BSDC Level 5 Creative Education 2024 - 2025 by

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HN Global- resources

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Performing arts

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What is Differentiation in the Classroom?

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Differentiation in the classroom means to tailor learning instructions to suit the needs of the student. Sometimes teachers differentiate content, process, products or the learning environment in order to keep learning fresh and appropriate. Let's have a look at some of these aspects of differentiation.

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Content. This is what the student needs to learn and what materials they have access to in order to facilitate their learning.
Process. These are the sorts of activities and games used by the teacher to engage the student and make sense of the learning content.
Products. An array of projects which asks the students to test, apply and build on what the learner already knows about a topic.
Learning environment. The way the classroom is set up and how it feels to inconsistently learn in that environment.

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Teaching methodologies/ Teaching Styles for your chosen age group
1. A resource from Tes website
2. Book (Google book search)
3. Select a teaching style that would be relevant to you, why/ how

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Teaching styles

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What is the difference between feedback and feed forward

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Task- you have 10 mins to-
1. state what feedback is
2. state what feedforward is
3. Why is feed forward important?

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Feed Forward HE

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Extension Tasks:

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1. When you have began your teaching placement, reflect upon what you have taught and evaluate any changes you may make/did make between sessions in response to learners' ability/engagement/understanding etc. Add these thoughts to your padlet page.

If you are struggling to structure a reflection, consider:

'What went well...'
'Even better if...'
'Next steps'

2. Request feedback from the learners you have taught. This can be informal or a formal questionnaire linked to the information you would like to use in your evaluation. Use this to inform your evaluation after you have completed your teaching resources.

BSDC Extensive Session Plan

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Checklist

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Creative Education Simplified Session Plan

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5 Minute Lesson Plan

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REMEMBER:

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VARK is outdated and shouldn't be used to 'pigeon-hole' learners.

Use the acronym for Visual, Auditory, Read/Write and Kinaesthetic to ensure you have a range of activities to engage all learners throughout as each learner may learn from different styles of tasks.

Visual Learner

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Visual learners are those who prefer learning by observing things. Using pictures, images, diagrams, whiteboards and more helps these types of learners understand information better. These students can easily visualize information, have a good sense of direction and usually likes to draw and doodle.

Aural (auditory) Learner

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Sound and music are a strong suit for these types of learners who typically have a good sense of rhythm. These learners are usually singers or musicians who are familiar with different instruments and the sounds they make. Aural learners are good listeners who normally learn best through verbal presentations like lectures and speeches

Physical (kinesthetic) Learner

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Whether it’s by using their body or hands, these learners are all about the sense of touch. Physical activities and sports play a big part in these student’s lives. Getting hands-on is a must for these learners who love to tinker and learn best when they can do rather than see or hear.

Verbal (linguistic) Learner

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These learners prefer using words, both in speech and writing. They can easily express themselves and usually love to read and write. Verbal learners tend to have a vast vocabulary and excel in activities that involve speaking, debating, and journalism.

Social (interpersonal) Learner

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Learning in groups and working with others is favored by social learners. These students know how to communicate effectively and enjoy collaborating with others, brainstorming and discussing ideas and concepts. Social learners are generally good listeners who are thoughtful and understanding.

Solitary (intrapersonal) Learner

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These students prefer to use self-study and work alone. They are independent and are very self-aware and in tune with their thoughts and feelings. These learners prefer being away from the crowds and learn best in a quiet place where they can focus on the task at hand.

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Task

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Using the age group and the subject you would like to teach;
Come up with a task that would accommodate the 3 main learning styles (Visual, auditory, kinesthetic)
-You could do one lesson 3 different tasks one geared towards each learning style.
-You can make 3 separate stand alone tasks each relating to one learning styling
- You could create one larger task which incorporates all 3 learning styles
You should put write these tasks on the lesson plan (under lesson plan section) and upload to your padlet.

Extension- See if you can include the other 3 learning styles too

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Programme of Work

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Green = must be completed in relation to the level you are teaching

Yellow = have a go at completing, you might not have all the answers.

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Simple Scheme of Work (2024)

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Example Scheme of work.

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This is the scheme of work used for the reordering task.

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Level 3, Acting, Dance & MT

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Level 4/ 5 Acting and Dance

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Level 4/ 5 SOW

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Level 3 SOW

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Level 3 SOW

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SOW teacher notes

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https://www.wgu.edu/blog/five-educational-learning-theories2005.html#close

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Upload presentations here and on your own padlet

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Quiz

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Peer learning

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What should a lesson plan include?

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There’s no exact recipe for how to plan a lesson - everyone is different. However, below is a simple checklist of things you might want to include and the different phases of a lesson plan.

