Education2030

Competencies to shape the future:
It is about acting rather than to be acted upon, shaping rather than to be shaped
and choosing rather than to accept choices decided by others.

As we begin the academic year and await the finings of the Academy’s full Curriculum Review it is worth looking outward and forward. However individuals may view them as a harbinger of change, the OECD and PISA organisations have an undeniable sway over the education change at the global level. Their ability to pool expertise, identify need and trends and to build structures for change through recognising and advancing tangible skills is always something to take note of. As such it is worth considering the latest PISA activity concerning assessment practices through TALIS (now recognising Collaborative Problem Solving and Global Competency) as well as their drive for Global change, especially that being drafted as part of their ‘Education 2030’ agenda.

Below is a short summary of this new agenda, all of which paints a positive picture and a useful reminder of the purpose of the education we seek to offer here at UCL Academy.

Future of Education and Skills: Education2030
Globalisation, technological innovations, climate and demographic changes and other major trends are creating both new demands and opportunities that individuals and societies need to effectively respond to.
There are increasing demands on schools to prepare students for more rapid economic and social change, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that have not been anticipated in the past.
One may argue it is still some time away to think of 2030 but this is the world in which those who are beginning primary school today will start their professional careers and

those who are in secondary school today will become the core group of the prime working age.

A Brief Introduction to Education2030

Policy makers at all levels are facing challenges to make school reform a success, keeping abreast of changes outside school towards the future. The project has two main strands of activities which we at UCL Academy should be mindful of and where possible responsive to.
Strand 1: Development of a conceptual learning framework relevant for 2030.
Concepts, taxonomies, definitions and technical language used for different dimensions of competencies vary significantly. Thus, international discussions and clarifications on the types of competencies required for the world in 2030 will help support countries to have clearer visions and goals of education systems. Establishing a multidimensional learning framework with a common language could also enable countries, both individually and collectively, to explore recognising student outcomes that are not yet measured but are critical in navigating in time and social space and shaping their own future. Like the OECD Definition and Selection of Key Competencies (DeSeCo), it is also expected that the project will pave the way for the longer-term conceptual development of OECD’s large-scale surveys (most notably PISA).

Being able to navigate in time and social space to manage their lives in meaningful
and responsible ways by influencing their living and working conditions.

Strand 2: International curriculum analysis.
Countries are confronted by an array of new needs and requests, which often leads to “curriculum overload”. Furthermore, educational transformation is often disrupted by political cycles or competing objectives, which hinders the sequencing of reforms. Changing one element, e.g. curriculum, assessment, pedagogy, etc., may only be useful if other related elements are changed as well. The project will conduct an international comparative analysis on curriculum so as to build a knowledge base that should contribute to making the process of curriculum design and development evidence-based and systematic (e.g. ensuring focus, rigor and coherence on the curriculum contents).

In a subsequent stage (2019 and beyond), the project could also support countries to explore the kind of learning environments that support the development of these competencies most effectively.

We at UCL Academy will enagage across this academic year in a renewed discussion around

1: Future-ready Competencies (attributes, capacities, skills);

2: Curriculum & Pedagogy;

3: Leanring Spaces & Environments; and

to facilitate this process the UCL academy research and Innovation centre will this year make its focus for activities ‘ A Future-Ready Curriuclum’.

Written by the Director of the UCL Academy RIC on behalf of UCL Academy.

New: History L2

This is a message for all students beginning L2 History in September 2017. 

In preparation to successfully begin your History GCSE in September we require you to complete over the summer the following three tasks.

1:Choose one of the following areas of Medicine Through Time, Research & Record as much as you can about how this area of medicine changed between the ancient Greek period and today

  • Surgery
  • Public Health and the Health of the public
  • Causes of Illness
  • Cures and medicines
  • Physiology (knowledge of how the body works)

You will present your research (no less than 3 A4 pages of notes) in one of your first History lessons in September.

