Rooting learning in the real world

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1 The Studio Schools Trust Rooting learning in the real world An introduction to Key Stage 4 projects

2 An introduction to Key Stage 4 projects A Studio Schools Trust resource

3 The model Studio Schools have gone from concept to reality with the first schools opening in September Essential elements Seven essential elements lie at the heart of this innovative school model. These are the key ingredients of Studio Schools. Studio Schools are a new type of state school model for 14 to 19 year olds of all abilities. They seek to address the growing gap between what young people require to succeed in life and the skills and experiences that the current education system provides. Studio Schools pioneer a bold new approach to learning involving enterprise projects and real work. This roots students learning in the real world and helps them to develop the skills they need to succeed. Academic excellence lies at the heart of the Studio School curriculum model. Studio Schools teach the national curriculum and deliver key academic and vocational qualifications at Level 2 and above. What makes them unique is not what is offered but how it is delivered. Studio Schools take education out of a traditional classroom setting with students learning principally through enterprise projects in their school and surrounding community. Five years in the making, Studio Schools have been developed in partnership with local and national employers, leading education agencies, the DfE and local partners from across the country. September 2010 was a landmark moment for the project with the opening of the world s first Studio Schools. 3 At the heart of the Studio School model are seven essential elements. These are the key ingredients that a school must have to be classed as a Studio School. The essential elements of a Studio School have been developed through extensive research and consultation with education experts, employers and young people themselves. They reflect the latest in academic research and, taken together, aim to ensure that young people develop the skills, experiences and qualifications they need for life and work. The essential elements of Studio Schools are: Academic excellence Employability and enterprise skills Personalised curriculum Practical learning Real work Small schools Students of all abilities These essential elements provide a framework for all Studio Schools and are built upon by individual schools who tailor the model to meet the needs of their local community and local labour market.

4 Transforming my community TMC Leading healthy lifestyles LHL Understanding the world UTW Discovering through technology DTT Communicating with others CWO Enterprising and creative behaviour ECB Six areas of learning lie at the heart of the Studio Schools curriculum model. Units and projects The Studio School year is divided into three seventeen week projects called units, which are driven by a specific learning area. In Studio Schools the national curriculum and key qualifications are delivered through a thematic approach. This aims to provide a more integrated learning experience that breaks down strict subject boundaries. To achieve this the Studio Schools Trust has developed six learning areas. These lie at the heart of the Studio Schools curriculum and are: Communicating with others Discovering through technology Understanding the world Transforming my community Enterprising and creative behaviour Leading healthy lifestyles The Studio School year is divided into three equal periods of time know as units, which last seventeen weeks. Each unit is driven by a core project that focuses on a particular area of learning. These are guided by both a driving question and final product. For example, the driving question for the Year 10 project on Leading healthy lifestyles is, How can I make my community healthier? and the final product is a local health campaign. Over two years students will complete a core project connected to each area of learning. All projects deliver the National Curriculum and are mapped to CREATE, the unique skills framework that lies at the heart of the Studio School curriculum. Crucially, projects are adapted to individual Studio Schools and the specific qualifications that they offer, whether they are GCSEs, A-Levels or vocational. Academic excellence lies at the heart of the curriculum and all Studio Schools offer a minimum of Maths, English and dual award Science GCSEs. On leaving their school, students will have a range of options available to them including the potential to go to university. To root students learning in the real world most projects involve external commissions from local community organisations and businesses. For example in the Leading healthy lifestyles project described earlier, a local heath organisation such as a hospital will commission students to create a campaign that addresses a local health issue. The specific commission will vary depending on the partner organisation and the needs of the local area. The different units have been organised so that they gradually become more open and increasingly challenging. This allows students to progressively adapt to project based learning. The first unit studied consists of smaller closed projects, whilst later units have been designed so that students can work independently in their groups, with reduced direction from learning coaches. Units have been structured so that they are made up of smaller projects known as modules that create key milestones within the larger projects. For further information visit 4

