21st century fellowship report


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  • Introduction – who we are and where we come from
  • Aims – we wanted to address the issue that the views of one of the largest groups of stakeholders are often overlooked, or pupil voice is paid lip service. What would happen if we got young people talking directly to the decision makers?
  • Recap of aims, transferable and applicable to any situation as school space affects learning, changes don’t have to be large.
  • Also linked to Personal Learning and thinking Skills – all about developing work related skills in students
  • Better arguments – access to toilets is a basic human right, as is access to clean drinking water. If the school doesn’t care about this basic right then how can it care about our learning?
  • Previously 75% said they didn’t understand and felt nervous at the though. Improvement of
  • Introduction – who we are and where we come from
  • 21st century fellowship report

    1. 1. David Rogers<br />Head of Geography<br />@daviderogers<br />drogersmm@me.com<br />http://daviderogers.blogspot.com<br />Jo Debens<br />Geography Teacher<br />@GeoDebs<br />jdebens@priory.portsmouth.sch.uk<br />
    2. 2. Space Explorers : Space Creators<br />Space<br />
    3. 3. Aims<br />School spaces affect teaching and learning, indeed through the project we found that school space influences how pupils learn.<br />
    4. 4. AIMS<br />- 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. <br />- To employ student voice/ student to explore local spaces, investigate the environment + have an input in how these spaces are used. <br />- To co-construct a Year 7 scheme of work exploring Our Place.<br />
    5. 5.
    6. 6. Isn’t<br />it <br />my <br />education?<br />
    7. 7. To engage learners in exploring and interpreting space, especially around school buildings.<br />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.<br />To investigate how space around schools can be developed to maximise cross-curricular learning opportunities.<br />To co-construct a scheme of work for all KS3<br />
    8. 8. What did we get up to?<br />
    9. 9.
    10. 10. Magic glasses<br />Students ‘put on’ the perspective of a different stakeholder. Consider points of view of others. Debate needs, wants, desires. <br />This was to enable student voice and prepare for planning the school spaces.<br />
    11. 11. Ethos<br />
    12. 12. www.ziggster.com<br />
    13. 13. Focus group actually became slightly more interested as they carried out the project...and the group got bigger<br />
    14. 14.
    15. 15. “They said they were interested but I don't think we were always taken seriously.”<br />“I think sometimes they don't listen if they don’t like the idea.”<br />“We were invited to a council meeting where people seemed interested but I think they thought our ideas were too expensive and not needed.”<br />“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.”<br />“I would like to think so because of all the hard work we have put in.”<br />
    16. 16.
    17. 17. What is important to consider for the new school?<br />Creating classrooms & spaces that help you learn<br />Having amazing technology<br />Getting good equipment that lasts a long time<br />Creating safe places around school<br />Improving the environment & outdoor learning spaces<br />Learning about spaces<br />Being good to the environment<br />Making the school sustainable<br />Saving money<br />Improving sports facilities<br />
    18. 18. “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.”<br />“By learning about the building and different groups of people that need to be considered it helped me understand more and empathise.”<br />
    19. 19.
    20. 20. “I understand how the plans get talked about. And that it costs a lot.”<br />“I didn't know much before so know more now.”<br />“I didn't know much before about the words and plans. Now I have been able to chat to important designers.”<br />“I know lots more words and have more confidence as I have spoken in front of important people including someone from London!”<br />“I know lots more keywords now and how to express myself.”<br />
    21. 21.
    22. 22. “I am more confident with adultsnow and put my hand up more in class too.”<br />“I was really nervous beforebut we have practised now and they are just human!”<br />“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.”<br />“We had a meeting with the Board of Governors. I felt quite nervous but it got better as the time went on.”<br />
    23. 23.
    24. 24. What skills have you learnt throughout the project?<br />“Using computers and technology, discussing with people, working in groups, explaining myself.”<br />“Teamwork, using Google Earth and collage, speaking my mind, being creative, discussing bits.”<br />“Teamwork, using Google Earth, Presentation skills, being able to express myself, using a budget, and probably others I can't even remember.”<br />“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.”<br />
    25. 25.
    26. 26. Guerrilla Innovation<br />
    27. 27. 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.<br />
    28. 28. 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.<br />
    29. 29.
    30. 30.
    31. 31. Outcomes<br />Students voice – students originally felt they were voiceless and faceless to senior leaders.<br />
    32. 32. Engaging with professionals<br />
    33. 33. Digital collaboration, co-construction, peer teaching. All shared via blog, MovieMaker, FloorPlanner, AutoCollage, PhotoSynth, etc.<br />
    34. 34. Before<br />38%<br />Increasing Confidence<br />After<br />82%<br />
    35. 35. “Professionally <br />Stunning”<br />
    36. 36. Engaged <br />with<br />40%<br />of the<br />school <br />community<br />
    37. 37.
    38. 38.
    39. 39.
    40. 40. Jo Debens<br />Geography Teacher<br />@GeoDebs<br />jdebens@priory.portsmouth.sch.uk<br />David Rogers<br />Head of Geography<br />@daviderogers<br />drogersmm@me.com<br />http://daviderogers.blogspot.com<br />