C3 CurriculumC3 Curriculum

‘‘Learning for Life, not for Learning for Life, not for School’School’

‘‘Learning for life, not for Learning for life, not for school’school’

Take care of yourselfTake care of yourself Take care of each otherTake care of each other Take care of this placeTake care of this place

Glossopdale’s ContextGlossopdale’s Context 11-18 comprehensive school with 1,900 11-18 comprehensive school with 1,900

students including Post-16 of 349students including Post-16 of 349 We became a specialist arts college in We became a specialist arts college in

September 2005 September 2005 On 3 sites – site designations changed as On 3 sites – site designations changed as

from September 2006from September 2006 Glossop and Talbot Sites; yr 9, KS4 & Post-16. Glossop and Talbot Sites; yr 9, KS4 & Post-16.

Talbot Site is a Post-16 CentreTalbot Site is a Post-16 Centre Hadfield Site: Years 7 & 8 – Foundation Hadfield Site: Years 7 & 8 – Foundation

CurriculumCurriculum

Big logistical problems created an Big logistical problems created an opportunity to develop new opportunity to develop new curriculum modelscurriculum models

The introduction of a Foundation The introduction of a Foundation Curriculum gave the opportunity to Curriculum gave the opportunity to develop a distinctive ethos for years develop a distinctive ethos for years 7 & 8 on the Hadfield Site7 & 8 on the Hadfield Site

From the start we involved a creative From the start we involved a creative partner – Debbie Hedderwick from partner – Debbie Hedderwick from ‘Learning Through Arts’ in helping us ‘Learning Through Arts’ in helping us develop our Foundation Curriculumdevelop our Foundation Curriculum

“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?

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.

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.

Core competences

• 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

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

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

New approaches to teaching

• Game playing• Using visual and

performing arts• Who am I - Identity

project activities• Partnership

working• Planning input to

Identity project

Evaluation with Carol Brown

• Integral to process• Built into fabric of day• Student voice• Creative processes• Thinking skills

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

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

C3 Project Planning

Glossopdale C3 Project 2: ‘Cultures’ S.F: R.E. Ideas from planning sessions (June 06)

KEY QUESTIONS AREAS FOR EXPLORATION

CREATIVE IDEAS KEY COMPETENCES: Citizenship

How have different belief

systems shaped who we are and the world we live in?How is this expressed in Britain today?

stories from different belief systemsNew beginningsThe 10 Commandments – what would be your 10 commandments?Christianity/Judaism/Islam/Hinduism – looking at what we have in common and what is distinctive about each of these religionsLinks with Sri Lankan school – how do we describe British culture to the Sri Lankan?For each of the new ‘Houses’ – explore/create the culture of the ‘House’ you belong to

textiles and the Mazuzah scroll from Judaic tradition – making a hanging: a’wish’ scroll. One ‘hanging’ per group to be completed for final celebration. This could incorporate visual ideas from different religions.storytelling – choose/compose a myth from a particular culture and tell it through different mediums eg: drama, music, animation, film, art & design, dance, technology etc…or a fusion of several. Each C3 group shares results in final celebration.Visual arts: look at art arising from and influence by different religions. Create artwork on big scale which shows influences of these. Look at different religious celebrations for times and seasons and produce food connected to these. Create foods for rituals.

Understanding of ethics and values and how they contribute to society

Understand cultural and community diversity (why they should be valued)

Understanding of how to manage aspects of their own life

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

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

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.

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

How is the ‘C3’ Curriculum organised?

•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.

OutcomesOutcomes

Subject specific outcomes – most Subject specific outcomes – most projects have a subject focusprojects have a subject focus

Competences visited – each project Competences visited – each project also focusses on a key competencealso focusses on a key competence

Record of work completed (inc. Record of work completed (inc. digital record, images,artefacts etc…)digital record, images,artefacts etc…)

LogisticsLogistics 8 Yr7 C3 groups8 Yr7 C3 groups Each C3 teacher to have a ‘base group’ Each C3 teacher to have a ‘base group’

whom they will meet at least once a week whom they will meet at least once a week throughout the year, but more at the throughout the year, but more at the beginning of the year.beginning of the year.

Each C3 group will ‘visit’ other teachers Each C3 group will ‘visit’ other teachers and creative partners during a project. This and creative partners during a project. This pattern is flexible according to the pattern is flexible according to the learning opportunities being delivered.learning opportunities being delivered.

Monday – C3 day for Year 8Monday – C3 day for Year 8 Tuesday – C3 day for Year 7Tuesday – C3 day for Year 7 Additionally each year group has two Additionally each year group has two

half-day slots during the weekhalf-day slots during the week Students work with their base group Students work with their base group

tutor for part of C3 and visit subject tutor for part of C3 and visit subject areas on a rota basis for the rest.areas on a rota basis for the rest.

Additional learning activities ‘float’ Additional learning activities ‘float’ above this eg: film and animation, some above this eg: film and animation, some drama sessions, sessions delivered by drama sessions, sessions delivered by creative practitionerscreative practitioners

The planning group for each project The planning group for each project determines the dynamic of determines the dynamic of curriculum delivery in consultation curriculum delivery in consultation with subject specialists.with subject specialists.

A core planning/review team meets A core planning/review team meets weekly for 1 hour weekly for 1 hour

Home Study during each project Home Study during each project supports the outcomes and the C3 supports the outcomes and the C3 base group tutor monitors this. base group tutor monitors this. Subject specialist teachers may Subject specialist teachers may require students to complete require students to complete additional tasks.additional tasks.

Project 4: ‘Chatsworth’ – Project 4: ‘Chatsworth’ – History subject focusHistory subject focus

Drama: exploring through role play, hot-Drama: exploring through role play, hot-seating etc…life of the estate workers in seating etc…life of the estate workers in 17thcentury – 1917thcentury – 19thth.century.century

Dance: fusion of tudor and street dance stylesDance: fusion of tudor and street dance stylesMusic: Programme music – promenade through Music: Programme music – promenade through

gardensgardensVisual Arts: portraiture & costumeVisual Arts: portraiture & costumeMedia Arts: creating & editing film footage to Media Arts: creating & editing film footage to

convey messages to different audiencesconvey messages to different audiencesA day visit to Chatsworth is included in the A day visit to Chatsworth is included in the

projectproject

Additional StaffingAdditional Staffing

Full-time technician also as instructor for Full-time technician also as instructor for film/animation creationfilm/animation creation

Dance animateur Dance animateur Graduate teacher trainee in dramaGraduate teacher trainee in drama Specialist staff giving ‘masterclasses’ eg: in Specialist staff giving ‘masterclasses’ eg: in

drama and entire arts faculty used as staff drama and entire arts faculty used as staff pool as appropriate on whole-day arts pool as appropriate on whole-day arts sessionssessions

Post-16 studentsPost-16 students

Contact us….Contact us….

johnh34@johnh34@glossopdaleglossopdale..derbyshirederbyshire..schsch..ukuk

christopherchristopher..oharaohara@@tescotesco.net.net

Glossopdale phone: 01457862336Glossopdale phone: 01457862336