User:Sam Ogah/sandbox

CURRICULUM DEVELOPMENT is defined as planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. SYLLABUS is a "contract between faculty members and their students, designed to answer students' questions about a course, as well as inform them about what will happen should they fail to meet course expectations." It is also a "vehicle for expressing accountability and commitment" (2005, p. 63). Over time, the notion of a syllabus as a contract has grown more literal but is not in fact an enforceable contract.

A LESSON PLAN is a teacher's detailed description of the course of instruction, or 'learning trajectory' for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc.) SCHEME OF WORK is usually an interpretation of a specification or syllabus and can be used as a guide throughout the course to monitor progress against the original plan. Schemes of work can be shared with students so that they have an overview of their course. WHAT IS THE DIFFERENCE BETWEEN CURRICULUM, SYLLABUS AND SCHEMES OF WORK, LESSON NOTE, AND LESSON PLAN? 1.	Curriculum: – an overall description of objectives, including a framework of levels that is linked to the levels of the Common European Framework of Reference, and a general statement of means used to achieve these objectives. 2.	Syllabus: – while a syllabus is a document specifying appropriate course content, aims and learning outcomes for each level (e.g. through description of courses); statements of content to be covered in a certain period of time, and specifications of what language knowledge and skills will be covered at what level. 3. 	Schemes of work: prepared by the teacher, or more than one teacher working on a course, are means of describing in more detail the learning-teaching content within the overall syllabus for a shorter period of time, e.g. a week or month. They aim at ensuring that the syllabus plan is implemented in a structured and timely manner. 4.	Lesson Note: A brief summary of a lesson in a teacher’s planner/diary; A short evaluation of a lesson by the teacher who delivered it or by another adult who observed it; A message reminding a teacher to revisit some issue in a future lesson; A list of activities to be set by a substitute teacher to be done by a class whose normal teacher is absent. 5.	Lesson plan: While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: Title of the lesson, Time required to complete the lesson, List of required materials, List of objectives, which may be behavioural objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) and The set (or lead-in, or bridge-in) that focuses students on the lesson’s skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons.

Lesson note:
 * a brief summary of a lesson in a teacher's planner/diary;
 * a short evaluation of a lesson by the teacher who delivered it or by another adult who observed it;
 * a message reminding a teacher to revisit some issue in a future lesson;
 * a list of activities to be set by a substitute teacher to be done by a class whose normal teacher is absent;
 * a teacher's worksheet to be monitored by a senior colleague, listing subject-matter covered by the teacher with a class on a daily, weekly or monthly basis.

Lesson plan: While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:
 * Title of the lesson
 * Time required to complete the lesson
 * List of required materials
 * List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)
 * The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons
 * An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas
 * Independent practice that allows students to extend skills or knowledge on their own
 * A summary, where the teacher wraps up the discussion and answers questions
 * An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow
 * A risk assessment where the lesson's risks and the steps taken to minimize them are documented.
 * Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving
 * A continuity component reviews and reflects on content from the previous lesson

References

O'Bannon, B. (2008). "What is a Lesson Plan?". Innovative Technology Center * The University of Tennessee. Retrieved May 17, 2011.

"What Is A Lesson Plan?". English Club. Retrieved 15 October 2014.

"Writing Lesson Plans." Huntington University: a Christian college ranked among America's best colleges. 15 Mar. 2009.

Mitchell, Diana, and Stephen Tchudi, "Exploring and Teaching the English Language Arts" (4th Ed.). Boston, MA: Allyn & Bacon, 1999.

Lesson Plan Reviews Introduction. Teachinghistory.org. Accessed 15 June 2011.

Wong, Harry K. (1998). The First Days of School: How to be an Effective Teacher. Mountainview, CA : Harry K. Wong Publications Biggs, J. (1999) Teaching for Quality Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press.