Principles for constructing a scheme of work
The following guidance may be helpful for teachers who want to develop or create their own scheme of work.
Defining a key stage plan
This step precedes developing a scheme of work in an individual subject.
A key stage plan:
- takes account of the circumstances of the school and its aims and purposes;
- is a whole school plan agreed by all staff;
- sets out an agreed time allocation for each subject per year for each year group or mixedage class;
- is based on the requirements for each subject for the appropriate key stage;
- makes clear school priorities, for example personal, social and health education.
Constructing a scheme of work for science within the framework of the key stage plan
When teachers develop a scheme of work from the National Curriculum programme of study for science or review an existing science scheme it is helpful to think about:
- the key scientific ideas to be taught, and the balance between the sections of the programmes of study;
- how these ideas might best be sequenced;
- how to check children's progress;
- the practicalities of organising teaching science and of classroom management;
- links with other areas of the curriculum;
- the aims and purposes of the science curriculum at key stages 1 and 2 and its contribution to the whole primary curriculum;
- ways in which children make progress in learning science.
The following questions may help teachers to focus on what needs to be done.
Key scientific ideas
- What are the key scientific ideas underlying the statements within the programme of study at each key stage?
- In terms of the level descriptions what is the demand of these ideas?
- How can these ideas be divided up into manageable units each with a focus and so that each is appropriate for the overall aims and purposes of the curriculum at the key stage?
- Which ideas offer opportunities for teaching children about specific aspects of Experimental and Investigative Science?
- Is there a balance between knowledge and understanding of the content of Life Processes and Living Things, Materials and their Properties, Physical Processes and knowledge and understanding of Experimental and Investigative Science across the units planned for each key stage?
- Are ideas about science in everyday life, systematic enquiry and the nature of science integrated into the units?
- What activities will provide opportunities for children to learn the key ideas in each of the units?
Progression
- What is known about what children have already achieved when they enter the key stage and how does this affect the pitch of the early units?
- Which ideas depend on secure understanding of other ideas?
- How can units and ideas within units be sequenced so that earlier work lays the foundations for later work?
- Are there opportunities for revisiting and reinforcing the key ideas children need to understand and which some will find difficult?
- When ideas are revisited or reinforced is it in a different context or using different activities?
- How are children who have some competence or expertise beyond the levels expected in particular years challenged?
Checking progress and assessment
- What are the learning objectives for each unit?
- Do the activities suggested relate clearly to the specified learning objectives?
- How can children's progress within each unit be checked?
- Do the learning objectives match the expectations of achievement by the end of each year?
Practical considerations
- At what time of year is it most appropriate to teach each unit eg does it involve going outside?
- What resources are needed for this unit? Do these put constraints on when the unit might be taught?
- How long will it take to teach this unit?
- Is it best to teach this work frequently for short periods of time eg half an hour or will some of the activities require fewer but longer sessions eg one or two hours?
Links with other curriculum areas
- Where are there clear links to other parts of the curriculum?
- What opportunities are there for developing children's literacy, numeracy and IT capabilities?
- What science is taught in other blocks of work where science is not the main focus?
Aims and purposes of science at key stages 1 and 2
- Does the proposed scheme of work promote teaching that will help children develop the skills and qualities set out in
Aims and purposes?
Progression in learning science
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