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Notes for users of the Schemes of Work

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					Notes for users of the

Primary Schemes of Work
in Word format

Getting started Introduction What’s available? Installation Template strategies (advanced) Working with schemes Scheme structure Formatting with styles Creating new schemes Making things fit Adding new pages Updating headers and footers Working with tables Word Configuration Options Managing the zoom factor Printing Schemes Printing Problems List of Scheme of Work units Design and Technology Geography History Information Technology Science

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Notes for users of the Primary Schemes of Work

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Getting started
Introduction
These notes are designed to help you get the most from the Word based Primary Schemes of Work. A few minutes spent now may save you time in the long run, especially if you work with many schemes. While fairly complex, the schemes should prove easy to manage as the information has have been laid out sensibly within table cells, and their formatting is controlled automatically by Word styles. Remember, there’s usually many ways of doing the same task within Word. If things don’t act as you’d first expect, don’t assume there’s a problem. Rather, return here, to discover the logic at work behind the scenes.

What’s available?
The following resources are available in Word format from the Standards Site at www.standards.dfee.gov.uk:
   

Scheme Data Files 128 units spanning 5 study areas Scheme Template Single support template common to all scheme units Blank Schemes Ready-to-complete, blank schemes for each of the 5 study areas Readme.doc This file, which includes a list of the Primary Scheme units and their teaching times

These can be download as 1) individual files, or 2) sets of related files stored within ‘self-extracting zip files’. This latter method offers several advantages and is highly recommended. There are 6 self-extracting sets in all:


5 Scheme Sets Each includes the data files for a specific study area, the scheme template, Readme.doc and appropriate blank scheme (for example, the IT set includes IT_blank.doc). 1 Set of Blanks This contains the 5 blank schemes as a single download. Offered as a convenience, it also contains a copy of the scheme template and Readme.doc files.



All files are in Word 6.0 format, making them compatible with recent versions of Word including 6.0, 95, 97 and 2000. A duplicate set of data files is also available in native Word 2.0 format at www.standards.dfee.gov.uk.

Tip: Getting documents from the Internet can be tricky. Depending on which browser you use, clicking a link may cause Word to launch and display the document. To regain control, avoid double-clicking links to files. Instead, use the mouse to right click over the link and choose Save Target As (or a similar command).

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Installation
Installation of the Scheme Data Files is simple, as it’s merely a matter of knowing where the files have been stored. The default offered by the self-extracting zip file varies by set (for example, C:\Schemes\Sci). While you may change this location when prompted during installation, it’s wise to maintain a separate folder for each set of data files. Users who download files individually will discover the same to be true. Blank schemes and the Readme.doc file are copied to the same folder as the data files by the self-extracting zip files during installation. The Scheme Template is also copied automatically to the same folder as the data files when you use the self-extracting zip file. When stored in the same folder, the data files and blanks can easily ‘find’ the template. Users who obtain the template as an individual download have the option of storing it with the data files (as described for the self-extractor) or as a classic, centrally stored template. The next section provides more information on working with templates.

Template strategies (advanced)
Templates are special documents upon which other documents are based. Each time you create a new blank document, you are actually creating a copy of the default template known as Normal.dot. Once a document has been created, the template’s role is to provide support. In the case of the Scheme Template, Scheme.dot, that support is in the form of style definitions and a custom toolbar. Templates are usually stored in a central location which varies with the version of Word. For example, the C:\Program Files\Microsoft Office\Templates folder is usually the locale for Word 97 templates. In contrast, the Scheme Template is stored in the same folder as the data files or blanks it is intended to support, for example, C:\Schemes\His\Schemes.dot. Users who install more than one set of data files will find they have extra copies of the template – one for each data set. While this poses no problem in itself, some users may wish to have all of their data files supported by a single copy of the template file. To do so, visit Tools, Options, File Locations and note the folder listed for User Templates. Use File Manager or Explorer to 1) copy Scheme.dot to the noted folder, and 2) delete all other copies of Scheme.dot (found in the other data folders). Why use a single template? It would allow you to manage a single group of styles, rather than a separate group of styles for each set of units. This would make global style changes easier and ensure that units maintained their consistent appearance.

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Working with schemes
Scheme structure
The Scheme Data Files are structured documents with relatively complex formatting. That said, once you understand the layout and handling of one document, you will find that they are all quite similar. All text is held within tables, each contain rows of 3 distinct types:
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Heading rows These contain the default headings and labels found within all schemes and should rarely need to be modified. Data rows These contain nothing but data, making them very easy to select as a whole. Spacer rows These empty rows provide space between the other kinds of rows. Generous by default, their height can be reduced when more room is needed on a specific page.

