THRESHOLD CONCEPTS: A KEY STAGE 3 PROGRAMME OF STUDY
Our Threshold Concept resources on this website were mostly developed with Key Stage 4 and 5 students in mind. However, as confidence and belief has grown in these 'big ideas' so has interest in their potential for younger students. Add to the mix all the talk - and a bit of nonsense too - regarding 'Deep Dives', 'Curriculum Mapping', 'Flight Paths' and what-not, and it seemed timely to give this some careful thought.
Over the last couple of weeks our Art Department have been pooling ideas and suggestions to help shape a meaningful KS3 curriculum. The results of this (to date) are below. Our collaborative aims (I think - we never set it out explicitly) were to:
Anyhow, I'm sharing it in good faith* here, in case it might be of benefit to others. We'd certainly be interested in wider thoughts. Of course, the process of collaboratively devising is where the real understanding and professional development lies (alongside the chuckles, challenges, excitement and sarcasm - thanks, team!) and that can't be so easily shared, which is probably for the best.
Over the last couple of weeks our Art Department have been pooling ideas and suggestions to help shape a meaningful KS3 curriculum. The results of this (to date) are below. Our collaborative aims (I think - we never set it out explicitly) were to:
- Develop something meaningful, sequential, manageable and inspiring - for teachers and learners.
- Use Threshold Concepts ('Big Ideas', transformative knowledge...) as a means to reveal, challenge and add depth.
- Be flexible enough for teachers to interpret and adapt each year/as they wish (hence the open-endedness).
- To find a healthy balance between teaching skills and the rest - the 'serious mischief'; the thinking hard (for yourself, of others), 'playing' without fear of failure, personal expression... etc. (Not that 'skills' and 'creative development' are totally distinct, obviously).
Anyhow, I'm sharing it in good faith* here, in case it might be of benefit to others. We'd certainly be interested in wider thoughts. Of course, the process of collaboratively devising is where the real understanding and professional development lies (alongside the chuckles, challenges, excitement and sarcasm - thanks, team!) and that can't be so easily shared, which is probably for the best.
A few additional thoughts:
*ArtPedagogy and PhotoPedagogy resources are shared for free, because it's nice to share. Unfortunately, we have had some issues with unscrupulous 'teachers' downloading and reselling resources. (I know, imagine). Don't do this. Duh. Should something be useful enough that you are compelled to act, why not drop us an email and let us know. That would be really nice. Alternatively, share your biscuits with a stranger, or something.
- 'Art'/'Artists' is mostly used to save space, not to exclude craft/craftspeople and design/designers.
- We are set on ensuring a more equal and diverse representation of artists/cultures within all activities.
- Our next aim - albeit a big project - will be to develop online resources in support of all these KS3 plans. So, watch this space.
*ArtPedagogy and PhotoPedagogy resources are shared for free, because it's nice to share. Unfortunately, we have had some issues with unscrupulous 'teachers' downloading and reselling resources. (I know, imagine). Don't do this. Duh. Should something be useful enough that you are compelled to act, why not drop us an email and let us know. That would be really nice. Alternatively, share your biscuits with a stranger, or something.