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The Bridge
The Bridge is the monthly newspaper of the Anglican Diocese of Southwark.
Printed copies are available from all Southwark parish churches or from Communications &
Resources at the Diocesan Office.
...see current issue
Religious Education
Religious Education in Diocesan Schools
A Year 5 pupil in a diocesan primary school once said 'In Religious Education it is great because
it helps me think about my own religion, Christianity, the similarities and differences between it
and other religions and God'.
Religious Education (RE) is not just an academic subject, but, lies at the very heart of the
curriculum and has an important role in reflecting and conveying the distinctively Christian
character of the school.
RE enables pupils to think theologically and explore the great questions of life and death,
meaning and purpose; reflect critically on the truth claims of Christian belief; see how the truth of
Christianity is relevant today and face the challenge of Jesus' teaching in a pluralist and post
modern society; experience the breadth and variety of the Christian community and become
active citizens, serving their neighbour. As well exploring Christianity, students in Church of
England Secondary Schools are given the opportunity to study other major world religions and
consider what it means to be a practising member of a faith. All Church of England Secondary
Schools offer the opportunity for students to study examinations in RE both at Key Stage 4 and
Key Stage 5.
Southwark Diocesan Board of Education (SDBE) recognises that in a Voluntary Aided Church of
England school the governing body is responsible for the syllabus for RE. The headteacher and
staff work with and under the direction of the Governing Body. It is the governing Body's
responsibility to ensure that the Religious Education is provided for all registered pupils including
those in the sixth form, in accordance with the Trust Deed. The governors should work within the
Board's policy for Religious Education in Church of England schools and in consultation with the
Headteacher and Religious Education Subject Leader.
The Board's RE Advisers provide advice and primary schemes of work for Voluntary Aided
schools. The curriculum teaches pupils about religion in accordance with two attainment targets,
Learning About Religion (AT1) and Learning From Religion (AT2). These set out the skills,
understanding and knowledge that pupils at different stages of their learning are expected to
have. Details of the primary schemes of work can be found in the Members' Area.
Aims
In Church Schools, RE should enable pupils to:
develop a strong foundation of the Christian faith through knowledge and understanding that
includes Christian Beliefs and Values, The Bible, Old Testament Characters, the Life and
Teachings of Jesus, Prayer and Worship, Saints, The Local Church, The Christian Community,
Living out the Faith, Rites of Passage and Christian Festivals
apply an understanding of Christianity to make reasoned and informed responses to life issues
and moral choices
develop some knowledge and understanding of the other main world faiths represented in the
United Kingdom, applying an understanding of religion to develop respect, empathy and
sensitivity towards all people
enhance their spiritual, moral, social and cultural development
develop the ability to reflect on their own beliefs, values and experiences and communicate
issues of faith and truth
develop skills of critical analysis and evaluation and the promotion of understanding of people
from different faith backgrounds and none.
Religious Education Policy Guidance
The Religious Education policy can be downloaded from the Policies section of the Board's
website. Further guidance is available in Section 12-16 of the SIAMS Evaluation Schedule and
from the Members' Area.
Support for Religious Education Subject Leaders and Heads of Department
Twice a year conferences are held for Diocesan Primary Religious Education Subject Leaders.
Both of these gatherings offer a chance for our Religious Education teachers to share ideas and
information and to discuss matters of interest. The gatherings are organised by Shaun Burns
(Primary Religious Education Adviser). Meetings are also held for secondary Religious Education
Heads of Department. These are organised by Jane Savill (Secondary Religious Education
Adviser). The Board's advisers are aslo able to provide INSET.
To keep RE departments abreast of events, termly newsletters are published for schools. Latest
copies of the REflections newsletter are availbale to download from the Members' Area.
Continuous Professional Development Training for All Staff
Training is provided for teachers and RE subject leaders in church schools. Please visit the
Training Page of our website.
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Schooling and work
Making Yourself a good Reflective teacher!
31 October 2010
SCHEMES OF WORK IN THE EDUCATION SYSTEM.
