academic course. It splits an often-multi-year curriculum into deliverable units of work, each of a far shorter weeks' duration (e.g ...
Building effective schemes of work
3. Be militant and organised. Science curriculums have a magnetic habit of accumulating documents and files. Teachers rewrite a worksheet, and save it in the folder with their initials. Teachers download a worksheet from an online provider, and save it in the folder. Teachers tweak a slide deck, and save it in the folder.
Writing a Scheme of Work/Learning
Writing schemes of learning flows through all of our activity as teachers! When looking at the Teacher standards however, it can specifically fit into the following (it is not limited to these!): TS2b: Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these.
3 Ways to Write a Scheme of Work
For instance, schemes of work are available on Click Teaching, a teaching resource website that teachers can subscribe to for approximately $50 a year. 3. Create a scheme of work from scratch. Use a Word document (and make a table on it) or create an Excel spreadsheet to write your schedule of work.
How to plan an effective scheme of work
A scheme of work, ultimately, is never a completed document. It is a working, living document that continues to promote discussion and sharing of ideas. However, if a scheme of work is devised with these principles in mind, it should be set up to be a successful scheme of work for years to come. RELATED TOPICS 1- How to lead a successful department
Schemes of Work: How to Choose the Right One
Schemes of Work: How to Choose the Right One. Tom Hainge. A scheme of work is a long-term plan designed to ensure that students are taught all the skills and knowledge in the curriculum for that subject. Schemes of work are typically broken down into teachable units or modules. Schemes can be highly valuable in two key ways:
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. Example. Before starting a project, a group works on defining a scheme of work for it. In the classroom.
What is a Scheme of Work?
The main function of a scheme of work is to help teachers plan and sequence their lessons in advance. That way, they can make sure that all course content is taught before the school year ends, and that the National Curriculum aims are covered. Another function of a scheme of work is that they help teachers to consider and make the most of the ...
Lesson planning and ideas: Creating a scheme of work
A scheme of work, in short, is an overview or a long-term plan for what you aim to teach in a particular subject across a term or an academic year. It's a road map for where you want to go and the steps you will need to take in order to get there. Typically, a schoolteacher will need to put in place a scheme of work for each subject they will ...
Planning and preparation
Our schemes of work are medium-term teaching plans that provide ideas about how to construct and deliver your Cambridge course. We have broken the syllabus down into teaching units with suggested teaching activities and learning resources to use in the classroom. The schemes include advice, tips and ideas to provide you with a basis to plan ...
3 Ways to Write a Scheme of Work
Spread the loveA scheme of work is a crucial educational tool that outlines the overall structure, content, and learning objectives for a specific course, unit or set of lessons. A well-designed scheme of work enables educators to ensure coherence and continuity in their teaching while providing a valuable resource for tracking progress and planning future lessons. In this article, we will ...
How using a scheme of work lets teachers teach!
Embedding a scheme of work at the beginning of term also lets teachers see what the subject expectations are before they start teaching. Teachers can quickly understand what stage students are at, where they need to be and adapt accordingly. These advantages continue throughout the term too - for example when a different teacher has to take ...
Curriculum design: Is your scheme of work working?
Because a scheme of work isn't a curriculum; a scheme of work is a subset of the curriculum. The curriculum encompasses everything from the macro details (the thought processes that drive the entire learning journey) right down to the micro details (how each topic is taught in every classroom), and everything in between.
Primary School Schemes of Work, Lesson Plans and CPD
Schemes of work & lesson plans to help you teach with confidence. 12 foundation subjects. Full National Curriculum coverage. Plus videos, CPD & resources.
PDF Planning to Teach: Interrogating the Link among the Curricula, the ...
content and methodologies thereof take place in the curriculum, syllabus, scheme of work and lesson plan stages. Thus, the distinction among these educational terms is largely on the degree of generalness, specificity and the stage at which it occurs. In this paper we distinguish between the curriculum, the syllabus, the schemes of work
Science Schemes of Work: Why, How, and Where to Find the Best
Their schemes are flexible and have robust cross-curricular links, ensuring your pupils get a well-rounded science education. You can find Focus Education's science schemes of work here. Both of these primary science schemes of work provide you with a comprehensive, engaging, and time-saving solution to your science lesson planning.
Scheme of work
Some schemes of work are drawn up centrally, such as those designed by the Qualifications and Curriculum Authority which provide teachers with a template for translating national curriculum PoSs into a series of lesson plans. ... Others may be drawn up by teachers themselves, as is the case in many courses of further and higher education, where ...
Scheme of Work
The main function of a scheme of work is to help teachers plan and sequence their lessons in advance. That way, they can make sure that all course content is taught before the school year ends, and that the National Curriculum aims are covered. Another function of a scheme of work is that they help teachers to consider and make the most of the ...
The Benefits of Using a Scheme of Work
At their best, schemes of work can serve as highly-effective "on-the-job" CPD. Following a scheme carefully can educate a teacher in a tried and tested manner of delivering a complex curriculum over the course of a year. They will see how breadth and depth can be balanced, and how progress can be assured in tricky curriculum areas.
SCHEME OF WORK AND LESSON PLAN FORMATS
Year: This part show the year in which the scheme of work will be implemented; Name of school: Show where the teacher is working; Name of the teacher: show the teacher who planned and who is going to use the scheme of work. Term: Show the term in which the scheme of work will be implemented. Subject: Show the name of specific subject.
PDF Ministry of Education, Arts and Culture
The scheme of work should be kept in the Preparation File and a copy for reference in the Subject File. Provision should be made in the scheme of work to mark off subject matter completed, and this should be done on a weekly basis. Management should monitor progress on a regular basis. 3.5 Written lesson preparation
Scheme of Work Lecture
A good scheme of work should operate on several levels at the same time: as a guide to the teacher to the sequence of lessons for a particular course; as an expression to the teacher and others of confidence in understanding and interpreting the curriculum from which the scheme of work has been derived; and as a commitment to the aims and ...
Ministry of Education
current schemes of work and the National Schemes of Work to determine where to start in terms of using the National Schemes of Work. 5. Grades 7 - 10 National Schemes of Work have been planned for 35 weeks while Grade 11 are 27 weeks. 6. Secondary teachers, who teach the subjects listed below, are no longer required to prepare
Improving the Teacher Workforce
Arizona State has this big initiative called the Next Education Workforce. It's basically getting teachers to work together in teams, sharing a roster of students, and distributing their expertise — really making the job look different, so that they're working together a lot more, collaborating. Everyone always talks about the first year of ...
The British Empire
I have designed this scheme of work to tie into our Tudor / Stuart scheme of work with the birth of the British Empire before looking at India as a case study. I've worked very hard to ensure that the scheme is objective and not subjective as areas of the unit can be considered sensitive. All lessons are designed to be taught by specialists ...
General election latest: Labour attack Sunak's 'desperate' National
The scheme would be mandatory. ... This National Service will provide valuable work experience and ignite a passion for a future career in healthcare, public service, charity or the armed forces ...
Education
Supporting Military Families For military veterans, including those who already got an education through the G.I. Bill, there's an additional SCAP benefit for a family member, too. Partner Support Nearly 90% of U.S. Starbucks Stores have at least one partner in the program. Pathway to Admission Students who do not initially qualify for ASU ...
2024-25 May Budget
Last modified on Tuesday 14 May 2024 [. 16190|. 77707] The 2024-25 Budget includes initiatives across skills and training, employment and workforce and workplace relations to further enable the department to support people in Australia to have safe, secure and well-paid work, with the skills for a sustainable future.
Higher Education Loan Program (HELP)
HELP and associated schemes - contact us; Reduction of Higher Education Loan Program (HELP) debts for teachers in very remote areas Show pages under Reduction of Higher Education Loan Program (HELP) debts for teachers in very remote areas. Frequently Asked Questions; Increased Higher Education Loan Program loan limit for some aviation courses