Lesson Objectives
Related Requirements
Lesson Materials
Lesson Procedure
Assessment Method
Lesson Reflection

1. Prior Learning: What do you need to know before you begin your lesson planning for a class?

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As part of the new Ofsted Framework, teachers are asked to have a sound understanding of learning from previous year groups. This should feed into the lesson aim. Teachers also need to prepare children for future learning.

Lesson objectives list what students will be able to do after completing the lesson.

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These objectives let you easily tell if your lesson has effectively taught your students new concepts and skills.

It can feel overwhelming to pin down specific takeaways for a lesson, but you can break the process into steps to do it in a breeze!

First, it’s best to view your lesson objectives as goals for your class and students.

One of the most popular goal-setting strategies is the “SMART” criteria, which ensures goals are focused.

In the context of lesson planning, you can use the SMART criteria to determine your lesson objectives:

Is the objective specific?
Is the objective measurable?
Is the objective attainable by all students?
Is the objective relevant to your class and students?
Is the objective time-based to align with your syllabus?

For each objective, it’s important to start with an action that relates to what students should be able to do after the lesson.

Depending on what topic you’re teaching and the level of knowledge your students have, these actions will vary.

For example, when teaching brand new concepts, you may define actions like define, identify, explain, and determine.

However, if your lesson involves more advanced tasks, the objectives may include actions like create, use, perform, or measure.

To see these phrases in context, let’s look at examples that a computer teacher might choose when teaching Microsoft Word.

For an introductory lesson about Microsoft Word, objectives could be:

Identify parts of the ribbon menu
Determine methods of selecting text in a document
Define fonts and font styles

In a more advanced class, objectives might include:

Insert a document header
Use document themes
Add a page border

When creating your lesson objectives, keep in mind that it’s easier to measure student success when you have specific goals.

Once you’ve put your lesson objectives together, it’s time to tie them in with the next part of your lesson plan -- the related requirements!

2. Related Requirements

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You may need to teach to the national Curriculum.
Every lesson you teach should help you hit those requirements. Listing them in your lesson plans helps you satisfy those requirements while focusing on the end goal of your class!

On top of that, some administrators require teachers to distinctly show how they will teach course standards in each lesson.

If you put them on your lesson plans, you’ve got a quick reference to prove you’re on the ball!

When listing course standards or certification items on your lesson plan, it’s smart to use the exact organizational system found on your standards to make sure your class aligns.

If you don’t have the specific outline for your course standards, ask another teacher or your administrator where you can find them.

To get detailed certification requirements, check the certification provider’s website for an exam outline or test plan.

Laying out each lesson plan according to your requirements can be tedious work, but it will ultimately help you stay organized and aligned with what you’re supposed to teach!

3. Lesson Materials/ Resources

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The third section on your lesson plan is the list of materials that you need to teach the lesson and measure student outcomes.
This section prepares you to deliver your lessons every day.

Without this list, you may accidentally forget to print an important document or sign out the shared laptop cart!

Common types of lesson materials include:

Student handouts
Textbooks
Visual aids
Grading rubrics
Activity packets
Computers / Tablets

The list of materials for each lesson depends on what you plan to teach, how you’ll teach it, and how you’ll measure lesson objectives.

Because of this, many teachers compile their list of lesson materials in tandem with their lesson procedure!

4. Lesson Procedure

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The lesson procedure is essentially step-by-step instructions that walk you through everything from the time students enter the classroom until the bell rings at the end of the period.

It’s smart to be very detailed in this portion of your lesson plan. After all, there will be cases when another teacher or substitute needs to fill in for you!

When writing your lesson procedure, you need to choose the type of activities that will help students meet the lesson objectives.

To do that, you can answer a list of questions, including:

How will you introduce the topic?
What’s the best way to teach this information to your students?
How can you incorporate problem solving and critical thinking?
What real-life scenarios relate to this topic?
Does this topic lend itself to group work?

It’s also a great idea to find out how other teachers address the topics in the classroom. You can do this by talking to coworkers, joining an online community, or searching for lesson ideas on educational blogs.

After writing out a rough draft of your lesson procedure, many teachers outline it according to a specific teaching strategy.

At AES, we recommend teachers use the four phases:

Explore: Students discover a concept
Learn & Practice: Students apply their discoveries
Reflect: Students review what they’ve learned
Reinforce: Students apply their knowledge to problem-solving scenarios

Phase 1 - Explore

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In the Explore phase of your lesson, you’ll introduce the objectives of the lesson and discuss key concepts students should know.

This portion of your lesson procedure may entail an icebreaker activity to get students thinking about a new concept.

In other cases, you might introduce the information by using a presentation to lecture while your students take notes.

Ultimately, the strategy you use in the Explore phase will depend on the topics you’ll be teaching and your students’ prior knowledge.

