View
254
Download
0
Category
Tags:
Preview:
DESCRIPTION
Summary report presentation
Citation preview
David RogersHead of Geography
@daviderogersdrogersmm@me.com
http://daviderogers.blogspot.com
Jo DebensGeography Teacher
@GeoDebsjdebens@priory.portsmouth.sch.uk
SpaceSpace Explorers : Space Creators
Aims
School spaces affect teaching and learning, indeed through the project we found that school space influences how pupils learn.
AIMS
• - To enable and empower young people at Priory School by developing their confidence when communicating their thoughts, feelings and suggestions about how the school’s spaces should be used.
• - To employ student voice/ student to explore local spaces, investigate the environment + have an input in how these spaces are used.
• - To co-construct a Year 7 scheme of work exploring Our Place.
Isn’tit
my education?
To engage learners in exploring and interpreting space, especially around school buildings.
To develop a core of learners that can actively, confidently and skilfully use their knowledge of the built environment to engage architects and planners during the BSF process.
To investigate how space around schools can be developed to maximise cross-curricular learning opportunities.
To co-construct a scheme of work for all KS3
What did we get up to?
Magic glasses
Students ‘put on’ the perspective of a different stakeholder. Consider points of view of others. Debate
needs, wants, desires. This was to enable student voice and prepare for
planning the school spaces.
Ethos
www.ziggster.com
Focus group actually
became slightly more interested as they carried
out the project...and the group got
bigger
Ex-tremel
y
Quite Don't mind
Sort of Not at all
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
How interested are you in the BSF process? Before project
Level of interest
Perc
ent o
f stu
dent
voi
ce
“They said they were interested but I don't think we were always taken seriously.”
“I think sometimes they don't listen if they don’t like the idea.”“We were invited to a council meeting where people seemed interested
but I think they thought our ideas were too expensive and not needed.”
“I'd like to think that my ideas are being listened to because I work hard to make them unique and useful. But I'm not sure as the people in charge
might have their own ideas of how to make Priory better.”“I would like to think so because of all the hard work we have put in.”
What is important to consider for the new school?
1. Creating classrooms & spaces that help you learn2. Having amazing technology3. Getting good equipment that lasts a long time4. Creating safe places around school5. Improving the environment & outdoor learning spaces6. Learning about spaces7. Being good to the environment8. Making the school sustainable9. Saving money10. Improving sports facilities
“As we did the project I realised that there are a lot of good areas in the school we take for granted that just need improving a little. So it changed
my view a little.”
“By learning about the building and different groups of people that need to be considered it helped me understand more and empathise.”
“I understand how the plans get talked about. And that it costs a lot.”“I didn't know much before so know more now.”
“I didn't know much before about the words and plans. Now I have been able to chat to important designers.”
“I know lots more words and have more confidence as I have spoken in front of important people including someone from London!”
“I know lots more keywords now and how to express myself.”
“I am more confident with adults now and put my
hand up more in class too.”“I was really nervous
before but we have practised now and they are
just human!”
“It was easy to talk to them in the end, though we didn’t
always understand the words. But they probably
didn’t understand me either.”
“We had a meeting with the Board of Governors. I felt
quite nervous but it got better as the time went on.”
“Using computers and technology, discussing with people, working in groups, explaining myself.”
“Teamwork, using Google Earth and collage, speaking my mind, being creative, discussing bits.”
“Teamwork, using Google Earth, Presentation skills, being able to express myself, using a budget, and probably others I can't even remember.”
“I learnt to be more creative, to think of how to solve problems, to not waste money, to talk to important people, to teamwork, and lots of other things.”
What skills have you learnt throughout the project?
Guerrilla Innovation
What does ‘guerilla innovation’ look like in the school environment? Students took digital images of signs they had made around the school site, to consider new perspectives and ways of demonstrating views to senior leaders. It shows that pupils have a better awareness of the school and are comfortable using technical terms: they can articulate their feelings better.
Activity was conducted with Year 9 - looking at the school in a different way, becoming aware of spaces and expressing these digitally as part of their student voice.
Outcomes
Students voice – students originally felt they were voiceless and faceless to senior leaders.
Engaging with professionals
Digital collaboration, co-construction, peer teaching. All shared via blog, MovieMaker, FloorPlanner, AutoCollage, PhotoSynth, etc.
Before38%
Increasing Confidence
After82%
“Professionally
Stunning”
Engaged
with
40%
of the
school
community
Learners have
Explored and interpreted space and how it affects learning
Successfully engaged with the senior leadership team and architects
Suggested ways in which school spaces can be used to maximise learning
Utilised the electronic resources when learning + to co-construct scheme of work
The future?
Two national conference workshops
Space Explorer. Place Creator Cookbook
Unit of work created + used throughout KS3, including transition unit which will be shared with Year 6
Geographical Association articles
David RogersHead of Geography
@daviderogersdrogersmm@me.com
http://daviderogers.blogspot.com
Jo DebensGeography Teacher
@GeoDebsjdebens@priory.portsmouth.sch.uk
Recommended