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Maths Schemes of Work

Discussion in 'Mathematics' started by brookes, Jan 17, 2012.

  1. I suppose it's a spectrum, from broad list of topics and vague timings to incredibly specific details and prescribed resources. I also suppose that the scheme of work should meet the needs of the department. A department of inexperienced teachers and non-subject specialists would need a very different scheme of work to an established faculty of experienced and innovative subject specialists.
     
  2. I second what Brooks said, it depends on the strength of the department.
    Ours don't, and I wouldn't want them to.
     
  3. Thanks bobboots. If you have time I would be interested to know why. Thanks
     
  4. Isn't there room for a bit of both? Ours are, but it's in a suggested resources column. The SOW follows the books for the most part, but how we actually teach it is up to us. There are also a variety of other resources suggested for us to use, or not use, whatever we decide. That way there's information and guidance but also freedom. As an NQT I appreciate the suggestions and find them useful for inspiration, even if I don't end up using them.
     
  5. IMO, in an ideal world where the department was made up of experienced practitioners and good quality, intelligent, new teachers, a scheme of work would detail the content of what needs to be taught, the level it needs to be taught at and examples of questions at that level.
    The teacher would be clear about what is expected of the students, and what resources they use is up to them. Each textbook contains an index and contents page, so why bother linking this in? It encourages lazy schemes of work which just give page numbers (I have worked from these!!!)
    Of course, if your department has non-specialists, inexperienced people who lack confidence, above a critical number of NQTs then it may save lots of questions just to put page numbers in.
    I am responsible for out ks4 SOWs and there's not a page number in sight- simply broad objective, detailed content and examples of what might be asked for each topic. We do, however, use textbooks.
     
  6. Thanks bobboots - a man after my own heart. We do have experienced teachers all with degrees in mathematics to me it's a no brainer.
     
  7. frustum

    frustum Star commenter

    As an experienced teacher who has done some short contracts recently,
    probably the most useful thing would be references to supplementary
    textbooks that the department has but which aren't used as class
    texts. It's easy enough to find the topic in the book you are using with
    your class, but when that book covers the topic poorly, it's really
    helpful to know what's in the stock cupboard. I'm not saying that you
    should go through each textbook you have and link everything, but where
    the main textbook is weak on a topic, that's when you most need pointers
    at useful resources: the old hands probably know where there's a good
    exercise in the previous generation of textbooks, but the newcomer
    doesn't.
    The best way to get the resources column done on the
    SoW, if everyone can be disciplined about it, is for everyone to keep a
    note of what they use, and then someone to collate that at the end of
    each topic. Then it's all there: worth doing even if you have a stable department of specialists, because you never know if things will change.
     

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