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    <title>Creative Partnerships Upcoming Projects</title>
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    <lastBuildDate>Wed, 8 Sep 2010 17:51:35 BST</lastBuildDate>
    <description>Upcoming projects from creative-partnerships.com</description>
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      <title>Zoned In - Pendle Vale College</title>
      <description><![CDATA[!! Enquiry Question

*How can the teaching and learning environment reflect the aspirations of students and embody the 'spirit’ of Pendle Vale?* 



!! Context and Objectives

Pendle Vale College is a new BSF school and this first project as a Change School centred around working with the English, Design and Media departments to explore ideas for new signage for each curriculum area. The project aimed to develop students’ understanding of Creative Partnerships and creative learning, and to develop a sense of shared ownership of the new learning environment. It was hoped that the project would:
•	Develop skills for learning, particularly through the exploration of a skills-based learning approach at KS3, to prepare students to be more independent learners by the time they enter KS4
•	Encourage a greater level of risk to be taken in lessons, to engage learners and develop ‘more of the teaching to be as good as the best’.


!! Activity

Teachers and practitioners held initial discussions to discuss developing a programme of work around the new school space. The pupil Creativity Council were involved with this element of the programme, being inspired through a visit to Mid Pennine Arts in Burnley and a visit to Liverpool, and through further meetings with the practitioners.

Sessions with two year 10 Graphics classes explored themes around ‘the spirit of Pendle Vale’ and ‘pupil individuality.’ An initial pitch was made to the classes to encourage them to think of ideas in preparation for the sessions. The practitioner and the teacher explored the concept visually, using photography, cut and paste techniques and large-scale mirrors. The ‘peeps' characters were created at this stage, encapsulating individual pupil’s identities and interests. 

Media and English teachers worked alongside the practitioner to develop the project. The English element of the project was more teacher-led, using the project to inspire their poetry schemes of work for the coming term. 

A series of 20 ‘peeps’, large scale character cutouts, were created from pupils’ final designs, and were installed in two zoned areas in the school building.

A Talkaoke event by People Speak was also used to gain insight into pupil and staff perceptions of the project.



!! Impacts and Outcomes

•	Working with a graphic designer gave pupils a genuine insight into the relevance of their study. Pupil attitudes to the subject areas became more focused and professional as a result of the work with the practitioner.

•	The project increased pupil ownership of the new learning space. Pupils felt they had made the school their own; “it makes the school look funky, smart and less boring.” (year 9 pupil)

•	The project developed more cohesive learning amongst the group. “Everyone got to put their ideas forward and discussed as a group what to do.” (year 10 pupil)

•	The programme enabled an exploration of the use of spaces for learning outside the classroom and provided an opportunity for teachers to team teach, moving in and out of roles. Teachers report ‘feeling fired up’ by Creative Partnerships.



!! Next steps and futures

•	‘Zoned In’ will continue as a thread throughout the programme and similar projects will  now take place outside the Creative Partnerships programme through external funding applications.

•	The school will continue to explore both formal and informal ways of engaging pupils in decision-making.

•	The installation of the ‘peeps’ inspired another project using the characters as an alternative mechanism for delivering enterprise education with a year 10 class.  

 
*‘The project has been very relevant to the college at this time as they settle in their new space, developing ownership and creative uses of the building. The ‘peeps’ created a presence in the school and generated debate amongst pupils and teachers, enabling further ideas to develop.’ 
Paul Hartley, Creative Agent*

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      <img:name><![CDATA[Zoned In Pendle Vale]]></img:name>
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      <link>http://www.creative-partnerships.com/in-your-area/lancashire/projects/zoned-in-pendle-vale-college,238,PRO.html</link>
      <pubDate>Tue, 7 Sep 2010 11:47:09 BST</pubDate>
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      <title>Milldene's Multimedia Online Magazine</title>
      <description><![CDATA[Milldene Primary School in Essex embarked on a project to develop an online magazine with their year 4 and 5 children. The aim of the magazine is to promote work from all parts of the school’s curriculum and help the children learn what goes into establishing a successful online magazine.

Despite issues with the computing infrastructure at the school, staff, children and practitioners battled on with staff engaging in continued professional development and the skills of the children undergoing development.]]></description>
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      <img:name><![CDATA[Milldene]]></img:name>
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      <img:height>231</img:height>
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      <link>http://www.creative-partnerships.com/in-your-area/haven-gateway/projects/milldenes-multimedia-online-magazine,292,PRO.html</link>
      <pubDate>Fri, 3 Sep 2010 16:44:31 BST</pubDate>
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      <title>Teacher – Don’t Talk!</title>
      <description><![CDATA[Enquiry Question: Can pupils in a Pupil Referral Unit (PRU) have a voice and if so, what is the impact on teaching and methodology of those working with them? 

24 pupils from Manchester Key Stage 3 PRU, were involved in a project creating a website which would provide a platform for their voices to be heard in the wider community.  This PRU is split between two urban sites in Longsight and Wythenshawe, Greater Manchester.

