The Apprentice – SOW for Year 8 SGS



LO: By the end of this unit students should have learned the following skills: Using Persuasive techniques in S+L and writing ( Writing AF1+2, S+L AFs)Recognising persuasive techniques (Reading AF3+4+5) Gather, interpret and manipulate data (Writing AF 5+6) (Reading AF 1+2)Develop confidence in speaking and listening; in drama, individual and group work environments (all S+L AFs) building towards GCSE S+L skill setLearn group management and cooperative skills Learn time management and target setting skills – at both personal and group levelLearn how to integrate numeracy and ICT skills into English lessonsFurther develop critique (unscripted/spontaneous utterance) skills that build toward GCSE skill setsRationale:To explore the world of English Language through a long term project based on the task concept used in the BBC TV programme ‘The Apprentice’. The groups are set a specific design brief – which requires them to completely design a particular product from concept to ‘reality’. The whole year group should work to the same brief as the best group from each class will enter in a ‘dragon’s den’ style presentation competition at the end of the SOW. Skills practiced and used will be: Group work and managementcommunication and organisational skillsTarget setting and chunkingWorking to a deadlineResearch and design Persuasive speaking and writingPublic speakingAdvertising and connotationIT skillsResearch skillsInformation gathering and interpretationQuestionnaire design and interpretation (Numeracy)Practise criticism of the spoken word (unscripted) in prep for GCSE (WJEC) skill requirementPractise listening for and identifying persuasive devices in recorded and live speech In addition to this the students will have the opportunity to bring many cross curricular skills into the SOW as they are encouraged to design and create their product, record and produce their advertising, conduct market research and find the confidence to present their brief to the class and potentially the whole year group (and Dragons)The SOW is deliberately designed to be an exercise in self directed/independent learning. As this is possibly the first time many of these students have done such a long term project there are handouts, guidance and targets set for each fortnightly rotation of lessons as the pace at which they work still needs to be dictated to a degree. Each rotation is shown with a set of teacher actions and student actions. This allows for a logical progression of skill development utilising the activities and lesson plans that have been identified as working well. All the resources are in the S drive KS3 folder ‘Apprentice HY’ the inception and establishment of this SOW is credited to Lisa and Jonathan!Each week should see the groups complete a progress report and set their own homework tasks, with suggestions from you to begin with, they will quickly find that there is a lot to do – designing and making advertisements, creating product and environment design and analysing the data gathered from the questionnaires, and so on, takes some time. Students should be encouraged to ask for help from other teachers, with ICT and Maths having a particular role in the CC element of this SOW. They should also be encouraged to arrange to work together outside of lessons, and the PM should be the individual co-ordinating this. One of the big pitfalls of this SOW is that it tests social skills and friendships – be aware that pastoral issues can and will arise. Think carefully before you set groups as the students will be working together for the majority of the term. Make it clear that you reserve the right to alter the groups if you feel the dynamic is not working in any way; as Lord Sugar says: ‘Mix it up a bit!’Each team should be provided with a folder equipped with plastic pockets, copies of the Task Brief, team target setting sheets, an S+L App sheet, outline of roles, writing frames for advertorials and speeches, blank storyboard sheets and blanks sheets of paper (both plain and lined) which they use to track progress record results and file information. Each team’s progress should be reviewed at least weekly with the folders being kept by the teacher for independent review in place of some ‘formal’ marking. There are a lot of ‘recycled’ document folder’s in the KS5 cupboard. Obviously they may choose to use a folder of their own which is a little more stylish…NOTESGained experience suggests that co-ed groups work best and the group size should be a maximum of 6 students. Mixing up the Project managers can have an interesting effect on the groups as each group will have been allocated a PM, who will have interviewed and appointed team roles, perhaps without considering their skill set in general. Questionnaires are issued to Y7 form through the green folder system. As the IGCSE requires the students to be able to criticise (critique) the spoken word in unscripted (spontaneous) form it is suggested that sections from ‘The Apprentice’ are used to illustrate planning and delivering an advertising campaign (links on VLE) and to analyse the way the various contestants and experts communicate, thus building a foundation for IGCSE.Attached are three grids which allow for the plotting and checking of roles, task assignment and homework within a group. A quick review of each of these at the end of the week (or lesson) should enable you to keep an eye on where the groups are planning to target their effort each week and check that everyone is working properly. Fortnightly targetsONETeacher’s actionsIntroduction of SOW and group setting; issue and explore design brief; Explain and explore the roles within the group as set out on handout; Review Persuasive devices in advertising; connote/denote; Issue design brief; review weekly diary and review requirements; questionnaire design and open/closed questions; data handling.Student targetsUnderstand