Gareth Long - Education

Stage not Age

2012-01-29T13:05:00.006Z

A recent media story has been producing some interesting conversations amongst educationalists. Basically it's about a class of 12/13 year olds at the Winifred Holtby School in Hull taking their GCSE English examination more than three years early.

Many schools enter students for exams one years early. This particular English teacher recognised that this one class of students were 'unique' within the school, producing work way above their age expected standards. The fact that twenty six of them achieved A's, B'S or C's at GCSE despite their supports this view. Whilst a few may retake their exams (four got D's) the other have already started GCSE English Literature with the expectations of starting 'A Level' courses two years early at age 14/15. Fantastic.

And why not? I am a real supporter of students being able to do things, new courses, projects and exams, when they are ready, not only when they reach some specific age set arbitrarily. It is all about 'stage not age', - if they are motivated and an do it, why shouldn't they? It may be administratively inconvenient, but that's an organisational issue.

Some comments under the story have referred to the fact that they may all have got 'A's' if they had waited until they were sixteen - a more usual age for taking GCSE examinations. But if they mature enough and are capable of doing and understanding the work now, why would you ask them to wait for three years. This success may well motivate them to do more and even better, thereby becoming more aspirational about their learning and plans for the future.

Asking them to wait for years for no legitimate or logical reason is far more likely to demotivate and demoralise them. Why would anyone want to do that?

So, a massive well done to the students and well done to the school for having the confidence to allow students to learn when they are ready, not wait until they hit random age targets!

To read the full story click here.

Thoughts on Finland's Education System

2012-01-26T22:14:00.010Z

Another in the series of occasional guest posts - this time by Elaine Hirsch commenting on the Finland's education system. (Elaine Hirsch is kind of a jack-of-all-interests, from education to technology to public policy, so she is currently working as a writer for various education-related sites and writing about all these things instead. She currently writes for an online school resource.)

Imagine school with shorter and fewer days in class, no bells, and teachers who go by their first names. Imagine reading in warm slippers by the fireplace between classes, and doing no more than half an hour of homework every night. This is the education experience Finish students experience from K-12 to master's degree programs, a fact which is validated through Finland scoring the highest among international school systems.

Year after year, Finland's K-12 education has been at the top of PISA's international survey results for students' academic skills, and unlike the similarly high ranking South Korea, has done so without a cram school in sight. Sadly, this is in contrast to the United States, whose position continues to fall and consistently lags behind countries such as Slovakia and Barbados in several subjects, despite higher government spending on education.

If Finland's educational success is not due to rigorous schedules, scoring scrutiny and intense competition, what is its secret?

The results are surprising. Finland spends almost $1000 less per year per student than the United States, and many Finnish schools do not boast a great variety of extra-curricular activities or employment of the latest technology. Instead, Finland's schools differentiate themselves through more fundamental and very basic differences.

Finnish teachers are very well regarded in society, and share equal social status to doctors. 25% of young Finns select it as their vocation, but only 10-13% are admitted to teacher training programs, due to the high volume of applicants and the caliber of those seeking to join the ranks. In the United States, the bottom third of graduates enter the teaching profession.

Money is also not the answer. Finnish graduates are drawn to teaching because it offers great job security, a respectful and comfortable environment, and a very high degree of autonomy. Teachers are encouraged to be creative and self-sufficient in their teaching, and tailor the needs to their students. Successfully following this model is easier when the country's brightest graduates are the nation's teachers.

Parents and teachers teach children from a young age the benefits of being resourceful, and those new to Finnish society are often surprised by see young children walking through the woods to school alone, and carrying their own bags. Finnish parents show a keen interest in their children's education, and collaborate with teachers regularly.

Finnish schools emphasize comfort and respect in every aspect. Schools mimic a home environment, with comfortable furniture and wholesome free lunches. Finnish schools are not ranked against each other, and students are not streamed into special programs according to ability, but struggling students do receive extra tutoring. As there is little difference in standards from one school to the next, no schools are disadvantaged or have to cope with the issues that many urban US schools struggle with daily.

Finland's 96% graduation rate, compared to 75% in the US, means that far more students are prepared for higher education. Economic disadvantage not does prohibit college attendance, as college is free and grants are readily available. After ninth grade, Finnish students choose either an academic or vocational track, meaning they are allowed to specialize to their strengths from an early age.

Any teacher will explain that it is inaccurate to compare two countries' education systems and conclude that the systems alone are the reasons for differences. Finland enjoys a far lower crime rate, and while the country may face challenges, few countries in the developed world compare in cultural, racial and religious complexity to the United States. That being said, the United States can still learn from the Finnish experience. Respect for teachers and for learning can't be bought with money alone, and often state curriculum and bureaucracy yields poor results as a substitute for a fundamental respect and enjoyment for learning.

For comments to Elaine - please post them below and I will ensure she receives them.. Thanks.

BETTer

2012-01-24T20:27:00.007Z

Although rather late - a few words about the annual BETT show this year. It seems to have been bigger and certainly more people attended than last year. Interestingly there was a much greater representation from foreign countries, including Singapore, Brazil, Sweden and the UAE amongst others.

This is the last year for BETT at Olympia - next year it moves to the Excel Centre. It maybe a bit further away for some but at least the technology should be more robust. Nothing can be more frustrating for those exhibitors at the worlds largest ICT show than having a variable (and often out) ICT capability.

Apart from the increasingly large and dramatic structures from suppliers there seemed to be a much greater emphasis on software and peripherals rather the more expensive kit. I did think that some of the presentations were particularly interesting this year. Inevitably Professor Stephen Heppell's stand was amongst the most visited with a rolling programme of presentations and Skype links to students from all over the world.

I was also pleased to listen to Ollie Bray, National Advisor on Emerging Technologies in Learning for Education Scotland talk about the virtues of using gaming as a key resource to aid learning. As ever, he was engaging and motivating with several examples of students and schools doing great things.... simply because they were given the chance!
And of course, Stephen Heppell was surrounded the inevitable television crews all show... no change there - people all over the world want to hear what he says, it's always motivating!

Seeking Solutions to Problems

2012-01-08T20:38:00.005Z

Spotted the other day near a local school, a very nice new brick wall outside a house, with an old car (all be it a Trabant) trapped in behind it.

What's really great is that a local primary school seized the opportunity to use it to set a problem solving exercise. Students were asked how they could get the car out of the front yard without demolishing the wall. Research, (the weight of the car etc) and lots of creative thinking came out from the students - would any of them work... unlikely but it created lots of interest using maths and science skills.

The real reason I like this though is the demonstration of teachers being flexible, seizing real situations and incorporating it it into existing curriculum work. It created interest, excitement and context. Great!

Not Motivating Students

2012-01-08T20:11:00.007Z

A rather unfortunate piece of video surfaced last week showing Secretary of State for Education Mr Michael Gove addressing students at Haberdashers Aske school. What ever the purpose of the speech, it clearly was not aimed at the young people having to endure it. It looks rather more as though it was aimed at the media who were present filming him.

Teachers take assemblies every day in schools - to plan them effectively and capture the interest of students takes care and skill.

I'm not saying that Mr Gove can't relate to young people, but this is a very unfortunate piece of footage. To view it the video, click here.

cefpi Article - Students Designing their Learning

2012-01-03T18:23:00.007Z

Talking at conferences in the

United States

last year, (the cefpi Annual Conference in Nashville and NSSEA Conference in San Antonio), about the power of engaging with students in their own learning seemed to strike a chord with many delegates. There really was a surprising acceptance from many that we really must start approaching learning differently in the Third Millennium and involving young people not only in the planning and delivery of it, but also in the design of the spaces that they are expected to learn in.