Phase 2 - Learn & Practice

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In the Learn & Practice phase, your students will work independently to get into the details of your lesson.

If you use a textbook as your main curriculum resource, your students can read through an assigned passage to take notes or complete a worksheet.

If you use a digital curriculum system, it’s the perfect time for students to work through the digital lessons and guided notes.

You may also incorporate a class activity, group work, or skills practice to further engage your students in what they’re learning.

Overall, this phase will make up the bulk of your lesson time, so be sure to detail everything out in your lesson procedure!

Phase 3 - Reflect

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In the Reflect phase, students will look back (and reflect on) what they’ve learned in the lesson.

Most often, teachers lead a class discussion with critical thinking questions for students to answer aloud or in their class journal.

It’s important to list the questions you plan to ask within the lesson procedure, to make sure you don’t forget anything!

Phase 4 - Reinforce

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In the Reinforce phase, students will apply what they’ve learned through critical thinking activities.

Depending on the lesson, you may want students to complete these tasks individually or as part of a group.

This portion of the lesson procedure helps you gauge if your students will achieve the lesson objectives and often tie in with the assessment method!

5. Assessment Method

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The assessment method measures whether your students learned a lesson’s information and met your lesson objectives.

The methods listed on your lesson plan will most often be formative assessments and vary from lesson to lesson.

To start, there are dozens of ways to measure student learning through formative assessments. Some of the most common assessment options include:

Quizzes
Hands-on activities
Writing assignments
Group presentations
Exit slips
Class journal entries

In addition, your assessment method may be an in-class assignment or homework for students to complete prior to the next class.

When choosing your assessment method, it’s important to incorporate your lesson objectives.

If an objective was related to understanding a concept, consider an assessment that requires students to explain that concept.

If an objective was for students to demonstrate a skill, design an assessment to confirm they can do that skill.

Also, while many assessments receive grades in a class, formative assessments don’t always need to be graded!

Ultimately, the purpose of this assessment is to measure how well your students learned a lesson’s material based on the way you presented information.

This measurement will help you wrap up each lesson plan with the lesson reflection.

6. Lesson Reflection

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The lesson reflection portion of a lesson plan encourages teachers to take notes on how to improve a lesson after it has been completed.

By this point, your lesson has clear objectives, a plan for teaching, and a way to assess student learning.

But if you don’t critically consider whether you succeeded, you’re doing a disservice to your future students!

When completing your lesson reflection, ask yourself questions like:

Did a part of the lesson take longer than expected?
Was there a portion that students asked for a lot of help with?
Did students breeze through the information with no problem?
Were students engaged and interested in the lesson?
Were the objectives met by most (or all) of the students?

Essentially, you want to note any part of your lesson that didn’t go as expected.

In addition, it’s smart to record ideas for improvement or adjustments in this section as well.

That way, when you go to teach your lessons in the future, you have all of the information for improvement in one place!

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checklist

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Higher criteria

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To obtain the higher Criteria you should;
· Demonstration of Research Methods: using internet and digital resources, library, archives, journals, teacher resource packs, specifications and unit and grading criteria. (Use the resources on here)

· Secondary Research Skills: (Qualitative and Quantitative methods) froklobxm trusted

and viable sources, Harvard referenced and accessing a range of performing arts

based resources (Live and pre-existing)

RRR
Research-
Research the information required, and include link, pictures, articles and any other information.

Reference-
Harvard reference the information you are including

Refine-
Put in your own own/ summarise/ conclude the information. The best way to do this is to make sure you say 'With the subject of dance, or within my age group of those ages 16, or on a level 3 course.'

How you should research

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Demonstration of Research Methods: using internet and digital resources, library archives, journals, teacher resource packs, specifications and unit and grading criteria.
Secondary Research Skills: (Qualitative and Quantitative methods) from trusted and viable sources, Harvard referenced and accessing a range of performing arts based resources (Live and pre-existing)
Understanding of research collated: Annotate, format, collate and quote relevant information.

Google books

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Google Scholar

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What to submit

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Decide what area and level you will be teaching and there for researching (e.g. level 3 Acting, level 4 Dance)
After researching your area you will need to collect this into as information summarizing your findings

You will need to research the following-
Teaching methodologies-
The term teaching method refers to the general principles and management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement.

Learning styles-
What are the different types of learners styles and how this can impact on your students way of learning.

Differentiation-
Differentiation in teaching means tailoring your lessons for students with individual needs. This involves changing the content, delivery, or methods of learning to ensure every child learns in a way that’s suitable for them.

Motivation and engagement-
How to increase motivation in the classroom and how to help keep learners engaged

Feedback and feedforward-
How do your learners receive feedback and how do you plan to give feedback.