purpose of SOWGroupsUnderstand task CV writing and interview techniquesAssign rolesSet task list and assign responsibilityWish listComplete diariesDesign and issue questionnaires to Y7 classesTWOTeachers Actions Data analysis; administer the distribution of questionnaires to Y7 forms (and collect); Introduce Logos and graphic communication; use of colour and font etc/NVC in advertising; effective delegation; review groups and alter if need be; effective public speaking skills; storyboarding skills.Student ActionsAnalyse data from QuestionnairesDesign logoDesign productsDesign environment/interiorCreate ‘mock’ packaging/model/plan for interiorAssign roles for advertisingstoryboardingsecure and create advertising for product and facilityComplete design diary and progress reports.ThreeTeachers’ ActionsConsolidation week to re-evaluate learning from week’s 1-4 and review progress. Hear interim reports; introduce competitive element.Self directed week for students – laptops required? – 2 per group works well. Beginning to bring strands of presentation together.Consolidate S+L skills – master class on Pitching – watching some episode segments from the apprentice – particularly good is the tissue advert section – followed by the relevant boardroom scene. Reviewing the pitch and dissecting the skills shown.Student actionscheck progress diary/assessment sheet is up to dateensure project is progressing to time scale originally set and adjust accordinglyreview design and finalisecomplete advertising – possible market testingreview order for pitchcompose pitch and designate tasks for final presentationreview findings from ‘Apprentice’ analysis of unscripted spoken wordFOURTeachers’ actionsEnable final preparation and practice of pitch; ensure all students are involved; discuss idea of ‘celebrity endorsements’ explain how this works; View and grade presentations; prepare entry to the ‘final’; review progress very regularly to keep pace and momentum for the last few weeks!; collect in and grade the groups’ completed project folders; book technical equipment/classroom if required. Guidance NotesReviewing presentations: this should be done carefully and with close reference to the fact that this is a speaking and listening assignment above all – therefore the use of technology can only be to supplement and augment the presentation and not the other way around. Bearing in mind the IGCSE requirement for the absence of scripts, and the amount of time they have had to prepare, it is suggested that any form of script is banned, including reading from Ppt slides, and that this is made clear to the students. You also need to be sure than anyone planning any form of ‘taster’ is made fully aware of food allergies and the suchlike that may affect their plans (I have always asked students to make ‘mock’ packaging rather than food samples.) presentations with immediate feedback and Q+A sessions generally require 2 lessons to complete.Use the S+L App sheet to assess each student’s performance – make notes and then grade at a later date – it is recommended that you provide the students with a copy per group as part of their briefing pack so that they can work towards improving their specific skill set to gain an acceptable grade that truly reflects their ability. Students’ actionsPolish and prepare presentation; ensure group folder is complete and ready for presentation; ensure advertisements are complete and work on the technology available for presentation; present request for equipment for presentation; be prepared to critique performances honestly! The date for the final presentation is to be confirmed in September – once faculty timetables are available for perusal. Apprentice marketing projectOriginally to design and market a candy bar for the 2012 Olympic bid. 2011/12 should be designing/rebranding a coffee shop environment to attract younger clientele.Lesson 1Lesson 2Lesson 3Week 1Each to receive a pro forma letter (on the VLE, signed by each teacher) containing invitation and outline of tasks.Read,. writing type discussed – formal/informal tone. HW to write formal letter in reply. (LINK functional skills).Watch apprentice – film episode to pick up errors or good practice? Discuss what makes a good persuasive speaker.Section 1 of filmAnnounce groups. Choose PM and make plain that he/she will allocate other roles.Discuss CV: purpose and nature. What sort of writing is it?Model cv to board using own or mock up.All to produce CV and complete for HW then think about individual talents and prepare for interview – PMs prepare open questions, others their focused responses.Formal letters have been addressed in Yr 7, so this is as much revision as teaching.PMs are pre-chosen after discussion with yr 7 teachers. Groups assigned by teacher and should be well mixed for gender and ability.Roles this year: PM, marketing manager, interior designer, catering and product development NB: CV should reflect current record of achievement both at KS2 level and at SGS and before - idea is to stress links with work experience ands so on in Yr 11.managerfociRAF1&2 WAF2,5,6SLAF 4,1SLAF1,2 WAF2,3,6Week 2Introduce task. Brainstorm activities required in design and marketing – features of each. (NB, link here to smart phone applications and involve the use of ICT.) Link to writing triplets e.g. persuade/advertising campaign, inform to product details etc.Interviews with PMs to allocate jobs.PMs report to teacher and whole room and explain choices.During process, group members share ideas and build on discussions re nature of the tasks.Introduce feedback grid.Students to fill in grid.CUSTOMER RESEARCHDiscuss nature of questionnaire to research task– open questions? Need to be able to assess replies.HW prepare questions for questionnaire.. The use of PM to allocate and explain build the idea of an open, critical yet supportive environment. Ideally teacher should not be leading this activity and students becoming used to taking responsibility for their own actions and decisions.Focus on types of questioning in class should assist in the process and improve the content of class group discussion.fociSLAF1,2,3,4SLAF 2 WAF5,3,2,7Week 3 Slogan starter, or similar to focus on language skills…Watch 2 advertisements - Discuss for key points. Students make notes relating to advertising.Group discuss and decide slogans. Explain Storyboard Ensure PM has allocated story board within group.weekendHW mood board work using mags, papers. Each to present to group in lesson best ads and REASONS for choice. Questionnaire finalisation and planned distribution.PM must allocate tasks relating to advertising.Look at mood board if ready for this lesson.Brainstorm ad ideas. 