I say surprising because at other events I have attended in the USA the delivery method has frequently come across as fixed. As for creating appropriate learning environments, Facility Managers seem to have made more decisions based on bulk purchase of vinyl flooring and chairs etc than ensuring spaces were an appropriate response to the appropriate pedagogy required. Add to that the thought of consulting students about designing their own learning......... and some have thought it was a crazy idea. But why wouldn't you?

This led to me writing another article for the latest cefpi magazine 'Education Facility Planner' entitled "Students Designing their Learning" The feedback has been excellent and very generous. I am humbled but pleased that people enjoyed it. To read the article in full, please click here. All comments welcomed - as usual!

Happy New Year!!

2012-01-02T21:27:00.003Z

A very HAPPY NEW YEAR for all readers of the blog and I hope that 2012 is good for all of you.

My blog is read by many thousands of people from well over a hundred countries. I do know that posts have got fewer recently - I will do my best to resume 'normal service' during the year.

Thanks for reading and best wishes for 2012

Thanks for reading - as always.

Red

2011-12-19T20:57:00.011Z

Red was the colour surrounding me as I toured a new elementary school in America recently. Not just any red but really scarlet - the photographs are deceiving in appearing rather orange. The colour identified a learning hub, a group of classrooms round a central flexible learning area.

Entering into the hub, past the well designed 'open' bathrooms, the walls, ceiling and further in the floor were all dominated by this vibrant, bold colour. I have to say that many of the visiting professionals I was with didn't like it - they thought it was just too much and unlike the other areas of different hubs.

There is considerable research and psychology around colours for learning, varying by age and purpose of area - the choices here were an interesting and brave decision. The Principal assured us that the students and staff really liked it, as did the architects (but they would, wouldn't they.)

However, I do have to agree with my friend, massively respected education architect and planner; Randall Fielding of FNI in his article 'Learning, Lighting and Colour - Lighting Design for - Schools and Universities in the 21st Century' when he comments on the use of primary colours for young students.

"Often the the strategy is expressed that brightly lit, primary colours are the best environments for young children. This is not born out by any reputable research. In fact, experience has sown that children are wonderfully sensitive and responsive to nuances in both lighting and colour. For example, children are particularly attuned to the colours of nature and human skin tones, and yet these are completely out of the primary range. Primary colours can be harsh..."

I am not against the colour red being used but, to quote Randy again, "All colours have a place for learners of all ages, when used thoughtfully".

I have to admit though, when seeing the great slab of red as we entered the learning hub, to not being convinced about the way it is used here, but.... what do you think?

NSSEA in San Antonio

2011-12-04T19:40:00.005Z

I was fortunate to be asked to speak at the The Equipment Show in San Antonio, Texas in the last few days. This is my first time at this particular event, which I learnt is really a market place for dealers and distributors.

Although very successful I was really quite surprised at the range of equipment there - lots and lots of furniture (much very traditional), scoreboards, sound systems etc, but very very little in the way of technology. I think I only saw one interactive plasma screen and two or three interactive white boards. Whilst talking about this I was told that ICT is really dominant in another show during the year. This is unusual when thinking about what is happening in places like the UK, Germany etc.

What many people have learnt however, that is when designing new spaces and reconfiguring existing ones, it is the integrated approach to design and planning that is so important. You can't select the furniture if you don't know what pedagogy and ICT the spaces are intended for now and in the predictable future. It was obvious in the minds of many non educators I met in Texas, totally charming that they were, is that the total integrated approach to planning spaces has not yet been achieved. It needs to be!

ICT - Mr Gove speaks

2011-12-04T19:04:00.006Z

Whilst in the States I've been catching up with the latest thoughts of Michael Gove regarding ICT by watching his speech to the The Schools Network.

There seems to have been a bit of a rethink of his thoughts, with some really quite positive views about the value of technology in education - he could have said more, but anything positive is good. Once he started about ICT he acknowledged "how little classrooms have changed and given how much technology has transformed work places, the DfEe has been behind the curve in appreciating what needed to be done". Agreed!

He confirmed that there were no tensions between the use of technology and the expectation of high standards –he went on to note the need to reflect on how technology can enhance access to the UK's rich inheritance of literature, scientific thinking and mathematical skills. He also seemed surprised by just how much high quality content was accessible by everyone. Many people have been saying this for years.

His confirmation of the previous focus on hardware, especially on machines that have rapidly become obsolete would be agreed by many, and at last he has acknowledged that the focus should have been in training so that staff were as adept and ICT literate as they can be. He advocated an increasingly need to refocus investment and thinking in human capital.

He noted that many students have access to all the technology, iphones, tablets, computers etc. We all know this, but wouldn't it have been even better if he had acknowledged the role that students could bring to enhancing well planned lessons, especially in modelling how the technology they use could help them all. Mosts teachers will never be better in using the technology than their students - why not use these skills!

In America last week I spoke about how I expected more and more schools to get 3D printers - 'because they could'. Mr Gove bizarrely also spoke about them last week, saying how they give new levels of sophistication and innovation to design. But, to use them effectively, and give real relevant purpose to their use, there also needs to be curriculum revision and training for staff and students. The capabilities are so great - the students will get it, but they will have to be allowed to really explore the real sophistication and uniqueness that can be achieved rather than be forced to undertake a simple potentially 'dumbed down' project which could almost be done in other ways.

Although Mr Gove did not go far enough, what is really positive though is that the Government are beginning to 'go public' about the role ICT should play in education to support high standards and encourage innovation.

To watch the speech in full click here. (Please note that the section to ICT is about a third of the way through the video)

Students using Construction to Learn

2011-11-25T06:34:00.008Z

As I work with a number of schools developing their new buildings, a few are really heeding my suggestion and using every opportunity to learn from each stage of their building programme - it'll only happen once!

One such school is St Saviour's and St Olave's School in Southwark, London. A complete staff panel is developing resources to enhance the curriculum, and student groups are developing their own learning by working closely with the construction project manager and sharing it with not only the school community, but also online for everyone to follow. Although still in it's early days, the promise is exciting.

One of the students is recording photographically every activity on their construction site. Year 13 student April Gurney, who is studying photography, has take some amazing photographs, including the one above - possibly the best photograph of demolition I have seen for a long time.

Excitingly, so inspiring is this photograph that it has inspired the English Department to create a whole project on science fiction writing. To develop this further collaboration with the Art Department has allowed students to use 'Photoshop' to manipulate the image to create their ideas.

It's all about learning being flexible and taking opportunities. This is no lightweight stuff, mathematics, engineering, languages, arts, modern languages, environmental sciences, geography, citizenship are all involved - it could be fab with students using their learning in context! Pythagoras, forces, calculation are all becoming real, rather than just a paper exercise - it could be really fantastic!

I will be writing much more about this project soon - but the start has been very promising indeed.

The Bloodhound Project

2011-11-16T08:27:00.009Z

I was very pleased recently to spend some time alone talking with Richard Noble, former land speed record holder during WISE2012 in Doha. He was enthusing about the fantastically ambitious and exciting new 'Bloodhound' land speed record project.

It is ambitious, and as it aims for speeds over one thousand miles an hour frankly, it sounds a bit scary to a lay person like me.

The 1,000 mph Bloodhound car is now into build and the Bloodhound website is now being followed in 211 countries. Bloodhound will be running in 2013 and 2014 in South Africa (thousands of tons of stones are currently being moved from the desert right now).

The REAL beauty is the real emphasis given to education throughout the project. The UK school operation is being run through 4,729 schools. The Bloodhound website already shows how some schools are interacting with this project.

What is really exciting and a real live learning opportunity for schools everywhere is that ALL the operational data from the car will streamed live to the web so that they can follow the programme. The Project Team are also developing an on line educational academy which will provide sufficient education for the web followers to interpret and understand the data. All this goes on the website www.bloodhoundssc.com

This is a really exciting opportunity for schools - it is a cutting edge 'real' project in every way - I just hope that as many as possible get involved.