2: Find and revise the answers to the following questions. You will be tested on these during your second lesson (Thursday the 14th of September)

Develop Your Knowledge

  1. What is the name of the Roman goddess of Health?
  2. How many books were in the Hippocratic Corpus?
  3. Name three things the Romans built to aid the health of the urban population.
  4. In Galen’s most famous experiment on a live pig what did he prove?
  5. What was the physical temperament for yellow bile?
  6. Who was at the top of the Roman social structure, thus accessing the greatest health care?
  7. What is the theory/belief of bad air causing illness?
  8. What is antiseptic?
  9. Why did doctors study start charts?
  10. Why did doctors bleed some patients?
  11. Hugh and Theodoric of Luca influenced which aspect of MTT?
  12. Hugh of Luca advocated what practice?
  13. Name one impact on MTT of a centralised governmental system such as the Roman rule over Britannia and feudal rule of Medieval Monarchs?
  14. Name three beliefs held in Romano Britain for the causes of illness.
  15. Name three aspects of physiology that Galen accurately proved.
  16. Order religious beliefs for the period 50-1350Ad
  17. What role did Roman soldiers play in aiding public health?
  18. Name the 4 Humours.
  19. Name the 3 schools of medicine set up in Italy during the Medieval period.
  20. Who was Guy de Chauliac?
  21. What was the purpose of a Medieval Urine Chart?
  22. Why did Medieval doctors carry posies, oranges and lighted tapers?
  23. What aspect of MTT does a gongfermer relate to?
  24. St Bart’s is an example of?
  25. Name the most influential Muslim doctor on British Medicine during the Medieval period?
  26. Whose ideas had the Church’s seal of approval?
  27. What new development did hemlock and opium allow in Medieval times?
  28. What is a lazar house a good example of?
  29. Who, in Medieval times, identified the importance of a good diet?
  30. Spell the word for pain relief.
  31. Who developed Germ Theory?
  32. What aspect of MTT to Snow contribute to?
  33. What role was played by Chadwick?
  34. Give the date of one public health act.
  35. Koch developed what?
  36. What is Ehrlich associated with?
  37. Who developed principles of nursing and hospital care?
  38. What was the main illness treated in hospitals in the 19th century?
  39. Who funded 19th century hospital care?
  40. State the steps of the Scientific method.

3: View and make notes on the Prezi below – this will help you undertake task 1 and 2.

 

In advance of september we require you to purchase an A4 Lever Arch folder and bring this with you to your first History lesson. 


For further information contact the L2 History Lead Teacher, Mr Gratton rgratton1.202@uclacademy.org

Calling all Students: Help us improve the Curriculum and potentially win an Amazon Voucher.

So that we can improve the Curriculum (all the things you do like lessons, House Time and SDL, and how you learn, like Big Ideas and in learning sets, within the school day) we want you to let us know what you think about life at UCL Academy.

  • Please answer or complete the questions within this questionnaire.
  • The questionnaire should take no more than 10 minutes to complete.
  • All your answers are anonymous (we don’t know who says it) so no one will be able to link what you say to you, in this questionnaire or in the report that will be written using this information.

To say thank you for completing the questionnaire you will be entered into a draw for an Amazon voucher.

Don’t forget to answer all the questions and to press submit at the end.

L1 Entry Point Unit 6

Throughout this 1/2 term L1 will be preparing for UN style debate explore the question:

How should the Global community tackle Climate Change?

Through lessons and Reflect & Connect session Learning Sets will collaborate to

1: learn about the allocated country

2: establish the countries position on climate change

3: learn the skills of effective debate

4: write a UN position paper

5: debate the issue

6: agree upon a resolution

Allocated Continents and countries

Equuleus: Australasia: 1: Australia, 2: New Zealand, 3: Fiji, 4: Papua New Guinea, 5: Tonga, 6: Tuvalu

Lyra: North & Latin America: 1: USA, 2: Canada, 3: Brazil, 4: Cuba, 5: Mexico, 6: St Lucia

Vela: Africa: 1: South Africa, 2: Seychelles, 3: Nigeria, 4: Chad, 5: DR Congo, 6: Egypt

Cygnus: Europe: 1: UK, 2: Spain, 3: Greece, 4: Germany, 5: Norway, 6: Denmark

Orion Asia: 1: China, 2: India, 3: Japan, 4: Bangladesh, 5: Thailand, 6: Philippines

 

Sources to help you research your countries. Go to the site and search for your country. 

1: https://www.cia.gov/library/publications/the-world-factbook/ 

2: http://www.gapminder.org/

View our Entry Point presentation here:

Festival Week 2017 — Schedule

Edit 8-06-2017: Summer Disco details


Festival Week is coming up! Please find the schedule below. The full letter for Festival Week can be found on our website under Letters.

Monday 12 June — a full school uniform day

8.30am–3.35pm

During the day, students will take part in normal learning and also have access to a range of workshops designed to develop students’ personal, social, moral and cultural education.

Monday 12 June — Summer Disco!!

