Introduction To Issues About Timetabling Academic Subjects by: Fathimath Nahid Shakir

1. What the law requires

To provide a broad and balanced curriculum for all children which:

• Promotes their spiritual, moral, social, cultural, mental and physical development

• Prepares the child to become a productive, disciplined person for the self, family, island and nation both as individuals and members of the Islamic Dhivehi community (Aims of Education, Maldives).

2. Timetabling for the curriculum

2.1 Schools will have to make decisions about

• the total time available for teaching

• the number of weeks in the school year

• the length of the school day

2.2 Constraints

• no. of available staff

• available space for teaching

• not enough resources

2.3 Teaching hours

Recommended teaching hours by EDC

•

2.4 School observations

88 periods of school observations carried out in 2007. Observations showed :

• more than 75 % - teachers talk time between 15 t0 20 mins.

• remaining time …

2.5 Lesson length

• Recommended by EDC (50 minutes)

• Gradual change would be useful.

• Lesson lengths may vary from subject to subject

• Lesson length could vary before break and after break. E.g.:

– 45-60 mins periods before break

– 30-35 mins periods after break

2.6 Why vary lesson length?

• Concentration level high before break

• Cooler in the morning

1. Subject time allocation

Good teaching and learning depend on sensible time allocations and effective use of time.

3.1 Longer lengths of periods

• Might produce more time than necessary

• Might be necessary for subjects like PE and field work

3.2 Shorter lengths of periods

Might produce too little time to carry out the lesson

26hrs per week (Key stage 1, 2,and 3)

Examples of teaching hours and lesson lengths

	Weekly teaching time	Range of lesson lengths
		Key Stage 1	Key Stage 2
Primary School	26 hours	60, 45, 30, 25
Middle School	26 hours	60, 45, 40, 35
Secondary School	26 hours		50

1. When should each subject be taught?

Now that the amount of taught time, and length of each school day has been decided, schools should decide what will be the best time to teach each subject.

How can the children’s motivation be sustained?

• A balance between activities which involve practical and physical work and those that are mainly paper and pencil work

• A balance between whole class, group and individual activities should be considered within the lesson and throughout the day.

2. Core subjects and other subjects

· Time could be allocated to core subjects more, before 1^st break

· At least one subject other than the core subjects taught every day before break

Timetabling core subjects

	Sun	Mon	Tue	Wed	Thu
50/45	Math	Dhivehi	English	Math	Islam
50/45	Dhivehi		Islam	ES	ES
50/45		English
	B	R	E	A	K
45/30
45/30
	B	R	E	A	K
30
30

The challenge

To give enough time for core subjects and other subjects to ensure that the subjects have been covered to the expected standard and in sufficient depth.

1. Values taught through the curriculum

· Schools implement and teach values through curricular and core curricular activities.

· Establish student councils

· Involve children in decision making

· Let children review the schools rules and responsibilities

· Let children play a major role in establishing class rules and responsibilities

· All teachers focus on key values that will be taught.

· Time should be put aside when planning all lessons to focus on values

· There must be consistency across the schools when teaching values

· Staff should be role models and practice what is being taught

2. Tips for Success

· effective planning

· increasing taught time

· enriching the curriculum with first-hand experiences for pupils

· encouraging staff to make use of links across subjects

· involving all staff in discussions and decision-making to create a sense of teamwork

· organising extended periods of time for pupils to work in greater depth

· making pupils aware of what is expected of them and explaining learning objectives

· making effective use of teaching assistants and other talented adults

· providing out-of-school clubs

References

Leading Lights

http://www.teachernet.gov.uk/teachers/issue23/primary/features/LeadingLights_Primary/

Designing and timetabling the primary curriculum

http://www.qca.org.uk/libraryAssets/media/3776_designing_and_timetabling_primary_web.pdf

Key stage 3 National strategy

Designing the Key stage 3 Curriculum

http://www.shropshire.gov.uk/designtech.nsf/viewAttachments/SERS-7FYBJG/$file/time-in-primary-d&t.pdf