Embedding creative practice into learning and teaching at Peel Park Primary School
Sustainability of practice was the name of the game for Peel Park Primary School when they undertook their 2009/10 Schools of Creativity programme.
The primary school in Accrington, Lancashire has focused on creativity as part of its school improvement plan over the past four years and revised its curriculum policy to include a strong focus on promoting and developing creativity. As part of its commitment to both the creative agenda and pupil voice the school has - as one of its four student councils - a Kids Creative Council and is in the process of developing a children’s parliament.
Creative Agent Robert Howell and environmental artist Gordon Machellan worked throughout the year with a number of teachers across the school and each term moved to work with a different teacher and a different class. Rather than working on one off big impact and short term projects, they worked on developing a term’s work of topic work with each of the teachers, as part of the programme, which was designed to embed creative practice across the school and provide mechanisms for dissemination.
Over the year Gordon Machellan, worked in Foundation Stage and Key Stage 1. Firstly, Gordon worked with Class 2 (Foundation Stage) and looked at habitats and story telling. He also worked in Class 5 (Year 1) and explored light and dark in the environment.
In the following term he carried out similar work with Class 1 (Foundation Stage) which resulted in equally pleasing results. Class 7 (Year 2) then looked at the Isle of Coll and developed lots of geography, ICT and Maths Skills.
During the Autumn term, Robert Beckett,a drama specialist, worked with class 19 (Year 6) and focused on the Ancient Greeks. They participated in a series of workshops and produced a final presentation that was viewed by parents.
In Term 2, Robert worked in Class 16 (Year 5) around the theme of "The Amazon". The children produced amazing poetry, music and drama work.
Finally he worked in Class 14 (Year 4) and looked at our local environment to see what we can learn about our heritage in preparation for the centenary celebrations held in July.
One of the key objectives of the project was to add value to the creative experience of the pupils and the creative outlook of the teachers and all parties viewed time spent planning as an important part of the activity.
Teachers at the school reported a significant impact on their perception of what is possible and a shift in their own creative practice. They also reported the activities of the project had had a significant impact on their confidence to work outside and develop meaningful and enjoyable work with the pupils that can happen outdoors. All Peel Hall teachers involved reported having developed new skills, ideas, strategies and ways of doing things and they these have already been in evidence when the practitioners are not in school.
As might be expected from a programme which aims to embed learning and change practice in the longer term there weren’t any great revelations or products produced from the programme, but instead, an enhanced understanding of what is possible and an increase in creative teaching and learning across the school.
Peel Park’s approach is one that encourages sustainability. The teachers are now able to develop the ideas and the practice without the practitioners in place, and as the practitioners were encouraged not to ‘show off’ they developed activities the teachers could adapt and repeat. What they have left the school with is increased passion, commitment and fun in the classrooms which is positive for all.