A Web Designer and a Filmmaker, worked with all the pupils, the Creative Partnerships Coordinator and 2 teaching staff with responsibility for Information Communication Technology (ICT) to create a website.

Pupils worked individually to create their own personal websites, following an investigation into what makes a good site design. They then constructed web pages using Weebly (www.weebly.com) and from this chose colour schemes and design features for a PRU website.

The second part of the project focused on producing a film of pupil’s views on their experiences of school and exclusion, which was edited in 2 formats, one full edit for use as an information film for pupils, parents/carers, schools and other interested parties, and one for uploading onto the completed website. This film was made in a ‘Big Brother’ style and included footage of a range of activities at the PRU.]]></description>
      <link>http://www.creative-partnerships.com/in-your-area/manchester-met-university/projects/teacher-dont-talk,369,PRO.html</link>
      <pubDate>Wed, 1 Sep 2010 10:00:30 BST</pubDate>
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      <title>Animal Magic</title>
      <description><![CDATA[Enquiry Question: Can a creative approach to teaching and learning improve children’s attainment in writing?

The project in St Margarets CE Primary School was undertaken in a mixed Year 3/4 class with 30 pupils. Alongside the class teacher there were 2 teaching assistants present in each session.  2 creative practitioners were also involved with specialisms in creative writing and art.

The children worked with a creative practitioner to write short animal stories that were created into a class anthology. Over a series of sessions children created characters, took them on adventures and solved any dilemmas that their character faced. They also went on a trip to Chester Zoo to closely observe the animals used in their stories. Their stories were plotted onto a story map, rehearsed and word processed within IT lessons. The children then worked with a second creative practitioner who showed how to draw animals and create an illustration for their story. Children also worked with two art students from Manchester Metropolitan University to create models of their characters. The models were used to decorate the classroom on a late evening celebratory event for the class.

Evidence was collected through discussion, memory journals, photos, writing and mini evaluations.]]></description>
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      <img:name><![CDATA[Tigers]]></img:name>
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      <img:copyright><![CDATA[St Margaret's Primary School]]></img:copyright>
      <img:credits><![CDATA[St Margaret's Primary School]]></img:credits>
      <link>http://www.creative-partnerships.com/in-your-area/manchester-met-university/projects/animal-magic,384,PRO.html</link>
      <pubDate>Wed, 1 Sep 2010 09:32:16 BST</pubDate>
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      <title>Our Multicultural Environment</title>
      <description><![CDATA[Enquiry Question: To explore & identify through photography and observation how Greater Manchester’s built environment is influenced by the diverse culture of its population.  

This project with Rose Bridge High School in Wigan, Greater Manchester, was a response to an issue raised from the schools Ofsted inspection in March 2009 which advised continued improvement around the understanding of other cultures.  This school in Wigan has a predominant population of British white pupils in keeping with the diversity of the borough itself.  The last census reported ‘Minority ethnic persons account for 19% of Manchester’s population but only 1% of Wigans’.

This project sought to reveal how pupils may develop their understanding of other cultures by mapping what is already around them through observing and photographing the built environment.  

Additionally, it aimed to further develop pupils understanding of other cultures in Britain and elsewhere in the world.

Sixty Year 8 students explored and identified a variety of codes, conventions and values evident in the built environment.  Firstly, pupils made a series of reportage photography (under the guidance of Manchester Photographer Jan Chlebik), exploring cultural and heritage influences within Greater Manchester.  

Over six visits to various areas of Greater Manchester and Wigan, the pupils photographed approximately 6000 images.  These images were the starting point to a planned public exhibition.

The initial project was solely photography based, which is a developing area of the new Art and Design curriculum across both Key Stages.  Discussions with Senior Management suggested that findings and work could cross the curriculum into Performing Arts, Technology, and feature in Humanities and Literature based activities.  Discussions with the Creative Agent led to the use of a journalist to allow literacy to play a key part to the visual understanding of the project.

This enquiry or unit module is directly linked to the DFES standards site unit 9C for Key Stage 3 Art ‘Public places, personal spaces’.  The unit asks students to investigate through Art ‘how ideas; beliefs and values are represented and shared in their local area and in different times and cultures, including contemporary modern practice’.   This allowed the department and the Subject Leader for Art and Design in particular, to explore opportunities outside the confines of the classroom for delivery of key syllabus modules.

This entire project featured as the key to a whole year group’s work for the remainder of the academic year as well as part of a whole school initiative.  The aim was to broaden student’s awareness of community cohesion through a cross-curricular activity which the school will continue to run post Creative Partnerships, allowing the ideas and projects to be sustained in the long term.]]></description>
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      <img:name><![CDATA[Rosebridge]]></img:name>
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      <img:credits><![CDATA[Chris Marshall]]></img:credits>
      <link>http://www.creative-partnerships.com/in-your-area/manchester-met-university/projects/our-multicultural-environment,376,PRO.html</link>
      <pubDate>Wed, 1 Sep 2010 09:27:40 BST</pubDate>
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