Tip: The easiest and most reliable way to select a row is with the mouse, but not in the click and drag method preferred by many. When working in Word, and especially within tables, it’s easier to ‘point and shoot’. That is, hold the cursor in the margin to the left of the row or paragraph you are after, and click to select it. This can be combined with dragging to select multiple rows or paragraphs at one. The hidden advantage of this technique is that it ensures you always include the trailing paragraph mark in your selection, a common oversight.
There is always a single table per page, with each separated by either a Word page or section break. It is essential to preserve such breaks – especially the section break separating the portrait and landscaped pages – as these contain page orientation (portrait / landscape) and header / footer information.

Formatting with styles
Styles save time and ensure consistency by allowing groups of character and paragraph formats to be applied in a single stroke. Apply a style to a paragraph, and it inherits all of the style’s values for font, colour, paragraph spacing, etc. To apply a style, simply place the cursor within a paragraph and click the button for the appropriate style. For example, the Body button applies the SoWBody style.

Tip: Don’t see the SoW Styles toolbar? Select View, Toolbars, scroll the list and select the entry for SoW Styles toolbar. Toolbar not listed? The template may have been separated from the data file. Review Installation above for more information.
A great advantage of styles over manual formatting lies in the fact that you don’t need to make a selection in order to apply a style. In fact, it’s best to make no selection at all unless formatting several paragraphs at once. If you go that route, ensure that you include the last paragraph mark, for this is where style information is stored. Styles can also be applied via the Style dropdown box (the leftmost control on the Formatting toolbar). While familiar to many users and handy enough, it should be used with caution as explained in the following trap.

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Formatting schemes (cont.)
Trap: When using the Style dropdown control to reapplying a style, Word may ask if you wish to 1) Update the style or 2) Reapply the style. Always choose the second option (not the default!) in order to preserve the document’s style definition.
If you wish to make changes to the style set, avoid doing so from within the data files, and instead always modify style definitions from within the template itself. To make global style changes, first close all data files and open the template directly via Word’s File, Open dialog. (Don’t use File Manager or Explorer for this.) In the Files of Type dropdown, select Document Template or All Files. Navigate to the Scheme.dot file and open it. Choose Enable if prompted about macros. (There are no macros in the template – the custom toolbar will have set off the alarm.) The template file contains a table with samples of all of the scheme styles. Move to a cell containing a sample of the style you wish to modify. Manually re-format the text as desired. Reapply the style via the Formatting toolbar and respond with Update the style to reflect recent changes when prompted (yes, you get to fall into the ‘trap’). Save and close the template file. Style changes will be reflected within the data files the next time they are reopened. If you maintain a separate template file for each set of data files (the default), you may wish to 1) repeat the changes for each template file, or 2) make the changes to one template file and copy it over the others, or 3) consult Template Strategies above for information on using a centralised copy of the template.

Creating new schemes
It’s best to use one of the provided Blank Schemes when creating new ones as many of the existing schemes will have had their default formatting changed to fit the need. The blanks are stored in the C:\Schemes\Blanks folder by default, though you will also find a copy included within each of the data sets as well. Blanks are named as IT_blnk.doc, Sci_blnk.doc, etc. To create a new scheme, use File Manager or Explorer to create a copy of the desired blank. Alternatively, you can open the blank within Word and use the File Save As command to create a new copy whilst preserving the original. To complete a new scheme, allow the click-and-type fields to lead you through the process. The F11 key sends you to the next field while the Shift + F11 combination can be used to move backwards through uncompleted fields. (Are the click-and-type fields not visible? Or do they appear to contain unusual text? Visit Tools, Options, View, deselect the Field Codes option, and set the Field Shading option to Always.)

Making things fit
Space is a rare commodity within many existing scheme units and will always be an issue when creating new ones. One method for making things fit is described below, the other under Adding pages. The easiest route is to adjust the row height of the blank ‘spacer’ rows that exist throughout the units. Begin by selecting the first row of the table on the page you wish to shorten and choose Table, Cell Height and Width. Opened once, this dialog allows you to review and change each of the row heights on a given page.

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Making things fit (cont.)
Use the Next button to cycle through each row of the table, pausing to reduce the height of blanks rows to, for example, Exactly 2 pts, while skipping the data and label rows, who’s height is usually set to Auto. Continue until the selection returns to your starting point at the top of the table and close the dialog. Avoid the temptation to adjust column widths in order to gain extra space. While it may enable you to ‘fix’ one page, you’ll find the change hard to carry to other pages and varied column widths will bog down future cut and paste operations.

