The project aimed to increase students' awareness and confidence in interpreting and interacting with the spaces around them. Students conducted initial and exit polls that showed their understanding and confidence increased from 38% to 82%. They provided input into the school building project and shared their work with visitors who were impressed. The project expanded to involve more students across key stages and departments. It helped teachers learn new activities and tools to engage students both in and out of class. The project shared learning at several conferences and helped the wider school community become more confident using technology for learning. As a teacher, facilitating student-led learning helped develop reflective practice and new professional networks.

1. Learning Journal Space Explorers: Space
Creators
What was impact on learning for Pupils/Students?
The key aim of this project was to enable students to participate in the Building Schools for the Future Project, to become more aware of
the spaces around them and to be able to interpret and interact with these spaces through student voice. The project linked to various
Personal Learning & Thinking Skills to enable students to develop their skills as effective participants, problem solvers, team workers and
reflective learners. At the beginning of the project students conducted a ‘blind vote’ evaluation in order to provide a base level mark of
their early confidence regarding spaces and exploring spaces. This confidence poll was revisited regularly and progress noted as students
became more confident. It was clear from the results of the final exit poll that students had increased their understanding and
confidence (from an average of 38% confidence to 82% confidence), and that they also felt more involved in the school environment.
Students commented that “I am more confident with adults now and put my hand up more in class too”, “We had a meeting with the
Governors, I felt quite nervous but it got better…they are just human!” Furthermore, the visiting architects described the students’ work
as “professionally stunning” which was very rewarding for them. This was tweeted and students loved seeing the reaction of other
adults’ to their work.
The project started as an after-school enrichment project for Gifted and Talented students, and was then expanded to include other
interested students. It was finally expanded to include students throughout Key Stage 3 through the co-construction of a department
scheme of work. Students took part in workshop events which included communicating with academics, senior leaders and architects.
Students had to problem solve the way space is used in school, to be creative and to share these ideas innovatively (e.g. to the Oxfam
Youth Conference, to a Local Authority Building Schools for the Future meeting, to governors, etc.). Although I facilitated these
workshops and club meetings the emphasis was on students organizing their own enquiry route. Throughout, students planned and led
the activities, working in small groups to prepare various media using technology including AutoCollages to demonstrate perceptions,
MovieMaker video clips describing their spaces, and utilizing the functions of Bing Maps to gain an awareness of land use in the area.
These skills have been useful throughout the school curriculum, and particularly useful when we trialed the use of Office Live SkyDrive to
collaborate and share files ahead of a whole-school introduction to Office Live.
What was the impact on learning for other teachers and the wider school community?
Throughout the project, other members of staff were invited to take part and to experience this. This included PGCE students and
university work experience students. These educators were able to take away new activities to share with their own classes and from
feedback received it is clear that these have been useful, particularly to those who are now NQTs.
The project was shared at the 21st Century Learning Alliance conference, has been published in Geographical magazine, and will also be
shared at the Geographical Association Conference in April. The aim of this is to offer resources in the wider context.
Throughout the wider school community it has been noted that students have become more confident with using technology in other
subjects as well as in Geography lessons, particularly using Bing Maps and using Office Live. I have provided INSET sessions within school,
shared my experiences and ideas via twitter and blogging, and have also given a workshop at conference.
What was the impact on learning for you as a teacher?
This project enabled me to learn to be more of a facilitator, rather than a ‘lead-from-the-front’ teacher. It was refreshing and challenging at
the same time to be able to use more innovative tools to increase student engagement both out of class and in regular lessons. As a result
of the project I have become a more regular blogger, and I have also developed a wider network professionally via the Microsoft PiL and
Twitter. This has led to new CPD opportunities in and out of school, and to my involvement in conferences and ‘TeachMeet’ which has
been very beneficial professionally. I am a very reflective practitioner and this project has enabled me to learn a lot from the students I
teach & to co-construct lessons with them.