EDUCATION: Construction of A rationale and Annotating Scheme of Work 2022-23 (Essay Sample)

4895850793750Tittle Page 00Tittle Page 43243508890EDUCATION Construction of A rationale and Annotating Scheme of Work 2022-23 Student Name Instructor Date Construction of A rationale and Annotating Scheme of Work 2022-23 46577256904355Scope of the paper:Review of strengths and opportunities00Scope of the paper:Review of strengths and opportunities4143375709485500414337554279800046577254046855Schemes break the syllabus into units which are manageable to be covered in a specific period of time lasting for either weeks, months or a whole year.00Schemes break the syllabus into units which are manageable to be covered in a specific period of time lasting for either weeks, months or a whole year.4533900270383050292001598930-The scheme of work is a detailed, logical and sequential plan that interprets the syllabus into units that can be used in a teaching-learning institution0-The scheme of work is a detailed, logical and sequential plan that interprets the syllabus into units that can be used in a teaching-learning institution4276725494030004791075103505Definition: Schemes of work are progression models00Definition: Schemes of work are progression modelsSchemes of work are progression models on how to take learners on their journey to understanding and mastering content and skills. It is a plan that outlines the learning which is to be covered over a certain given period of time –a term or a whole year. The manner in which the curriculum is conveyed to the learner is outlined in the scheme of work. Schemes of work include things like the order of the lessons and also the weighting which is to be given to each specific topic (Cliffe, 2020). Whereas the schools may adhere to the same curriculum, they may have distinguished schemes which they adhere to. Schemes of work are important in aiding teachers to plan and sequence out the lessons in advance. They also help management to avail the most resources as required to dispense the curriculum. Schemes should include guidance on the teaching methods which are regarded best to cover different areas, room for growing and evolving, activities and resources to be used in covering the lessons, outlines of the content to be covered as well as references to the base curriculum. While schemes of work are progression models, they ought to be relevant, they ought to address the requirements of the specified curriculum, they must be relevant, and they should have opportunities for developing skills and projects as well as built-in opportunities for training. This paper entails the construction of a rationale and annotation of a scheme of work 2022-23 for performing arts level 3 course at further level of education meant for the ‘Next steps and employability’ module to prepare the learners for employment, university or drama school whereby the learners are in their final year of a two-year course possessing mixed abilities and aging between 16-20 years. The rationale will be based on reviewing the scheme of work 2022/23 making suggestions for improvements with the main goal of proposing the development of a curriculum. Critical Analysis of my Specialism Curriculum and impact on Education provision 391477533274000045910501784350Desired outcomes which the scheme should address: -Confidence-Networking and marketing oneself-Resilience-Self-discipline-Stamina-Analytical Mindset-Flexibility and teamwork-time management-Organization00Desired outcomes which the scheme should address: -Confidence-Networking and marketing oneself-Resilience-Self-discipline-Stamina-Analytical Mindset-Flexibility and teamwork-time management-Organization407670058420000459105022225My Specialism: Performance arts- drama, spoken word, theatre, dance and music.00My Specialism: Performance arts- drama, spoken word, theatre, dance and music.The scheme of work being a model of progression is expected to offer content that can help me to realize my specialism in performing arts. This specialism entails drama, spoken word, theatre, dance and music performed out to an audience. Performing arts encourages learners in exploring emotions, help then enhance their own voices and expand their sense of imagination. By every way, each discipline of performing arts encourages the development of the learner’s brain, emotions and the body in different ways which build confidence as well as joy of self-expression. In employment specialization, this course overlaps with the media and film industries (Stein, 2016). Production and design roles also fall under this category. Performing arts schools are supposed to offer this course with specializations in stage management, costume construction, prop design, lighting production etc. With the right experience as well as qualifications, acting is my area of liking. I expect to build confidence in singing, playing, dancing and acting in front of any audience, develop the ability to market myself through networking. I expect to build stamina, resilience and self-discipline in order to sail through the competitive and highly skilled industry. I need to develop the ability of self-reflection as well as a good analytical mind so as to be able to interpret roles and scrutinize scripts. In the scheme of work am also looking forward to develop flexibility in order to be able to apply and adapt my talent and skills to a variety of roles in performing arts. The element of teamwork will be crucial to my career as a collaborative effort. Time management and organization are important since I am required to work out on multiple projects. 