curriculum group
DESCRIPTION
Presentation delivered to the SSAT Arts Regional Meeting in support of the implementation of the Diploma in the curriculum.TRANSCRIPT
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The Knights Templar School The Diploma – Creative Arts and Media
Simon Warburton Assistant Headteacher
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Knights Templar - School Profile
• 11-18 school in Baldock, Hertfordshire• PE & Performing Arts Specialism• 1371 On roll from 6 main local feeders (15 total)• 2008 GCSE results (76% 5A*-C) (72% inc E&M)• KS3 results L5+ Eng (88%) Maths (92%) Sci (86%)• Outstanding in 2006
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• 11-19 curriculum reform• ECM statutory aims• Motivate and engage• Gain knowledge in FS relating to work• Emphasis on Skills - PLTS• Alternative methods of assessment• Enable flexibility to personalise learning
• Employer designed qualification focussing on broad sectors of employment in the UK
• First five Lines of Learning available from 2008
Rationale
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• Every diploma at each level is made up of the following components
• Principle Learning (PL) – sector specific skills• Additional Specialist Learning (ASL) • Generic Learning – which consists of......• Functional Skills – compulsory for all from
2010 (2012) to be able to cash in an A*-C at GCSE – compulsory component of diploma
• Project• Work experience
Structure
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Level One Diploma – 600 GLH
Principal LearningTotal 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 experienceMin 10 days#
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Level 1 (GLH) Level 2 (GLH) Level 3 (GLH)
Principal Learning
240 420 540
Generic Learning
240 200 180
Additional andSpecialist 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
Summary of the size of Components at each level
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• Thursday is Diploma day for Year 10• 6 hour day planned – adjusted due to
transport• Double blocks A + B in place• Third block, C covers the Generic
Learning• Two hours of twilight per fortnight• 17 hours a fortnight overall
Organisation
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Period 1 Period 2 Period 3 Period 4 Period 5
Week A A B A C B
Week B B A B C C
Blocking
• A & B need to be used during 1-3 as this tallies with IFP programme for other year 10s
• Not as rigid in practice
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• Not enough take up to run Media at level 3• Diploma takes up 3 blocks• Pupils given free choice for ASL• ASL subject then blocked in Block D• Make sure block D is not on
Monday/Wednesday
Level 3
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• Generic learning consists of 5 hours for us• Maths and English – 2 hours a fortnight• ICT asked for 2 hours a fortnight alone• Project lesson takes up one hour• Next year ICT will revert to one hour with
the extra hour going to the project• At level 3 the Generic Learning is the
responsibility of the Teaching Centre
Generic Learning
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Principal Learning
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• Understand range and types of creative and media activity in chosen region
• Understand creative and media employment roles and requirements in a chosen region
• Be able to develop a personal critical response to a creative or media artefact, activity or event
• Be able to create a guide to the creative and media scene in a chosen area
Scene: Learning Outcomes
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• Used a variety of staff• Ensure exclusive access to Media
resource suite on Diploma day• Used the day flexibly • Outside visits and speakers• Real focus on skills not content • Immediate WOW factor
Approaches
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Scene Highlights: Week One
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Scene Highlights: Week Two
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• Watford Palace Theatre – Backstage, running a scene
• Royston Arts Festival• Digswell Art Studio – Artists’ daily work
and how they go into their chosen career
Scene Highlights: Visits and Speakers
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Assessment
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• Horror movies• Sound effects, model making, movie
soundtracks• Visit to stage make-up at NHC• Film Director visit – learn about camera
angles and shots• Experiment with acting techniques and
script writing
Unit 2 - Performance
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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-1Emma Sims 2006SSAT Publication
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Project
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Assessment
Teacher Input
Assessment of Learning
SummativeTeacher designs learningTeacher collects evidence
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Teacher Input
Assessment of Learning
Assessment for Learning
Teacher designs learningTeacher designs assessmentTeacher feedback to student
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Teacher Input
Assessment of Learning
Assessment for Learning
Assessment as Learning
Teacher and student co-construct learningTeacher and student co-construct assessment
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Teacher Input
Assessment of Learning
Assessment for Learning
Assessment as Learning
Assessment in Learning
Student monitors, reflects and assesses learningStudents demonstrate learning to othersTeacher as mentor and coach
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