Department Of Education: A Summary And Analysis

Part A: Scheme of work

The basis of this essay will look at a scheme within mathematics. Per the Department of Education (DfE) (2013) “mathematics is a creative and highly inter-connected discipline that has been developed over centuries……… It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.” The importance of maths is split into five reasons; importance it has in everyday life, its use within other curricular areas, the pupil can develop intellectually, pupil’s enjoyment for learning and has a distinctive place in pupil’s human knowledge and culture (Haylock & Manning 2014). The scheme is based on six lessons it will consider EAL learners, ability

It looks at their ability to complete the aspect of work they are looking at as well as catering to the individual needs of all the pupils. By doing this allows teachers to meet the individual ability that will help them to achieve goals and meet standards that have been set (Willey). It also allows the acceptance of Special Education Need and Disability (SEND) pupils with in the classroom can achieve what is expected of them. In the planning, there needs to meet the individual needs with the use of aids or resources (DfE, 2013) which are incorporated within my scheme. There should also be no barriers in the lessons so every pupil can achieve (DfE, 2013). Although it is very important to consider the needs of every child within the classroom it is however hard to plan a lesson without any prior knowledge of the pupil, of how the pupil accesses learning or how their needs or disability affect them, once this is known planning and tailoring can take place for the individual pupil. As SEND is a broad spectrum of many differing needs or disabilities (Pumfrey, 2010). Through working with children with SEND it is important that they can access the resources and are equal within the classroom, with the same expectations, safe learning environment, were they can learn from their peers as well as the

As pupils, should have looked at this in year 1 and then build on this knowledge to strengthen it. From this its then looking to see how we can move the pupil and their learning forward (Gardner, 2012). The whole aim of assessment is to have a positive impact on teaching and learning (Harlen, 2007). Which is used within my scheme as it looks at individual children and grouping them with peers of similar ability to help pupils further learning. Black et al. (2003) showed that formative assessment has a positive impact on learning. Also, Fuchs and Fuchs (1986) shows evidence that better learning takes place when formative assessment is used in