Transcript ASDAN - Honiton Community College

Certificate of Personal Effectiveness
CoPE
Facts about ASDAN
• ASDAN – What does it stands for ?
Award Scheme Development and
Accredited Network
• Registered charity based in Bristol
• Developed and co-ordinated by teachers and
lecturers
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Started in 1980 with a handful of
schools
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5,500 + centres registered in
2007
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Approved by QCA, ACCAC, CCEA
and SQA as an Awarding Body
Referred to in the 14-19 White
Paper (Para 9.24)
Recognised by UCAS
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Certificate of Personal
Effectiveness
• CoPE Qualification is available at Levels
1, 2 and 3
• CoPE has six Skills Assessment Units
• Activity-based curriculum
CoPE Levels
CoPE Levels
CoPE Levels
DELIVERED
IN
Level 3
70 UCAS points
Level 3
70 UCAS points
YEAR 12/13
Level 2
46 points
Level 2
Equiv GCSE B
NVQ YEAR 10/11
Level 1
25 points
Level 1
Equiv GCSE E/G
YEAR 7
What are the main differences between CoPE Levels 1, 2 and 3?
LEVEL 1- Teacher lead
LEVEL 2 – Student lead ,Teacher directed
LEVEL 3- Student directed
CoPE Levels 1 and 2
Basic Requirements
• 12 credits from challenges
• Six Key Skills/Assessment
Units from these challenges
• Student Portfolio
• Assessment Checklist
CoPE
Level 3 Basic Requirements
• 15 credits from challenges
• Six Skills/Assessment Units
from these challenges
• Student Portfolio
• Assessment Checklist
Looking at the CoPE Student Book
Levels 1 and 2
• Level 1
Credits may come
from Sections
A, B and C
• Level 2
Six credits must
come from Sections
B and C
IMPLEMENTATION
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Students are introduced and enrolled onto the ASDAN CoPE
certificate in year 7. It offers a flexible and varied enriched curriculum
delivery.
The keyskills are implemented through selected challenges.
Oral presentation :An illustrated talk on a hobby or topic of interest.
Working with others: In teams of four or five students work on specific
activities encompassing themes such as the Environment, Community and
Citizenship, Events and Entertainment. Learning how to undertake various
roles and responsibilities.
Improving own learning and performance: Learning new three dimensional
design and make skills (resistant materials) to make a moneybox.
Research: An investigation into endangered species and other animals( for
resistant materials project)
Discussion: A school debate and/or issues within community
Problem solving: A school based situation with possible solutions.
LOOKING AT KEY SKILLS
Unit WO
Working with others
Intro to WO (group)
Unit LP
Improving own learning and
performance
Intro to IOL&P
Setting achievable goals and targets
Plan,Design and make a moneybox using newly
acquired skills.
Unit PS
Problem solving
Intro to PS
Solving a problem with at least two solutions
Unit R
Research
Research.
Research and present information
Research endangered species as a link to design
project.
Unit D
Discussion
Discussion
Debate an issue
Unit OP
Oral presentation
Oral Presentation
Plan , prepare and present an illustrated talk on topic.
Working in various groups on activities
:Event Planners, Story telling, Entertainment
Environment ,Community and Citizenship.
Portfolio Evidence
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Plan, Do, Reviews (PDRs)
Observation checklists
Student evidence sheets
Logs / Diaries
Letters
Certificates
Photographs (annotated)
Websites / Blogs
DVDs
Portfolio Requirments
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ASSESSMENT CHECKLIST signed/dated
STUDENT HANDBOOK signed/dated
EVIDENCE OF SIX KEY SKILLS UNITS
EVIDENCE OF CHALLENGES
Website: www.asdan.org.uk
© ASDAN 2007