No teacher can effectively teach with out schemes of work ,worse still the syllabus and lesson
plans. Schemes of work is the candle light which guides the teacher to follow the education
curriculum designed in the society to educate its own members.
The scheme is the breakdown of syllabus into teachable units for a specifically given time frame.
For example week ,month or term. In other words it is the amount of materials the teacher
prepares and intends to teach during a stipulated period of time.
The reflective teacher has to plan a scheme of work in advance for the coverage of subjects
topics or concepts as drafted in the syllabus. It's basically the teacher's own personal plan of what
he /she intends to teach why and how will teach over a period of time thus aims ,methods and
activities.
Characteristics of good schemes of work should take into account the pupils' needs and interests
which allow plenty of activities and involvement suited to their age ,experiences and stage of
cognitive development.
Normally pupils in any class organisation usually without strict and precise sreen criteria, they
possess different learning levels ,that's slow ,average and fast. Then the teacher must have a
variety of learning activites to cater for these differences.
The schemes must be very clear in its various components ,that's the content ,instructional media
,methods , aims and also duration of lessons.
In most developing countries where internet and computer technology is still at its infancy usually
schemes of work is done manually written by hand in a hard cover exercise book A4 size ,neatly
well covered and submitted to the head of institution normally on weekly basis.On the cover
before plastic cover a label of the name of the teacher and relevant personal details are included.
On the first page normally contains timetable ,information of the number of pupils ,thus in terms of
their sex and age range. Page two is used to reflect the index of all subjects in the order they are
schemed. Anywhere the teacher can device his/her own methods of attaching labels to the first
page of each separate scheme.
Then the rest of the scheme book is divided into section for individual subjects . On the first page
of each subject or discipline usually contains the index -name of the subject ,topics to be
covered ,broad aims of the subject to be achieved.
A good aim contains words which express the philosophy of the subject ,that's it defines the
unique of reference which the subject seeks to investigate for example in social science: To
develop pupils ' ability to relate to others in the home ,school or community.
The format of the schemes of work like the different of schools or teachers is also the same .Each
institution has its own agreed format which they all emphasise.
Generally scheme include the week ending date which in most countries ends on Friday or
week's beginning of Monday. The topic to indicate the material to be covered during a particular
week .Content derived from the topic and to cover a number of lessons per week.
Sources of matter should show the reference books ,journal ,newspapers,sites or resource
persons from which information to be taught taken.
The media or instructional aids are objects ,charts ,pictures,wordcards or anything used by the
teacher and pupils to facilitate learning process, to enhance the comprehension of the concepts
in question. Please note to be specific in listing media ,value it and name only which is readily
available.
Methods and activities enumerate the various steps to be followed when teaching .Lessons
should flow sequentially . The activites of both the teacher and pupils to facilitate learning process
should include discussion,story telling,dramatisation,demostrate ,practice ,questioning and
answering and so on.
Evaluative comments are made at the end of the period for which each topic is schemed normally
at the end of the week.The evaluation should reflect the lessons performance ,without bias list
what has being achieved and not achieved or successes and failures or strength and
weaknesses of the lessons within the same topic. The teacher should then gives possible
extension or remedial work as solutions on how she/he intends to rectify the findings.
Posted by zvavanhu at 6:39 AM
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Labels: period time planning scheme work teaching evaluation
2 comments:
Juma DemwaJanuary 5, 2014 at 2:59 PM
This is what is required undre this globalized world, media will help even students from rural
benefit from this through printed materilas taken from different sources in internet
Reply
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The Focus
This is a blog about social issues, be they political, economic, religious or cultural . It aims to
create awareness especially on those issues that the mainstream media will ignore, and will
provide useful insights on how to produce a better society. All views expressed are strictly
personal.
Monday, 16 July 2012
A Free Scheme of Work for Primary and Secondary Schools
Preface
On July 10, 2012 I wrote an article entitled New generation, new society, new Nigeria. I was really
humbled by the responses I received from different individuals. The responses came from
different segments of the society. From Muslims to Christians, students, friends, policy makers
etc. This strengthened my believe that people generally want something good for Nigeria.
