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The AIS Development Award

Almuñécar International School

Enhancing the life skills of our young students

CONTENTS

-3- Development Areas: Citizenship and Skills

-4- Development Areas: Physical/Adventure; Research Project and Essay; Emerald, Ruby, Diamond awards

-5- Who will be involved?

-6- KS5: The Cambridge IPQ qualification

-7- Stage of Development: Emerald – Years 7 and 8

-8- Stage of Development: Ruby – Year 9

-9- Stage of Development: Diamond – Years 10 and 11

-10- Our Learning Powers

-11- to -18- Student Log Book

-19- Self-Evaluation

-20- Extended Ideas List

-21- Extended Ideas List Continued

The Almuñécar International School Development Award

A progressive Award

The AIS Development Award: developing our commitment to education for the 21st Century so that children and young people enhance their life skills, knowledge and understanding to make a valuable contribution to their future global marketplace

What are the four development areas?

Each area has a list of some ideas but for even more look at the Extended Ideas List at the back of this handbook

Citizenship

Citizenship: students will complete various types of volunteer work. You can volunteer in school in your chosen subject areas or around school. You can also volunteer in the local community or the town where you are living. Evidence can be in the form of signatures from your supervisors.

Ideas: helping with displays in classrooms or corridors. Helping departments with specific needs. Helping with our school garden. Outside of school could be helping with the upkeep of your local beach. Any ideas to help others and our communities are welcome. Charity work: working alongside local charities, helping with their current projects. Helping people: you can read with younger pupils. Working with the environment: beach cleaning, river cleanup, general litter picking always helps.

Skills

Skills: students will select a particular skill they currently have and wish to develop further or a new skill they wish to possess to help them achieve their goals in the future. Choose a skill and write an explanation of what you did to enhance this. Evidence can be in the form of signatures for those who mentor you.

Ideas: many students already regularly take part in creative arts such as music, dance, theatre and art. These should be recorded alongside how you are developing this skill even further. For example, taking different level grades when learning the piano. Also, creating websites, online magazines and other computer projects are skills which can be developed further. Performing arts: music, theatre, singing. Science/Technology: App designs, chemistry, astronomy, marine biology. Animals: dog training. Natural world: Gardening, plant growing. Media: amateur radio, blogging, film making. Life skills: cookery, first aid, event planning.

Physical/Adventure

Physical/Adventure: Sport: students will complete various typed of sporting activities in order to develop skills and health awareness. Many will already be involved in sports so these should be listed including a description of weekly achievements. For example, if part of a football team students can describe their role and how they played each week. In swimming, students can describe different events they regularly take part in. As students progress they can add any new activities they have attempted and completed each week.

Ideas: Martial arts, extreme sports, gymnastics, fitness, water sports, individual sports, team sports. Overnight camping.

Adventure: there will be opportunities for orienteering, hiking, skiing; all will be recorded. Similarly, the sea opens up opportunities for adventure. Students often surf, scuba dive and kayak. Opportunities are endless so students can add many other adventurous ideas.

Extended Research Project and Essay

Extended Research Project and Essay: This will be an ongoing project where students will research and investigate an area of interest they can write a project on. This will have a global importance. Based on their area of interest, their research will link to a question on this issue that they think has global importance and write an essay about this.

Timescale: Term 1 – research and planning. Terms 2 and 3 – writing. The deadline will be set at the beginning of June.

This is an opportunity for students to investigate a topic of special interest to students through the research process for the extended essay. They will develop skills in:

 formulating an appropriate research question  engaging in a personal exploration of the topic  communicating ideas  developing an argument

Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge. In this extended essay students carry out an in-depth interdisciplinary study of an issue of contemporary global significance. For ideas begin by researching the United Nations website below. https://www.un.org/en/sections/issues-depth/global-issues-overview/

Who Will be Involved?

KS3 and KS4 – Over the course of the academic year, these year groups will continually add to their log books and look for the Development Areas they need to add to. The research and essay project is spread over the course of the academic year. The level of development will increase in stages:

Students will be divided into stages of development and will receive certificates upon completion of their stages showing their progress:

 EMERALD Stage: Years 7 and 8

 RUBY Stage: Year 9

 DIAMOND Stage: Years 10 and 11

 Mentoring and optional Cambridge IPQ qualification: Years 12 and 13

KS5 – Prefects and volunteers will act as mentors for the above students. KS5 students also have the opportunity to complete the Cambridge International Project (IPQ) qualification. A prestigious qualification to go alongside A-Levels (see Page 6). This is optional and worth consideration.