Adding new pages
To add new pages to a unit, begin by choosing an existing page that contains the appropriate headings and borders. This source page might be from within the same unit or, for example, a blank scheme. Place the cursor anywhere within the source page’s table and choose Table, Select Table. The selection then needs to be extended to include the following page break and it’s paragraph mark. To do so, hold down the Shift key and use the Down Arrow just once. (You won’t seem to have gone very far but it’s just what you need.) Use the clipboard to Copy the selection. Navigate to the first row on the page that will follow the page you wish to insert, and use the Up Arrow key one time. This moves the cursor just above the table, yet keeps it on the same page. Now Paste the new page. As is true whenever an item is pasted from the clipboard, the cursor is moved to the end of whatever was inserted. That means you need to scroll up, not down, in order to begin modifying your newly inserted page.

Updating headers and footers
The headers and footers found within scheme units are no different than those found in regular Word documents. It’s usually best to start from the top of the document when working with headers and footers (Ctrl + Home). That’s because Word sometimes pages poorly when headers are displayed, leading it to show the wrong set. Select View, Header and Footer to gain access. The Header / Footer toolbar will appear, providing you with all of the tools necessary to navigate. Avoid the Same as Previous command, which looks quite similar to the desired Switch Between Header and Footer.

Working with tables
While many table issues have already been discussed, there are a few others with broad application. Always ensure that Table Gridlines are visible (the last option on the Table menu). These enable you to identify the spacer rows that come before and after each data row. When copying or moving data rows, remember to include the spacer rows in your selection. Doing so allows for maintenance-free borders. Tables cause the keyboard and mouse to act differently than with regular paragraphs. For example, in tables, the Tab key moves you to the next cell instead of giving you an indentation. To create a regular tab, use the Ctrl + Tab combination. A good strategy for selections is to use the mouse to select rows and cells and the keyboard to select individual paragraphs. For the latter, the Shift + Arrow key combination can be used to extend the selection in any desired direction.

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Some tasks are easier to accomplish when the row, or set of rows, you wish to act on is separated from the rest of the table. The Table, Split Table command enables this. Choose a row you wish the table to split above, and place the cursor anywhere within in that row before calling the command.

Word Configuration Options
The schemes think metric. That is, when created, Centimetres was the setting for Tools, Options, General, Measurement Units. Adjusting elements such as margins, tabs and column widths may be easier if you adapt this setting as well. Word 97 users should beware a Word feature that can lead to trouble when working with documents based on styles. To avoid conflict, visit Tools, AutoCorrect, AutoFormat As You Type and ensure that the last option – Define styles based on your formatting – is deselected.

Managing the zoom factor
Switching between landscaped and portrait pages can be awkward. While a zoom factor of 100% may work well in portrait mode, it’s likely to be too large a value when you move to a landscaped page. One solution lies in Word’s Page Width option. Available from the Zoom control of the Standard toolbar, this option tells Word to choose a comfortable zoom factor by which to view the page. While useful, it’s not automatic: if you move to a page with a different layout, you must select the command again in order for the zoom to adjust itself. A better strategy is to determine the optimal zoom factor for each layout and then set this value manually as needed. Use the Page Width option to provide a starting point, and experiment with progressively smaller values until you maximise the amount of text on screen, while maintaining its readability. Remember the values for future reuse.

Tip: Zoom is just one of several toolbar controls that accept typing directly. Others include the Style, Font and Font Size dropdowns. The main advantage of the technique is that it allows you to choose options not normally offered. For example, typing directly into the Font Size control allows the selection of 9.5 and 12.5 points as valid sizes.

Printing Schemes
Scheme page numbering begins in section 2, the start of the landscaped pages. For that reason, designating a range of pages in the File, Print dialog can be tricky. A better way is to tell Word which section you wish to print: Section 1, the portrait page(s), or Section 2, the landscaped pages. For example, to print the latter, open the File, Print dialog and provide S2 for the Page Range, Pages option. (This can also be used in longer documents. For example, S2 – S5 would print a range of sections.)

Printing Problems
The schemes have been designed to be compatible with most, though not all, of the world’s printers. For some, a message will report that the document’s margins are ‘outside the printable area’. This message is often a false alarm. If the schemes are getting to the printer, it’s probably easiest to live with the message. For a very few others, the margins really will be too large and information may be missing from the printout. The trick is to decide which margins are causing the problem and determine the appropriate strategy.