Learners Voice AT WISE 2011 - The girls from Haiti

2011-11-02T09:42:00.022Z

With over twelve hundred delegates at the World Education Summit for Education (WISE) in Doha, a crucial component of the conference is the focus on young people and 'Learners Voice. This year, thirty students from all over the world underwent a rigorous selection process to attend and represent their peers. Not only are they attending, they are also running sessions, running workshops, interviewing delegates and reporting on the conference. a tall order for a group that had never met before. To prepare for this they had a two day pre-conference of their own, it was obvious to see how well they have 'gelled' as a team. The workshop I attended was the best of the day - delegates had not had to work and contribute so much before - brilliant!! (It was also good to see evidence of Gavin Dykes (Education Impact, UK) and his guiding hand behind the scenes to help it have maximum impact).

Despite all this activity and the focus on young people, there will be many delegates that will really miss out by not actually speaking to them. How can this be right in an education conference? This is a real pity, the students I spoke to and who ran the sessions are scarily bright, ambitious and articulate. (Maybe this aspiration is scares off some delegates). Some of the young learners I spoke to have amazing stories to tell.

I was fortunate to talk to Augustin (studying Electrical Engineering) and Daphnee (studying Agro-economics), both of whom had come from Haiti. For one it was their first ever trip out of Haiti - and to come all the way to Doha via Miami and New York was a real, daunting, experience! What a first trip!

They spoke enthusiastically abut Haiti and with real honesty about the significant issues of all forms post earthquake: poverty, high unemployment (50%), incredibly low take up of higher education especially by students who lived out of Port-au Prince. (Only one from Augustin's former school this year went to higher education). They talked about low aspiration and young people's resignation about having to live by scraping together a living by selling water etc. It was truly humbling to hear them talk about it.

Both girls had only managed to secure university places with the assistance of an organisation called HELP. This great organisation offers scholarships for students to go to university in Haiti and is now helping over one hundred students to attend university. Without this assistance they were not sure what they would be doing. It was a depressing thought that these two girls may have been a vastly resource if they had not had the chances given to them. It made me wonder just how many more potential resources were being wasted. The significant social issues are not helped however as both girls mentioned that those who graduated with degrees nearly always then emigrated - an effective brain drain of bright young citizens. The real challenge is to try and retain them and allow them to contribute to their society. They both mentioned that whilst lots of people and organisations are helping in Haiti, so much more help was needed for their education system.

What had the conference done for them? Well they both admitted to being even more aspirational than they had previously been and also determined to contribute back to their society. This is a great outcome for them from WISE 2011.

Augustin, when asked about her impression of the conference in it's stunning surroundings and it's amazing delegates, talked not about these but instead focused on the amazing technology available. There is no doubt that a fabulous infrastructure in Haiti would be a significant factor is raising the education opportunities and aspirations.

It was a real privilege to talk to Augustin and Daphnee. I probably won't ever see or talk to them again, but ladies, it was a humbling experience and I wish you all the best for the future!! To those delegates that don't speak to these young delegates - you really don't know what you missed!!

WISE 2011

2011-11-01T19:01:00.015Z

I am delighted to have been invited to the World Innovation Summit for Education (WISE) for the second year running. Launched in 2009 by the Qatar Foundation, under the inspirational leadership of Her Highness Sheikha Moza bint Nasser WISE is now in it's third year.

WISE is an international multi sector forum for creative thinking debate and purposeful action. It seeks to mobilise decision makers and practitioners to seek innovative solutions to todays educational challenges and to share best practice. With 1,200 delegates from 120 countries, it truly is the leading international education conference in the world. It is unique and the underlying premis is built on the belief that building on and implementing best practices in education is the best way to secure a prosperous future for individuals and societies in all parts of the world.

The conference consists of a series of plenary sessions, seminars, panel discussions and interviews as well as numerous networking opportunities. With over 120 speakers from all around the world the range of experiences here is just phenomenal. The conference days are long, finishing at past six o'clock, but with this many people in the same place everyone has to make the most of this amazing conference.

One development I am really pleased to see is the greater participation of students. Thirty students, carefully selected from numerous countries have already had a two day mini conference and are spending the days interviewing delegates, reporting on sessions and running their own presentation. This is a great response to comments last year - and I am sure their participation will continue to grow, along with the conference.

Several more posts will follow about this years WISE Conference over the next few days, but thank you for allowing me to be here again.

Her Highness Sheikha Moza Nasser Al Missned, Chairperson of the Qatar Foundation

Stephen Heppell talks...

2011-10-29T10:36:00.008+01:00

Regular readers will know that I am a friend and colleague of Professor Stephen Heppell. We have done a number of projects together. There are many videos around of him talking, including on YouTube. However, the latest one, recorded in the past few days in New Zealand, is worth watching.

In this ULearn11 EDtalk Stephen explains why he believes that the 'structures and strictures of education will be swept aside by the engagement, seduction, delight, passion and astonishment of a new learning world'. Stephen shares his conviction that if we want to know what education will look like in the future, we only need to look at what is happening in the online world now.

As ever he makes great deal of sense, but will the key policy makers agree?

To watch the video click here.

Who Owns Community Noticeboards?

2011-10-25T20:32:00.005+01:00

Community noticeboards - who 'owns' them?

More and more schools are keen to be central parts of the community, and several schemes I have worked on have talked about having community noticeboards.

Community noticeboards are great and many people love reading the things on them. BUT they only work if someone takes ongoing responsibility for them. If no one does they can be truly dreadful things, such as the one above. The problem is that poorly maintained noticeboards create problems. I am a true believer that graffiti breeds graffiti, equally creating really low expectations encourages low expectations. These noticeboards are often the first impression of any institution. What does they tell you about it?

Well maintained community notice boards can really work well in schools but only if part of a co-ordinated strategy. If schools can't be bothered to really look after them then it is better not to have them at all than just celebrate a public display of low expectations!

Puppet fun

2011-10-19T22:56:00.009+01:00

I've been working a lot with a fab Special Needs school recently as we plan their new building. Whilst moving around the school this week I came across some just fabulous puppets created by the students, many of whom have really complex needs.

The collaboration by subject staff and students have produced really colourful puppets displaying a good range of skills. Quite rightly they are being displayed to celebrate the really good students work.

They are some of the best puppets made by students I have seen for ages. I hope you like them.

Flexible Walls

2011-10-18T19:06:00.006+01:00

A depressing sight spotted in a school.... a wonderful flexible wall that clearly is not used. Has it ever been? Not only is furniture that looks pretty permanent piled up against it, but the display is even posted over the joins. It made me wonder if it had ever been used since installation.

The whole point about these is flexibility, and staff being able to create a range of spaces as and when they need them, for team teaching, integrated lessons and so on. In many schools there are many staff who would welcome the opportunity to use this design feature.

As a Head I banned staff from blocking movable walls and ensured that staff who were likely to use them were timetabled for those rooms. This does not always happen. One Headteacher in another school told me that he had a Head of Department wanted to use a classroom for himself that happened to contain a movable wall, but told him that he would not be touching it. What makes this story sad is that there were other staff in the same department that wanted to have movable walls between rooms to work in a more collegiate collaborative way some of the time. They also wanted to work in more traditional ways at times. That's the whole point of the movable design!! Question, who was running this school and where was the strong leadership?

Good quality, acoustic, flexible walls are expensive and so need to be designed in carefully. It is a crying shame and a real wasted opportunity when enthusiastic staff are discouraged from being able to use them creatively.

Pink Portaloo

2011-10-18T18:55:00.006+01:00

Attending a construction site recently in the north of England, one item caused considerable comment from many of those attending, including architects, project managers and many more. It was the gleaming brand new site mobile toilet standing all alone in splendid isolation.

