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Post on 14-May-2015
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The Knights Templar School The Diploma – Creative Arts and Media
Simon Warburton Assistant Headteacher
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
• 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
• 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
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#
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
• 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
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
• 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
• 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
Principal Learning
• 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
• 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
Scene Highlights: Week One
Scene Highlights: Week Two
• 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
Assessment
• 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
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
Project
Assessment
Teacher Input
Assessment of Learning
SummativeTeacher designs learningTeacher collects evidence
Teacher Input
Assessment of Learning
Assessment for Learning
Teacher designs learningTeacher designs assessmentTeacher feedback to student
Teacher Input
Assessment of Learning
Assessment for Learning
Assessment as Learning
Teacher and student co-construct learningTeacher and student co-construct assessment
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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