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The solution is often as simple as reducing the height of the last row on the first page, or the height of the spacer rows on landscaped pages. Other times, you may need to narrow the width of the last column in each landscaped table. If you find a problem to be consistent across many documents, you might consider printing the final drafts on a different printer. While this may seem impractical, it’s likely to be the easiest solution if you work with large numbers of schemes, as each would need manual modification. If you opt to print to a different printer, remember that Word displays documents based on the currently installed driver. If you wish to know how the document will look when printed, you need to install the appropriate printer driver ahead of time and make it active during the Word session. For example, if you install a HP LaserJet 5M printer driver and set it as the default printer via the File, Print dialog, future visits to File, Print Preview will reveal precisely what you would expect from an HP 5M printer. Once satisfied, the local driver can be set again manually, or by Word the next time it is shut down.

List of Scheme of Work units
The following pages contain a complete list of the Primary Schemes of Work units, as well as their teaching times and where appropriate, the units upon which they build.

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Design and Technology
UNIT NUMBER 1A 1B 1C 1D 2A 2B 2C 2D 3A 3B 3C 3D 4A 4B 4C 4D 5A 5B 5C 5D 6A 6B 6C UNIT TITLE Moving pictures Playgrounds Eat more fruit and vegetables Homes Vehicles Puppets Winding up Joseph’s coat Packaging Sandwich snacks Moving monsters Photograph frames Money containers Storybooks Torches Alarms Musical instruments Bread Moving toys Biscuits Shelters Slippers Fairground TEACHING TIME 9–11 hours 8–10 hours 6–8 hours 8–10 hours 9–11 hours 6–8 hours 8–10 hours 6–8 hours 8–10 hours 6–8 hours 9–11 hours 8–10 hours 8–10 hours 6–8 hours 9–11 hours 9–11 hours 6–8 hours 8–10 hours 9–11 hours 8–10 hours 6–8 hours 8–10 hours 9–11 hours

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Geography
UNIT NUMBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 UNIT TITLE Around our school – the local area How can we make our local area safer? An island home Going to the seaside Where in the world is Barnaby Bear? Investigating our local area Weather around the world Improving the environment Village settlers A village in India Water Should the high street be closed to traffic? A contrasting UK locality – Llandudno Investigating rivers The mountain environment What’s in the news? APPROXIMATE TIME 12–20 hrs 4–7 hrs 4–7 hrs 8–11 hrs ‘continuous’ 12–20 hrs 8–11 hrs 12–20 hrs 4–7 hrs 12–20 hrs 12–20 hrs 8–11 hrs 12–20 hrs 12–20 hrs 12–20 hrs ‘continuous’

Below is an example of key stage plans which use 16 units in this scheme.
KEY STAGE 1 Year 1 Year 2 Units 1 and 2 Units 3 and 4

KEY STAGE 2

Year 3 Year 4 Year 5 Year 6

Units 6 and 7 Units 8, 9 and 10 Units 11, 12 and 13 Units 14 and 15

Plus two ‘continuous’ units to be taught at intervals throughout each key stage.
KEY STAGE 1 Unit 5

KEY STAGE 2

Unit 16

Five additional units are also included, which schools may use with the particular year groups specified.
UNIT NUMBER 17 18 19 20 21 UNIT TITLE Global eye Connecting ourselves to the world How and where do we spend our time? Local traffic – an environmental issue How can we improve the area we can see from our window? YEAR GROUP Year 2 Years 3–6 Year 4 Year 5 Years 3/4 APPROXIMATE TIME 8–11 hrs ‘continuous’ 4–7 hrs 12–20 hrs 12–20 hrs

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History
YEAR GROUP 1 1 1 or 2 2 2 3 or 4 3 or 4 3 or 4 3 or 4 3 or 4 3 or 4 3 or 4 5 or 6 5 or 6 5 or 6 5 or 6 5 or 6 5 or 6 UNIT NUMBER 1 2 3 4 5 6A 6B 6C 7 8 9 10 11 12 13 14 15 16 UNIT TITLE How are our toys different from those in the past? What were homes like a long time ago? What were seaside holidays like in the past? Why do we remember Florence Nightingale? How do we know about the Great Fire of London? Why have people invaded and settled in Britain in the past? A Roman case study Why have people invaded and settled in Britain in the past? An Anglo-Saxon case study Why have people invaded and settled in Britain in the past? A Viking case study Why did Henry VIII marry six times? What were the differences between the lives of rich and poor people in Tudor times? What was it like for children in the Second World War? What can we find out about ancient Egypt from what has survived? What was it like for children living in Victorian Britain? How did life change in our locality in Victorian times? How has life in Britain changed since 1948? Who were the ancient Greeks? How do we use ancient Greek ideas today? How can we find out about the Indus Valley civilisation? APPROXIMATE TIME 5–8 hrs 5–8 hrs 5–8 hrs 5–8 hrs 5–8 hrs 12–15 hrs 12–15 hrs 12–15 hrs 10–12 hrs 10–15 hrs 10–15 hrs 10–12 hrs 10–12 hrs 10–15 hrs 10–15 hrs 12–15 hrs 10–12 hrs 10–15 hrs