6.00pm–8.30pm

Please see our website for more info: http://www.uclcharity.org/

Tuesday 13 June — TSND – Try Something New Day — a non-uniform day!

9.25am–3.35pm

Try Something New Day is exactly what it says on the tin! Students will sign up for a range of workshops and activities designed to really get them learning and experiencing outside of the normal timetable and beyond their everyday lives!

Students will be based either on site or be taken out of the Academy on visits by experienced staff. Letters have been sent out for the various activities taking place; please ensure you know which activiti(ies) your child is doing on this day.

Students are to report to their House Area upon arrival at 9.25am.

Wednesday 14 June — House Day Out — a non-uniform day!

8am–5pm

On Wednesday 14 June 2017, we would like to invite your child to join us on a fun day out to Thorpe Park. This is an opportunity for your child to bond further with their Learning Set and members of their House, and to enjoy a relaxing and fun day at a national theme park.

Thursday 15 June — Academy Sports Day — a PE kit day!

Variable Timings; please refer to Sports Day letter

On Thursday 15 June, we will take all students to Willesden stadium to compete for their House at our annual sports day. Please provide a packed lunch. If your child is in receipt of FSM, a cold lunch will be provided.

Level 2 students only are entrusted to make their own way to the stadium. Please ensure that your child attends and that they arrive on time for a 10.00 start. The day will finish by 15.00 and Level 2 students will make their way home independently.

Friday 16 June — Staff Planning Day — NO SCHOOL FOR STUDENTS

Gearing Up For Assessment Week and Festival Week 2017

Assessment Week — w/b 05 June 2017 (Foundation, Level 1, Level 1+)
Festival Week — w/b 12 June 2017 (Foundation, Level 1, Level 1+, Level 2)

Dear Parents, Carers and Guardians,

As we ready ourselves and our students for two of the most exciting and challenging events of the year—Assessment Week and Festival Week—we’d like to take this opportunity to ensure you are informed regarding the events taking place.

Letters have been sent out regarding both weeks; the Assessment Week letter went out via post on Friday 19 May, and the Festival Week letter was handed out to students during House Time on Monday 22 May. For your convenience, these letters have also been uploaded to the Letters section of our website.

As referenced in the Assessment Week letter, the resources for Assessment Week can be found under the Examinations section of our website.

Please note that the letter for Festival Week requires parental consent for off-site visits during the week. We highly recommend that parents provide their consent for these visits, in order to best support their child(ren)’s learning.

If you have any questions, please contact us at enquiries@uclacademy.co.uk.

Yours faithfully,
The UCL Academy

Learning Set Mediation

The purpose of this guide is to support tutors in resolving conflicts within Learning Sets through Interpersonal Small Group Mediation strategies.

The Purpose of Learning Set Mediation:
Learning Set’s are dynamic group structures designed to engineer and facilitate both learning and social relationships. The three principles of:
1: 6 in number;
2: Heterogeneous in character (diversely mixed);
3: Sustained overtime;
have the potential to either enable high functioning learning and social relationships or low functioning learning and social relationships. To enable the desired outcome of the Learning Set relationships must be nurtured by all 7 members of the Learning Set; the 6 students and the 1 tutor.

As with any group, problems and issues concerning relationships can emerge and if unresolved can evolve into corrosively negative group relations. The key therefore is to enable the successful resolution of substantive, communication and relational problems as they emerge. Vigilance, swift action and mediation on the part of the tutor can enable the group to locate the causes, course and consequences of the problem or issue and with this foster healthier Learning Set relationship.

A Learning Set’s success is in direct correlation with the strength of the Learning Set’s relationship.

The Product of Learning Set Mediation:

The long term goal is to enable students to better negotiate their own solutions to substantive, communication and relational problems. Students need to recognise that the relationship of the group is the responsibility of every member. Through modelling and interventions such as Learning Set Mediation, students can come to be ever more self-regulating, aware of how to negotiate their way through the complexities of learning and social relationships. Within this process the Learning Set’s tutor plays a key role.

Learning Set Mediation involves:

  • Voluntary participation (all members of the Learning Set agree to it)
  • Face-to-face discussions between the parties in conflict facilitated through the tutor as mediator
  • An unbiased mediator who helps those involved to understand each other’s point of view and come to an agreement
  • Equal opportunities for all participants to speak and explain their perspective
  • All relevant information being shared openly by all participants
  • A shared agreement between the parties
  • Revisiting the agreement to ensure application and resolution  

 

To access the Learning Set Mediation Guide and Toolkit CLICK HERE