OCNW L5 Diploma in Teaching in

OCNW L5 Diploma in Teaching in

the Lifelong Learning Sector

the Lifelong Learning Sector

Curriculum & Planning

Curriculum & Planning

Michele O’Sullivan

Michele O’Sullivan

Aim: To develop knowledge of

Aim: To develop knowledge of

planning considerations

planning considerations

By the end of the session, learners will be able to:

•

Define ‘curriculum’ and ‘scheme of work’

•

Explain the relationship between curriculum,

syllabus, SOW & lesson plans and the teacher’s role

in design

•

Analyse factors influencing the sequencing of a

Scheme of Work

•

Distinguish between general and specific objectives

•

Devise a detailed SOW which meets learners’ needs

and curriculum requirements

•

Justify their SOW & lesson plans to explain planning

considerations

What is the relationship

What is the relationship

between curriculum, syllabus,

between curriculum, syllabus,

scheme of work and session

scheme of work and session

plan?

plan?

Scheme of Work

Scheme of Work

•

“A series of planned learning
experiences, sequenced to
achieve the course aims in
the most effective way.”

•

Reece I and Walker S (2003) Teaching, Training and Learning: A
Practical Guide, Sunderland: Business Education Publishers
Limited

Scheme of Work

Scheme of Work

•

Why do we need one?

•

to provide an overview of course
content

•

to break down course content into
sensibly ordered manageable chunks

•

to guide lesson planning

•

as a working document

•

as an evaluation tool

•

for QA/audit purposes as evidence of
adequate practice

A Scheme of Work is

A Scheme of Work is

needed ….

needed ….

Planning the Scheme of

Planning the Scheme of

Work

Work

What do you need to consider when

planning?

How will you make decisions?

Activity 1
Look at and critique a peer’s SOW

– How easy is it to follow?
– Do you have all the information you

require to teach the lesson?

– What would you change to make it more

usable?

Planning the Scheme of

Planning the Scheme of

Work

Work

Activity 2

Consider your own SOW and explain /

justify the content and sequencing

Planning the Scheme of

Planning the Scheme of

Work

Work

Establishing a Framework for

Establishing a Framework for

the SOW

the SOW

•

Identify topics

•

Develop an ‘order’

– See handout for some suggestions here
– Logical sequence
– Timing
– Consider assessment deadlines

Aims and Objectives

Aims and Objectives

Aims and objectives appear at each level

of the education system.

There are aims of education as a whole,

course aims, subject and lesson aims.

Aims and objectives will become more

specific the closer they are to the
learning.

Specific Lesson

Outcomes

•

Guide lesson
content

•

Student-led

•

SMART

•

Specific action
verb to reflect
level of
learning

•

Measurable

General Objectives

(Gronlund 1971)

•

Break down course
aim into manageable
chunks

•

Student-led

•

Non-specific action
verb

•

Not easily
measurable

•

Enable writing of
lesson outcomes

Norman Gronlund (1971)

General objective.
1. Understand Newton’s Laws of Motion.

Specific objectives.
1.1 State Newton’s Laws of Motion.
1.2 Define force, momentum, action & reaction.
1.3 Explain the units of force.

(Words like ‘know’ ‘understand’ etc. could be used here for

the general objective, but not the specific.)

(Reece & Walker, 2003, p 204)

General and specific lesson

General and specific lesson

objectives

objectives

Consider each of the following sets of lesson

objectives.

In each case, highlight the objective that would

not be easily measured and hence would not

be acceptable as a specific objective

1 List 5 composers

State at least 2 works of the above composers
Know composers and compositions

General and specific lesson

General and specific lesson

objectives cont.

objectives cont.

2 Name the various parts of the Windows screen

Explain the principles of multiple windows
Understand the basic Windows concepts
Define ‘icons’

3 Show skill with driving techniques

Use gears correctly
Complete an emergency stop safely

4 Choose to drive within safe distances

Appreciate the importance of road sense
Choose to comply with speed limits

Small group work :Case Study

Small group work :Case Study

Draw up a SOW for an Employability
course based on a given set of
general objectives and the specific
outcomes for week 1.
Discuss and justify the activities,
resources and assessment methods
you would use.

Scheme of Work

Provide a scheme of work for an
identified learning programme. The
scheme of work should cover a
minimum 6 sessions with each session
lasting a minimum of one hour. Use the
LAL SOW proforma

Rationale for Scheme of

Rationale for Scheme of

Work

Work

Your rationale should include:

•

A brief outline of the intended learner group

•

An explanation of the topics covered in the scheme and justification for these,

and the sequencing, bearing in mind the needs of the learner group.

•

A justification of your choice of assessment methods and an evaluation of

how they are used effectively to meet the needs of the learners, with

reference to the role of initial assessment.

•

A justification of the resources selected bearing in mind the learning styles

within the group.

•

A discussion of how you have taken into account issues of inclusion,

inclusivity, equality and diversity and how you would address these in

practice.

•

A discussion of how you would create and maintain a safe and effective

environment, in which learners value and respect others.

•

A description and evaluation of the ways in which you have taken

opportunities to embed functional skills

[1]

and apply the minimum core

specifications in literacy, language, numeracy and ICT user skills to your own

practice.

[1]

The term ‘functional skills’ is used to reflect the intended introduction of the

new functional skills qualifications for literacy and numeracy. Until the

introduction of the functional skills qualifications, candidates should draw on

the core curricula for literacy, numeracy and ESOL.