We must make certain that the opportunities that higher education brings are available to all those who have the potential to benefit from them, regardless of their background. Widening participation and the Lifelong Learning sector are closely connected and at the forefront of many political debates, as well as the main focus of the education agenda.
Pupils at GCSE are expected to devise their own drama pieces, perform a scripted piece for an examiner, study a set text from a list provided by the board and also develop directorial, analytical and evaluative skills. We will see at least two productions during the GCSE course and girls must answer one exam question on one of the productions we see together.
For an overview of the GCSE specification click here. A level age At A level, girls have absolute ownership over their own choices, work and outcomes; they become their own directors and create Dtlls wider professional practice essays own ensembles of actors.
Pupils also develop highly sophisticated writing skills and produce their own interpretation of a play or selected text. There are several performance opportunities as well as the chance to contribute on the technical side of theatre whether that be sound, light, set design, prop making, costume, hair or make up.
Girls develop both a theoretical understanding of economic models as well as real world application to understand both microeconomics and macroeconomics. Girls of all ages enjoy the Business Breakfast Club which meets every week to discuss the latest news.
Pupils also have the opportunity to take part in a selection of competitions including the Royal Economics Society essay competition and the Bank of England Target 2. A level age In the Edexcel course, pupils focus on the concept of choice as a major economic factor and consider the impact these choices have on the wider market.
Girls develop an understanding of budgets, how prices are set by firms and the inner workings of contemporary business. The course equips economists with a knowledge of theoretical and practical processes.
Find the A level syllabus here. It involves all the techniques and skills needed for lucid, accurate communication and is critical for a successful education.
The teaching staff communicate the enjoyment and appreciation of literature through their diverse specialisms and interests. Complementing the curriculum, seminars, lectures and talks are planned throughout the year with guests such as actor Natalie Simpson speaking on her career and Bethany Lane sharing thoughts on the poetry of Plath.
In the past, pupils have presented academic papers to students at Harrow School. Pupils enjoy the opportunity to take part in their own Carnegie and Booker awards ceremonies as well as a selection of Book Clubs focussing on titles including Go Set a Watchman, Nutshell and Capital.
Each year, one girl is selected as the Poet Laureate and she becomes responsible for responding to school and world events through her own poetry. Girls explore topics through a range of collaborative and personal projects while learning to write their own poetry, analyse plays and understand character development in novels such as Frankenstein, The Tempest and Holes.
The differences between books and film adaptations are explored as media becomes an increasingly important part of the English language.
The perspectives of post-modernism and romanticism are also used to inform contextual comparison as pupils refine their analytical prowess. Through studying poetry and song, girls discover that French is fun and interesting and they develop verbal fluency and sophisticated writing skills.
Pupils are encouraged to take part in slam and debating competitions as well as the Oxford University Essay competition. The Department also offers a wide range of activities from trips to film festivals and lectures with high profile linguists such as BBC commentators and industry leaders.
In weekly sessions in our Language Laboratories we teach both a technical approach to translation and a more communicative approach to the language.Ethos Wycombe Abbey enables girls to open their minds and to develop their personal passions.
The learning environment is supportive, yet challenging, with a sense that pupils and their teachers are on an educational journey together.
Achievement of the Diploma in teaching in the Lifelong Learning Sector (DTLLS) Professional Formation of One year after DTLLS which requires the developing teacher to implement ‘Reflective Practice’ and Record and submit evidence of how they are applying the professional standards of the teaching profession.
DTLLS Module 2 Task 3 Improving Own Practice Sharon Baker In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis.
DTLLS – Unit 7 – Widening Professional Practice Raw and uncorrected “The field of vocational education is subject to sets of long-standing sentiments and precepts that have arisen through history and are reinforced by societal mores and practices which pervade both societal and professional discourses.
My Professional Practice Nefretiri Coleman Ohio University My Professional Practice My professional nursing practice is the result of many different influences. The basis of my practice, like most nurses, is a general desire to help people.
Wider Professional Practice Essay example Words | 11 Pages ASSIGNMENT - UNIT 7 Wider professional practice 1 Write a critical reflection on the extent to which learning can contribute to the personal development, economic growth and community regeneration of your learners.