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Memorandum submitted by Priory School, Slough, Berks
1. Introduction
"Primary
Education is a critical stage in children's development - it shapes them for
life. As well as giving them the
essential tools for learning, primary education is about children experiencing
the joy of discovery, solving problems, being creative in writing, art, music,
developing their self confidence as learners and maturing socially and
emotionally....... (DfES Excellence and Enjoyment At Priory School we believe that our Creative Learning Curriculum has enabled us to make the above vision a reality. We believe that we are promoting opportunities to explore the best of contemporary culture and to express individual creativity, both of which are vital components of any education policy committed to developing the full potential of its pupils. Problems in education have arisen due to the low expectations of young people's abilities and it is essential raise morale, motivation and self esteem in school. This needs a broad, flexible and motivating education that recognises the different talents of all children and delivers excellence for everyone. This means providing learning and teaching that unlocks the potential of everyone. It is clear that academic ability alone will no longer guarantee success or personal achievement. All of our children have capabilities beyond the academic. Children who do have high academic abilities may have other strengths that are often rejected. Children who struggle with their academic work can have outstanding abilities in other areas. High standards in creative achievement require just as much rigour as traditional academic work. The Creative Learning Curriculum at Priory School was introduced as a result of dissatisfaction with the learning and teaching of the Foundation Subjects together with the over-emphasis of teaching of the core subjects. The creation of 'SATs robots' and bored, sterile teachers brought into question the nature of what we were trying to achieve with our children. Creative Partnerships had also been introduced to Slough and Priory School was keen to be a part of this initiative. The funding and support received from Creative Partnerships has played a major role in the success of the project to date.
Priory School's Mission Statement is;
'TO ENABLE CHILDREN TO BECOME INNOVATIVE AND CREATIVE LEARNERS WHO ACHIEVE THE HIGHEST POSSIBLE, ACADEMIC, ARTISTIC AND TECHNICAL STANDARDS THROUGHOUT ALL AREAS OF THE CURRICULUM.'
Part of achieving this goal has been the development of The Creative Learning Curriculum. The objectives of the Creative Learning Curriculum
are to:- · achieve a radical change in
children's learning styles in conjunction with teaching methodology · raise profile of the foundation
subjects; · develop learning and teaching
through 'The Arts'; · foster creativity and inspiration in
all children; · build confidence and self esteem so that the children are able to express their creativity and individuality;
2. The Structure of the Creative Learning Curriculum
a) Introduction All foundation subjects are taught using works of Arts a starting point. Each year group uses one work of art per half term. During the school year, children will have focused on six works of art as a stimulus to their learning. Throughout the school the works of art studied show diversity in subject matter, styles of artists, countries of origin and period in time. This means, that during their time at Priory School, the children will have studied well over forty works of art in depth. The National Curriculum for the foundation subjects is embedded in the planning for these works of art.
b) The Planning Process · All staff were involved. A day's INSET course at The
National Gallery for teaching staff and teaching assistants provided huge inspiration
for everyone and deepened understanding of the vision of the project · Year group teachers worked together for two and a half
months, planning the year's
overview and then curriculum content in detail · Existing planning was used as a resource, but teachers were
free to change whatever they felt necessary to improve the foundation subjects
curriculum · The National Curriculum was the fundamental basis of the planning
· Teachers chose the works of art in two ways; 1) they chose a work of art about which they were passionate already and planned the curriculum around it 2) they searched for a work of art which would link closely to their newly planned curriculum content · Detailed planning using National Curriculum references was
completed by year groups for each foundation subject · Curriculum co-ordinators scrutinized their subject planning across the school looking at coverage of National Curriculum objectives, progression and development of skills, quality of content, resources and suggested partnerships. Where necessary, changes were made in consultation with year groups. This process ensured the project was of the highest quality possible.
c) Delivery
Teachers introduce each painting in different ways to the children exploring themes raised by the children in discussion. The afternoon sessions for half a term are then focussed on the different subject elements identified in the detailed planning. There is great diversity in delivery of material with emphasis upon the use of in depth discussion, Drama, ICT and Multi-media and practical approaches. Children are encouraged to record their work in individual ways that include mind mapping, graphics, bullet points, diagrams and note taking. Children's individual learning styles are continually being developed. This is also having a significant effect on their work across the Core subjects. Staff receive ongoing training in the latest philosophy, methods and techniques regarding learning and teaching styles. Teachers provide varied, creative frames on which the children can record their work. This means that the delivery of the lesson may be the same for a group of children but the learning outcome and method of recording is very individual. Children no longer use traditional exercise books. Their work is kept in ring binders with subject dividers. Children are still aware of how their work relates to subjects but understand the cross curricular nature of what is being taught. At the end of each half term the children make their work into books with a contents page and a front cover. The children therefore have six unique and individual books at the end of every year.
3. OFSTED Evidence
"The school works with over 50 creative partners to deliver the Creative Learning Curriculum. This innovative approach to teaching the foundation subjects is outstanding and helps pupils reach excellent standards in their work as well as making a significant contribution to their personal and social development. Pupil's engagement and enjoyment of their lessons, their excellent behaviour and attitudes to learning and the commitment and dedication of the teachers make this a very happy school."...
