RICH EXCHANGES 2012: EMPLOYABILITY & ENTERPRISE CONFERENCE

1. RICH EXCHANGES 2012: EMPLOYABILITY & ENTERPRISE CONFERENCE Wednesday 27 June 2012

2. Introduction SSPAL Learning Works • Learning works during 2009-10 • School wide discussions about nature and characteristics of our subjects • Unique elements of Learning Works in SSPAL (5 academic departments)

3. Unique Elements • School wide modules • Level 4 Academic Skills • Level 5 Research Methods • Level 6 Professional Project • Embraced the graduate attributes: • Working definitions in all subjects • Employability and Enterprise built into a Level 6 module - resulting in CRB checks

4. 6DC004 Enterprise and Employability: Dance Now • 6LI015 Enterprise and Employability: The Consultancy Project • 6DR004 Enterprise and Employability: Production and Performance • 6MU010 Enterprise and Employability in Music • 6SR005 Enterprise and Employability: Work Placement • 6SR006 Enterprise and Employability: Applied Sport and Exercise Biomechanics • 6SR007 Enterprise and Employability: Applied Sport and Exercise Psychology • 6SR008 Enterprise and Employability: Applied Secondary Pedagogical Studies

5. Things Students Do • Go to the place of employment: • Secondary school placement • Work placement • Organise and manage events • Perform in events • Festival of work for a “non theatre” venue • Attendance at dance/arts community classes • Apply theoretical knowledge to a simulated real life scenario • Sport psychology intervention • Collect and analyse physiological data and provide feedback to the client • Engage with a team or individual and provide biomechanical support for a real life problem • Work with employers • consultancy project

6. Some Module Specific Examples - Leisure • All Leisure dept.  students work in their subject specific groups  (Events Hospitality, Sport and Tourism)  to resolve a specific issue  from employers in those sectors • The premise is their capacity to apply their ‘accrued’ knowledge to a real industry scenario • The module is very useful in maintaining and enhancing our links with our employers.  

7. Module Examples: Sport (PAEH) • Students write their own specific learning outcomes in collaboration with their mentor • Students have taken placements at • Cardiac rehabilitation or health trainers within the NHS • Health professionals within public or private section e.g. personal training, management or supervisory roles • Teaching within schools and colleges

8. Module Example: Sport (Biomechanics) • Designed to develop the knowledge and skills learnt in previous biomechanics modules and translate them into an applied setting. Students therefore actively engage with a 'real-life' issue in an individual or team sport, a particular health setting or a coaching environment (since this module is available to students from SES, SC and PAEH) and provide biomechanical support for this particular issue. This translation of theory to practice represents a change in focus towards enhancing employability coupled with advanced biomechanics comprehension.

9. Module Specific Examples: Dance • Community dance, dance communities • There are two strands and students attend one strand such as: • dance video technology • training tomorrows dancers: dance science

10. Module Example: PE • Complete a series of three observations of Physical Education lessons within a secondary school setting. These observations should be of a consistent group of secondary aged pupils. Whilst observing, analyse how differentiation and progression are addressed by the learning activities within the lesson.

11. Assessments – Leisure • Assessment 1   is an e portfolio  (40%) consisting of a variety of planning tools (group work evidence for the tutor) and the ethics proforma as primary research is required • Assessment 2    individual report (60%) that requires the students to  evaluate the application of  theory utilised to resolve the brief   

12. Assessment – Sport (Physical Activity Exercise and Health) • Assessment 1 – portfolio of evidence to demonstrate the achievement of learning outcomes • Assessment 2 – interview

13. Assessment – Sport (Psychology) • Assessment 1 – group delivery of psychological skills intervention • Assessment 2 – reflective review of theory and literature underpinning assessment 1

14. Assessment – Sport (PE) • Assessment 1 – Presentation Justify your chosen learning activities for three Physical Education lesson plans for the group of pupils observed. The presentation should demonstrate how progression and differentiation for the group of pupils observed have been addressed across the three lessons, within the context of a chosen pedagogical model • Assessment 2 – Coursework Using your observations create three Physical Education lesson plans. Submit these plans prior to the presentation. These should: • Follow a recognised pedagogical model developed for Physical Education; Sport Education, A Tactical Games Model or Cooperative Education. • Identify progressive and differentiate learning objectives, learning outcomes and learning activities. • Demonstrate the application of the chosen pedagogical model.

15. Assessment – Sport (Physiology) • 1 Assessment – case study

16. Assessment – Sport (Biomechanics) • 1 Assessment – case study • a 5000 word case study analysing the issue being tackled.

17. Assessment – Music • Assessment 1 – group work • Organising a professional event, gig, performance, installation, CD production, school workshop • Assessment 2 – portfolio • PDP journal undertaken by an individual to reflect on your own learning

18. Assessment – Drama • Assessment 1 – Students are assessed on their ongoing participation in graded practical coursework tasks, which may include scripts, scenographic work, performance ideas or work in progress presentations etc. The grade is the average of the three best grades from four • Assessment 2 – For the summative assessment students must demonstrate the ability to work independently and in an enterprising way to produce and market a festival of new performance for a non-theatre venue. They choose to take on a specific role, choosing from a range of areas, for example: production management, playwriting, performing, directing, stagemanagement, set design, costume design, marketing, FOH. They are will be assessed on the level of success they achieve in their individual area with reference to the theatre movement studied.

19. Assessment – Dance • Assessment 1 – viva voce – reflecting on the community classes they attend • Assessment 2 – portfolio – film or case study depending on which strand

22. Impact • Too soon to measure we don’t have the DLHE data yet. Would need more evidence from DLHE to be able to demonstrate employment success • Just prior to learning works slight increase of students in SSPAL going into employment but also a slight decrease of those going into further study • Unistats data indicates that Dance has good employment prospects and the best results for graduate employment within the School • Other qualitative benefits: student experience and employer links • One drama student from last year went on to set up, manage and promote a comedy club which tours to regional and national venues. Others have set up their own touring theatre companies.