Your browser is not supported

How to avoid the pitfalls of curriculum development

1. Spend time on the things that matter

2. Teach once, revisit often

3. Be militant and organised

4. Be specific about what needs to be taught

More from Adam Boxer

Why I don’t use video to explain chemistry concepts

How to ensure students listen intently

Managing behaviour beyond the classroom

Related articles

Longer classes: what’s the verdict?

Why we should ditch working scientifically

Inside the labs at Long Road Sixth Form College

No comments yet

5 ways to use structure strips effectively

Escape the classroom: and revise chemistry knowledge

Fuel curiosity in science careers

Writing a Scheme of Work/Learning

What is a Scheme of Learning?

What goes into a Scheme of Learning?

Unit Overview

Prior Learning

Links to Future Learning

Key Vocabulary

SMSC & British Values

Gatsby Benchmark 4 Careers Curriculum Learning

Enrichment Opportunities

Planning the lessons

An effective Scheme of Learning:

Links to the Teacher Standards

Further Resources

Recent Posts

How to Write a Scheme of Work

Choosing the Format

Reviewing Course Content

Estimating Time Requirements

Community Q&A

You Might Also Like

Expert Interview

About This Article

Reader Success Stories

Did this article help you?

Featured Articles

Trending Articles

Watch Articles

How to plan an effective scheme of work

Please wait...

Scheme of work

Programmes & Qualifications

Planning and preparation

Specimen materials

Schemes of work

The Tech Edvocate

Spain, Ireland and Norway Say They Will Recognize a Palestinian State. Why Does That Matter?

3 Ways to Convert Excel to PDF

Matthew Lynch

13 Ways to Talk More Often When You’re Quiet

3 Ways to Lose Birth Control Weight

3 Ways to Make a Corsage

6 Ways to Clean a Coach Purse

How to Go to Bed Early: 15 Steps

How to Make Yourself Sneeze: 8 Steps

Are you a school?

Phase 1: Pick your School Phase

Filter Blog

Leave a Reply

Robert Pokorny

Related Blogs

Is Your Biggest Fear I.T?

Leading Computing – a personal perspective

Building Outside The Blocks

Summer Learning Loss and What to do About It

Don’t miss the first-ever Harry Potter Book Day

NQT Tips- How Much Work Do You Need To Give Your Students?

Is it time we stopped running league tables? – Chris Hook

Supporting Wellbeing in Early Years

Nexus Education

One Education

School Space