Scheme of Work – Share example
Course Title: Share - Foundation Tutor: T B Arranged
Start date:
End date:
Session times:
Venue: School/nursery
Number of sessions: Total Guided Learning Hours: 9
6
Sector Subject Area: FL
Course code: (if applicable)
Course level: (if applicable)
Programme aims:
To encourage positive interactions and praise between parents and their children.
To explore current literacy and Maths teaching techniques used within school in Foundation 2.
To encourage parents to understand the importance of supporting their children’s learning at home.
Programme outcomes:
Parents will demonstrate using praise and positive interactions with their children.
Parents will be able to effectively support children using current literacy and Maths teaching methods.
Parents will make activities which they will use at home to support children’s development in literacy and maths.
Core curriculum range: (Mapping to the core curricula is only required on Family Language, Literacy and Numeracy courses, some Wider Family Learning
courses and courses that include Basic Skills or embedded Basis Skills).
This course will cover Early Years Literacy & Maths and will link to Functional Skills E3-L1 reading and speaking & listening.
Programme delivery methods: (e.g. whole group, individual work, workshop. Please list all that will apply)
Whole group – delivery will be directly to the adults for the first 30 minutes and will include a reflection on the homework activity.
Paired work with children will take place for the second 40 minutes. The children will return to class. The following 20 minutes will consist of a
reflection on the adults learning and child’s reaction to the activity followed by an explanation of the homework task.
Teaching and learning methods and strategies: (e.g. visual, auditory, kinaesthetic. Please list all that apply)
visual, auditory, kinaesthetic
Scheme of work
V3.2
June 2011
Session
No.
1
Content of session
Induction: Enrolment forms
Group agreement
Health & Safety
Learner handbook;
ACLS policies
Smarties game - identify links to
EYFS Problem solving,reasoning
& numeracy – Numbers as labels
and for counting P.66/67/68
2
Outcomes of session
Resources
Assessment of learning
(refer to core curriculum where
applicable)
Give homework: Working well
Reflect on homework
Reading methods
Developing language skills –
identify links to EYFS –
Communication, Language &
Literacy – Reading P.58
Give homework: Finding materials
& making puppets
Scheme of work
Adult:
To enrol on the course.
To develop and agree to a set
of rules. Learners to follow
same techniques for agreeing
rules at home with children.
To understand maths
techniques and language
which can be used through
the smarties game e.g.
sorting, conservation,
counting, adding, subtracting.
Flip chart & pens
Enrolment forms
Learner handbooks
Paper plates
Smarties
Handout
Share book 1 p6.
Assessment of (adult) learner
level.
Observation & monitoring
Completed enrolment forms
ILP
Adult: To discuss agreeing
Share rules with children at
home. (Functional Skills –
Flip chart & pens
Range of picture/reading
books.
Sharebook 1: Learning
together P.17/18
Observation & monitoring
Identify any potential
difficulties in the adult reading
with their child.
ILP
speaking & listening)
To give examples of how to
extend language skills.
To explain how telling/reading
stories can enhance/extend
language skills.
To read a story with their
child. (Functional skills – reading)
To work with their child at
home to make puppets.
Child: To follow the story. To
recall the story.
V3.2
June 2011
Session
No.
3
Content of session
Reflect on homework
Learning partners
Developing pre-writing & writing
skills – identify links to EYFS
Communication, language &
literacy - Writing p.59/60/61/62
Make a Zig-Zag book together with
child.
4
Outcomes of session
Resources
Assessment of learning
(refer to core curriculum where
applicable)
Adult: To discuss the puppet
making activity and how they
did this with their child.
To describe fun activities that
support pre-writing skills.
(Functional Skills – speaking &
listening)
Flip chart & pens
Share book 1 Encouraging
writing p.4 Learning partners
p.25 writing letters.
Information sheets –
immergent writing & school
handwriting formation.
P.9 Snap handouts.
To recognise and promote an
appropriate pencil grip.
To support their child to make
zig-zag book (use puppets as
story props)
To identify the stage of writing
Give homework: Make & play snap that their child is at.
Child: To draw/write a story
game
using the Zig-Zag book.