All agreed that they had seen blue, green, brown and black ones, but no one could remember ever having seen a bright pink one before. Many seemed to mutter about "pink", "in Lancashire", "on a building site"!

They are not things of great beauty, we all know that, but whether we really want to make a toilet stand out just as much as this one did is another question?

Futures Learning Trust

2011-10-13T08:04:00.012+01:00

I was delighted to be able to attend the launch of the 'Futures Learning Trust' at Burnley Football Club recently.

The 'Futures Learning Trust' is a collaboration between local schools, John Moore's University, The Life Channel and been 'adopted' as the key community project by Burnley Football Club. The real focus is young people and seizing opportunities for innovation, change and development through challenge, communication and collaborative working. On the basis that everyone can always do better, the priority for the partnership of local businesses, higher education and schools is to take take students, teachers and school leaders to "the next level".

Having never visited Burnley before, I was struck by the feeling of community around these schools and a determination to work together and not in competition against each other, for the sake of the students. This project is being driven by some outstanding school leaders, and having seen their passion and commitment, this is a project to watch in the future. Equally important is the priority given to student involvement - this is a project with their leadership and engagement being really valued and not one being 'done to them'. I am sure that some of the projects that they undertake will be 'groundbreaking'! I very much hope to be involved in some way in the future!

A real highlight of the event was a fab performance by children from the Padiham St Leonard's Primary School at half time. Their performance, a highly edited version of their school show, lasted just seven minutes, but the energy and passion they showed was great. The 'stage', the whole pitch was a daunting venue in front of 13,500 thousand spectators. Their narrator certainly outshone the professional announcer during the match where Burnley thrashed Nottingham Forest 5:1! The standing ovation they got from the crowd at the end really did reflect a fantastic whole community feeling, to an extent I have rarely seen.

For a local media report of their performance click here

Young People in Weavers' Triangle

2011-09-27T09:29:00.017+01:00

I was delighted to attend the formal launch of the new 'Design - Engineer - Construct!' curriculum as a key part of the new 'Weavers' Triangle'Project in Burnley today.

This project, in association with Burnley Council, will be a fantastic example of young people contributing to the regeneration of Weavers' Triangle by using state of the art full professional standard software, including Autodesk and Revitt to study a historic building within this conservation area. Project in Burnley today.

The students have been really fortunate to have been given their own 'real' project in the form of the old Habergham Eaves Parochial School, which despite looking in quite good condition in the photograph above is, in fact, in a very more state indeed, both structurally and internally.

What is really exciting is the recognition by Burnley Council of the real role that young people can play in major community projects like this, the learning possibilities it brings and the perspective they can contribute. This is an important project to Burnley in regenerating a large canal side derelict area of old mills etc, with the intention of attracting jobs and investment to the town. Involving youngsters will help create a sense of belonging and caring about their own area.

Students undertaking this 'real' project will also be able to gain the nationally recognised Project qualification by leading international examination board Edexcel.

Regular readers of the blog will already know that the new 'Design - Engineer - Construct!' curriculum has been created by the innovative 'Class of Your Own' company. It is quickly attracting considerable in schools in the UK as well from several countries abroad.

Learning from Demolition - what happens next?

2011-09-26T21:54:00.014+01:00

I am currently working with a school that is, literally, watching some of it's buildings being demolished through the windows. Already there is total amazement from students (and staff!) about how gently and controlled the machinery is undertaking this task. Their visions of a massive arm (or ball and chain) smashing through walls are far from the truth.

They are all riveted watching the jaws of the machine grabbing different elements of the building, down to single small strips of lead, and placing them in a variety of piles for sorting and recycling. It has started all sorts of conversations about what happens to it, where does it go, why and how is it different from what used to happen? Additionally of course, this type of work is quite skilled, so training and experience are obvious questions to be answered.

Last time I visited the surveyors had also arrived. The staff were wondering what they actually did. - it was a bit like a whole mysterious world taking place the other side of the hoardings

In many schools, because staff don't know much about this construction world, sensible questioning by students gets stopped and not explored with cries of "Get on with your work!" and "stop looking out of the window!".. When this happens it is such a mistake - there is so much to learn and so many direct links with the school curriculum in many subjects that give context, relevance and interest. (I accept that obviously there are times when it is appropriate!)

Equally many schools with construction projects directly adjacent to the school have great intentions, rarely do they actually do enough about it or plan it early enough so opportunities are missed. In the case of demolition, when the building is down -it's gone, can't be replicated and a whole tranche of skills have been lost as well. Conversations become less relevant.

The intention here is excellent, the opportunities great and enthusiasm high between the school and construction leads. Watch this place for more information later...

International sharing and debate

2011-09-21T11:46:00.007+01:00

The panel: Steven Bingler (Canada), Irene Nigaglioni (USA), Simon Harris (Australia), Alison Watson (UK), Mikael Gustufsson (Sweden)

The final day of the cepfi conference in Nashville was dominated by an international panel debating and answering questions. With representatives from America, Australia, Sweden and our own Alison Watson from 'Class of Your Own' in the UK fielding the questions, dialogue was focused and invigorating.

Topics included the role of students in designing their own learning, the influence of the change of structure between schools and the work place, changing cultures in schools and the role of learning environments and so so much more. One interesting question was why do education conferences usually take place outside from schools - why not sit in the rooms, on the furniture with young people and have a real "collision of minds?" Why not indeed?

Inevitably, the professional discussions were at their peak on the last day - it always happens that way... but the more we meet to continue them, the more challenging they become!

Sharing great practice - cefpi Annual Conference 2011

2011-09-17T15:26:00.014+01:00

I've spent the last few days at the cefpi Annual Conference in Nashville, Tennessee, where I was not only a delegate but also a speaker as well. This is the fourth of their conferences I have attended and the highlight is always hearing about the best practice from around the world, the networking, school design exhibitions and the school tours. (cefpi - Council of Education Facilities Planners International). A bonus this year were three interpretations of what classrooms of the future may look like! Interesting ideas - more on this later.

Not only have I made firm friends with a number of leading professionals in the education / school design field, but also learned a great deal and continue to do so. It's very easy to stay away from international conferences, especially in today's economic climate - the numbers attending did seem to be fewer this year, despite still being in the many hundreds of delegates. The exchange of information and really professional conversations, from a range of perspectives and experiences formal and informal still inspire me. Even better there were half a dozen of us from the UK this year and I am sure that the numbers will increase as cefpi expands. I'm already being asked to go the next years conference - it may be hard to stay away!

iPads rather than text books??

2011-09-14T08:22:00.004+01:00

A really interesting article appeared recently in the Associated Press, written by Stephanie Reitz, outlining the numbers of schools in the United States abandoning traditional text books for iPads with their texts loaded on them.

This is not really surprising and has an total inevitability about it. I wrote ages ago about this and identified some schools in the UK already aiming to be text book free. They get the message about young people and their expectation that technology will available for use. Some students have even stated that with the lack of technology in schools real learning really slows down or even stops when they go to lessons.

There are several schools I am working with who still have not contemplated the move towards the use of personal technologies and mobile devices. Surely no one an really believe that in ten years time, or twenty, we will be expecting our students to carry around clunky great text books that cost a fortune? Even worse, because they are so expensive, many texts never leave the classroom - so great aspects of learning caused by lack of resources really do stop as students go through the door. It's bizarre!

Having said that I do totally agree learning can and will occur without technology, but it is a fantastic tool to really enhance the quality of it. We all know that really. To read the full article click here.

Learning from new school build

2011-09-08T08:19:00.009+01:00

Several school build projects I am involved with have got to the stage where construction is just starting. An exciting moment for each school, all of whom who are delighted that the long design process has finally been completed and there is actually something to see happening on site.

BUT, there is so much more that can be done rather than just watch what is happening (if you can see over the hoardings!!). There are just so many learning opportunities from every aspect of the build process that can be easily slotted into the curriculum and give context and reality to the concepts being studied in classrooms.