5 Students learn through enterprise projects in the school and the surrounding community. Case Studies Individual Studio Schools tailor projects to the needs of their local communities and labour markets. Studio School units are driven by a core project that focuses on a particular area of learning and individual Studio Schools adapt these to the needs of their local area. Below are a number of case studies outlining how this could be done. Learning area: Discovering through technology Create skill focus: Relating to people Driving question: How am I a part of a global village? Area: Barnfield, Luton Final product: A documentary that explores globalisation and its impact on students lives. Detailed information: This project acts as an initial induction to project based learning, using closed projects that are connected by the theme of globalisation. Each module focuses on equipping young people with different skills. These include gathering and analysing data, peer assessment and enterprise skills. The smaller projects that make up the unit include creating a pitch for a new global product, investigating the countries involved in the manufacture of football kits and exploring attitudes to racism within their school and local community. The end product allows students to work in small groups to bring together what they have learnt by creating a short documentary. Learning area: Communicating with others Create skill focus: Communication Driving question: How can I tell the story of Macbeth to young offenders? Area: Huddersfield, Kirklees Final product: A product or service that narrates Macbeth to a young offender. Detailed information: This project allows students to learn about the text and use their creativity to develop a product that narrates its story to a target audience. This project is commissioned by a local charity working with young offenders to develop their literacy. Prototypes of the end product are pitched to the charity. This unit continues the induction process to project based learning using a mixture of both closed and more open projects. t Learning area: Enterprising and creative behaviour Create skill focus: Enterprise Driving question: What business can I start in my local community? Area: Coalville, Leicestershire Final product: A business plan for a new product or service. Detailed information: During this project, students investigate their local labour market and explore how it is changing. They learn about business and enterprise and how to recognise opportunities to develop new products and services. Students work in small groups to create a business plan outlining a new business idea and assessing its viability. At the end of the project, students pitch their plan to a group of local entrepreneurs who have the opportunity to invest in the ideas they believe have the potential to succeed. 5

6 Module 1 Area of learning: Communicating with others Driving Question: What are the major health issues in Maidstone? Overview: Students investigate the significance of different health issues in their local community using a range of research methods including interviews and focus groups. End product: A presentation to medical students at the University of Kent, outlining the prominent health issues in Maidstone. Key CREATE skills: Thinking (Research, Decide), Emotional Intelligence (Understanding Others), Communication (Deliver) Curriculum links: English, Citizenship, Geography, Politics CWO Module 6 Area of learning: Leading healthy lifestyles Driving Question: How effective has my campaign been at reducing teenage obesity in Maidstone? Overview: Students review their campaign, reflecting on how it could be improved and whether it should be rolled out across Maidstone. End product: A report and panel discussion with the local hospital about the campaign and whether it should be taken forward. Key CREATE skills: Thinking (Research), Emotional Intelligence (Understanding Myself, Managing Myself) Curriculum links: English, Economics, Geography LHL Leading healthy lifestyles LHL This is a detailed overview of a Year 10 project that delivers the Leading healthy lifestyles unit. The unit is broken down into six smaller projects called modules, each of which relates to a different area of learning. Driving Question: How can I reduce teenage obesity in Maidstone? End Product: A local health campaign that addresses teenage obesity in Maidstone, Kent. Module 5 Area of learning: Enterprising and creative behaviour Driving Question: How do I test my campaign to reduce teenage obesity in Maidstone? Overview: Students plan, design and launch their campaign to reduce teenage obesity in Maidstone on a small scale. End product: An event that launches the students campaign to reduce teenage obesity in Maidstone. Key CREATE skills: Enterprise (Plan, Execute), Thinking (Decide, Research), Communication (Organise) Curriculum links: Business Studies, English, Citizenship ECB 6

7 DTT Module 2 Area of learning: Discovering through technology Driving Question: How significant is teenage obesity in Maidstone? Overview: Students analyse raw data regarding levels of teenage obesity in Maidstone using numeracy and ICT skills. End product: An article for a local paper discussing the challenge of tackling teenage obesity in Maidstone. Key CREATE skills: Thinking (Research, Decide), Communication (Deliver) Curriculum links: Maths, ICT, English UTW Module 3 Area of learning: Understanding the world Driving Question: How do levels of teenage obesity in Maidstone compare to towns in other countries around the world? Key CREATE skill: Thinking During this project students are commissioned by their local hospital to develop a campaign to address teenage obesity in Maidstone. Students research the issue, interviewing experts and running focus groups. They develop a campaign and pitch it to the local hospital, who have the opportunity to work with the students to roll it out across the town. Overview: Students research case studies, review press cuttings and hold Skype conversations with students from schools in other countries to gain an understanding of obesity at a global level. End product: A short film for a school in another country that compares obesity levels around the world. Key CREATE skills: Emotional Intelligence (Understanding Myself, Understanding Others), Thinking (Research, Use) Curriculum links: Geography, Science, Economics TMC Module 4 Area of learning: Transforming my community Driving Question: What is the most effective way to reduce teenage obesity in Maidstone? Overview: Students brainstorm different ideas and methods for a campaign and trial these with focus groups. End product: A campaign proposal for the local hospital. Key CREATE skills: Enterprise (Launch, Reflect), Thinking (Decide, Research), Emotional Intelligence (Managing Others, Understanding Others) Curriculum links: Business Studies, English 7

8 The Studio Schools Trust Rooting learning in the real world An introduction to Key Stage 4 projects STUDIO SCHOOLS TRUST

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