But I also believe that the responsibility of making Nigeria a better place is not the responsibility of
government alone. It is an obligation on each and every one of us. The article in question actually
started as an informal discussion on Sunday 8th July, 2012 at Mera Hall in Newcastle upon Tyne.
We were attending an African Food Fun Fair in support of orphans in Nigeria organised by the
wives of the members of Nigeria Muslim Forum, UK, Newcastle branch. We were having a
discussion with Sheikh Ibrahim Khalil, chairman of the Kano State Council of Ulama, and
members of the NMF (UK) Newcastle chapter, when I informally suggested that for Nigeria to be
good, we must have a long term approach by inculcating the values we need to see leading our
lives in the younger generation. This is something that has to start in our schools, otherwise we
will just be making noise.
In the evening after the event, Shekh Ibrahim Khalil suggested if I can write something about this
idea, so that it can be used in our schools, and I told him insha Allah the weekly column which I
write for Premium Times, and Blueprint Newspapers will be on that topic. After writing the article I
continued to receive suggestions and words of encouragement. This is what informed the
decision to convert that newspaper article into a teaching scheme of work so that teachers can
break it down into their syllabus and use it for teaching purposes. I intend to distribute it free to
our primary and secondary schools. The management of the schools can decide under which
subject to teach it. They can also modify it to suit their needs. This is just a general guide. I pray
to Almighty Allah to accept this work, and include it in the scale of our good deeds. If you happen
to come across this scheme of work, kindly contribute also by giving it to the school in your
neighbourhood. If you can afford, print copies and distribute in schools.
If you are already a teacher, please think of the way you can use your skills to imbibe these
qualities in your students. The journey of a thousand miles, start with a step, do what you can at
your own level.
Thank you
Muhammad Jameel Yushau
Newcastle upon Tyne
22nd Shaaban 1433=12th July 2012
Aims and objectives
To prepare Nigerian youths on how to become responsible citizens in the future
To teach the younger generation basic etiquettes needed for the emergence of a responsible
society
To practically demonstrate to the students the effect of bad behaviour and how that reflects on
the larger society
To prepare the youth into responsible adulthood so that they can become exemplary members
of society
To inculcate those values like obeying traffic rules, selflessness, and respect for rules and
procedure so that they grow with them

To make the youth understand that the quality of the younger generation will determine the
success of that society
To make the youth understand that addressing the needs of fellow human beings is a way of
securing the pleasure of God.
Learning outcome
Practically learn the basics of hygiene such as washing hands after toilet, speaking with
respect and selflessness
Learn those attributes like self esteem, respecting elders, sympathy and the importance of
charitable work
Become disciplined in whatever they do and recognise merit over favouritism
Understand the value of knowledge and how it can guide the individual into a purposeful life
Demonstrate leadership qualities and love for justice , community cohesion and voluntary
service
Learn the effect of breaking the law and assisting others to be responsible citizens
Understand the value of human life and that saving it from harm is like saving the entire
humanity
Teaching strategy
Dedicating at least two hours per week depending on the level (s) to teach this course
Invite healthcare officials to schools to teach the pupils/students the importance of hygiene
and its effect
Use videos, games, competitions to demonstrate the values enumerated
Organise special sessions in schools by inviting Road Safety Officials, the Police and other law
enforcement agents to demonstrate to students the imperative of respecting the law and the
consequence of breaking it
Introduce prizes at each level for the best student in the course
Organising trips to hospitals, orphanages, villages and other places where pupils/students can
appreciate how lucky they are in life
Asking students to write essays, poems, short stories on how they can make the society a
better place for everyone
Primary school
Primary 1-3
Basics of hygiene
Speech etiquette
Self confidence
Queuing culture
Traffic rules
Primary 4-6
Respecting parents
Valuing neighbours
Community engagement
Charitable work
Voluntary service
Secondary School
JSS 1-3
Dignity of labour/entrepreneurship
Self reliance
Recognition of merit
The essence of knowledge
Assisting the underprivileged
SS 1-3
Valuing human life
Honesty and transparency
Social justice
Abhorrence for corruption
The family as the most important unit of society.
