Arts Award Curriculum Model

Year 12 September October Unit 1D- Forming a View (Arts Issue)

1.) 2.) 3.) 4.) 5.) 6.) 7.) Introduction & preparation for first presentation. Presentation on your chosen Art Form including key practitioners and the reason why you are interested and involved in it. Preparation for Forming a View on an arts Issue Class based case studies (Exploring issues and looking at different points of view) Time to prepare their arts issue presentation Assessed Presentation with Feedback (Q&A) Written reflection on their arts issue. Submission of Unit Portfolio on their arts issue & Preparation for next unit 1B. Half term task. Research local possibilities for placement. (Invite connexions.) Issue Placement deadlines. (Placement complete by Easter. Reflection completed by end of April.)

November-December Unit 1B- The Wider Arts Sector (Placement)

8.) 9.) Research and begin organisation of placements during session with a student led debrief at the end of the day. Update on progress of unit 1B. Any students without a placement will have 11 sessions with AEC who will assist in the organisation. Cover tasks on placement, including health and safety etc. Research of career access pathways for their chosen fields. Create a presentation on the different careers, career paths, your chosen placement and what you hope to achieve from it. Issue the reflection structure to be completed by end of April.

10.) 11.)

Unit 1C Research and Review (Visit Live Events)

12.) Discuss outline of this unit section and begin researching Arts Events locally that are linked to the students own arts form. Identify three local arts events over the next two months that they will attend. Students are to book (where appropriate) and research the events they have chosen to attend in their own time. Evidence for portfolios will be gathered about events including venue, location, promotional materials and who is

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involved within them. Students such identify which practitioner from each event they will be researching. Research into the careers of the practitioners they are going to be looking at the Arts events will need to be conducted. Students can do this online or by contacting the venues for further information. Where possible students should attempt to organise or attend an interview with the practitioner. Students should begin creating a powerpoint presentation on their three practitioners. This should include: the career history of the practitioner, some relevant biographical information, key art works/songs/productions/etc., influences they draw upon, influences they may have created, the interview (if undertaken), the review of the Arts event attended, a reflection on how this practitioner may have influenced your own ideas, style or form.

January-February
16.) 17.) 18.) Continued work on creating their PowerPoint presentations Continued work on creating their PowerPoint presentations Delivery of presentations from each member of the group to the group. Presentations should last approximately 10mins per student and will be video recorded. Presentations completed and portfolios updated with paper copies of evidence.

19.)

Unit 2A Identify Project Aims & Unit 2B Organise the People and Resources

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Introduce the Unit 2 Project leadership which will culminate on Arts week (11th-18th July). The whole unit will be discussed in overview with students asked to consider all the elements needed for the portfolio. Students will pair up and brainstorm ideas with each other of possible projects. Students are asked to identify 3 possible project ideas and create a pros and cons list for each. These ideas will be shared with the group as a whole group plenary. Students will be introduced to the idea of Participants, Audience and Stakeholders. Who are they and what role will they play in each of your three project ideas. Students must then identify the aims and outcomes for each of these groups for each of their project ideas. At the end of this session

students will decide which one of the three ideas they like least and explain to the group which is the first idea to get the axe.

Feb-April
22.) Health & Safety and Risk assessments. Students will have a session on understanding Health & Safety and how to complete Risk Assessments. (Guest Speaker? CA? LA H&S Co-ordinator?) Students will then undertake a risk assessment for their two projects. Risk assessments will be fed back on by staff (and possibly guest speaker? CA?) There will be a presentation on Child Protection and safeguarding by designated person in school. Based on the outcome of these session students will decide which is going to be their final project. This session will be discussing the importance of planning the logistics of your project exploring the possibilities of planned venues & Publicity, Key resources or equipment needed and Key personnel, their roles and responsibilities, that will be able to assist in the delivery of the project. This will be researched and recorded on a series of worksheets to be kept on file. A session on managing budgets and sourcing finance and funding in the Arts sector delivered by AEC which students undertaking a basic budgetary task on excel spread sheet. Students plan their own project Budget requirements and in partnership with staff and AEC begin to research and look at possibilities for funding. Also deadline for Unit 1B reflection.