I am delighted to now be working with three schools who have taken the challenge extremely seriously. This is not about lip service to learning from the build process but actually about the schools being extremely proactive and structured about the approach to the numerous learning opportunities. Even more importantly is their focus that students will be instrumental in leading and communicating the learning. Early strategies include:

Having a student group to do liaise with the Project Manager each week and work to share the information including write a weekly blog,
An identified staff member allocated to guide the process,
A staff curriculum group identifying learning opportunities and context
A time lapse camera recording every aspect of the build
Plans for informing, communicating, sharing, learning for students, staff, parents, community and more
Identifying the widest rage of careers education opportunities

All these ideas would not be possible without extremely enthusiastic and supportive Project Managers and the the very accommodating construction company; Balfour Beatty.

I have heard so many schools and companies claim how much they intend to do to learn from building projects. The reality is most usually very different and if any liaison / work does actually happen it usually can be described as no more than 'lip service' or tokenism.

I am excited about the proactive plans for the schools I am working with in London on this idea. I sense a real determination for the learning opportunities for students to be an additional core priority for the schools... I hope so and am excited about the early ideas.

The scale of development that BSF brought to many schools was a unique opportunity for schools - surely every one of theme should have seized the massive learning opportunities possible. Unfortunately all too few have! I will report more as the ideas start to develop.. so watch this space!

Unfortunate Signage

2011-09-05T22:32:00.011+01:00

I often seem to end up commenting about the quality of signage, graphics and colour in schools. It is important.

Visiting one school recently though, I did think that labelling a door as the entrance to a department as well as a WC (as above) was bizarre - it certainly caused comment and amusement. I would not be so happy if i was the Head of Art!

It makes me wonder whether people consider what visitors, students, staff and other people actually see when they put notices up!

Way Finding Graphics and...

2011-08-25T07:48:00.005+01:00

Some people love it, others think it says it all!

Crystal clear and uncluttered??

Those that know me know that I like colour and graphics..... when used carefully and sparingly. Both can and should help create the feel of the environment. This doesn't just apply to schools but to all sorts of public venues.

I admire those that are artistic enough and have 'the eye' to get it just right. However, all too often places, including schools, can get taken along by architects and designers even if it is not exactly the feel that they want.

The graphics in the two photographs in this post do demonstrate a clear style - the venue is not a school but a public building. The style is big bold and in your face. However, the graphics provoked a major discussion between the group of educators and architects I was with. The door to the stairs (and is that a lift?) was a particular example.... put the graphics together with buttons and fire extinguishers and it all looked a bit cluttered and wrong.

Just recently I was discussing a disagreement between a school and its architects. Whilst the latter wanted huge graphics all in capital letters, the school, which has an excellent reputation for working with students with dyslexia, noted that graphics with all capitals was not good practice for their students.... in other words, the end users. Concepts, colour, being bold is fab, but it does also have to be functional.

The architect's reaction was to try and stick to their idea, despite these very valid educational complaints. They noted that it was part of the whole concept for their design. Sorry guys - it's not your building at the end of the day.

It is quite hard for many head teachers, they may not be good at graphics, but equally may not want to go back to the little traditional name plates on doors of old in a new school. Add to that that the interior design aspects of a new school build, including colour, graphics and way finding, are often covered in only one design meeting (or two if you're lucky) then decisions have to be made quickly. Those that haven't prepared or don't think this through carefully are in danger of ending up with 'stuff' that they weren't expecting and may not even like.

In the case of the school mentioned above? The school won - quite right too!

Big, bold and colourful - but is it too much?

Interactive and Playful Corridors

2011-08-18T21:36:00.014+01:00

'Corridors are boring" declared one student recently... going on to add that he saw them simply as spaces to simply move along. I guess when they are narrow, dark crowded as they often are, that this is the case.

This is not true for students at the new award winning Tuke School in Southwark. Tuke caters for students aged 11 - 19 years with severe, profound and complex learning disabilities. In their new building, designed by Haverstock Associates, they have tried to change the experience of moving through the school by making it as interactive as possible using a variety of senses, visual, tactile and audio..

Tactile panels on the wall guide students, with different textures at corners or by doors, the ceiling lights are at interesting angles and so on.

The most eye catching element of certain corridors is the ability to totally change the colour of the space. The photographs show red, blue, green, but there is also yellow. All these can be operated by any student (or staff, parents and visitors!) by pushing large accessible soft panels (also visible in the photographs) as they move through the space. It works, students love it, so do I. After the initial novelty factor, students still like to be able to control the colour and many have their favourites. These spaces are fun to move through and have a certain playfulness to them.

This ability to have some control over their environment has also been extended to include hygiene rooms. As students are being tended to they can control the colour of the rooms and also chose what music they would like to listen to through a simple accessible switch system linked on an iPod deck. Small details that really make a difference.

There are many aspects of Tuke School that are eye catching and new. All go to help provide a rich interactive education experience for their students who face enough multiple challenges. Taking some American architects who design special education facilities around it recently they all identified design features they had not seen before.

I will post more blogs about Tuke School in the future.

Primary School break out spaces..

2011-08-17T00:22:00.014+01:00

Schools are frequently calling out for more space, more meeting rooms, small group work areas and places for staff to meet with parents. But small created social breakout spaces are often not seen in primary schools for some reason. I'm not sure why.

I am impressed with a primary school I have been working with recently who, despite a massive lack of space in the context of an old building, have really pursued the idea of small flexible spaces that can be used by a range of people at any time. This has largely been achieved through the smart use of clever furniture selection - especially through the provision of a number of small seating areas that can be used in many ways but that also give elements of privacy.

Further than that, they have utilised a room just through from Reception that has almost become a 'living room' domestic type space where lots of activities can happen. The school even refers to it as that. Parents may be there meeting with staff, staff may be using it to prepare, multi agency staff meet there, students may be working in groups, or doing project work there.. approved visitors may wait there or any combination of all of them. Having been there, whilst it may be a bit cluttered, it works!!

It reflects creative thinking in the use of space, a willingness to be really adaptable and not precious about spaces only having one function. More schools could learn from this model.

Connecting Learning

2011-08-16T22:01:00.000+01:00

I have been really pleased to have been asked to join the team at Connecting Learning as a freelance associate.

Connecting Learning is a solutions based organisation for school improvement that focuses on how young people learn and under which conditions and dynamics they learn best.

There are lots of exciting projects under development, I look forward to helping where I can. Keep watching for more updates.

Thinking Time

2011-08-14T21:29:00.006+01:00

There has been a gap in posting for a while as I have been on vacation, taking the time to relax, recharge batteries and think..... I am away again soon but please do come back and visit the blog.. there will still be more to come!

EBacc criticised....

2011-08-03T22:40:00.006+01:00

An interesting report published in the past couple of weeks notes that the House of Commons Select Committee for Education has seriously criticised the way the English Baccalaureate was introduced to the UK education system by Secretary of State Michael Gove.

This is really no surprise with comments including: that there was little if any consultation with schools prior to it's introduction and the fear that students may be 'shoe horned' into taking inappropriate subjects just to ensure that the school can report results within the EBacc criteria.

The EBacc requires students to undertake examinations in English, Maths, two Sciences, a Modern Foreign Language and a Humanity (History or Geography). Those passing all these at grade C or above will have their grades recorded with others and contribute to part of the nationally published league table of results for their school.

There were many reports last year of schools changing students options after they had selected them and this year massively reducing the range of subjects that students could select from to ensure that they take EBacc subjects. At most risk seem to be vocational and arts subjects.. and this is the cause of concern for very many schools. There are many students who are far better suited to a broader range of subjects.

This is not to say that the very wide range of subjects did really need to be reviewed but there is a Government Review of the Curriculum already underway - it's a pity that the Government did not wait for that to report first.

