Effective School Planning: Requirements, Preconditions, and Principles
Requirements of Official Plans and Programs
School education is a right of all Brazilians as a condition of access to employment, citizenship, and culture.
It is the duty of governments to ensure basic education for all, draw up an educational policy, provide financial and material resources for the operation of the school system, administer and monitor school activities to ensure the right of all children and young people to receive a quality and socially relevant education.
One of the responsibilities of government is drawing up official instruction plans and programs nationwide, reworked and arranged by states and municipalities in the face of numerous regional and local needs.
The official instruction plans and programs are another prerequisite for planning. The school and teachers, however, take into account that the plans and public programs are general guidelines and reference documents, from which specific didactic plans are drawn up. It is for the school and teachers to develop their own plans, selecting materials, methods, and ways of organizing teaching, according to the peculiarities of each region, each school, and the special conditions and academic success of students.
The teacher has more than compliance with the requirements of official plans and programs; they have the task of re-evaluating them in light of learning objectives and the reality of the school where they work.
Preconditions for Learning
School planning – whether from the school or the teacher – is determined by the level of preparation in which students are in relation to the tasks of learning.
The teaching contents are transmitted to the students to actively assimilate and transform them into theoretical and practical tools for practical life.
Knowing how the students are (their experiences, prior knowledge, skills and study habits, level of development) is an essential measure for the introduction of new knowledge and therefore to the success of action is planned.
The social and cultural determinants of its concrete existence directly influence the seizure of objects of knowledge brought by the teacher and thus constitute the starting point for the assimilation of systematic knowledge.
The planning of the school and teaching depend on students’ previous school conditions. The introduction of new matter or consolidation of matter necessarily require earlier check point in preparing students to meet, to ensure the knowledge base and skills necessary for the continuity of matter.
A teacher cannot justify the failure of students due to a lack of basic earlier knowledge; the supply of the preconditions of learning should be provided in the syllabus. They cannot claim that students are dispersive; it is the teacher who must create conditions, incentives, and content for students to focus and dedicate themselves to work. They cannot claim immaturity; all students have a level of potential development to which education should arrive. Do not assign parents the disinterest and lack of dedication of the students, much less acknowledge poverty as a cause of poor school performance and intellectual disadvantages. The condition of material life of the students who face difficult tasks requested by the school should be taken as a starting point for teaching.
Principles and Conditions for Transmission/Active Assimilation
This section discusses the field of media and conditions to guide the process of active assimilation in classes.
Tuition Plan
Identification:
School/Institution, Course, Discipline, Professor, and Hours of tuition
Content:
List the content to be developed throughout the class or a set of classes
Objectives:
Should always be started by verbs and answer the following question: at the end of the session, students will understand, comprehend, assimilate, develop, implement…
Referrals Methodology:
Description of all steps of the lesson, since the presentation of the theme to be addressed, the goals and directions used in the lesson as well as teaching resources and materials
Rating:
Suggesting ways/forms that will be used to verify that the objectives of the lesson were achieved and the techniques and resources used were appropriate
Bibliography:
Cite bibliography used in the planning and development of the class, as per ABNT rules