KS3 and KS4: Years 7 to 10

There will be some opportunities in PSHE Tutor time to draw links with the skills students learn in this lesson and apply them to the Development Award.

Out of school trips/visits are excellent opportunities to include in the Development Award. They can also include trips/visits they do with their family and friends.

Subject areas: students will consider how they can include ways to use skills learnt in lessons each day to enhance the Award even further.

The four Development skills will develop students further as a global citizen thinking about their involvement in communities and global challenges we face. Similarly, students will explore their personal wellbeing and how they can develop their identities through citizenship, developing skills, involvement in physical/adventure and researching global issues. All will be recorded on a weekly basis in their Log books.

KS5

Subject Prefects can act as mentors for those taking part in the Award in specific subject areas. Also, KS5 students can volunteer to be mentors and use this to enhance UCAS applications. There is also an opportunity to achieve a formal Cambridge IPQ qualification. See below.

Cambridge International Project (IPQ) qualification

Cambridge International Project Qualification (Cambridge IPQ) is an exciting new project- based qualification. Students have the opportunity to develop skills by carrying out research into a topic of their choice. Taking Cambridge IPQ allows learners to demonstrate engagement with their chosen topic beyond preparation for an exam, helping them to stand out from the crowd with university and job applications.

Who is Cambridge IPQ for?

Cambridge IPQ is typically for learners aged 16 to 19 years. It is ideal for students who want to extend learning beyond their Cambridge International AS & A Levels and are looking for an opportunity to stand out from the crowd when applying to universities and employers.

Studying for the Cambridge IPQ allows learners to demonstrate engagement with their chosen topic beyond preparation for an exam. Academic evidence suggests that this sort of deeper engagement will help develop their ability to be life-long learners.

What will students learn?

This is a skills-based qualification. Learners develop higher-order thinking skills that universities and employers look for, including analysis, evaluation and synthesis. It also builds their research, reflection and communication skills.

What will students do?

Learners complete a 5000 word research project on a topic of their own choice. They can choose a subject to complement one of their Cambridge International AS or A Levels, or a topic that they are passionate about. They devise and develop a research question, conduct research to answer this question, record their progress in a research log and write a research report.

In consultation with their teacher who will support them, students will:

 identify a suitable research topic  devise, justify and develop an appropriate research question  plan and carry out the research, including undertaking a literature review  identify, justify and use appropriate research methods  write a 5000 word report  use appropriate academic conventions for presentation of the report  keep track of their progress using a research log.

STAGES OF DEVELOPMENT

EMERALD AWARD: Years 7 and 8

Citizenship

There will be evidence of a range of volunteer work both in and outside school. Some volunteer projects will have been continuous throughout the year and there will have been at least three in-school volunteer projects. MINIMUM PROJECTS OR TIMES COMPLETED: 5

Skills

The skills you have ongoing such as music will be fully logged. You will have also begun to introduce new skills. This may be a new instrument and other skill-based areas such as creating magazines. Explore the list of ideas. MINIMUM PROJECTS OR TIMES COMPLETED: 5

Physical/Adventure

Sporting areas you have ongoing will be fully logged. You will have also begun to introduce new physical skills. This may be a new sport. You will have logged other adventure activities you do in your own time and will have organised a new adventure to take part in. See the different wide range of physical activities and sports you can do from the ideas list. One overnight camp. MINIMUM PROJECTS OR TIMES COMPLETED: 5

Extended Research Project and Essay

There will be secure evidence of research in an area of global importance. The essay itself will be at Secure level in terms of content, style and grammatical accuracy. The essay will be 500 words.

RUBY AWARD: Year 9

Citizenship

There will be evidence of a wider range of volunteer work both in and outside school. Volunteer projects will have been continuous throughout the year and there will have been at least four in-school volunteer projects. MINIMUM PROJECTS OR TIMES COMPLETED: 6

Skills

Continuous ongoing skills such as music will be fully logged in detail. You will have also begun to introduce new skills. This may be a new instrument and other skill- based areas such as creating magazines. See the list of the different ideas. MINIMUM PROJECTS OR TIMES COMPLETED: 6

Physical/Adventure

Continuous and ongoing sports will be fully logged in detail. You will have also begun to introduce new physical skills. This may be new sports. You will have logged other adventure activities you do in your own time and will have organised at least three new adventures to take part in. See the different wide range of physical activities and sports you can do from the ideas list. One overnight camp. MINIMUM PROJECTS OR TIMES COMPLETED: 6

Extended Research Project and Essay

There will be secure evidence of research in an area of global importance. The essay itself will be at Mastery level in terms of content, style and grammatical accuracy. The essay will be 1000 words.