Few, including me, will disagree with the need for a decent all round curriculum with students achieving high standards, especially in literacy and numeracy. But the range of EBacc subjects is very narrow indeed and I believe not appropriate for the widest range of students.

This is exactly the reason that the Modern Baccalaureate has been established by Andrew Chubb, Principal of Archbishop Sentamu Academy, as an alternative to the EBacc. The ModBacc has been exciting interest in a range of schools and academies.... to read my recent post on this click here.

To read the full report of the Education Select Committee, click here

To read the BBC story click here.

Digital Environments Put Students on a Swift Learning Curve

2011-08-02T22:34:00.009+01:00

I am often being asked to host guest blogs, please find below one from Lindsey Wright, who writes usually for the education resource OnlineSchool.org. Please do feel free to post a comment from Lindsey's post.

Technology has become a large part of teaching and classrooms in the U.K. are no exception to this trend. In fact, statistics show that teachers are looking for even more ways to give students hands-on experience with a variety of technologies. As the world around students today increasingly requires that they be familiar with and able to expertly use a vast array of electronic innovations, it will become more and more important to expose them to these concepts at a younger age.

Though it may not be a chief consideration on the surface, or at an online school, the arrangement of technology in the classroom can go a long way toward either hindering or enhancing the students’ learning experiences. Electronic equipment should be placed where it will be accessible, yet will not necessarily disturb the flow of traffic. Essentially, teachers should take care to ensure that children will not be tripping over cords or other equipment as they enter, leave, and move around the area. Depending upon the age of the children in class, it may be advisable to ensure that students do not have direct access to electrical outlets or will not make accidental contact with outlets.

Before positioning new technology in the classroom, consider other activities that may take place in the area. Eating and drinking usually do not mix well with technology in the classroom. A single careless spill can damage components irreparably and the school may not have the budget to replace them. Also carefully consider the lighting when placing technology in a particular room. The light from windows can cause glare on the computer screen, making it difficult to see. Flickering overhead lights can also be a detriment to utilizing technology. As such, make sure any flickering bulbs are replaced and that equipment is not placed too near windows or that the windows can be covered at appropriate times.

It is also important to keep ergonomics in mind when arranging technology in the classroom. Any equipment purchased should allow for reasonable accommodation of students of varying sizes. Chairs should be at least minimally adjustable to allow all students to use the technology with comfort. This discourages fidgeting and allows the student to focus on the lesson, rather than trying to find a more comfortable position.

One of the most important components of in-classroom technology is the teacher’s computer. This is the instrument through which instruction will take place. It is generally best if this terminal is placed front and center in the classroom space and that this computer features a means of projecting the work being performed for all of the class to see.

Ideally, each student will also have his own work station. However, budgetary concerns sometimes make this difficult. Should students be required to share a work station it is important that each student be granted equal time to complete assignments. Instructors must carefully observe whether a particular student monopolizes a terminal to the detriment of another student. Always provide a firm reminder about the need for each student to have equal time with the technology. When students share a workstation there should be adequate seating for two or three students. Such an arrangement will encourage collaboration and good social skills while students are also learning to use new technologies.

Computers used by students should be kept neat and tidy with all cords and wires kept well out of the way. This keeps the desk areas organized and less chaotic. Time and again many teachers have discovered the value of having a well-organized classroom, which promotes efficiency and minimizes distraction. However, when dealing with computers it is not only the physical environment of the computer that should be kept clutter free. The computer desktop should also be kept clear of any extraneous aliases or shortcuts that have been created either inadvertently or intentionally. Much like having an organized classroom, having an organized computer desktop makes it easier to navigate computer programs and encourages students to utilize class time wisely. A regular sweep of all computers to check for viruses and other potentially harmful programs should also be conducted to keep technology operating at its maximum capacity.

In addition to class computers, teachers should think carefully about where they position other classroom technology. For instance, the BBC recently reported on the usage of electronic whiteboards in classrooms across the nation. These devices are generally best located in the front of the classroom. This ensures that students will attend to whatever is being displayed. Although some teachers mainly use the whiteboard as a means for displaying PowerPoint presentations, it is the teachers who find more creative and interactive ways of using the technology whose students really benefit from use of the whiteboard. When students can truly engage with the technology in the classroom, real familiarity and expertise develop and the student is even better prepared to meet the challenges of life beyond the classroom.

Regardless of technological glitches that may cause the occasional difficulty with conducting class as planned, electronic devices are largely an asset to teaching. When a classroom is thoughtfully configured to allow each student equal time with the classroom’s technology, students are presented with the opportunity to quickly expand their knowledge base. For optimum learning, the devices should always be kept in a tidy and organized fashion to promote efficiency and eliminate distractions. It is also best if each student can be allotted their own technological device as this will allow for the best usage of class time. However, even if some devices must be shared, the prevalence of technology outside of the classroom makes its presence in the classroom absolutely indispensable.

Photographs from RM's 'Real Centre', UK

External Seating and Colour

2011-07-27T08:24:00.004+01:00

Talking to secondary students recently, many talked about the lack of opportunities to sit down to socialise in traditional playground type spaces in their schools. A few talked about "rather nasty wooden picnic benches" which were "horrible and had splinters". We can all imagine the scene!

The students were keen that within their external area there should be different types of spaces, including the opportunities to sit and talk quietly or be able to work. They also talked about where there was external furniture provided, it was boring and "something your grandparents might buy". There was nothing "funky, imaginative or trendy" and nothing "colourful". I can't help but agree with them really - I rarely see imaginative external spaces in schools.

At a recent event I attended I saw some really quirky and colourful seating outside in a courtyard...just moments of colour in a fairly industrial grey setting - it was really effective. Showing these photographs (and others) to students got a really positive response - "that's what we're talking about". Pity no one asked them really!!

Socks and creative thinking

2011-07-20T10:40:00.007+01:00

Visiting another primary recently I was quite attracted to numerous displays that were just a bit different. Instead of the usual commercial posters demonstrating numbers that are seen everywhere for example, one classroom had a washing line of socks with numbers attached to do the same thing. But not just any old socks - these were eye catching, colourful and fun. They were also used for many different activities, colour, creative writing, matching, measuring not just to demonstrate number.

One teacher had a good idea, took the time and energy and acted on it. It just helped make the classroom a bit different, a bit more fun and was only part of a range of exciting displays. Teachers do make a difference and those who experiment and act on a range of creative ideas make it even better for their students.

There is no deep education philosophical point here - it is simply something that caught my eye and shows a sense of humour.

Michael Gove latest on rebuilding plans

2011-07-19T21:14:00.006+01:00

The BBC today published a story about Michael Gove, Secretary of State for Education, announcing to Parliament the latest news about BSF and his decision not to reverse his earlier decision on stopping existing BSF schemes. He added that in future funding for new schemes would be focused on the most dilapidated schools

BCSE Director Ty Goddard is quoted in this story supporting the need for a comprehensive survey into existing school estate. This does of course make total sense.... there are many schools currently in dire need of significant investment to make them "decent" as Ty says, or make them great, as many of us would all aspire to.

To read the full story click here.

Modern Baccalaureate - an interesting development

2011-07-14T10:05:00.013+01:00

Andrew Chubb explaining the ModBac

The Modern Baccalaureate was explained in detail during a conference in Leeds yesterday. Led by Andrew Chubb, Principal of Archbishop Sentamu Academy in Hull, the aspirational nature of the ModBac was explained to an audience of colleagues from a number of Academies around the country.

