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C3 Curriculum

C3 Curriculum. ‘Learning for Life, not for School’. ‘Learning for life, not for school’. Take care of yourself Take care of each other Take care of this place. Glossopdale’s Context. 11-18 comprehensive school with 1,900 students including Post-16 of 349

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C3 Curriculum

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  1. C3 Curriculum ‘Learning for Life, not for School’

  2. ‘Learning for life, not for school’ • Take care of yourself • Take care of each other • Take care of this place

  3. Glossopdale’s Context • 11-18 comprehensive school with 1,900 students including Post-16 of 349 • We became a specialist arts college in September 2005 • On 3 sites – site designations changed as from September 2006 • Glossop and Talbot Sites; yr 9, KS4 & Post-16. Talbot Site is a Post-16 Centre • Hadfield Site: Years 7 & 8 – Foundation Curriculum

  4. Big logistical problems created an opportunity to develop new curriculum models • The introduction of a Foundation Curriculum gave the opportunity to develop a distinctive ethos for years 7 & 8 on the Hadfield Site • From the start we involved a creative partner – Debbie Hedderwick from ‘Learning Through Arts’ in helping us develop our Foundation Curriculum

  5. “Only Connect” – working with creative partners • Research question: How can the connections made between the school and creative practitioners support development of creative teaching and learning in the instigation of the Opening Minds curriculum?

  6. Aims of the partnership • for Learning Through Arts to support Glossopdale Community College in their preparations for and implementation of an Opening Minds creative curriculum. • for practitioners to gain experience and knowledge in the application of a Opening Minds curriculum within structure of a secondary school timetable.

  7. RSA Opening Minds • A creative approach to teaching and learning. • Core competences at the heart of the work. • Cross curricular approach through topic based learning. • Integration of arts in the process seen as fundamental. • Opportunities for extended work, including partnerships with visiting practitioners. • Engagement, enjoyment - students and teachers.

  8. Competences for: Learning Citizenship Relating to people Managing situations Managing information Project based learning: Identity Culture Business and Enterprise Past and Present Future Worlds Environment Core competences

  9. C3 • C3 represents the integrated delivery of: Arts (visual and performing) Humanities & Citizenship, and Technology (Design and Food Technology) • A core team of staff works together to implement the C3 curriculum • RSA ‘Opening Minds’ flows across all curricular areas, including English, Science and Maths. These core subjects identify specific ‘OM’ competences and link in with six projects over the school year

  10. Thinking skills and creative teaching skills • Thinking skills • The creative teacher • Myself: my strengths and interests • VAK learning • Group work - team building • Planning for projects

  11. New approaches to teaching • Game playing • Using visual and performing arts • Who am I - Identity project activities • Partnership working • Planning input to Identity project

  12. Evaluation with Carol Brown • Integral to process • Built into fabric of day • Student voice • Creative processes • Thinking skills

  13. 6 staff CPD workshops with creative practitioners • focusing on using the arts as vehicle for creative teaching and learning • experience new ways of working • models of successful practice in other partnership projects • specific planning for each C3 project area incorporating arts processes

  14. C3 Project Planning Six half-termly projects…. IDENTITY KC: relating to people SF: open CULTURES KC: citizenship SF: R.E. ENTERPRISE KC: managing situations SF: technology PAST & PRESENT KC: managing information SF: History FUTURE WORLDS KC: relating to people SF: open ENVIRONMENT KC: citizenship SF: geography/science

  15. Project 1 – ‘Identity/New Beginnings’ • 8 creative practitioners working with all students for two days over the 6 week project • explore ideas and create work on the theme of Identity at the beginning and towards the completion of their project. • CP’s from outside and within school

  16. Creative practitioners exploring ideas about identity through variety of different arts processes • Textiles, banner making • Recycled materials • Hat making • Mosaic • Ceramics and plaster casting • Film-making and animation • Drama • Dance

  17. The process: Wendy Johnson, ceramicist • The process of using arts activity to explore ideas, let them grow, work together, conquer disappointment, and achieve a result as a team.

  18. What did the students learn • They learnt about: • process, developing ideas/making work • each other • disappointment/problem solving • different people handling different situations differently • working together as a team • whatever contribution you make, it is part of the whole • group identity: overview of everyone’s thoughts

  19. How is the ‘C3’ Curriculum organised?

  20. Duration: 6 x half-term projects • Each project has key questions as a starting point and prescribed outcomes. • Each project has a ’launch’ and a ‘celebration’ to conclude. • Input from creative partners and specialist staff at various stages during each project.

  21. Outcomes • Subject specific outcomes – most projects have a subject focus • Competences visited – each project also focusses on a key competence • Record of work completed (inc. digital record, images,artefacts etc…)

  22. Logistics • 8 Yr7 C3 groups • Each C3 teacher to have a ‘base group’ whom they will meet at least once a week throughout the year, but more at the beginning of the year. • Each C3 group will ‘visit’ other teachers and creative partners during a project. This pattern is flexible according to the learning opportunities being delivered.

  23. Monday – C3 day for Year 8 • Tuesday – C3 day for Year 7 • Additionally each year group has two half-day slots during the week • Students work with their base group tutor for part of C3 and visit subject areas on a rota basis for the rest. • Additional learning activities ‘float’ above this eg: film and animation, some drama sessions, sessions delivered by creative practitioners

  24. The planning group for each project determines the dynamic of curriculum delivery in consultation with subject specialists. • A core planning/review team meets weekly for 1 hour • Home Study during each project supports the outcomes and the C3 base group tutor monitors this. Subject specialist teachers may require students to complete additional tasks.

  25. Project 4: ‘Chatsworth’ – History subject focus Drama: exploring through role play, hot-seating etc…life of the estate workers in 17thcentury – 19th.century Dance: fusion of tudor and street dance styles Music: Programme music – promenade through gardens Visual Arts: portraiture & costume Media Arts: creating & editing film footage to convey messages to different audiences A day visit to Chatsworth is included in the project

  26. Additional Staffing • Full-time technician also as instructor for film/animation creation • Dance animateur • Graduate teacher trainee in drama • Specialist staff giving ‘masterclasses’ eg: in drama and entire arts faculty used as staff pool as appropriate on whole-day arts sessions • Post-16 students

  27. Contact us…. johnh34@glossopdale.derbyshire.sch.uk christopher.ohara@tesco.net Glossopdale phone: 01457862336

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