SCHEMES OF SCHOOL WORK

Dominion, Volume 11, Issue 6, 2 October 1917, Page 11

SCHEMES OF SCHOOL WORK

INSTRUCTIVE ADDRESS BY MR. OAUUHLEY. On Saturday afternoon Mr. J. Caughley, M.A., Assistant Director of Education, delivered an address at Masterton before the Wairarapa Branch of the New Zealand Educational Institute. Tho address, which was-on the subject of "Schemes of - Work,' [ is the first of a series arranged for by the Wairarapa Branch, which lias secured the assistanco of a number of cducalionisls In deliver addresses on tho various subjects. . . ' Mr. Caughley, in his address, pointed oht that the construction of the scheme of work ior a rschool constituted what was. perhaps tho most important duty of a teacher. The syllabus outlined tho course of instruction, but in- his scheme of work a teacher had to embody his selection of ■-Ike actual material and liis idea of the mothod of teaching each subject and of combining all subjects into a complete course. The teacher's scheino largely determined the lino of development of a number ot children for those eight -years of thoir lives when they wero under tho most definite and systematic guidance. The lesson material solected. determined largely what the pupil would think about. The method outlined would determine how ho woulct think. The application of the scheme would largely determine what, views would colour his>after life, the atmosphere of the class work would- largely determine his future attitude to tne acquisition of knowledge as welL as to standards ■of work, honour, duty, anu service. These considerations made it cloar that the'mere tabulation of sua-, dent -work in each subject to meet tne requirements-of the syllabus .could not constitute a scheme of- work wortliy ot the name. , ~ A great deal was heard about the ovoicrowding of the syllabus, but it should be remembered that the selection of the amount of lesson material lay really in the teacher's hands. . A great deal ot time and effort at present waßted, or wasted, in comparison with what couia better take the place of some forms ot teaching, could-be saved by the propei construction of schemes' of work. 1 lie scheme for tho school should be drawn up conjointly by.all the teachers of the 'ecnool uuder the guidance of the head teacher, who would, in the first instanoe, provide the general plan. This provide for continuity of development of pupils through all the teaching they might receive at the hands of' from six - to ten teachers during the course. It would ensure that each teacher knew, not only his own part in the scheme, but tho pait played and the method- followed -by each 'teacher below and above him m the. I standards. The co-operation thus seoured would avoid tho misdirection of much time and effort, and would provide for the continuity of development that uas so essential to the proper training of • h Mr PU ?!au2hley : placed strong emphasis on the need for a clear recognition of the aim -and' purpose to be followed in each subject. If that' were Nearly sot out in the.scheme of work, and defimt- V understood by each member of .thej-to f, every hour's,work would be purposeful, nnd there would be no time wast&d on aide issues or on unnecessary ™pet}hon of mere -drill exercises in certaiu sub'3eThe' speaker dealt with some of the more important snbiects of indicating. What might be taken as he central purpose of each, and thon ' n S how the selection of such a purpose povided. for . more ;concontratloii of c-ftort, for a natural continuity of thought, for the elimination of unnecessary detail, and for the proper subordination of buch subjects as handwork, which be regarded largely as accessory, to the teachinc: of other flubjects. • '■ , , , In concluding, Mr. Caughley- said that he well know tho many difficulties which complicated a' tcaoher s work, but e\ery calling had its difficulties., As - soon as -possible- some of the teachers difficulties would be' minimised, but m any case it was left fo each to do everything that would facilitate the working of the schools even under difficulties, and one of the best, means of so doing-was to draw up schemes of work m the light o:f of the views expressed during tlie addicss. • It the conclusion of the-address a short, 'discussion "• took : 'plaffi,' - and a vote- ot thank .-was accorded to 51r. Caughley for his address. ■.. :• • • j