The ModBac was created as a response to the UK's English Baccalaureate launched by the Rt Hon Michael Gove, the UK's Secretary of State for Education. Many schools and educational professionals have viewed this as just being a rather arbitrary measure and just another hoop that schools have to jump through, without necessarily being the best thing for at least some students in this, the Third Millennium. There are already horror stories of schools changing students options, creating crash courses in new subjects during holidays simply to tick the EBac box. I

The ModBac provides an aspirational curriculum with a series of thresholds, which, at the highest levels, extremely challenging for even the brightest students. It does feature additional modules personal and creative challenge as well as a series of core components, including, very sensibly, one of personal finance management. There is considerable detail about this on the Modern Baccalaureate website.

There is considerable interest in the curriculum, how it will further develop and how it will be received 'higher up'. But it does not have to be an 'either/or' situation. Students are able to comply with the requirements of the EBac and tick that box, but within the framework of a much more aspirational, personalised and appropriate curriculum. It does seem to make sense to me, even if some of these latter phrases are now deemed irrelevant.

To follow the developing story of the ModBac, Andrew Chubb writes a blog: 'Baccing our Students' which should make interesting reading in the months ahead. I wish them luck with this venture.

'Design Engineer Construct!' attracts massive interest!

2011-07-14T09:37:00.012+01:00

The launch of the new 'Design Engineer Construct!' curriculum last week has certainly fired the imagination of schools, construction professionals and educationalists both here and abroad in the past few days. I wrote about the launch just a few days ago in a separate post.

The release resulted in one of the first articles in last weeks Construction Manager Magazine which again has produced several enquiries from a variety of firms. Talking to more and more educationalists in recent days has really proved how unique this innovative curriculum is and what demand and appetite there is for it in many schools. It will not be for everyone, but there are increasing numbers of schools grabbing it with both hands and aiming to implement it as quickly as possible.

The years spent developing this idea by Alison Watson and Dan Gibson, Directors of Class Of Your Own has been really well spent and for students has resulted in exciting curriculum opportunities for students. For those who haven't seen it yet, I do recommend it.

Keeping up to Date....

2011-07-12T21:02:00.009+01:00

A piece of 'sensory room' kit...

There are so many dedicated teachers around who don't get the opportunity to leave school to see what is happening in other schools or what is increasingly available to them, especially in the world of technology...

I was lucky to accompany a group of staff from an SEN school to RM's Real Centre recently. They had not been out of school for a long time and for the first time had the opportunity to simply research how technology is changing and how it can enhance learning for their particular students with very complex needs. To say they were blown away is an understatement.

The Real Centre at RM is designed to promote discussion and research about how the integrated design of furniture and technology can provide flexibility and extend the range of activities to support a more learner centred approach. It is a great venue to explore all sorts of technology, including specialist equipment for sensory rooms for SEN schools.

These staff were lucky - many staff in schools really do not fully appreciate just how fast technology is changing or understand the real impact technology can have on learning... or even get the chance to find out. Watching and working with this staff really made me question what else should really be done to try and keep staff up to date in every school. Many just do not get the opportunity to visit and never see the press for stories about new kit.

It must be possible to improve this knowledge for staff and schools and surely should be a priority!

Classrooms Displays

2011-07-10T15:16:00.011+01:00

The fortieth anniversary celebration of ArchitecturePLB was held a couple of days ago at the Royal Veterinary College in London, I was delighted to be invited to attend. I have worked on a number of projects with this really successful company on a range of education projects - and have always found them really great t0 work with. They listen and develop ideas that deliver the vision and work - in other words they get it!

The celebration venue was really interesting. Whilst there was lots of talking, networking, general catching up and looking at a range of models of various schemes, several people also looked around the venue itself.

I visit lots of classrooms, but fairly predictably, in the RVC, each room seemed to be full of large skeletons of animals various. They certainly created an interesting and eye catching display, but maybe it was a little gruesome as well. (As one colleague noted, at least we weren't in rooms with jars of internal organs.)

It really reminded me that I have been to a couple of schools recently where classroom display of any sort has been extremely sparse with vast expanses of bare walls. Effective display really adds to the nature of the space and can really contribute to the learning process.... when it's missing, it really is a missed opportunity for everyone!
On a lighter note, another source of conversation was the pink wheelbarrow..... eye catching it was , but, despite being surrounded by architects and builders, I'm not sure it will ever see a construction site!!!

BCSE Awards and Rooftop Terraces

2011-07-10T15:02:00.002+01:00

I recently attended the BCSE 2011 Awards. (British Council of School Environments). These Awards celebrate for the fourth year running the achievement of those who create world class teaching and learning environments.

The short lists for each category were quite long and around three hundred people attended at this event. This event is always a great opportunity to meet up with professional colleagues and meet new ones. Congratulations to all those that won the eighteen categories.

I admit to being particularly pleased that Adviser of the Year was awarded to Catherine Bates, Design Quality Manager for 4 Futures, the LEP between Southwark Council and Balfour Beatty. I've worked with her on several projects and she really is excellent. This was also recognised in the Partnership for School Awards 2009 when she was also named as Design Manager of the Year.

BCSE - The Future

It was be an interesting year for the BCSE with the even more recent announcement that both Director; Ty Goddard and Deputy Director Ian Fordham are leaving to help set up The Education Foundation think tank. See my earlier post. The appointment of a new Director will be an interesting opportunity for the BCSE to develop and progress further.

Roof top Terraces

The Awards were celebrated in a fantastic venue, the roof terrace of the Blue Finn building in London. Located on the 10th floor, it afforded fantastic views over the London skyline, and especially of buildings such as the Shard being constructed nearby.

The terrace, complete with grass, trees and seating created a series of different types of spaces and prove the true versatility of the roof space. We still ignore roof spaces far too often. I know that I have said it before but when they are designed well and used effectiveley then they can create just great spaces.

'Design Engineer Construct' - a new curriculum from Class of Your Own!

2011-07-05T05:21:00.015+01:00

I am delighted to see that the innovative new curriculum 'Design Engineer Construct' has been launched this week by the fabulous team at Class of Your Own. This really exciting curriculum has been developed after years of working with young people in an increasing range of schools. The interest already is massive, both nationally and internationally. Regular readers will remember that I wrote a previous blog about the students at Accrington Academy talking about their eco classroom project at the cefpi World Conference in San Jose a year ago. 'Design Engineer Construct' is the development of this programme.

It is NOT just another construction programme with a focus on bricks, concrete and muck - it's much more apsirational than that. So what is it all about?

The classofyourown® Design, Engineer, Construct! project based curriculum challenges young learners to create a sustainable building where the whole community can learn about all things green in their very own Eco Classroom.

Students will meet key professionals involved as their building programme progresses to provide a clear appreciation of the wide range of career opportunities in the Built Environment sector including Architect, Land Surveyor, Structural Engineer, Civil Engineer, Construction Manager, Landscape Architect and Facilities Manager. They will discover real life applications of Science, Technology, Engineering and Mathematics as they discover the most creative and effective ways to enhance and improve their own school environment.

Using professional Autodesk® software, students can bring their innovative designs to life and link with real life professionals to discover the 3D world of Building Information Modelling (BIM). This hi tech visualisation software is used by some of the brightest, most inspirational designers around the world, from Manchester to Mumbai, Hull to Hollywood.... and it’s supported by an Online Education Community that is second to none. (Discover more at http://students.autodesk.com/)

The curriculum covers the key areas of sustainability, community engagement, professional responsibilities in a construction programme, planning requirements, procurement,constructing and evaluating their design in a 3D virtual environment and compare work with other students nationally and globally. It has already been targetted at involving students on not just ecl classrooms but also on local heritage schemes. More on this to follow!

Even better it leads to the Edexcel 'Project' Qualification (see www.edexcel.com/project) so students can be accredited for the unique projects that they develop.

'Design Engineer Construct' is rapidly being endorsed and accepted by schools and a wide range of companies as a really outstanding programme and does what lots of people have been paying lip service for ages, but not doing a good job. This actually does the job!

