RICH EXCHANGES 2012:
EMPLOYABILITY &
ENTERPRISE CONFERENCE
Wednesday 27 June 2012
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)
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
• 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
Things Students Do
• Go to the place of employment:
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–
–
–
–
–
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
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.
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
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.
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
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.
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
Assessment – Sport (Physical Activity
Exercise and Health)
• Assessment 1 – portfolio of evidence to
demonstrate the achievement of learning
outcomes
• Assessment 2 – interview
Assessment – Sport (Psychology)
• Assessment 1 – group delivery of
psychological skills intervention
• Assessment 2 – reflective review of theory
and literature underpinning assessment 1
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:
•
•
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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.
Assessment – Sport (Physiology)
• 1 Assessment – case study
Assessment – Sport (Biomechanics)
• 1 Assessment – case study
– a 5000 word case study analysing the issue
being tackled.
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
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, stage
management, 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.
Assessment – Dance
• Assessment 1 – viva voce – reflecting on
the community classes they attend
• Assessment 2 – portfolio – film or case
study depending on which strand
Total number
Other
Unemployed and
looking for
work/study
Not available for
work or study
Employment and
study combined
Study/training only
Employment only
First
Destinations of
Leavers Survey
SSPAL
2007/08
58.7
17.7
13.0
1.4
8.2
1.0
293
2008/09
62.2
15.1
11.5
0.6
8.3
2.2
312
2009/10
61.3
13.6
10.1
3.8
9.8
1.4
346
Unistats Data Employment/ Graduate Job Non
Study
Graduate Job
DANCE
90%
60%
40%
DRAMA
90%
55%
45%
LEISURE
80%
35%
65%
MUSIC
70%
45%
55%
SPORT
91%
54%
46%
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.