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Arts-Based Approaches to ESE: Long-Term Plan and Rationale
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Trimester 1 Assessment Information Descriptive Title

This module is assessed over the two trimesters. In trimester 1 you will be required to produce a long term plan (equivalent to 1000 words) with an accompanying rationale to explain its theoretical underpinning and justification (2000 words).

In trimester 2 you will be required to produce a medium term plan and an accompanying rationale (as in trimester 2). Each of these assignments is worth 50% of the final mark for this module.

Section 9 of the MDF provides further information on the structure of these assignments.

Trimester 1 Assessment Information Descriptive Title Arts-based Approaches to ESE: Long Term Plan and Rationale What is being submitted Long term plan (1000 word equivalent) with rationale (2000 words)

Information Learning Outcomes 2, 3 and 4 Weighting 50% Assessment Description Within this assignment you will create a long term plan; outlining over the course of a year how you will teach aspects of Environmental and Sustainability Education (ESE) and how you have related these within the arts.

Each half term you could choose a different pedagogical teaching approach (for example, one half term it may be taught through forest schools).

You must ensure you include within the long term plan the elements outlined below. You should create your own long term plan (including these elements) but you may use inspiration from trusted teacher-resource websites (being mindful of plagiarism).

Your long term plan (LTP) Your long term plan must: Be for one year group from Reception to year 6; Include the arts as a medium for teaching children about ESE;

The LTP needs to outline how the content of the art curriculum across the six half-terms links / has been adapted, to teach environmental and sustainability education (ESE). This could be meeting the sustainability development goals (SDGs);

The LTP needs to include national curriculum objectives covered over the year (broken down by half term) and the SDGs (also by when they will be taught); Divide the long term plan into what will be taught each half term (six over the course of the year) from autumn 1 to summer 2; As well as objectives (NC and SDGs), include brief teaching content notes for each half term.

This needs to include the pedagogical approach adopted for that half term (for example, forest schools); Include the theme for each half term; Include any inspirational resources - such as visits (trips), visitors, artists being focused on, films being watched.

Be as specific as you can be - which film, who is the artist?

Add links to other curriculum subjects where these are apparent (for example, drama links to English).

Consider how the content and learning progresses over the year; Your LTP should be 1,000 word equivalent. An example long term plan pro-forma can be found here: Example Art Curriculum LTP pro-forma.docxActions Please note: you do not have to use this pro-forma.

Your rationale You must also write an in-depth rationale to explain its theoretical underpinning and practical justification (2000 words). Please note: the rationale is worth 100% of the marks of the assignment this trimester.

Your rationale should include:

1. An explanation of how the long term plan develops over the course of the year and the progress of a pupil's learning through their meeting of the requirements of the national curriculum and the sustainability development goals (SDGs).

2. Critical engagement with the value of the arts within the primary curriculum.

3. Detailed exploration of school-based ESE, referring to policy, politics and practice.

4. A justification of the pedagogical approaches you have used within the long term plan and why you believe these will be most effective to teaching ESE (for example why you have chosen to adopt forest schools for half a term to teach nature connectivity).

5. To make your assignment commensurate with requirements of Level 6 study, all the above points must be grounded in academic literature covered within the course and supplemented by significant further reading.

NB. You may refer to wider literature on learning and pedagogy, but the focus must be on that of ESE and pedagogies and teaching approaches that can be applied to the arts (visual art, applied art and performing art).

Please see the Assignments section in canvas for the due date. Upload your assignment via Canvas.

Intended learning outcomes for the assessment The purpose of this assessment is to develop your subject knowledge of concepts, competencies and pedagogies associated with arts-based practice in the teaching of environmental and sustainability education in primary school (linking to Module Learning Outcome 2).

It will also facilitate your critical analysis of wider curricular pedagogies (LO3) and use of theory and evidence to develop an academic argument (LO4).

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