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Constructing teaching schemes

  • Chapter
Teaching the Life Sciences

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Abstract

Single lessons are really ‘details’ of larger pictures. They fit into and are derived from the ‘picture’ of a complete course. Traditionally courses rest on a syllabus, which is a list of subjects to be taught, on which questions may be set in examinations, and sometimes it is accompanied by explanatory notes. Usually schools or individual teachers are free to arrange or teach the subjects in the syllabus in any order they choose, and to decide the approach. A scheme of work, on the other hand, is more than a syllabus because it states the sequence of topics and sometimes the approach as well, perhaps in detail. Teachers often have to create their own schemes of work from syllabuses, to produce, in fact, a working programme or course, for a whole school, for a term or for a week. Schemes like the American Biological Sciences Curriculum Study or the Nuffield productions are elaborate and complete, giving almost all the teacher needs, ready-made.

Note: references in the text, both in this chapter and elsewhere in the book, using superior numerals (e.g. Bantock40), are listed at the end of this chapter.

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Authors and Affiliations

  1. City of London School, UK

    L. M. J. Kramer TD, MA (Cantab), PhD (Lond), F Inst Biol (Senior Biology Master, Lecturer in the Education Department)

  2. Eton College, UK

    L. M. J. Kramer TD, MA (Cantab), PhD (Lond), F Inst Biol (Senior Biology Master, Lecturer in the Education Department)

  3. Exeter University, UK

    L. M. J. Kramer TD, MA (Cantab), PhD (Lond), F Inst Biol (Senior Biology Master, Lecturer in the Education Department)

Authors
  1. L. M. J. Kramer TD, MA (Cantab), PhD (Lond), F Inst Biol
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© 1975 L. M. J. Kramer

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Kramer, L.M.J. (1975). Constructing teaching schemes. In: Teaching the Life Sciences. Palgrave, London. https://doi.org/10.1007/978-1-349-02128-4_6

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