Finding a Voice
The aim of this project was to promote a real student voice in a special school setting where all students have the confidence to express their own views. The staff at Collingwood School also hoped to continue to assess the creative curriculum, improve life skills and further develop a relationship with Stobhillgate First School.
Motivation for the project came from the previous year’s Creative Partnerships project and the desire of the school for pupils to take a positive role in the development of the school.
Project objectives
- To build on current Student Voice Practice in Schools;
- To develop a culture of student participation in Collingwood School;
- To involve the “School Council” in taking a student leadership role in this;
- To meet Ofsted target: “Extend the opportunities for students to contribute to school self-review and improvement planning.”
- To build scope to develop complete redesign of School Values with Student Input;
- To further develop creativity and critical thinking skills across the curriculum.
Who was involved?
Nicola Balfour facilitated the outside environmental/play element of the project, with year 10 (KS3), their teacher Laura and their teaching assistant, once a week over 10 weeks and a shorter element with ‘the base’ the ASD unit, their teacher Caroline and teaching assistant.
Joy Sanders facilitated the year 12 group in the theatre performance element of the project with their two HTA’s Jill and Helen. This took place once a week over 12 weeks and focused on group work initially before going on to explore each students interests in performance. Sessions then covered acting development, dancing, magic skills through to organising, designing costumes and sets and gaining confidence to perform.
Chris Madge worked with the media department TA Denton, to improve his video camera, direction and editing techniques. Over the course of the project, together they also worked with a small group of the year 12 performance group to make a DVD about their performance work (which is available from the school).
Nicola Lumley worked with year 11 and their teacher Mark to introduce sound recording to the students. Using digital recorders, the students explored the school through sound recording ‘a day in the life of the school’ which was then edited together with students. She also ran additional skill sharing sessions with staff regarding the use of digital recorders and the sound beam equipment which the school own, promoting confidence for future skill sharing between staff.
The young peoples involvement and feedback in the previous years' projects had a direct influence on the setting up of this years ‘Finding a Voice’ project. Pupils were instrumental in influencing the type of project that was devised for them: students from year 10 wanted to continue their investigation of outside spaces and how to make them more interesting and imaginative so they would enjoy them better. Year 12 had expressed a wish to set up a theatre group to produce a performance, hence the appointment of Joy who has theatre skills.
All staff (3 teachers and 4 teaching assistants) have been fully involved in the project from the initial planning phase in the autumn by pointing out initial ideas and interests that the students had, to collaborative delivery of the project with their respective practitioners. Currently they are involved in facilitating discussions with the young people and Creative Agent in the evaluation of the project.
Impact
All the young people involved in the project have had the opportunity to ‘Find a Voice’ in their own way and to have their voice heard through school assemblies, performances, video and sound showings. Most young people have been able to do this and many have benefited hugely, gaining in confidence through skills they have learnt, the experiences they have had e.g. students who rarely speak have voiced comments, thoughts and even jokes to fellow students, unfamiliar adults and the wider school community next door at Stobhillgate First school.
Thus the overall aim/theme of ‘finding a voice’ and developing a relationship with the wider school community has been fulfilled.
Results
The ‘student voice’ in these groups has grown, increasing self esteem and confidence. Staff have particularly gained video/sound recording and editing skills, which will have a lasting benefit for the entire school. Another emerging benefit of note is a new method of reflection with pupils that was devised from the work of one practitioner and teacher. They documented conversations with pupils while they were engaged with activities in different spaces using video and sound recorders and then planned future sessions in response to this.