..."The curriculum is outstanding. The school has just cause to be proud of its innovative Creative Learning initiative which has a positive impact on learning and personal development throughout the school. Creative partners bring a wide range of skills which benefit all year groups. High quality individual booklets are an end product of the imaginative and vibrant teaching and learning that takes place. Stimulating displays create a superb learning environment." January 2007
4. The Work with Creative Partners
The use of creative partners and visits are a fundamental part of the Creative Learning Curriculum. Creative professionals are heavily involved in the planning process and are used to enhance, develop and support the curriculum. Partners include visual artists, authors, dance groups from many different cultures and genres, instrumentalists, drama specialists, theatre groups, chefs, gardeners, film makers, photographers, graphic designers and teachers from local secondary schools. Visits are planned to be an integral part of curriculum delivery and are a frequent occurrence for all year groups. Parents have subsequently revisited some of the places to share the experience with their children and to broaden their knowledge. Visits have included trips to places of religious interest, national and local art galleries and museums, towns of historical interest, places with geographical features of interest, theatres, farms, parks, gardens and nature/wildlife study locations. Parents have also become creative partners. Children have learnt much about creative careers through working with creative-professional parents with whom they are very familiar and who they now see in a new light. Parents are also encouraged to join in with creative activities and visits. Now into the fourth year of the programme, a huge amount of evidence has been collected which shows the positive effect on both learning and teaching that the partnerships have had. Without these partnerships, the curriculum would still have been re-engineered and highly improved. However, by teachers and pupils engaging in rich creative and cultural partnerships with professionals, a whole new depth has been given to the project. As well as the huge benefits partners bring to the children's learning, enjoyment and motivation, their involvement has had a major impact on the staff. By working with the partners in the classroom and also in dedicated INSET sessions, teachers have also developed impressive new skills! Evaluations show that they are enjoying working with the partners, learning and developing a much more creative side to their teaching skills. This positive approach and motivation is evident through the whole school year, even in projects which do not directly involve partners. It is wonderful to see a happy and motivated staff. The development of the project involved dedication and commitment from all staff. It continues to demand these qualities as teachers strive to achieve the highest standards for themselves and their pupils. Motivation is at its highest as the positive effects of the project are so evident. Visitors often comment on the warm, rich and happy ethos of the school which is combined with very high standards of achievement.
Nearly all of the partnerships have been highly successful and have been sustained. Some on an annual basis, some more frequently. The very best partnerships are those where the partners have become more and more familiar with the children, teachers and school philosophy - which increases with continued visits. Many partners have commented on how their own practice and skills have also developed. We have found it essential to work with partners who have been recommended by other schools. In one case, a partnership was unsuccessful because the partner was unable to work with or relate to young children (Year 2). They had worked successfully with secondary aged pupils before, but primary aged children proved to be a challenge, even though they assured us, during the planning process, that they would be able to carry out the project. Below are examples of Creative Partnerships and Year Projects which happened recently. Partners plan with teachers and evaluate the project afterwards. The aims and objectives of each partnership are detailed and some of the evaluation comments from teachers.
5. Examples of Half Termly Projects
THE NURSERY
ART STIMULUS: Postman Roulin by Vincent van Gogh CREATIVE PARTNER: Rosie Smith, visual artist "Rosie Smith really inspires the children - they are enthusiastic and attentive and the artistic work they have produced has been very much 'their own' and excellent. Levels of confidence have improved in all areas." Pauline Fox - Head of Nursery Rosie worked for one day in the Nursery. One session with the morning children and an identical session with children attending in the afternoon. Rosie has built a sustained partnership with the Nursery department and works for one day per half term with the staff and children. She has worked in this way for the last three years with incredible results. This partnership has had a major impact, not only on the development of the childrens' artwork, but on their general development in many ways.
The following details Rosie's third visit to the Nursery:
The overall aim of Rosie's partnership in January was: To work with an artist using a line drawing of Van Gogh's Postman Roulin as an inspiration for their own mark making.
