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