BASICS project
“At the heart of becoming a teacher is above all else, a life long learner”
(DENI, 1996) [Quoted in The Teacher Education Partnership Handbook (1996:82)]
Scheme of Work Review and Evaluation
Informal Assessment of
children’s Learning.
Evaluation of my own teaching.
What did I learn?
This scheme of work was planned, with the
overall aim of providing each individual student
Schemes of work must be well planned and

whenever
with an opportunity to;
possible
supported
by
practical
activities.
“Participate in practical activities, which
involve them in talking to the teacher and The fact that this scheme was well prepared and
each other about ideas, predictions and contained a number of well planned and organised
solutions to problems and planning what to lessons had a major influence on my performance i.e.
I had well planned resources, which the children
make”.
enjoyed using, for example, the feely box, Discovery
(Revised Northern Ireland Curriculum).
Dog poster for planning,
After critical reflection I feel that the
aims/objectives of this science scheme of work
were achieved.
Using the Interactive Whiteboard to ensure

that all of the children could see the book
The children were provided with opportunities to;


and follow the text was important.
Expand on their previous knowledge develop an
I felt that by using the Interactive Whiteboard as
understanding that different materials have
well as individual resources kept all the children
different properties and can be used for
occupied
different purposes.
Whiteboard was used during each of the three
Identify
similarities
and
differences
and
interested.
The
Interactive
lessons contained in this scheme of work.
between objects and materials.
 Organise classroom resources appropriately.
 Explore how

Build
on
and
develop
their
vocabulary
by
communicating their ideas and findings to

the teacher and other pupils, by talking
and listening, drawing, writing and making
simple models and charts.
Become aware of potential hazards and the
appropriate
actions
necessary
to
avoid
risks, for example, when working with hot
To
help
develop
children’s
historical
imagination, resources in the classroom
were
organised
to
encourage
group
discussions. Grouping provided an excellent
opportunity
for
children
to
work
co-
BASICS project
“At the heart of becoming a teacher is above all else, a life long learner”
(DENI, 1996) [Quoted in The Teacher Education Partnership Handbook (1996:82)]
operatively
water or electric power points.
with
others
essential teamwork skills.
collaborative
group
and
develop
This sort of
work
supports
Vygotsky’s view of when children learn best.

It is essential to keep the children involved
and excited about the task in hand.
I know that this scheme went well as all the children
remained interested and eager to learn the whole
way through. The lessons were interactive and
required children’s attention.
How do I know this scheme was a success?
Why was the delivery of this scheme of work
successful?

The
children
throughout
getting

remained
each
sensible learning outcomes.
activities, especially making the rice
structured lesson outcomes. Furthermore, all these
crispy buns in Lesson 5.
outcomes were sensible, as they were concise and to
were
the
enjoyed
Ensuring that each lesson contained
The lessons were well planned, beginning with well-
children
in
and

practical
The
involved
lesson
interested
able
to
handle
the point. By developing clear and accurate learning
equipment safely and purposefully and
outcomes, each individual child knew exactly why
were very pleased with what they had
they were carrying out a particular task.
Careful
BASICS project
“At the heart of becoming a teacher is above all else, a life long learner”
(DENI, 1996) [Quoted in The Teacher Education Partnership Handbook (1996:82)]
achieved, especially after lesson 3.
planning also ensured that the content of each lesson
was presented in a structured and manageable way,
Furthermore, in asking questions and listening to
encouraging
other
motivation throughout each lesson.
people’s
comments
and
ideas,
pupils
children
to
convey
interest
and
developed their ability to communicate clearly
and accurately.

Clear explanation.
I felt that my explanation at the start of each lesson
was quite clear, as I did keep the children’s attention
throughout the each lesson and all the children were
engrossed.

Present content in a manageable format.
I felt that the content of each lesson was presented
in
manageable
learning
steps
and
also
in
an
appropriate sequence.

Assessment
Assessment took the form of both ‘formal’ and
‘informal’ methods; including written, oral, practical,
interpreting and investigating activities.
However,
the success of the first lesson was affected by the
fact that it was difficult to gauge and identity the
individual needs of each pupil. As a result, it became
apparent, during professional practice that the initial
approach in providing differentiated learning is to
spend time identifying the individual needs of each
pupil.

Differentiation
Differentiation by outcome, was implemented, by
encouraging children to work extensively in small
BASICS project
“At the heart of becoming a teacher is above all else, a life long learner”
(DENI, 1996) [Quoted in The Teacher Education Partnership Handbook (1996:82)]
mixed ability groups. Grouping motivated individual
pupils to take responsibility for their own work, raise
self-esteem as well as consolidate and extend their
understanding of new material.
Moreover, mixed
ability grouping also helped to assist the process of
peer learning, and subsequently freeing the teacher
to help those who could no proceed unaided.
Therefore, this scheme of work employed a range of
strategies to ensure that lessons were multi-sensory,
in order to accommodate for the range of learning
styles
and
abilities
present
within
this
class.
Furthermore, using a wide range of resources,
including
the
Interactive
Whiteboard,
provided
additional help and support.

Timing:
I feel that the timing of this scheme of work was not
sufficient, as the children did not always have time
to complete all the activities planned, especially in
lesson 3.

My expectations:
Before, I taught this scheme I did have high
expectations and I feel that these were fulfilled to
some degree
BASICS project
“At the heart of becoming a teacher is above all else, a life long learner”
(DENI, 1996) [Quoted in The Teacher Education Partnership Handbook (1996:82)]
What ‘evidence’ do you have for my
judgements?

I did see the learning behaviour and the kind
of outcome I anticipated. However, due to
the wide range of abilities present within
this primary 2 class, I feel that this made it
very difficult to plan for.
For example, I
had no previous experience of working with
autistic children.

I knew that the children understood and
appreciated the concepts being taught as
they could answer a series of oral questions
and complete the task sheets related to the
topic.
Implication for future Learning:
Reflection for action
After critical reflection I feel that in order to improve this scheme of work it would be essential to:

Work on the use of my voice, and

Improve on the way in which I end each lesson.
These were the two major points I feel that affected the delivery of this scheme of work.
This scheme may be developed to include more work on changing materials.