FBV Curriculum

Democracy

MU34 Songwriting: Protest Song assignment sees trainees develop confidence in their understanding of local and international politics in order to write original protest songs.
MU19 Society: Trainees look the relationship between the government, music makers and music consumers. They understand how each of these parties affect each other and look at key historical periods where positive and negative changes are made.
MU17 Marketing: Trainees look at government responsibility in terms of social responsibility and representation within marketing and promotion. They also need to understand how larger record labels and lobbying works.
MU15 Workshop: Bands write original music inspired by trips to various cultural institutions and respond to historical evidence of social injustice and undemocratic systems.
MU16 Events: Trainees learn about the legal requirements of putting on events in public spaces including paying appropriate fees to collection societies such as PRS, PPL and MCPS.

Core maths: Voting systems topic. Students compare and analyse different voting systems focusing on what might be fairer and more efficient. See here.

Encourage trainees to use glossaries and trackers in the back of their book to check their growing knowledge
Encourage trainees to listen to one another and take notes on points during discussion
Differentiate between opinion and reporting journalism and ask trainees to submit examples of both
Teach trainees to recognise bias
Teach historical and current political speeches and analyse the rhetoric and political standpoint of these texts
Teach historical context for all texts studied e.g. history of dictatorships for Oscar Wao and write from the perspective of someone restricted by living under this regime
Discussion of differing political viewpoints in Purple Hibiscus

MU19 Society: Trainees explore the use of music within the world, how music makers respond to new laws or rally to help put in place new laws (through protest).
MU38 Society: Freelance - learning how to contribute to society through paying taxes as a Freelance Musician/Artist.
MU39 Industry: Trainees have to understand how contracts and music licences work and wider implications when contracts and laws are broken/breached
MU15 Workshop: Trainees worked alongside the London Air Ambulance, understanding the service they provide. Trainees wrote original songs in response to a masterclass and then raised money at a charity festival.

Core maths: Conditional Probability - Students study the Prosecutor’s Fallacy and how this can affect outcomes in criminal justice.
Core maths: Tax systems - Students learn how to calculate tax and discuss how fair the system is and tax money is spent based on the pre-release material from the IQR exam last year (June 2016)

We teach compliance with insurance and health and safety regulation as part of BTEC Creative Media
Look at journalistic ethics and how you can break the law through plagiarism, defamation etc.
Have sanctions for poor behaviour including parent phone calls and incomplete work submission detentions
Conducted primary research in Stratford on perceptions of crime in the area

Project: Trainees develop tolerance and understanding through collaboration with other trainees from various cultural traditions and belief systems. Team building skills are taught and learned through positive, supportive and engaging environments where trainees feel safe to express their personal values and beliefs.
MU17 Marketing: Trainees have to develop and write marketing material that promotes both themselves and their peers in a positive light.
MU34 Songwriting: Trainees write original music based on reflections on personal experiences and journeys.
MU19 Society: - Trainees are taught to debate, taking into account different point of views, to reach the best outcome.
MU38 Freelance: Setting of personal SMART targets based on their own personal musical and pastoral goals.

Group problem solving - students work together in mixed ability groups to improve problem solving ability
Reflections from mock exams - student are able to talk about their strengths and how they intend to improve.

Trainees study novels from different cultures e.g. Purple Hibiscus and Oscar Wao and anthology texts e.g. 'Passage to Africa'
Teach 1984 and dystopia - consider North Korea and dictatorships
Encourage trainees to have very high expectations of themselves and used differentiated questioning to ensure everyone can access discussion

MU19 Society: Trainees explore the role music plays in different religions and faiths.
MU21 Community: The Music in the Community unit allows trainees to develop workshop activities for younger children in their school community, taking into the account the social backgrounds of all participants.
MU15 Workshop: Trainees worked alongside the London Air Ambulance, understanding the service they provide. Trainees wrote original songs in response to a masterclass and then raised money at a charity festival.
Blues on the Blue Line: trainees were involved in learning famous and notable songs in raising awareness of the origins of blues as an African/American folk music.
Choir: Exploration of various faith and belief systems through repertoire and lyrics that provoke questioning and inquiry.
Project: Trainees develop tolerance and understanding through collaboration with other trainees from various cultural traditions and belief systems. Team building skills are taught and learned through positive, supportive and engaging environments where trainees feel safe to express their personal values and beliefs.

Debating of key questions and ideas - students are encouraged to discuss and debate key ideas such as mortgages, taxes, voting, the justice system etc. Students are encouraged to debate from different viewpoints and to listen to one another with respect.

Discuss the use of racial language in novels and how we will approach this during reading - we decided to skip over certain offensive words
Trainees discuss the clash between traditional African beliefs and Christianity in Purple Hibiscus
Discuss representation of different faith groups in the media- underrepresentation and misrepresentation
Analyse texts where people of different faiths are featured- e.g. Refugee Blues at GCSE or Jews in Dracula
Encourage an open minded approach to peer feedback particularly around creative writing with writer's workshops and positive, constructive criticism
Encourage trainees to contribute to school wide and national competitions - e.g. Poetry writing, book reviews and script writing…
Teacher shapes discussion of controversial texts (e.g. Elmina's Kitchen) to encourage acceptance of different readings of the play