Reaching out to Schools
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Speakers: Alice Young, Head of Arts Award Programme, Arts Award; Sara Candy, Executive Director, Opening Minds and Louise Thomas, Senior researcher, RSA - Discover how Arts Award can help support your younger audiences and enable your organisation to develop links with schools, colleges, youth services and arts organisations. Hear also about the RSA’s Opening Minds and Area Based Curriculum work with museums, heritage sites and schools on curriculum co-design – making the most of the environment beyond the classroom in collaborative and practical ways.
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Reaching out to Schools
- 2. RSA Charity, established in the enlightenment Fellowship organisation Civic innovation and social progress Encourage public discourse and critical debate Public events programme, publications and discussion forums In-house team – research, policy and practical action Diversity of policy areas Seek to generate new models to tackle social challenges
- 4. Curriculum innovation - seek to develop engaging curricula that:
- 5. broadens the existing curriculum
- 6. ensures the social, civic and economic relevance of curricula
- 8. What is a curriculum? Mathematics English PE PSHE Citizenship Drama Biology Chemistry Physics ICT History RE Geography Art, Design and Technology Music Modern Foreign Language(s) Business studies
- 9. What is a curriculum? Being able to apply learning Creative and critical thinking Communication and presentation skills Working in teams Problem solving Knowing how to research Reflective learning Managing relationships Resilience
- 12. An innovative competence based curriculum
- 13. Offers students the opportunities they need to develop in areas critical to their social, economic and personal well-being.
- 19. Integrating competences with subject content Design Technology History Maths Geography PE Drama English Science Music Languages Citizenship Learning Managing Information Relating to People Managing Situations
- 21. acquire in-depth subject knowledge; and
- 22. understand, use and apply it within the context of their wider learning and life
- 24. Experiential learning is key for successful delivery
- 25. Examples of working in collaboration:
- 26. Black Country Living Museum in Tipton
- 27. Dudley Zoo
- 29. Opening Minds and the Area Based Curriculum Opening Minds was the initial inspiration for a curriculum that draws on the local area Schools doing Opening Minds spontaneously engaged with communities and the world outside school Re-thinking the curriculum allowed the space for them to think about new ways of doing things
- 31. Competences for Citizenship: Making a difference – students understand how society, government and business work, and the importance of active citizenship
- 40. RSA Area Based Curriculum www.thersa.org/areabasedcurriculum
- 41. Arts Award in your setting
- 43. arts practice & leadership
- 44. 40,000 awards & growing fast
- 45. flexible & accessible format
- 47. Attend & review arts events
- 49. Share arts skills with others
- 55. places personal experience in wider context
- 57. case study___________________________________ ‘As the Education and Events Officer for Adults and Young People, I have found that incorporating Arts Award has allowed me to structure the project concisely and ensured that all young people gained a consistent level of engagement and attainment. It has also allowed the SCVA to collect tangible evidence of the involvement and impact of young people’ ‘Arts Award has been the most valuable thing I have taken from this experience. I love thinking creatively and ‘doing’ art but find it almost impossible to make time for when there is no one or anything to encourage or motivate you’ participant
Notes de l'éditeur
- The RSA’s Area Based Curriculum work is part of the same family as Opening Minds and in fact came out of work that schools doing Opening Minds were already doing with their communities. We discovered that some schools doing Opening Minds were constructing their curriculum around engagement with outside agencies – both enriching the curriculum through learning outside the classroom and with people from outside of school, and at the same addressing some of the social issues faced by the school. For example, one school in Liverpool addressed the issue of social cohesion between the children who were fans of Everton and those who were fans of Liverpool by engaging with both of the stadiums and having the children design recycling policies for both of them, including visits to the stadia, visits by the staff there to the schools, and bringing all their geography and science and maths into the project as well as a range of Opening Minds competences. Why were they doing this? To an extent this can be explained by a staff team being given permission and space to sit down and think hard about what they want their curriculum to achieve.
- But I think it’s about a bit more than that. Opening Minds requires that we think differently about how children learn. Opening Minds offers the chance to structure the curriculum in a different way. The five competence areas - Citizenship, Learning, Information, People and Situations - could be seen like ‘faculties’ and the competences in them like ‘subjects’ within those faculties. But rather than a list of things that children need to know, with essential skills mixed in, we’re talking about a list of things that children need to know how to do, with essential knowledge mixed in.Let’s take these two examples, picked pretty much at random from the list of competences that make up the Opening Minds framework. How can we teach these? What are the best tools? Are the best tools a classroom, a textbook or a whiteboard? Can any teacher claim to be a specialist in these things?We found that schools learned early on that it was much easier to teach competences by finding authentic learning experiences for children. What better way to learn about how society and government work than for the children to campaign about something they care about, and write to their MP? This could of course also be a good way to learn about failure – another Opening Minds competence. And literacy of course. What better way to learn about the meaning of change than to interview older people in the local community about how it has changed over time, and how they have coped or not coped? A good way to engage children with history as well.
- The RSA’s Area Based Curriculum work is part of the same family as Opening Minds and in fact came out of work that schools doing Opening Minds were already doing with their communities. We discovered that some schools doing Opening Minds were constructing their curriculum around engagement with outside agencies – both enriching the curriculum through learning outside the classroom and with people from outside of school, and at the same addressing some of the social issues faced by the school. For example, one school in Liverpool addressed the issue of social cohesion between the children who were fans of Everton and those who were fans of Liverpool by engaging with both of the stadiums and having the children design recycling policies for both of them, including visits to the stadia, visits by the staff there to the schools, and bringing all their geography and science and maths into the project as well as a range of Opening Minds competences. Why were they doing this? To an extent this can be explained by a staff team being given permission and space to sit down and think hard about what they want their curriculum to achieve.