Reflect on homework
Adult: To describe how the
Flip chart & pens
Make & Play snap activity
Sharebook 2: Living &
went at home and child’s
Growing P.23
response. (Functional Skills –
speaking & listening)
Odd & Even numbers - identify
Pegs & string
To
demonstrate
how
to
links to EYFS Problem solving,
support child to learn odd &
reasoning & numeracy –
Tall, taller, tallest hand-out
even numbers.
Calculating P.70/71
Child: To count pegs
accurately. To organise pegs
in odd and even numbers.
Observation of activities.
Identify any parents who may
need additional support.
Monitoring of the group.
ILP
Observation of activities.
Identify any parents who may
need additional support.
Monitoring of the group.
ILP
Give homework: Tall, Tallest,
Taller –draw pictures, look in
home, community.
Scheme of work
V3.2
June 2011
Session
No.
5
Content of session
Reflect on homework
Adult: To discuss tall, taller,
tallest homework. (Functional
Learning new words – identify
links to EYFS Communication,
language & literacy – linking
sounds & letters P52/53
Skills – speaking & listening)
Give homework: Let’s go shopping
6
Outcomes of session
Resources
Assessment of learning
(refer to core curriculum where
applicable)
Reflect on homework
In my Playground I wish I had….
– identify links to EYFS
Communication, language &
literacy writing - P.60
Give homework: Writing numbers
(can be chalk outside)
Scheme of work
To use a variety of different
methods of teaching words to
their child e.g. words &
pictures, imaginary photo,
plastic letter jumble, CVC. To
identify which method works
best for their child.
Child: To learn 3 new words.
Adult: To discuss the Let’s
go shopping homework.
(Functional Skills – speaking &
Flip chart & pens
Sharebook 2: Living &
Growing P.8
Card, scissors, coloured
pens.
Homework handout: Let’s go
shopping P9.
Flip chart & pens
Sharebook 2: Living &
Growing P.15
listening)
To ask child open ended
questions to prompt and
support child to recall
equipment required in their
playground. To support
writing labels for playground
equipment.
Child: To practice spoken
language and writing labels
for playground equipment.
V3.2
Observation of activities.
Identify any parents who may
need additional support.
Monitoring of the group.
ILP
Large paper, coloured
crayons and pencils.
Observation of activities.
Identify any parents who may
need additional support.
Monitoring of the group.
ILP
Homework handout:
Sharebook 1: P12 Writing
Numbers
June 2011
Session
No.
7
Content of session
Reflect on homework
Counting Train - identify links to
EYFS Problem solving,reasoning
& numeracy – Numbers as labels
and for counting P.68
Give homework: My shoes are
bigger
8
Outcomes of session
Resources
Assessment of learning
Flip chart & pens
Sharebook 1: Counting Train
P.13
Counting Train template.
Observation of activities.
Identify any parents who may
need additional support.
Monitoring of the group.
ILP
(refer to core curriculum where
applicable)
Adult only session - Reflect on
homework
Recap on strategies & games
introduced in previous weeks.
Identify which strategies work well
with their child. Case studies –
problem solving discussion – how
to support children with reading
writing & maths activities. What
works best with your child?
Adult: To discuss writing
numbers and identify any
difficulties that their children
may have. (Functional Skills –
speaking & listening)
To identify strategies for
supporting their children with
difficulties. To discuss how to
differentiate the activity for
children.
Child: To complete the
missing numbers in the
number train.
Adult: To identify appropriate
strategies to support their
child to improve their reading,
writing and maths skills.
To explain how these
strategies work with their
child. (Functional Skills – speaking
& listening)
To discuss a range of
strategies to support children
with a range of challenges in
school.
Refer to maths policy.
Sharebook 2: Living and
growing P.35 handout
Flip chart & pens
Case studies – how could
parents and school support
children with a range of
difficulties e.g. broken arm,
struggling with reading, hates
writing, struggling with maths,
struggling with memory,
difficulties with speech…….
Observation of discussions.
Feedback
ILP
Information Advice & Guidance.
Scheme of work
V3.2
June 2011
Session
No.
Content of session
Outcomes of session
Resources
Assessment of learning
(refer to core curriculum where
applicable)
9
10
11
12
Scheme of work
V3.2
June 2011
Session
No.
Content of session
Outcomes of session
Resources
Assessment of learning
(refer to core curriculum where
applicable)
13
14
15
Scheme of work
V3.2
June 2011