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26 NOVEMBER 2012

Skillset Academi+ supporting the Welsh creative industries

"Skillset Academi+ was first piloted in Wales from 2009 to March 2011, during which time the scheme assisted over 350 industry professionals by running 54 courses. Having used this opportunity, which was funded by HEFCW, the Academy has fostered new partnerships with experts and has proven a track record of targeted training appealing to a wide cross sector of the industry. In 2012, the second phase of training will be funded by the EU's Convergence European Social Fund (ESF) through the Welsh Government. ...

The impact of digital technology, combined with the recession, has increased the speed of change within the Creative industry, transforming the way in which we operate. The focus of Skillset Academi+ is to enable Welsh companies and freelancers to re–skill through high quality and flexible training that is entirely tailored towards real industry needs in this digital age.

The concept for this training programme draws on hard evidence produced by Skillset on the impact of the recession and changes in digital technology on the Creative Media sector in Wales. Recently gathered research shows which skills are needed to help companies and freelancers weather the economic downturn and come out the other side with a competitive edge.

The content of courses offered by Skillset Academi+ has been shaped by feedback from industry practitioners on priority skills gaps and training needs."

(Skillset Academi+)

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TAGS

2012 • Aberystwyth University • Cardiff Metropolitan University • changes in digital technology • competitive edge • Convergence European Social Fund • CPDcreative industriescreative media industries • creative media sector • Creative Skillsetdigital agedigital technologyeconomic downturneconomic recession • ESF • flexible training • freelancers • HEFCW • impact of the recession • industry needs • industry practitioners • industry professionals • re-skill • skills gaps • Skillset Academi+ • speed of change • Swansea Metropolitan University • targeted training • the way we operate • training • training needs • University of Wales Newport • upskill • Wales • Welsh Government

CONTRIBUTOR

Simon Perkins
15 NOVEMBER 2012

UK Reviewing the new Design & Technology Curriculum

Reviewing the new Design & Technology Curriculum
Westminster Education Forum National Curriculum Seminar Series 2013
Timing: Morning, Wednesday, 13th February 2013
Venue: Central London

"As the Government concludes its National Curriculum review, this timely seminar focuses on the content of the new curriculum for Design and Technology (D&T) for each Key Stage, due to be introduced into schools from September 2014 – as well as the implementation challenges for schools. It will bring together key policymakers with school and college leaders, teaching unions, universities, employers and other stakeholders.

Delegates will assess the opportunities and challenges presented by D&T's designation as a 'foundation' subject, with a much less prescriptive Programme of Study, as well as the level of teaching time required to deliver the new Programme and whether it meets the needs of employers, colleges and universities.

Sessions also focus on wider issues in D&T including the quality of facilities available in both primary and secondary schools in England, the profile and CPD opportunities for D&T teachers and the role that industry can play in the delivery of D&T in schools."

(Westminster Education Forum, UK)

Fig.1 Chicago Middle School students participate in an invention school workshop led by James Dyson as the James Dyson Foundation begins its mission to encourage more American students to become future engineers and inventors, at the Sir Miles Davis Academy in Chicago, May 5, 2011 [http://momandmore.com/2011/05/james–dyson–foundation–just–launched.html].

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TAGS

20132014 • Academy of Culinary Arts • Bel Reed • Bill Nicholl • CPDcurriculumcurriculum delivery • David Anderson • Department for Education • design and construction • design and technologyDesign and Technology AssociationDesign Council (UK) • DT • EBacceducation policyengineering and designEnglandEnglish Baccalaureate • foundation subject • Gina White • Government • implementation challenges • innovation and creativity • Institution of Mechanical Engineers • Isobel Pollock • IT • key stage • lateral thinking • lobbying • national curriculum • National Curriculum Seminar Series • North Baddesley Junior School • Ofsted • policy makersprimary schoolproblem-solving • programme of study • public policy • purposeful activities • Queen Elizabeths Grammar School • Richard Green • Royal Academy of Engineering • Sara Jayne Stanes • school leaders • secondary school • Susan Smith • synthetic thinkingtechnology educationUKUK GovernmentuniversitiesUniversity of CambridgeUniversity of Leeds • WEET • WEETF • WeF • Westminster Education Forum • Westminster Forum Projects • WFNF • WFP • WHF • Whitehall • WLPF • WMF

CONTRIBUTOR

Simon Perkins
02 MARCH 2011

Next Gen. Transforming the UK into the world's leading talent hub for the video games and visual effects industries

"This landmark report sets out how the UK can be transformed into the world's leading talent hub for video games and visual effects.

At over £2 billion in global sales, the UK's video games sector is bigger than either its film or music industries, and visual effects, the fastest growing component of the UK's film industry, grew at an explosive 16.8 per cent between 2006 and 2008. High–tech, knowledge–intensive sectors and, in the case of video games, major generators of intellectual property, these industries have all the attributes the UK needs to succeed in the 21st century.

Yet, the sad truth is that we are already starting to lose our cutting edge: in just two years, it seems the UK's video games industry has dipped from third to sixth place in the global development rankings.

Meanwhile, the visual effects industry, though still enjoying very rapid growth, is having to source talent from overseas because of skills shortages at home. That is mainly a failing of our education system – from schools to universities – and it needs to be tackled urgently if we are to remain globally competitive."

(NESTA, UK)

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CONTRIBUTOR

Simon Perkins
11 DECEMBER 2010

Personalising learning: learner-centred and knowledge-centred

"Personalising learning is... ...learner–centred and knowledge–centred: Close attention is paid to learners' knowledge, skills, understanding and attitudes. Learning is connected to what they already know (including from outside the classroom). Teaching enthuses pupils and engages their interest in learning: it identifies, explores and corrects misconceptions. Learners are active and curious: they create their own hypotheses, ask their own questions, coach one another, set goals for themselves, monitor their progress and experiment with ideas for taking risks, knowing that mistakes and 'being stuck' are part of learning. Work is sufficiently varied and challenging to maintain their engagement but not so difficult as to discourage them. This engagement allows learners of all abilities to succeed, and it avoids the disaffection and attention–seeking that give rise to problems with behaviour.

...and assessment–centred: Assessment is both formative and summative and supports learning: learners monitor their progress and, with their teachers, identify their next steps. Techniques such as open questioning, sharing learning objectives and success criteria, and focused marking have a powerful effect on the extent to which learners are enabled to take an active role in their learning. Sufficient time is always given for learners' reflection. Whether individually or in pairs, they review what they have learnt and how they have learnt it. Their evaluations contribute to their understanding. They know their levels of achievement and make progress towards their goals. Stimulated by How people learn: brain, mind, experience and school (Bransford, J. D., A. L. Brown, et al.)."

(Teaching and Learning in 2020 Review Group, 2007, p.6)

Bransford J.D., Brown A. L. and Cocking R. (eds.), How people learn: brain, mind, experience and school, National Academy Press, Washington DC, 2000.

1). Teaching and Learning in 2020 Review Group (2007). '2020 Vision: Report of the Teaching and Learning in 2020'. Department for Education and Skills.

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TAGS

20072020 • active learners • assessment for learning • assessment-centred • BSF • building schools for the future • classroomcollaborationContinuing Professional DevelopmentCPDdiscoveryeducationengagementexperimentationformative assessment • hypothesis building • ICTindividualknowledge • knowledge-centred • learner-centredlearning guides • learning objectives • new technologiespedagogypeer learningpersonalisationpersonalised learningpersonalising learning • personalising teaching • reflection • School Improvement Partners • social constructionism • success criteria • summative assessmentteachingUKunderstanding

CONTRIBUTOR

Simon Perkins
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