DIAMOND AWARD: Years 10 and 11

Citizenship There will be evidence of a wide and varied range of volunteer work both in and outside school. Volunteer projects will have been continuous throughout the year and there will have been at least five in-school volunteer projects. MINIMUM PROJECTS OR TIMES COMPLETED: 8

Skills

Continuous ongoing skills such as music will be fully logged in detail. You will have also begun to introduce new skills. This may be a new instrument and other skill- based areas such as creating magazines. There will be at least five skill-based projects you have taken part in. MINIMUM PROJECTS OR TIMES COMPLETED: 8

Physical/Adventure

Continuous and ongoing sports will be fully logged in detail. You will have also begun to introduce new physical skills. This may be new sports. You will have logged other adventure activities you do in your own time and will have organised at least four new adventures to take part in. Two overnight camps. MINIMUM PROJECTS OR TIMES COMPLETED: 8

Extended Research Project and Essay

There will be secure evidence of research in an area of global importance. The essay itself will be at Expert level in terms of content, style and grammatical accuracy. You will have taken time to redraft this and respond to teacher feedback. The essay will be between 1500 and 2000 words.

Our Learning Powers

The 5 Rs

All AIS lessons embody our Learning Powers

The AIS Development Award will build on these and further develop students’ life skills

Responsibility A sense of responsibility will be developed. Students will enhance their independent organisational skills, explore priorities and build on their self-discipline

Respect As many skills require working alongside others, students will collaborate with a mutual respect linking fairness and honesty this in the context of the wider world

Readiness From the outset students will ready themselves for new challenges and organise future priorities, taking independent responsibility for their own development

Resilience Students will engage with new skills - often out of their comfort zones - and understand the values of patience, how to overcome new challenges and determination

Relationships Developing new skills opens students to new people, new values and new cultures. They will develop respect, empathy and compassion for others

Log Book

For each Development Area, students will write down the details of what they did and update this each week.

SHARE this document with Mr Burrow and your Tutor so we can follow your development process and reward you!

Date Citizenship Skills Physical/ Hours/ Research Evidence/ Adventure Time and Essay Signature Spent Planning

Self-Evaluation

Now you have received your certificate, describe your achievements and the new skills you have developed throughout this process

What would you do to improve?

Extended Ideas List

If students are stuck for ideas this extended list will help to get them going on a project.

Citizenship Ideas List

Helping people: Helping children to read in libraries Helping in medical services e.g. Hospitals Helping older people Helping people in need Helping people with special needs Tutoring Young carer Youth work Community action & raising awareness Campaigning Cyber safety Council representation Home accident prevention Personal safety Promotion & PR Road safety Working with the environment or animals Animal welfare Environment Rural conservation Preserving waterways Working at an animal rescue centre Litter picking Urban conservation Beach and coastline conservation Zoo/farm/nature reserve work Helping a charity or community organisation Administration Being a charity intern Being a volunteer lifeguard Event management Fundraising Mountain rescue Religious education Serving a faith community Supporting a charity Working in a charity shop Coaching, teaching and leadership Dance leadership Leadership Group leadership Head student Leading a voluntary organisation Sports leadership Music tuition

