Page 80: How to plan using a local authority syllabus
Following on from last weeks introduction into the role of subject leadership, this week I am going to share how I plan schemes of learning for my subject in school. Dependant on subject / phase / stage of learning, there are different statutory requirements. For my subject, a local authority syllabus is in place.
So where do I start?
Firstly, it is vital to ensure that your local authority syllabus is sufficient in covering any national curriculum frameworks for EYFS, KS1 and KS2. Our local authority syllabus is structured in the way that informs the key areas of knowledge that needs to be in place and sets expectations for when children should start this learning. As a subject leader, when writing and driving your area of the curriculum, it is vital to ensure the teaching methods are in line with your schools teaching and learning policy as well as other statuary frameworks. A simple example is how I implement Religious Education in the EYFS. In the EYFS there is no traditional 'lets sit down for mathematics' 'lets sit down for science' or 'lets sit down for religious education' lesson etc. Learning is driven through exploration in group teaching sessions and the continuous provision environment around them. To ensure our EYFS pupils meet the EYFS framework and local authority subject requirements, religious education is imbedded throughout the year as well as specific exploration days such as celebrating different religious festivals. When then progressing to year 1, it is vital to revise, revisit and build new concepts onto previous learning. New concepts and ideas are able to attach to prior knowledge. In small manageable steps, revising previous knowledge and building upon this, the pupils brains can receive they new knowledge avoiding being in a state of cognitive overload. A progressive model is fundamental. The same must happen as the children make their way progressing up to year 6.
It is also key to note, the importance of making wider curriculum links. We want to ensure our learners are confident in not just recalling knowledge or facts regarding a specific subject area, but to have the ability to apply their knowledge to a wider context and in problem solving scenarios. As subject leaders, it is important to imbed cross curricular approaches to support other area of learning, draw connections and consolidate new knowledge and gaps. An example of this is that I am currently working closely with our PSHE and Geography subject leaders to develop our wider curriculums.
After that rather lengthy introduction, here is how I structure a scheme of work:
1. Introduce the chosen area of learning - small step in the wider topic ensuring to build on previous learning and relevant cross curriculum links.
2. Chose the learning intentions - achievable targets that are appropriate and relevant for the age/stage of the learners.
3. Chose the subject (learning) content - how are you going to teach the key concepts? Use a range of engaging and inspiring pedagogical approaches to suit the needs of all learners.
4. Decide and develop a range of assessment opportunties - plan specific formative and summative assessment opportunities into the learning to ensure misconceptions can be picked up and addressed and children end points can be learnt to inform the next cycle of learning.
5. Develop the actual learning activities - this is the fun part! Create the actual lessons ...
I hope if you are new (or even experienced) to planning a scheme of work that this has been helpful. A final note - This is not only relevant to only subject leadership, this also applies to planning any series of lessons in your classroom!
- Miss Yeoman
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