3952875258762500462915053975Bruner’s spiral curriculum: Key concepts are presented deeply and repeatedly with deepening layers of complexity. Vygotsky’s proximal development theory – is an assertion of what a learner can do without assistance and what a learner can do through guidance or in collaboration with more capable peers00Bruner’s spiral curriculum: Key concepts are presented deeply and repeatedly with deepening layers of complexity. Vygotsky’s proximal development theory – is an assertion of what a learner can do without assistance and what a learner can do through guidance or in collaboration with more capable peersThe training sector and education in school will impact my specialism curriculum performing arts in terms of how flexible, organized, self-reflective, self-disciplined, and strong as well as how I can coordinate team work. Looking into the schemes of work 2022/23, I find them appropriate for my specialism. The scheme is appropriate but also challenging. It does not just address the current abilities and needs of the learner but rather it stretches such needs out for the student to be able to adapt and grasp such capabilities as the subject advances which is in tandem with Vygotsky’s proximal development and Bruner’s spiral recommendations on good curriculum (Garcia, 2021 and Kostogriz & Veresov, 2021). The scheme utilizes the experiences of the learners, their environment as well as their interests and also it offers some good opportunities for the developing projects. Performing arts has a great impact on educational provision as it encourages an enhanced understanding of oneself as well as a greater sense of confidence among the learners. Art will introduce the learner to different avenues of self-expression permitting them to be more creative. This connotes that, creative thinking and inventions are the work of art which must be emphasized on the schemes of work. The scheme embraces creativity to a good extent through the different KSBs (Knowledge, skills and behaviors) which learners have to apply and demonstrate throughout each lesson. Creativity is well encouraged in the scheme through the ’art of the possible’ which is innovativeness and expressiveness, the scheme offers chances for the students to explore tasks in different preferred methods, it rewards alternative thinking and also allows regular evaluations and reflections. (Inclusion) Appraisal of the Curriculum Approaches to inclusion and meeting Student Needs Inclusive teaching strategies are the teaching methods which address the needs of the learner with considerable backgrounds, abilities as well as modalities of learning. Such strategies contribute to an overall inclusive environment of learning whereby the learners perceive how to be valued and are able to succeed (Spandagou, 2021). Inclusive learning aims to achieve and promote self-reflection for change and action. Key elements of inclusive education include transparency, shared experiences, sense of identity, advocacy and good relationships between learners and tutors. Key areas of inclusion which this analysis looks into are equality and diversity, gender, race and multiculturalism, socioeconomic status, disabilities and difficulties of learning. Equality and Diversity The current scheme of work is inclusive to cater for individual needs and group needs as well. The scheme is neutral and is strong to reach out to every learner in order to achieve education for everyone. (Ching & Amidi-Nouri 2019) views inclusive education as the process of increasing the participation of learners in the curriculum and culture of mainstream communities and school. The scheme of work is cognitive of the inclusive culture in an ordinary school where 4629150438150Learning Schemas: They are patterns of repetitive behavior allowing the students to explore and develop their thoughts and ideas. Such schemas are evident in the scheme through a sequencing grid: -Grey- For laying foundation-Blue- for assessment-Green –Deeper learning/interconnected schemas-Yellow – mastery of professional skills 00Learning Schemas: They are patterns of repetitive behavior allowing the students to explore and develop their thoughts and ideas. Such schemas are evident in the scheme through a sequencing grid: -Grey- For laying foundation-Blue- for assessment-Green –Deeper learning/interconnected schemas-Yello...