Memorandum submitted by Chorlton High School, Manchester
Summary of the main points made in the submission · Schools are rapidly seeing the need to put creativity at the heart of the learning agenda · The creativity agenda is intrinsically linked to the development of teaching and learning · Creative Partnerships project are an effective way to help structure the development of this agenda · The benefits of such projects are valued by students, teachers, parents and the schools as a whole.
1. Chorlton High School - A context.
1.1 Chorlton High School is a high achieving urban school that is committed to transforming itself into a centre of innovation and excellence in learning. It is this commitment that has lead to the school gaining national recognition and has being designated as a High Performing Specialist School by the Department for Education.
1.2 Our school is a mixed, non-denominational community school for students from the ages of 11 to 16. Although we are a large and popular school we aim to cater for each student by developing a vibrant personalised curriculum and supportive pastoral structure.
2. The School and the Creativity Agenda
2.1 At Chorlton High the emphasis is on developing the School as an innovative and creative learning hub where students complete their studies and become involved in all aspects of school life. We are committed to enabling all our students to become successful learners, confident individuals and responsible citizens. To achieve these aims for all of our young people we are dedicated to working together to providing exciting learning experiences where students and teachers become equal partners in the learning process.
2.2 Our vision is based on the belief that creativity is a vital component of lifelong learning. We nurture creativity and imagination throughout the whole school curriculum to help discover the world, solve problems and visualise the future. These skills are as relevant to the scientist and the mathematicians as they are to the musician or designer.
2.3 At the heart of our school development is promotion of creative learning. This has been the impetus for an innovative curriculum design that provides personalised, stimulating learning, providing opportunities for students to be challenged and to achieve as mature, confident learners as they move through the school. Creativity and multi-media technologies are features of the entire curriculum. These approaches encourage our students to be innovative, imaginative and enterprising whilst preparing them for life in rapidly changing world of the Twenty First Century.
2.4 The process of this development is a complex one. Creative teaching and learning lies at the heart of the school development plan and is the whole school target which is the foundation of our specialist school targets for both Arts College and Training School. It underpins curriculum developments, ethos and CPD.
2.5 Developing approaches/vehicles to drive forward the momentum for this are not straight forward. The schools own CPD needs cannot be solved with simple training courses - it to needs to be organic, creative and individual to our own circumstances to enable real change.
2.6 It is within this true cultural change that work with Creative Partnership has helped develop whole school practice.
3. Collaborative work with Creative Partnerships
3.1 As a lead school with Creative Partnerships Chorlton High School has been able to enhance their creative provision in a number of areas that have had an impact o the whole school in a number of way. The following are a number of examples to illustrate this.
3.2 To disseminate good practices for creative learning the school has systematical planed for department to work on creative projects with Arts practitioners throughout the whole staff. One of the most recent strands of this involved the French and Geography departments working a joint curriculum project, 'Frantarctica'.
3.3 The project allowed the French and Geography departments to work with Year 8 students to together to explore their awareness of global issues; in particular global warming and other eco-related issues. The performances incorporated the creative development of the French language and encouraged confidence in the use of the spoken word. Throughout, the students worked with creative artists from the Royal Exchange which enabled them to learn creatively through movement, sound production, visual arts and drama by developing characters that connected to Antarctica, developing monologues in French and in response to the Geographic region.
3.4 For the school the involvement of staff and students on a high profile stage demonstrated the commitment and value of creative learning. The work was highly regarded by al, and its benefits were disseminated by staff and students alike
3.5 For teaching staff there was true CPD in creative learning approach that became embedded into the teachers practice. The teachers involved in turn became not only advocates, but ambassadors for creative learning and teaching
3.6 The student had many benefits - on the perspective of learning approaches, subject specific learning and personal gains. Ja-Neal Jawando from Year 8 who took part in the project explained why she had found the project interesting, 'You don't hear much about the Antarctic, most people probably didn't know that first person to set foot there was French. We found this out whilst researching the project. Learning about things like this makes you be more excited about learning.' Nikki-Leigh Rogers added, 'It gave us more chance to explore things about the subjects in more depth. That's what I really enjoyed.'
3.7 Abdulsalam Hegeg was responsible in transforming the Royal Exchange into the depth of the Frozen South. He worked with the design team to bring to life his designs in the theatre, 'The theatre chose my design for the set, which was great, it gave me lots of confidence. It was then really good great to see my designs brought to life.
3.8 The production was bi-lingual an experience that the students found both challenging and rewarding. 'I found it was easier to speak in French when I was acting than in the classroom,' commented Vita Fox, 'It was fun and nice to perform in another language and in a theatre like the Royal Exchange.'
3.9 For the parents it made clear the power of a creative approach to education. They were able to value the impact of working in such a way. "It was a really dynamic and creative way of working with the children and I was grateful that she had the opportunity. She thoroughly enjoyed the time working in the theatre and I know that she has certainly gained geography skills- she looks for news stories about global warning and about Antarctica, and she has retained a lot of the material and issues worked around."; "Another benefits of this type of project is the interaction with classmates, and the increase in confidence they are showing"; "The performance was fantastic - so important to bland different areas and kinds of knowledge - language, geography, ecology, drama! My son did discuss this with me (for once!) and it was great to engage with what he is doing".
3.10 Through another project the school recently received funds through the 'i-imaging grant' to develop 'cultural change' through the school. For us this was the development of the student voice through the launch of Chorlton High TV
3.11 The twelve Year 10 students, who make up the board of directors, are aware of the need to strength to communication of the student decisions groups that are part of our school development. They broadcast the work of the student councils, the building and food student focus groups and they proactively prepare entertainment for their dinning room. The board of director are responsible for the editorial and programming decisions, although there are a number of different groups of students involved in making programmes for broadcast
3.12 The broadcast are made in the school canteen, and all eyes were turned in the dining room when CHTV went 'live' for the first time. The school wide TV channel is made 'for students, by students'. Here there was a true impetus of being able to make true change, by using creative responses to address the school culture.
July 2007 |