CPL Schedule can be found here.Click Me
Foundation students make your SDL choices here:
Level 1 students make your SDL choices here:
Level 1 Plus students make your SDL choices here:
An overview of Big Ideas, driving questions and Grand Challenge activities for term 1b can be found below. These must be shared in subject lessons and students are requested to make connections between their subject specific content and to other disciplines through the Big Idea or Grand Challenge. They make effective lesson or forum starter activities for example. Students will then be able to more effectively complete Reflect and Connect and Grand Challenge sessions and terminal projects as part of the Exit Point on Thursday 14th of December.
Big Idea: Discovery: Finding out new things is a human driver and affects things for better or worse.
Driving question: To what extent has human ingenuity affected the world for the better?
Entry-Exit point activities planned by the Art department. An Entry Point activity will launch the Big Idea and driving question to students period 1b on Monday 30th of October. Resource can be found here. Reflect and Connect lessons will focus on human ingenuity across various subject disciplines and students debating the discoveries that have had most lasting impacts.
Reflect and connect resources can be found here.
Big Idea: Communication: When information is shared accurately and clearly the end result is more effective
Entry-Exit point activities planned by the English department. An Entry Point activity will launch the Big Idea during the first English lessons of the week beginning 30/10/17. Students are working towards a speech competition as part of the Exit Point. Effective communication and oracy strategies are a particular focus within the R&C sessions this half term.
Reflect and connect resources can be found here.
Big Idea: Leadership: For better or worse, one or more people can use inﬂuence so that others aid and support them
Entry-Exit point activities planned by the Music department. An Entry Point activity is TBC within the week beginning 30/10/17.
As a house time activity, students can be reflecting and discussing their learning towards the leadership theme.
Driving question: What can be done about the challenges our own and other communities face as more of us live in cities?
Students continue the Grand Challenge of Sustainable Cities. Students will begin working on enquiries around challenges facing cities. Students design their own areas of interest and enquiry questions. Students will present ‘academic posters’ at UCL in the last week of term and visit the exhibition as part of the Exit Point. Resources for this Grand Challenge can be found here.
Driving question: How can we all thrive in a complex and changing world?
Students continue the Grand Challenge of Human Wellbeing. Students will be working through a ‘disruptive design process’ that enables them to think about the causes and impacts of an issue and then how best to respond to it, Students will present their findings as part of the Exit Point in December. Resources for this Grand Challenge can be found here.
Exit Point is Thursday 14th December. Timings TBC. Resource folder here.
On Friday the 22nd of September, all Foundation students reflected upon being in a learning set and the Super Skill of Collaboration. Students took part in 4 team building activities to develop their communication and in turn collaboration skills.
An Amazing website we want all L2, 2p, 3 and 3p students to sign up to. This Workfinder site will give you the means for finding out about Work Experience opportunities, Internships and experiences of real world work.
Sign up, and stand out from all the others out there. (Click the Image to get involved)
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.
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
- 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
- What is the name of the Roman goddess of Health?
- How many books were in the Hippocratic Corpus?
- Name three things the Romans built to aid the health of the urban population.
- In Galen’s most famous experiment on a live pig what did he prove?
- What was the physical temperament for yellow bile?
- Who was at the top of the Roman social structure, thus accessing the greatest health care?
- What is the theory/belief of bad air causing illness?
- What is antiseptic?
- Why did doctors study start charts?
- Why did doctors bleed some patients?
- Hugh and Theodoric of Luca influenced which aspect of MTT?
- Hugh of Luca advocated what practice?
- Name one impact on MTT of a centralised governmental system such as the Roman rule over Britannia and feudal rule of Medieval Monarchs?
- Name three beliefs held in Romano Britain for the causes of illness.
- Name three aspects of physiology that Galen accurately proved.
- Order religious beliefs for the period 50-1350Ad
- What role did Roman soldiers play in aiding public health?
- Name the 4 Humours.
- Name the 3 schools of medicine set up in Italy during the Medieval period.
- Who was Guy de Chauliac?
- What was the purpose of a Medieval Urine Chart?
- Why did Medieval doctors carry posies, oranges and lighted tapers?
- What aspect of MTT does a gongfermer relate to?
- St Bart’s is an example of?
- Name the most influential Muslim doctor on British Medicine during the Medieval period?
- Whose ideas had the Church’s seal of approval?
- What new development did hemlock and opium allow in Medieval times?
- What is a lazar house a good example of?
- Who, in Medieval times, identified the importance of a good diet?
- Spell the word for pain relief.
- Who developed Germ Theory?
- What aspect of MTT to Snow contribute to?
- What role was played by Chadwick?
- Give the date of one public health act.
- Koch developed what?
- What is Ehrlich associated with?
- Who developed principles of nursing and hospital care?
- What was the main illness treated in hospitals in the 19th century?
- Who funded 19th century hospital care?
- 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 firstname.lastname@example.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.
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.