Assessment/review
For primary 1-3: the teacher should have a log book indicating how the pupil (s) respond to the
subject using a grading system to be decided by the school
Primary 4-6: Write short stories, essays, drama and poetry
Junior Secondary School: Giving presentation in class on how to help the community. The
presentation should outline what he intends to achieve
Senior Secondary school: community projects: there should be a week dedicated to the
course. Each student should select a community project like teaching in schools, raising funds to
support the underprivileged, organising the youth in the community to clear waste, voluntary
lessons in his neighbourhood etc and submit a short report on what he has learnt from the
project.
======
Email: mjyushau@yahoo.com
Twitter: @jameelyushau
Facebook: Muhammad Jameel Yushau
Posted by Muhammad Jameel Yusha'u at 10:39
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1 comment:
GIM16 July 2012 at 18:35
Best Salaams, Mall. Jameel,
Thanks a lot for this blog generally and the excellent piece above. I see this as an intelligible
brief and reference point for professionals in the education sector, but also for parents too at
home. However, I became a bit worried that what we lack in Nigeria are not the intellectuals like
you, and not even the very good pieces as presented in the above scheme of work for teachers.
What we lack is the spirit to fully utilise our God-given human/intellectual resources, or implement
our laws, policies and programmes we've thoughtfully put in place.
Your piece reminded me of a discussion I had recently on the same issue with some friends in
Nigeria we together read an email I received from my daughter who just started her SS1 in
Scotland. She was briefing me in the email the outcome of the "Work Experience" programme
they underwent. This programme can be likened to the industrial training (IT) that students with
OND attend before they are accepted to proceed with their HND under the Nigerian system. This
is what they start here right from their Secondary School level. Her narrative, according to my
friends who read it, was marvellous both in content and presentation. It was also very
inspirational from the system perspective.
But, as said, Mall. Jameel, that has been part of our system too at least in our days. It might
not be in the organised and sophisticated manner we see it happening in the UK and other more
developed societies across the globe as you elicited in the original article. Your ability to come up
with this piece is a testimony to what I'm saying, namely, it was partly because yourself you came
through the same pattern of training both from primary/secondary schools and of course from
your parents at home.
I want to say, also, that whatever our private primary and secondary schools will be able to do
to inculcate those values, the bigger challenge is how to revive our public school system. This is
because the greater majority of the population still attends the public schools as they cannot
afford the private. Reviving the system should include using your great ideas to refine and upgrade the curriculum being used.
I have always thought of a way to go about reviving the public schools system: if we as a
nation are serious about this, the Government on power should require all public office holders
and particularly political appointees and bureaucrats to, as a matter, of policy, enrol their children
only in public schools. Within no time, Im sure you will see public school system receiving the
attention and care (up-grade) it has been dying for. Does this sound naive?
Of course, there is also the issue of the parent responsibility. Most parents unfortunately
themselves need the kind of training suggested in the suggested scheme of work. They, thus,
lack the moral standing to perform their part of the responsibility to complement the efforts of the
teachers in the school. I will leave the parents in this category to proffer a solution to this
challenge.
Once again, Mall. Jameel, jazakumullahu khairan.
Reply
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About Me
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Muhammad Jameel Yusha'u is a researcher, journalist and public relations practitioner. He
holds a BA in Mass Communications from Bayero University, Kano, Nigeria; MA in Political
Communication and PhD in Journalism Studies From the University of Sheffield, United Kingdom.
He was a Senior Lecturer in Media and Politics at Northumbria University, Newcastle upon Tyne,
UK, as well as a former producer at the BBC World Service, London. Apart from opinion articles
published in various newspapers around the world, his research has been published in the
Journal of African Media Studies, Global Media and Communication, Ecquid Novi: African
Journalism Studies, Journal of Arab and Muslim Media Research, Journal of Global Mass
Communication as well as chapters in edited books.
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