Simon Collins: working with policy, whilst maintaining uniqueness
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Simon Collins, deputy principal of the Brit School, outlines how his institution approaches digital change and adopts it into policy, both in teaching and admissions. Simon was addressing a workshop at Future Shock: http://www.nesta.org.uk/event/future-shock
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Simon Collins: working with policy, whilst maintaining uniqueness
- 1. Working with policy, whilst maintaining uniqueness Simon Collins, Deputy Principal
- 2. Original, Responsible Ambitious • A City Technology College for Performing Arts and Technology for the ages of 14-19 • Serving all aspects of the Creative Arts Industry • Industry sponsored by The BRIT Trust • Unique admissions process based on aptitude
- 3. Our dilemma in staying Original, Responsible and Ambitious Policy that allows us to teach to the needs of a students in our care V Policy that judges us on academic ability heavily weighted towards a few subjects
- 4. What we want to teach V’s What we have to 40% 30% 30% 70% From 2016…
- 5. Unique, Ambitious and … A Case study Aslan – Interactive Media Student
- 6. What now for us • Listen to the industry and react • Continue to support young people in what is their passion • Continue to take risks • Take note of the policy and nod to it
Editor's Notes
- CTC – precursor to the Academies movement by Ken Baker The British Record Industry got together and developed the concept Thatcher famously said, …Why would we fund a school for unemployed actors? Been going for 25 years The current UTC movement is based upon its principles. Our purpose is to develop students that will serve the creative industries, whatever they may be…Artists, developers, designers, film makers, actors, singers, musicians The BRIT trust holds sponsorship events. The BRIT Awards, MOBOS, MITS etc. Many of our students are involved. Opportunities are immense but this has to work with education. Your system have to be flexible enough to cope. Whether that’s sending 5 students on London Fashion Week or extended apprentiships at Royal Albert Hall. Etc etc We only select students who show a passion for their chosen field of study. A media student with a youtube channel? A dancer who has never had lessons but has learnt of the internet? An actor who goes to the Globe etc etc
- Current policy states, teach what you want but by the way teach this as you will be judged upon this at the end of the year. OFSTED is more flexible that the government. They understand that one size does not fit all. They know the importance of teaching the curriculum suited to the needs of the learner Remember that headline judgments can be changed on a whim by whoever is in power but curriculum changes take time and agreement The top down approach of education management is huge, Would the Health Minister tell a doctor how to perform open heart surgery?
- From 2016 all schools will be judged on this outcome. It is better as it judges progress not attainment, therefore looks at the individual and where they started and where they end up Maths and English double weighted accounting for 40%, therefore schools will be putting more resources into this. There is already evidence that suggest schools are changing their curriculum in order to accommodate more maths We believe that Maths and English are essential and totally valid but are no more valuable that the Arts. The Arts makes our students better people There is emphasis on academic subjects with only 30% allowed to be from other Now try fitting this into a timetable of 25 hours where raw results matter and this is how you are judged. The reality of schools is they are now businees reliant on meeting numbers and targets. Students are children and human beings, when was this forgotten? There is a movement to teach all students coding. Of course this creates good problem solvers but so does putting on a production. Is it because coding is seen as more academic? Vocational qualifications have been devalued. A student can do the equivalent of 3 GCSE but it is only counted as 1 in the headline We do not chase the headline but many schools have to. We do not teach a qualification, we teach the skills that just happen to then fit a qualification. It is about the learning experience not the qualification On top of this funding for post 16 students has been cut in real term. College funding and schools funding aligned but not up. Schools is bought back to college at the same time all students are expected to be in education until 18 Progress matters until you cant get a C in Maths and English and then it is attainment Big challenges for schools, will we be able to produce the creative managers, deisgners or performers of the future
- Aslan is not a coder, he is a thinker. He did ok in his GCSE’s and his academic profile is that of a middle ability student He wanted a specific phone to run an app he was developing. The current market of phones were not powerful He thought… The phones today run the apps of today. The phones of tomorrow run the apps of tomorrow. What dis he do? He sources a manufacturer in China to develop a one off prototype with a faster processer, knowing that it would not be pretty but would run the apps he had in his head He sourced the coders in India to program the app he wanted to make, they made changes overnight as and when It only runs on his device but in the future it run on all
- Aslan is not a coder, he is a thinker. He did ok in his GCSE’s and his academic profile is that of a middle ability student He wanted a specific phone to run an app he was developing. The current market of phones were not powerful He thought… The phones today run the apps of today. The phones of tomorrow run the apps of tomorrow. What dis he do? He sources a manufacturer in China to develop a one off prototype with a faster processer, knowing that it would not be pretty but would run the apps he had in his head He sourced the coders in India to program the app he wanted to make, they made changes overnight as and when It only runs on his device but in the future it run on all