Skills Ideas List

Performance arts Ballet appreciation Circus skills Puppetry Singing Speech & drama Theatre appreciation Ventriliquism Yoyo extreme Science & technology Aerodynamics Anatomy App design Astronomy Biology Botany Chemistry Coding/ programming Ecology Electronics Engineering Entomology IT Marine biology Oceanography Paleontology Physics Rocket making Taxonomy Weather/meteorology Website design Zoology Care of animals Agriculture (keeping livestock) Aquarium keeping Beekeeping Caring for reptiles Dog training & handling Horse/donkey/llama/alpaca handling & care Looking after birds (i.e. budgies & canaries) Pet care – health/training/ maintenance Pigeon breeding & racing Music Church bell ringing Composing DJing Evaluating music & musical performances Improvising melodies Listening to, analysing & describing music Music appreciation Playing a musical instrument Playing in a band Reading & notating music Understanding music in relation to history & culture Natural world Agriculture Conservation Forestry Gardening Groundsmanship Growing carniverous plants Plant growing Snail farming Vegetable growing Games & recreation Cards (i.e. bridge) Chess Clay target shooting Coxing Cycle maintenance Darts Dominoes Fishing/fly fishing Flying Gliding Go- karting Historical period re-enacting Kite construction & flying Marksmanship Model construction & racing Motor sports Power boating Snooker, pool & billiards Sports appreciation Sports leadership Sports officiating Table games War games Life skills Alternative therapies Cookery Democracy in action Digital lifestyle Driving: car maintenance/car road skills Driving: motorcycle maintenance/ road skills Event planning First aid Hair & beauty Learning about the emergency services Library & information skills Life skills – Continued on next page

Skills Ideas List Continued

Navigation Public speaking Debating Skills Aeronautics Aircraft recognition Anthropology Archaeology Astronautics Astronomy Bird watching Coastal navigation Coins Collections, studies & surveys Comics Contemporary legends Costume study Fashion Gemstones Genealogy Heraldry History of art Language skills Military history Movie posters Postcards Reading Religious studies Ship recognition Stamp collecting Media & communication Amateur radio Blogging Communicating with people who are visually impaired Communicating with people who have a hearing impediment Film & video making Journalism Newsletter & magazine production Signalling Vlogging Writing Creative arts Basket making Boat work Brass rubbing Building catapaults & trebuchets Cake decoration Camping gear making Candle-making Canoe building Canvas work Carnival/festival float construction Ceramics Clay modelling Crocheting Cross stitch DIY Dough craft Drawing Dressmaking Egg decorating Embroidery Enamelling Fabric printing Feng Shui Floral decoration French polishing Furniture restoration Glass blowing Glass painting Interior design Jewellery making Mosaic Painting & design Pottery Rug making Soft toy making Textiles Weaving and spinning Woodwork

Physical/Adventure Ideas List

Individual sports Airsoft Archery Athletics Track and Field events Biathlon/Triathlon/ Pentathlon/ Aquathon Bowls Boxing Croquet Cross country running 10K Running Cycling Fencing Geocaching Golf Gymnastics Horse riding Modern pentathlon Motocross Orienteering Paintballing Pétanque Roller blading Roller skating Running Static trapeze Supercross Ten pin bowling Trampolining Wrestling Water sports Canoeing Diving Dragon Boat Racing Free-diving Kite surfing Kneeboarding Rowing & sculling Sailing Skurfing Sub aqua (SCUBA diving & snorkelling) Surfing/body boarding Swimming Synchronised swimming Underwater rugby Wakeboarding Windsurfing Dance Ballet Flamenco Folk dancing Jazz Salsa (or other Latin styles) dancing Scottish/Welsh/Irish dancing Street dancing/ breakdancing/hip hop Swing Tap dancing Racquet sports Badminton Matkot Racketball RacketlonRackets Rapid ball Real tennis Squash Table tennis Tennis Wheelchair tennis Fitness Aerobics Cheerleading Fitness classes Gym work Medau movement Physical achievement Pilates Pole dancing Running/jogging Walking Weightlifting Wii-fit Yoga Extreme sports BMX Caving & potholing Climbing Free running (parkour) Ice skating Mountain biking Mountain unicycling Parachuting Skateboarding Skydiving Snow sports (skiing, snowboarding, snowkiting) Speed skating Street luge Martial arts Aikido Capoeira Ju Jitsu Judo Karate Kendo Mixed martial arts Self-defence Sumo Tae Kwon Do Tai Chi Team sports American football Baseball Basketball Boccia Camogie Cricket Curling Dodge disc Dodgeball Fives Football Frame football Futsal Gaelic football Goalball Handball Hockey Hurling Ice hockey Kabaddi Korfball Lacrosse Netball Octopushing Polo Quidditch Roller derby Rogaining Rounders Rugby (union/League) Sitting Volleyball Sledge hockey Sledge ice hockey Softball Stoolball Tchoukball Tug of war Ultimate flying disc Volleyball Wallyball Water polo