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Current scene – why ASDAN’s methodology is effective

Current scene – why ASDAN’s methodology is effective. Ofsted’s ‘Not Yet Good Enough’ PSHE report (2013) included the following key recommendations: implementing systems to effectively track pupils’ progress in PSHE education

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Current scene – why ASDAN’s methodology is effective

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  1. Current scene – why ASDAN’s methodology is effective • Ofsted’s ‘Not Yet Good Enough’ PSHE report (2013) included the following key recommendations: • implementing systems to effectively track pupils’ progress in PSHE education • monitoring pupils’ engagement in extra-curricular activities that develop their personal and social skills • raising teachers’ expectations of the quality of pupils’ work in PSHE education

  2. Current scene – why ASDAN’s methodology is effective The Pupil Premium Toolkit Professor Steve Higgins (Durham University 2011) A number of the most successful approaches are core features of the ASDAN “learning to learn” methodology for example: Collaborative learning Moderate impact for very low cost Effective Feedback High impact for low cost Meta-cognition & High impact for low costSelf-regulation Peer tutoring High impact for low cost Social & emotional learning Moderate impact for very low cost

  3. Current scene – why ASDAN’s methodology is effective • UWE research on ASDAN impact on GCSE • Research that specifically relates to the impact of • ASDAN CoPE on the achievement of GCSE English • and GCSE 5 A*-C was published in May 2012. • This research shows a significant improvement in • learners in receipt of Free School Meals; not only • does it ‘work’ but it actually helps to close the • attainment gap.

  4. Overview of ASDAN • Bristol-based educational charity providing courses to thousands of UK and international schools, colleges, youth centres and training providers • Awarding organisation for QCF, NQF & SCQF qualifications approved by all awarding authorities in the UK • Recognised by UCAS • Highlighted in Nuffield Review as exemplary contemporary practice • Approved under Sections 96 and 97 by DfE • Assessors are actively engaged in moderation process • Sharing of good practice and ideas through local networks

  5. ASDAN PDPs and Short CoursesThe complete range • Bronze, Silver, Gold Personal Development Programmes • one book for all three programmes with a shared curriculum

  6. ASDAN PDPs and Short CoursesThe complete range • Activities with Peer Tutoring • Adventure and Residential • Animal Care • Beliefs and Values • Careers and Experiencing Work • Cricket • Citizenship • Disability and Sports Awareness • English Language • Enterprise • Environmental • Expressive Arts • FoodWise • Football • Geography • History

  7. ASDAN PDPs and Short CoursesThe complete range • International • Islam and Citizenship Education • Languages • Leadership • Mathematics • Peer Mentoring • Personal Finance • PSHE • RoadWise • RSA Opening Minds • Rugby • Sex and Relationships Education • Sports and Fitness • Volunteering

  8. Programme structureRequirements • All ASDAN Programmes have the same structure based around the following 6 requirements: • 1. The Student Book • This is the curriculum and contains a selection of graded challenges. It also contains essential recording documents. Each student must have the relevant Student Book.

  9. Programme structure 2. The Portfolio of Evidence An organised collection of material that proves the challenges have been done. Suitable evidence might include: • Video/audio recordings • Emails/letters • Receipts • Plans • Consent forms • Posters • Witness observations • Questionnaires • Maps • Photographs • Scripts • Certificates • Logbook • Task sheets • Drawings/Designs • Minutes • Travel/events tickets • Feedback • Newspaper clippings • Attendance sheets

  10. Requirements • 3. Skills Sheets • These sheets help the learner to formalise the Planning and Reviewing process and to develop specific skills when students carry out their chosen challenges.

  11. Programme structure • 4. Summary of Achievement • An opportunity to highlight achievement and describe the skills used in completing the award. • 5. Personal Statement • A means of encouraging the learner to reflect on what they were good at and what they need to improve. • 6. Record of Progress • An important page that records the challenges completed and the credits gained.

  12. Part 2 Programme structureIdentifying skills • As students progress through any ASDAN Programmethey are expected to think about the skills they have used:

  13. How to ‘add value’

  14. Improved attainment at GCSE The completion of the ASDAN Certificate of Personal Effectiveness (CoPE) at Level 2 has a statistically significant association with improved attainment in GCSE qualifications.

  15. Improved attainment at GCSE Teachers and young people report that CoPE boosts confidence, self-esteem, motivation and attendance. For more information relating to the UWE research report, visit: www.asdan.org.uk/About_ASDAN/uwe_research_report

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