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Information Technology
YEAR UNIT TITLE Assembly text, 1A Using a word bank, 1B The information around us, 1C Labelling and classifying, 1D Representing information graphically: pictograms, 1E Understanding instructions and making things happen, 1F Writing stories: communicating information using text, 2A Creating pictures, 2B Finding information, 2C Routes: controlling a floor turtle, 2D Combing text and graphics, 3A Manipulating sound, 3B Introduction to databases, 3C Exploring simulations, 3D E-mail, 3E Writing for different audiences, 4A Developing images using repeating patterns, 4B Branching databases, 4C Collecting and presenting information: questionnaire and pie charts, 4D Modelling effects on screen, 4E Graphical modelling, 5A Analysing data and asking questions: using complex searches, 5B Evaluating information, checking accuracy and questioning plausibility, 5C Introduction to spreadsheets, 5D Controlling devices, 5E Multimedia presentation, 6A Spreadsheet modelling, 6B Control and monitoring – What happens when…? 6C PROGRAMME OF STUDY REFERENCES KS1 1a, 2a KS1 1a, 2a KS1 1c, 2a, 3c KS1 1a, 2b KS1 1a, 2a, 2b KS1 1b, 3b KS1 1a, 1c, 2a KS1 1a, 1c, 2a, 2b KS1 1a, 1c, 2c, 3c KS1 1a, 2b, 3a, 3b KS2 1a, 1b, 1c, 2a, 2b KS2 1a, 1b, 2a KS2 1a, 1b, 2b, 2c, 2d KS2 3d KS2 1a, 1b, 2a KS2 1b, 1c, 1d, 2a, 2b KS2 1a, 2a, 2b, 2c KS2 2b, 2c KS2 2c, 2d KS2 1a, 3a, 3c, 3d KS2 1a, 2a KS2 2b, 2a KS2 1b, 2a KS2 2b, 3d KS2 1a, ad, 3a, 3b, 3c KS2 1a, 1b, 2a, 2b KS2 2c, 3c, 3d KS2 1a, 3a, 3b, 3c

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Science
YEAR UNIT TITLE Ourselves, 1A Growing plants, 1B Sorting and using materials, 1C Light and dark, 1D Pushes and pulls, 1E Sound and hearing, 1F Health and growth, 2A Plants and animals in the local environment, 2B Variation, 2C Grouping and changing materials, 2D Forces and movement, 2E Using electricity, 2F Teeth and eating, 3A Helping plants grow well, 3B Characteristics of materials, 3C Rocks and soils, 3D Magnets and springs, 3E Light and shadows, 3F Moving and growing, 4A Habitats, 4B Keeping warm, 4C Solids, liquids and how they can be separated, 4D Friction, 4E Circuits and conductors, 4F Keeping healthy, 5A Life cycles, 5B Gases around us, 5C Changing state, 5D Earth, Sun and Moon, 5E Changing sounds, 5F Interdependence and adaptation, 6A Micro-organisms (short unit), 6B More about dissolving, 6C Reversible and irreversible changes (short unit), 6D Balanced and unbalanced forces, 6E How we see things (short unit), 6F Changing circuits (short unit), 6G 1A 1A 1A 1A 1A 1A 1A, 1B 1A, 1B, 2B 1C 1E, 2D 1C, 1D 1A, 2A 1B, 2B 1C, 2D 1C, 2D 1C, 1E, 2E, 3C 1D 2A, 3A 2B, 3B 2D, 3C, 4F 2D, 3C, 3D 3E 2F 3A, 4A 2A, 3B 3D, 4D, 4E 4D, 5C 1D, 3F 1F 3B, 4B, 5A 3A, 6A 4D, 5C 2D, 5D, 6C 4E 3F, 5E 2F, 4F UNIT/S ON WHICH IT BUILDS APPROXIMAT E TIME 9 hours 9 hours 9 hours 6 hours 7 hours 9 hours 9 hours 9 hours 9 hours 9 hours 7 hours 8 hours 12 hours 12 hours 10 hours 10 hours 9 hours 12 hours 12 hours 12 hours 10 hours 11 hours 11 hours 10 hours 10 hours 12 hours 10 hours 12 hours 11 hours 12 hours 12 hours 6 hours 12 hours 6 hours 9 hours 6 hours 6 hours

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