The objectives were; · to build on observational skills used in previous sessions to explore texture and line · to encourage the children to use their own mark making to create different textures · to enable the children to use a variety of pens to produce thick and thin lines · to encourage the children to use their observational and mark making skills to trace parts of the Postman Roulin and produce their own version · to introduce vocabulary relating to texture; smooth, rough, bumpy, bold, straight, curly, curved · to reinforce the cooperative working relationship between Rosie and nursery aged children
All of the objectives were achieved very successfully. In the evaluation of the project, the Head of Nursery identifies the most positive aspects of the project; ü the obvious pleasure shown by the children at working with Rosie and the fact that they remembered her so well ü the attention, interest and participation demonstrated during the introduction ü the concentration shown by the children during the mark making activity - even those children who find it more difficult to sustain effort ü the childrens' increasing confidence in their own artistic ability
YEAR 2
ART STIMULUS: Storm Over Southall Shed by Terence Cuneo CREATIVE PARTNER: Carole Cuneo, daughter of the artist CREATIVE VISIT: Didcot Steam Railway Centre
"Probably the best partnership yet! We rode on a steam train and learnt lots about the artist and his interest in steam trains. Then his daughter, Carole, brought everything even more to life for all of us. The video of her father painting and talking about his life and work, the original works of art he painted for her as a child, the mouse hunt in the exhibition of his work. It was just fantastic and added a huge amount of depth to the half term's work. The children were captivated by this larger than life and extremely interesting character. I don't think any of us will forget this partnership!" Sue Webb - Assistant Headteacher and CP Coordinator Carole Cuneo was extremely surprised when we contacted her and asked if she would be able to visit Year 2 children at Priory to talk about her father's work. She had exhibited his work many times before but had never visited a school and talked in front of a hundred children! We liaised many times in preparation for her visit and she spent hours preparing! She was very familiar with the work the children had been doing during the half term and said she was incredibly proud that we were using her father's work in this way. The overall aim of Carole's partnership in was: For the children to meet a living/famous artist's relative, and to appreciate the life, work and interests of an artist through their eyes
The objectives were; · to learn about the work of Terence Cuneo · to learn about the life and interests of Terence Cuneo · to learn about his family and what it was like to grow up with an artist as a father · to develop historical knowledge of transport in the past, focussing on steam trains · to learn about the mice! · to be inspired to produce their own original artwork based on their hobbies, interests and the world around them
The most positive aspects of the partnerships were; ü the interest shown by the children, evident in their questions to Carole and their enthusiasm ü the facts remembered from the Didcot visit and applied in their general knowledge and discussions with her and subsequently ü their interest in historical facts and motivation to learn more from people, books, videos and whatever other sources of information they could find ü their own artwork, which showed amazing imagination and thought
YEAR 5
ART STIMULUS: African Rock Art CREATIVE PARTNER: African Muzik Makers
"The Muzik Makers were fantastic partners to work with. They really inspired both the children and the teachers with their musical ability and knowledge of Africa and giving performances. They brought an extra edge to the concert through drumming and dance which involved every child in the year group." Liz Rogers - Year 5 Teacher
"Really fantastic concert and an event which is thoroughly recommended for next year. Muzik Makers are really excellent partners, well worth visiting again!" Rachel Hampson - Year 5&6 Phase Leader
"Working with the World Muzik Makers was an excellent chance to see a partner balancing their musical contribution to the childrens' learning with pastoral care. The lead musician made strong links between working hard and achieving in music and working hard and achieving in adult life. The concert itself was enhanced by the skills of the partners and created a fabulous 'shop window' for Year 5' production. I would certainly book these partners for next year - they are exactly what the children need." Suzanne Hawley - Year 5 Teacher
The comments above really speak for the quality and depth brought into Priory by these creative professionals. Again, they are partners with whom we have worked before. When partnerships become sustained, the achievements of everyone involved become so much greater. In this case the children, the teaching staff, the support staff and the partners themselves. The reaction from the parents who came to see the outcome of this partnership was overwhelmingly positive.
The overall aim of the Muzik Makers partnership was: To enhance the children's experience with true African culture and involve them all in a musical dance and drama production for the rest of the school and their parents.
The objectives were; · to expose all of the children to the techniques of African drumming · to improve the childrens' attitude and participation in African dance · to introduce the children to aspects of African drama in connection to 'Rock Art'
When evaluating the most positive aspects of the partnerships were noted as; ü the positive experiences which the children had were endless ü there was 100% participation in the two percussion songs which were performed by all of Year 5 ü the children gifted in dance were also given fantastic opportunities in their own dance experiences ü the holistic approach was just fantastic
6. Impacts of The Creative Learning Curriculum at Priory School
· CHILDREN ARE MORE INDEPENDENT THINKERS AND LEARNERS, MUCH MORE ARTICULATE AND KNOWLEDGEABLE
· CHILDREN ARE FAR MORE CONFIDENT, SOCIAL SKILLS HAVE GREATLY IMPROVED, BEHAVIOUR IS MUCH BETTER, MOTIVATION IS HIGH
· ALL AREAS OF THE CURRICULUM SHOW IMPROVED STANDARDS
· TEACHERS FEEL HIGHLY VALUED, REWARDED AND MOTIVATED
· TEACHERS ARE LEARNING NEW SKILLS BECOMING MORE CREATIVE
· PARENTS ARE BECOMING MORE INVOLVED
· 'CREATIVES' ARE DEVELOPING A KNOWLEDGE OF HOW CHILDREN LEARN AND AN ABILITY TO TRANSFER THEIR OWN SKILLS
· POSITIVE ETHOS AND CREATIVE PHILOSOPHY LEADING TO NEW THOUGHTS AND PRACTICES CONTINUALLY
· PROJECT IS BEING SHARED SO OTHER EDUCATIONALISTS CAN USE AND DEVELOP IDEAS
7. Priory School SATs results
We truly believe that our Creative Learning Curriculum and involvement with Creative Partnerships has made Excellence and Enjoyment a reality!
July 2007 |