1 to create storyboard for displayHW each to consider actual content specifics in area.Ensure other areas are covered. Introduce logos, business cards if required, and press releases Tasks allocated. PMs to set homeworkHamlet has been successful, with warnings re smoking and so on – the clarity is excellent for this task…we need a new model.From this point there must be fluidity in the lessons to ensure that all is covered and that PMs have a degree of autonomy within their groups. Feedback grids should be filled in regularly. SLAF 1,2, WAF8SLAF 2 WAF 3SLAF1,2Afs become less clear as the task develops and each student is working on a different area.Week 4LAP TOPS NEEDED for each group.Create press releases, business cards etc. for sending/saving. Work On paper in class if no Lap tops available.HW process version. PrintedCheck with PMs that tasks are being done. Encourage open reflection within the groups. Art work design visible? Groups as requiredHW feedback to journalSpeeches being written. Remind re effective persuasion. Use Apprentice You tube clips as appropriateGroups as requiredWeeks 4&5 are able to be condensed depending on the speed that the students work. The techniques covered arew useful and engaging, though not necessarily vital for the good completion of the activity.Ideas like business cards are in essence an option for extension should one group be well ahead of the others.WAF2,3,4,6,7Week 5Groups as required:Groups as requiredPresentationEach group hands out pressrelease prior to delivery.Marked to KS3 criteria.Week 6final presentation requires at least:PM: overview powerpoint, business cards; food tech: analysis of research powerpoints; art: models and designs – explained; marketing: ad for tv, billboards. APP. Designs shown and reasoning explained.SLAF 1-3Week 7Presentation and choiceFeedback to class and in writing. Each to write an assessment/reflection of task, to be marked as writing task. This task is a written task – possibly over half term or similar.WAF1-8Date TBD At point to be decided:Super presentationNB: Laptops required in classes by week 6 or 7. Will possibly need to block book well in advance.Possibly requires a greater emphasis on triplets in preparation to underline purpose of project.Need: documents on triplets available on VLE to support comprehension of needs.All groups require some form of folder or bag for holding paperwork and rough drafts.All groups to be managed by project manager – student. This student needs support but must be encouraged to manage – part of the purpose of the exercise is to encourage students to take responsibility for their own work. By week 4 PMs should be responsible for setting homework within each group.Outline for assessment grid:Group name:membersjobsIndividual roledateTasks to doTasks completedWWW?Improvements suggested (EBI)Personal targets in group Overall comment at this stagePeel Promotions141, Bottom CorridorSlough Grammar SchoolLascelles RoadSL3 7PR Each StudentYear 8 English Task8DE 2EN30/06/2011Dear Student,I am pleased to offer you a wonderful opportunity to win friends and influence people! Your task is to get together with three other friends to form a company which will develop a school coffee shop which genuinely appeals to teenage clientele and is open to public from 7.30-17.00. You will need to address the interior design, the advertising, the product range and the benefits to the community suggested by this task.The JOBS:Project Manager: This person will be responsible for the eventual outcome and take responsibility for the other members of the group. If they are not coming up to the required level he/she must use all available skills to mentor or support them as required.The PM will make then ultimate choice of product and work on the design of the product itself in conjunction with:Interior Designer: This person will have responsibility for designing all interior furnishings and fittings. He/She will be expected to produce sample material for the final unveiling of the product. The role is closely linked to:Marketing Manager: Who has responsibility for creating a story board for a TV/Film advertising campaign as well as working with the whole team to develop a suitable Smart Phone Application to advertise the product. There is also a need to develop exciting new advertising possibilities, as appropriate.Catering and Product Development Manager: The final member of the team has responsibility for the core products and USP of the development. He/she will need to work closely with the other three members of the group to ensure that everyone is aware of the requirements of this area prior to the designs becoming “set in stone”.The Project Managers will be decided by the CEO at Peel Promotions –Mr J. Peel. All other jobs will be allocated by the PM after a brief interview of each group member. Team members will be expected to prepare for this interview early in the process and to have a firm idea of their individual skills and what they can bring to the group.I look forward to your reply and wish you luck with this project.Yours faithfully,Jonathan Peel. ................
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