Peer-to-peer learning-
How can this be effective for your learners, do you plan to use

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Task

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Create a poster/ booklet which includes 10 tips for motivation engagement within your subject specialism and or age group.
You can be as creative as you like
This will need to go onto your Padlet Page
Criteria
P1 Explain different learning styles, and techniques for catering for them
P2 Discuss techniques to promote student engagement and motivation
M1 Relate pedagogic theories to teaching best practice in the context of own Performing Arts education area

Nearpod

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Use this website to create an interactive quiz or powerpoint that learners can join through their phones / personal devices.

Mentimetre

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Another app in which you can create polls, word clouds, interactive discussions.

However, the free version only allows for 2 slides.

I usually put a QR code into a normal powerpoint for learners to access this.

Sometimes the link is blocked so googling Mentimetre is a better option.

QR code generator.

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Submission Dates

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Formative

Task 1 (Essay): 20th December 2025

Task 2 (Planning): 7th February 2025

Summative

Task 1: Research portfolio & Essay – 17th January 2025

Task 2: Planning – 2nd May 2025

Task 3: Placement – 28th March 2025

Task 4: Academic Reflection – 2nd May 2025

Group Workshop 1

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Sorting with external

consider DBS & filming of participants.

29th January 2025

3rd February 2025

12th February 2025

Group Workshop 2

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Group Workshop 3

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1 - 1 Teaching session 1

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1-1 Teaching Session 2

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Group Workshop 1

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Liaising with Cat.

Group Workshop 2

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Group Workshop 3

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1-1 Teaching Session 1

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1-1 Teaching Session 2

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Group Workshop 1

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Technical Theatre

Fridays 9:00 - 10:00

24th January 2025

31st January 2025

7th February 2025

Group Workshop 2

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Group Workshop 3

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1-1 Teaching Session 1

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1-1 Teaching Session 2

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Group Workshop 1

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Level 2s.

Thursday February 27th 2025

9:00 - 10:00

Group Workshop 2

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Level 2s

Thursday 6th March 2025

9:00 - 10:00

Group Workshop 3

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Level 2s

Thursday 13th March 2025

9:00 - 10:00

1-1 Teaching Session 1

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1-1 Teaching Session 2

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Group Workshop 1

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Heidi to sort with you.

Group Workshop 2

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Group Workshop 3

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1-1 Teaching Session 1

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1-1 Teaching Session 2

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Placements

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Emily - Externally.

Lesson 1 -

Lesson 2 -

Lesson 3 -

Maddi - Level 3 Acting Year 2 (Screen to Stage potentially).

Media Performance. Tuesday 9am. See Cat.

Lesson 1 -

Lesson 2 -

Lesson 3 -

Charlie - Technical Theatre (Costume design/creative back stage elements)

Lesson 1 -

Lesson 2 -

Lesson 3 -

Amelia - Level 2 (Improvisation) Thursdays 11:15am.

Lesson 1 -

Lesson 2 -

Lesson 3 -

Max - LLDD / SEND (Introduction to Performing Arts) 45mins - 1 Hour.

Lesson 1 -

Lesson 2 -

Lesson 3 -

Lesson 1 (intro to unit and the teaching cycle)

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Lesson 2 (intro to lesson plans)

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Pedagogic Theories

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Emily - Gagne

Maddi / Charlie - Bruner & Spiral Curriculum

Max & Amelia - Gardner's Multiple Intelligences

Emily

emilywebby1 — 2024-11-13 12:14:11 UTC

CHARLES & MADDI

cheeseballcharles — 2024-11-13 12:16:13 UTC

Amelia / Max

ameloxolotl — 2024-11-13 12:18:54 UTC

Initial/ Diagnostic Assessment; Differentiation; VARK

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Motivation and Engagement

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(Intro to schemes of work)

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Essay Breakdown

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Formative - 20th December 2024

Summative - 17th January 2025

29th January 2025

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Lesson Objective: Create your 1-1 session plans.

5 Minute lesson plan - first impressions?

Task:

Using the 5 minute lesson plan, either by hand or typed, plan 2 30 minute sessions that you will teach to a peer from this class.

Pairs:

Max & Amelia

Maddi and Charlie

Emily (& Ester) - teaching date tbc.

Decide whether you are going to:

Workshop/teach a monologue with you partner.

Refine an existing piece of choreography for your partner.

Teach a new piece of choreography to your partner.

Potential layout:

Lesson 1 (30 mins)

Starter: Physical / vocal warm up

Task 1: Introduce piece OR get partner to show them their piece.

Task 2: Provide feedback / corrections

Plenary: discuss the session / set homework task:

Lesson 2:

Starter: Physical / vocal warm up

Task 1: Recap last week / performance / corrections

Task 2: continue feedback / take performance to next level e.g. staging/emotion etc

Plenary: Final performance and feedback.

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Academic Reflection PowerPoint (Task 4)

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