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April-May
27.) Students will then prepare a power point presentation of their final project idea plan. Students must identify the following things: The overall aim of their project Personal Aim linked to own Art Form Identify and justify aims for Stakeholders, audience and participants Planned venues & Publicity Key resources or equipment needed Budget requirements (Even if minimal) Key personnel that will be able to assist in the delivery of the project. Project roles and responsibilities Risk assessment for the project Safeguarding plan for the project Plan for public sharing Timeline of logistics with dates.

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How will you measure the success of the project? (Final Outcome and means by which feedback will be gathered.) A further week to complete their final presentation ready for sharing. All students will present their final plan for their project to staff and group. This will be video recorded for assessment.

May-June Year 12 Study Leave and Enrichment Hiatus

June-July Unit 2C Manage the Effectiveness of the Project

30.) 31.) Completion & Improvement of any outstanding aspects covered so far this year. Introduction tor Project Report Log which will be conducted and completed systematically through the duration of the project with sections completed by the students and observations of the project in development completed by advisors. Students will now enter a period of time where they take responsibility for the project and effectively make it happen. They must complete a weekly log of what they have undertaken and will have 1-1 meetings every fortnight with their advisor. Students will also have to collect three observations from their advisor on the development on the project. This section will run over a number of weeks. (31-37)

Year 13 September November

1,2,3&4) Full group meeting to arrange and discuss final venue arrangements for public sharing & update on progress over the summer break. Continuation of Unit 1C for another 4 weeks.

Unit 2D Manage a Public Showing of the Work

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Delivery of final project around the October half term window: Including video and other forms of recording the project in public sharing & collecting feedback.

November December Unit 2E Find Effective ways of collecting and evaluating feedback from Participants, Audience and Stakeholders.
8.) 9.) Students to analyse feedback drawn from the Public Showing and from the three key groups involved. Students will look at suggested structure for Project Report. An evaluative document that reflects upon the whole project as well as analysing feedback from the three core groups. 1500-2000 words with any photographic evidence they wish to include. Students will begin work on the Project report Written reflection to be worked on during the session Continued work on the written reflection during the session Written reflection to be completed and submitted during the session.

10.) 11.) 12.)

13, 14 &15.) Completion of any outstanding aspects from Units so far undertaken.

January April Unit 1A Extend own Arts Practice (Arts Challenge)

16.) Provide students with an overview of the project ask students to discuss areas within their own art form that they have very little experience of. Students will produce a Pros and cons list for three areas they have not experienced. They should identify clearly how each of the three ideas would develop their own arts practice. Aims and Intentions: Plan out aims and intentions for all three areas students have identified. In small groups students will present their three ideas, pros and cons list and aims and intentions to each other. Students will then debate the relative merits and feasibility of the three projects. At which point students will select their final choice and present it to the whole class with their justification. 17.) Students will begin the session by formally writing up their aims and intentions for the Challenge. They then will have the Action Plan model explained to them along with timescale and student then asked to bullet point list all the aspects of the planning they will need to consider. Students will in the session complete their action plan based on a timescale that they have already developed. This will then be shared with the group toward the end of the session.

18.) Introduce Style & Form Research to the group. Students will need to research their chosen area for arts challenge and this should be constructed into a scrapbook on PowerPoint. Students will be able to spend the rest of the session working on this. 19.) Introduce Practitioner research to the group. Students will need to research their chosen practitioner for arts challenge and this should be constructed into a scrapbook on PowerPoint. Students will be able to spend the rest of the session working on this. 20.) Final session on research, students must submit their scrapbook at the end of the session. 21.) Final planning session where the idea of a photo log is explored and the students timeline is agreed for the work they need to undertake. Feedback will be discussed and planned for here. 22.) Students begin a period of independent work on their challenge where they must record weekly in their photo Log of progress. Students will then have 5 weeks in which to complete their planned Arts Challenge. Students are expected to drop in for a 1-1 meeting with their adviser every week and demonstrate progress in their photo log. 23.) Independent work on the Arts Challenge and 1-1 meeting with updated photo log. 24.) Independent work on the Arts Challenge and 1-1 meeting with updated photo log. 25.) Independent work on the Arts Challenge and 1-1 meeting with updated photo log. 26.) Independent work on the Arts Challenge and 1-1 meeting with updated photo log. 27.) Arts Challenge Week where students will share their completed work and gather feedback. 28.) Students will discuss the merits of their completed project and analyse the feedback received. Reflection sheets will be given out and students will begin their final reflection 29.) Students will complete reflection and submit. 30.) Students check through full portfolio ready for final marking and moderation.

Moderation - June