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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. two or three weeks). Each unit of work is then analysed out into teachable individual topics of even shorter duration (e.g. two hours or less).
Better schemes of work map out clearly how resources (e.g. books, equipment, time) and class activities (e.g. teacher-talk, group work, practicals, discussions) and assessment strategies (e.g. tests, quizzes, Q&A, homework) will be used to teach each topic and assess students' progress in learning the material associated with each topic, unit and the scheme of work as a whole. As students progress through the scheme of work, there is an expectation that their perception of the interconnections between topics and units will be enhanced.
Schemes of work may include times and dates (deadlines) for delivering the different elements of the curriculum. Philosophically, this is linked to a belief that all students should be exposed to all elements of the curriculum such that those who are able to "keep up" ("the best" / elite) do not miss out on any content and can achieve the highest grades. This might be described as a "traditionalist" view.
There is a conflicting philosophical view that deadlines should be avoided and that each class should progress at its own pace: such that no student is "left behind". Whilst the remaining students "catch up", those students who understand quickly should be placed in a "holding pattern" full of puzzles and questions that challenge them to connect recent learning with longer-established learning (they may also be encouraged to spend a small amount of time enhancing their understanding by supporting teaching staff in unpicking underlying errors/questions of fellow students who have not grasped recent ideas as quickly). This view might be described as a "Mastery" approach. In mathematics teaching in England it is strongly supported by the Government-funded National Centre for Excellence in Teaching Mathematics[3] based on research guided by the globally-exceptional performance of schools in Singapore and Shanghai.
^Petty, Geoffrey. (2009). Teaching today: a practical guide (4th ed.). Cheltenham: Nelson Thornes. pp. 469–473. ISBN 978-1-4085-0415-4. OCLC 295002509.
^Learning to teach in the secondary school : a companion to school experience. Capel, Susan Anne, 1953-, Leask, Marilyn, 1950-, Turner, Tony, 1935- (4th ed.). London: Routledge. 2005. pp. 78–90. ISBN 0-415-36392-6. OCLC 58468269.{{cite book}}: CS1 maint: others (link)
^"How can we meet the needs of all pupils without differentiation of lesson content? How can we record progress without levels? - NCETM". www.ncetm.org.uk. Retrieved 2019-12-22.
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