CURRICULUM CHANGE

1
CURRICULUM CHANGE OPPORTUNITIES FOR FOLK MUSIC
IN SECONDARY SCHOOLS

• Bev Langton
• FolkArts England Education Adviser
• Senior 14-19 Adviser Cheshire County Council

2
SESSION AIMS

• To briefly outline KS3-KS5 Curriculum changes
• To explain the format of the new 14-19 Diploma
  qualifications
• To explore potential links between the Folk Arts
  the Creative Media Diploma
• To consider the implications for those working
  within the Folk Arts

3
KS3

• 11-14 year olds in the first three years of
• secondary schooling
• The current work of QCA (the organisation
• responsible for designing the National
• Curriculum) is focussed on curriculum
• design for 2008

4
THE SKILLS AGENDA

• Increased emphasis within education on skills for
  learning and for life
• Skills include PLTS personal, learning and
  thinking skills
• Framework being developed in all subjects to
  encourage
• independent enquirers
• creative thinkers
• reflective learners
• team workers
• self-managers
• effective participators

5

• Functional Skills in English, Maths ICT
• To meet this requirement the national curriculum
  is becoming less prescriptive and more flexible
  ie. it is being freed up

6
(No Transcript)
7
IMPLICATIONS FOR THE FOLK ARTS

• Change emerging from 2008
• Emphasising skills development (PLTS)
• Cross curricular themes
• Developing creative opportunities
• Design of extra curricular projects
• Marketing your opportunities
• Understanding the change in emphasis

8
DIPLOMAS

• A brief introduction to the new Diploma
  qualifications for 14-19 year old learners

9
DIPLOMAS

• A completely new style qualification
• Designed around applied learning
• Have been developed with major input from
  employers
• Will be taught in consortia arrangements
• For 14-16 years old will cover approximately 2
  days worth of learning/week

10
DIPLOMAS

• Foundation Diploma
• Roughly equivalent or 4 to 5 GCSEs (600glh)
• Higher Diploma
• Roughly equivalent to 6 or 7 GCSEs (800glh)
• Advanced Diploma
• Roughly equivalent to 3 GCEs in size (1080glh)

11
2008 DIPLOMAS

• ICT
• Society Health and Development
• Engineering
• Creative and Media
• Construction and the Built Environment

12
2009 DIPLOMAS

• Land-based and Environmental
• Manufacturing
• Hair and Beauty
• Business Administration and Finance
• Hospitality

13
2010 DIPLOMAS

• Public Services
• Sport and Leisure
• Retail
• Travel and Tourism

14
2011 DIPLOMAS

• Science
• Languages
• The Humanities

15
2013 DIPLOMAS

• All 14-19 year olds to have an entitlement to
• be able to study any of the 17 lines of the
• Diploma qualifications

16
THE GATEWAY PROCESS
17
THE GATEWAY PROCESS

• Gateway 1
• Submissions developed Oct-Nov 2006
• Regional Panels Jan-Feb 2007
• Announcement made late March 2007
• Gateway 2
• Starting now. Submissions due early December
  2007
• Gateway 3
• Expected to be the same pattern

18
THE COMPONENTS OF THE CREATIVE MEDIA
DIPLOMA Principal Learning Generic
Learning Extended Project Additional
Learning Work Experience
19
THE THEMES OF THE CREATIVE MEDIA DIPLOMA

• 1. Creativity in Context
• 2.Thinking Working Creatively
• 3.Principles, Processes and Practice
• 4. Creative Business Enterprise

20
PRINCIPAL LEARNING AWARDING BODIES Edexcel www
.edexcel.org.uk AQA www.aqa.org.uk
21
CREATIVE MEDIA HIGHER EDEXCEL PRINCIPAL
LEARNING

• Unit 1 Scene
• Wherever you live, you will not be far away
  from art galleries, theatres, studios, TV and
  recording studios, performance spaces and venues
  where events are held on a regular or occasional
  basis.
• On completion of the unit a learner should
• Understand range types of creative media
  activity
• Understand creative media employment
• Develop a personal critical response to a
  creative or media artefact, activity or event
• Be able to create a creative media guide

22
CREATIVE MEDIA HIGHER EDEXCEL PRINCIPAL LEARNING

• Unit 2 Performance
• A performance can involve a wide variety of
  activities such as acting, dancing, singing,
  playing an instrument, stand-up comedy or circus
  skills
• On completion of the unit a learner should
• Understand the development of a form of
  performance
• Contribute to the planning of a performance
• Contribute to the production of a performance
• Know how to monitor own contribution to a
  performance

23
CREATIVE MEDIA HIGHER EDEXCEL PRINCIPAL LEARNING

• Unit 4 Record
• This unit is about making, or being part of, a
  record of something. That something could be a
  performance
• On completion of the unit a learner should
• Understand how a specific medium can be used to
  create a record
• Be able to plan the creation of a record in a
  chosen medium
• Be able to take part in the creation of a record
  in a chosen medium
• Know how to monitor the creation of the record

24
CREATIVE MEDIA HIGHER EDEXCEL PRINCIPAL LEARNING

• Unit 6 Festival
• Festivals are a way of presenting celebrating
  creative media work, that could include many
  different types of content. For example, the
  Glastonbury Festival focuses on music, whilst the
  month-long Edinburgh International Festival
  celebrates..
• Folk music and dance festivals are a feature of
  villages towns right across the UK
• On completion of the unit a learner should
• Understand the nature of festivals in the
  creative media industries
• Contribute to the planning of a festival
• Contribute to the promotion of a festival
• Be able to contribute to the running of a festival

25
THE PROJECT
Final details have not yet been published,
however some of the draft documentation suggests
that. The Project enables learners to pursue
their interests and extend their learning in
creative and innovative wayslearners can
personalise their projectExtra-curricular
activities such as surveys, school trips,
expeditions and musical performances will provide
lots of opportunities to meet the criteria.
26
INVOLVINGTHE FOLK ARTS?

• Engaging learners
• Developing skilled workers for the creative
  media industries
• Creating individual learning experiences
• The extended project
• Work Experience
• Employer engagement
• Teacher placements
• A project based system between education
  employers
• Employers give real life briefs for students to
  work on
• Resources, including on-line resources
• Working in partnership
• Utilising the creative ability of young people to
  support business
• Employers are able to inform teachers
• Employers can benefit from creative and cost
  effective solutions
• Employers will be able to brand equity with
  future consumer

27
NEXT STEPS

• Contact Education department of county/unitary
  council for contact name of 14-19
  Adviser/Manager/Coordinator
• Contact named 14-19 person to establish if local
  consortia have been successful in Gateway
  applications for the Creative Media Diploma,
  and if so which schools colleges are involved
• Develop initial thoughts and ideas of what you
  can offer to the consortia
• Establish contact
• Spread the word!
• And finally what about funding????

28
USEFUL REFERENCES www.dfes.gov.uk/14-19 www.qca.o
rg.uk www.skillset.org http//yp.direct.gov.uk/dip
lomas www.edexcel.org.uk www.aqa.org.uk bev.lan
gton_at_talk21.com bev.langton_at_cheshire.gov.uk