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Curriculum Group
Curriculum Group
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Curriculum Group
Curriculum Group
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Curriculum Group
Curriculum Group
Curriculum Group
Curriculum Group
Curriculum Group
Curriculum Group
Curriculum Group
Curriculum Group
Curriculum Group
Curriculum Group
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Curriculum Group

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Presentation delivered to the SSAT Arts Regional Meeting in support of the implementation of the Diploma in the curriculum.

Presentation delivered to the SSAT Arts Regional Meeting in support of the implementation of the Diploma in the curriculum.

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  • 1. The Knights Templar School The Diploma – Creative Arts and Media Simon Warburton Assistant Headteacher
  • 2. Knights Templar - School Profile <ul><li>11-18 school in Baldock, Hertfordshire </li></ul><ul><li>PE & Performing Arts Specialism </li></ul><ul><li>1371 On roll from 6 main local feeders (15 total) </li></ul><ul><li>2008 GCSE results (76% 5A*-C) (72% inc E&M) </li></ul><ul><li>KS3 results L5+ Eng (88%) Maths (92%) Sci (86%) </li></ul><ul><li>Outstanding in 2006 </li></ul>
  • 3. <ul><li>11-19 curriculum reform </li></ul><ul><ul><ul><li>ECM statutory aims </li></ul></ul></ul><ul><ul><ul><li>Motivate and engage </li></ul></ul></ul><ul><ul><ul><li>Gain knowledge in FS relating to work </li></ul></ul></ul><ul><ul><ul><li>Emphasis on Skills - PLTS </li></ul></ul></ul><ul><ul><ul><li>Alternative methods of assessment </li></ul></ul></ul><ul><ul><ul><li>Enable flexibility to personalise learning </li></ul></ul></ul><ul><li>Employer designed qualification focussing on broad sectors of employment in the UK </li></ul><ul><li>First five Lines of Learning available from 2008 </li></ul>Rationale
  • 4. <ul><li>Every diploma at each level is made up of the following components </li></ul><ul><li>Principle Learning (PL) – sector specific skills </li></ul><ul><li>Additional Specialist Learning (ASL) </li></ul><ul><li>Generic Learning – which consists of...... </li></ul><ul><li>Functional Skills – compulsory for all from 2010 (2012) to be able to cash in an A*-C at GCSE – compulsory component of diploma </li></ul><ul><li>Project </li></ul><ul><li>Work experience </li></ul>Structure
  • 5. Level One Diploma – 600 GLH Principal Learning Total 240 GLH 50% Applied Learning Generic Learning Functional Skills 120 GLH Additional & Specialist Learning 60 GLH* 180GLH Project 120 GLH 120 GLH Personal Learning and Thinking Skills 60GLH Work experience Min 10 days#
  • 6. Summary of the size of Components at each level Level 1 (GLH) Level 2 (GLH) Level 3 (GLH) Principal Learning 240 420 540 Generic Learning 240 200 180 Additional and Specialist Learning 120 180 360 Equivalent to 4~5 GCSEs 5~6 GCSEs ~3 A Levels Equivalent Value 5 GCSEs G-D 7 GCSEs A*-C 3.5 A Levels
  • 7. <ul><li>Thursday is Diploma day for Year 10 </li></ul><ul><li>6 hour day planned – adjusted due to transport </li></ul><ul><li>Double blocks A + B in place </li></ul><ul><li>Third block, C covers the Generic Learning </li></ul><ul><li>Two hours of twilight per fortnight </li></ul><ul><li>17 hours a fortnight overall </li></ul>Organisation
  • 8. Blocking <ul><li>A & B need to be used during 1-3 as this tallies with IFP programme for other year 10s </li></ul><ul><li>Not as rigid in practice </li></ul>Period 1 Period 2 Period 3 Period 4 Period 5 Week A A B A C B Week B B A B C C
  • 9. <ul><li>Not enough take up to run Media at level 3 </li></ul><ul><li>Diploma takes up 3 blocks </li></ul><ul><li>Pupils given free choice for ASL </li></ul><ul><li>ASL subject then blocked in Block D </li></ul><ul><li>Make sure block D is not on Monday/Wednesday </li></ul>Level 3
  • 10. <ul><li>Generic learning consists of 5 hours for us </li></ul><ul><li>Maths and English – 2 hours a fortnight </li></ul><ul><li>ICT asked for 2 hours a fortnight alone </li></ul><ul><li>Project lesson takes up one hour </li></ul><ul><li>Next year ICT will revert to one hour with the extra hour going to the project </li></ul><ul><li>At level 3 the Generic Learning is the responsibility of the Teaching Centre </li></ul>Generic Learning
  • 11. Principal Learning
  • 12. <ul><li>Understand range and types of creative and media activity in chosen region </li></ul><ul><li>Understand creative and media employment roles and requirements in a chosen region </li></ul><ul><li>Be able to develop a personal critical response to a creative or media artefact, activity or event </li></ul><ul><li>Be able to create a guide to the creative and media scene in a chosen area </li></ul>Scene: Learning Outcomes
  • 13. <ul><li>Used a variety of staff </li></ul><ul><li>Ensure exclusive access to Media resource suite on Diploma day </li></ul><ul><li>Used the day flexibly </li></ul><ul><li>Outside visits and speakers </li></ul><ul><li>Real focus on skills not content </li></ul><ul><li>Immediate WOW factor </li></ul>Approaches
  • 14. Scene Highlights: Week One
  • 15. Scene Highlights: Week Two
  • 16. <ul><li>Watford Palace Theatre – Backstage, running a scene </li></ul><ul><li>Royston Arts Festival </li></ul><ul><li>Digswell Art Studio – Artists’ daily work and how they go into their chosen career </li></ul>Scene Highlights: Visits and Speakers
  • 17. Assessment
  • 18. <ul><li>Horror movies </li></ul><ul><li>Sound effects, model making, movie soundtracks </li></ul><ul><li>Visit to stage make-up at NHC </li></ul><ul><li>Film Director visit – learn about camera angles and shots </li></ul><ul><li>Experiment with acting techniques and script writing </li></ul>Unit 2 - Performance
  • 19. Why should everyone else offer the Diploma? An articulate, autonomous but collaborative learner, with high meta-cognitive control and the generic skills of learning, gained through engaging educational experiences with enriched opportunities and challenges , and supported by various people, materials and ICT linked to general well-being but crucially focused on learning, in schools whose culture and structures sustain the continuous co-construction of education through shared leadership. Deep Learning-1 Emma Sims 2006 SSAT Publication
  • 20. Project
  • 21. Assessment Teacher Input Summative Teacher designs learning Teacher collects evidence Assessment of Learning
  • 22. Teacher Input Teacher designs learning Teacher designs assessment Teacher feedback to student Assessment of Learning Assessment for Learning
  • 23. Teacher Input Teacher and student co-construct learning Teacher and student co-construct assessment Assessment of Learning Assessment for Learning Assessment as Learning
  • 24. Teacher Input Assessment in Learning Assessment of Learning Assessment for Learning Assessment as Learning Student monitors, reflects and assesses learning Students demonstrate learning to others Teacher as mentor and coach
  • 25.  

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