When I was asked to endorse this, it was easy to do..... 'Design Engineer Construct' provides opportunities, raises awareness, raises aspiration, uses 'real' industry standard software whilst working with real people doing real jobs! We already know that it really engages students and staff. How much better can it get?

To learn more about Class of Your Own click here

To learn more about the Design, Engineer Construct curriculum click here

A new Think Tank - The Education Foundation

2011-06-28T12:23:00.008+01:00

Interesting news in the past few days that Ian Fordham and Ty Goddard are leaving the British Council for School Environments (BCSE) to set up a new independent education think tank - to be known as The Education Foundation.

With Ian as Director and Ty as Associate Director they have some ambitious aims. It aims to work across political parties and country boundaries to help lead, shape and deliver change and reform in the education system, and link evidence about what works with the experiences of schools, colleges and universities working across the sector.

The Education Foundation intends to:

collate knowledge about what works nationally and globally to help schools, colleges and higher education institutions
start a national debate about education reform, looking for solutions to major policy challenges
recognise the potential of school leaders and reformers in every institution across the education system
open opportunities for business leaders and reformers in all institutions across the education system
scale up projects and programmes that are based on real evidence and measurable impact
create an inspiring programme of events, seminars and programmes of work that reach out to a wide audience of leaders from education, business and government
invest in education entrepreneurs to take innovative ideas to a wider audience

They also hope to start a national conversation about the development of the Education Foundation for maximum impact.

Laudable aims indeed. This is an interesting development at a time of significant change in the UK education system. Lots of people have tried to create groups to channel and collect evidence and educational thinking but their voices have rarely been really heard. If this Foundation, with Ian as Director, does become the centre for significant discussion and research then it should be a valuable contributor to the national debate.

I wish them real luck.

Engage for Education Blog -Technology for Assessment - why not?

2011-06-21T22:20:00.008+01:00

Blog post originally published on the Scottish Government Engage for Education blog this week.

I'm pleased that after the Scottish Government elections, the Engage for Education blog is live and again taking posts from guest bloggers. I am even more delighted that another of my posts has been published - the latest in a series of posts...

Click here to read my latest offering regarding technology and formal exams...

New Schools announced...

2011-06-15T21:15:00.007+01:00

There is an interesting and positive story in 'Building Magazine ' by Sarah Richardson this week, outlining the fact that a hundred new schools are to be constructed through a PFI framework by the new Education Funding Agency..

These should start coming to the market sometime next year with the first schools to be opened in 2014-15. This will be in addition to previously announced funding and focus on some of the BSF schemes cancelled after the last election .

At the end of the article is a reference to more and more construction companies coming up with more standardised designs... I know that more will be announced in the near future.

To read the full story please click here.

High Expectations - signage

2011-06-14T21:40:00.005+01:00

I frequently bang on about appropriate, high quality signage and graphics in schools. It is so important and, when good, can really enhance the entire learning environment.

Visiting a school recently I was really disappointed to wait in a school Reception area and see some rather dull key word graphics scattered around. It was not a particularly welcoming experience and not enhanced by some very disappointing signage. Putting the rather predicable phrase 'High Expectations' directly above the toilets was not the best piece of design ever. As some colleagues with me mentioned, at least they did not put the word 'Achievement' there - they saved that to put above what appeared to be storage and premises offices further along the wall. I'm not sure that that is any better really.

Student Art Work

2011-06-14T21:19:00.006+01:00

I just love visiting schools and having the opportunity to see student's work, especially art and design technology ideas...

Recently I visited a fantastic art department with a variety of clay sculptures of faces, I think waiting to be fired. They were fun and displayed a range of talent - I suspect far more than I possess...

The Arts are being squeezed in schools, but they play such an important part of developing the whole learner. They are just as important as the more academic subjects.

I just hope that these fab faces don't end up in someones box in the attic too soon!

Roof top Terraces

2011-06-08T22:35:00.005+01:00

Roof Terrace at 'The Cube' civic offices, Corby.

More and more schools are considering the use of roof terraces and raised external learning spaces, as a way of boosting usual space for things like social spaces, external dining facilities and increasing learning opportunities.

Projects I am currently working on include several secondary schools wanting to create an upper floor sixth form external terrace, an external design technology terrace, a Year 7 recreation space as well as an small recreation terrace for SEN students.

The thought of these often fills people with horror especially when they start shouting about health and safety. However, with careful design and a clear organisational model, schools and students are excited about these ideas coming to fruition.

They don't have to be boring or plain spaces. With careful selection of materials, furniture and clever planting, they can be some of the best spaces around. It could easily be argued that not using roof spaces for students is a real wasted opportunity.

How will they work on the schemes currently under development? - watch this space for more details when they have been built.

High Quality Display

2011-06-03T00:08:00.006+01:00

Visiting a school recently I was really taken with their display cabinets in the foyer - totally transparent with really good clean lines and just looking so modern. It gave the impression of caring about presentation and helping create a really high standard welcoming reception. I would have liked to have seen some more with students work in as well, but further round the school, the display of student's work was excellent.

It was not, thank goodness, the chunky, horrible, mock teak, great laminate things I see so often in schools that look old fashioned and chip really easily to reveal woodchip or MDF underneath.

This small attention to detail and the image projected is exactly the kind of thing that people, especially students, notice. If we just put 'any old thing' in key public areas it sends out all sorts of messages about standards, attitudes and the importance given to detail.

Some will mention that they are probably expensive - I'm quite sure they may be, but I also heard a significant number of people admiring them when they first saw them - it said something about the school straight away.

And, as someone pointed out - reception display cases may be expensive, but how often do you buy them?

External Environments - Seating

2011-05-31T21:52:00.003+01:00

I see a lot of external environments in schools. Many of them are really very poor, considering how many students are expected to use them. Recently I visited a school with really very high quality external furniture as part of the space. It has been admired by everyone who has visited.

Providing high quality external furniture really is important - we want students to go outside, many schools demand it. In designing and constructing schools it is often one of the first places to be 'value engineered' out (how I hate that term!!). If we really do want to create great spaces then we have to provide the facilities to make it an enjoyable place to be, don't we?

Construction: Closeness and Transparency

2011-05-17T21:41:00.010+01:00

Visiting a BSF new school construction site recently in London, I was struck by just how close the construction site was to the existing building. What a brilliant opportunity for students and staff to learn about all aspects of the construction business, including all the careers opportunities involved in the creation of such a building. As all the students and staff could see almost the entire site from their first floor dining room- why wouldn't they?

Even better was the brilliant working relationship between the school and the project manager which ensures that by working as a team disruption is minimised and learning opportunities maximised. It really is a unique chance for both students and staff!

Staff and students will continue to be heavily informed and involved throughout the rest of the build programme - it's obvious isn't it?

Testing...

2011-05-17T21:09:00.007+01:00

Earlier this week I took a computerised CSCS assessment (construction site health and safety). The general basic level was really not hard at all and it did not take long. In fact registering, waiting etc took longer.

However, having talked to several colleagues from the construction industry, the harder levels are in fact quite tricky. More than one had failed some of the more complex tests at least once.

It, along with the start of the formal GCSE external examination process in schools does, once again, resurrect thoughts about how technology can improve the efficiency of school assessments. Surely we can't keep doing the same testing regime with tons of paper, envelopes, lots of delivery trucks, envelopes, labels, treasury tags and so on for another x decades. The world is changing too fast, surely assessment and testing needs to keep up. It just does not have to be an easy option if we get it right.

Reunion...

2011-05-15T22:10:00.006+01:00

I was amazed recently how peoples careers diversify even when they start from similar starting points. I spent the weekend with student friends from a number of decades ago ... and whom I have not seen since we finished our respective courses.

Still all education related, and with lots of drama, people's careers have encompassed a variety of countries, experiences and taken vastly different directions.

What was really fab after all these years was the massive commitment, passion and care I encountered from them for students, even in the most challenging schools and ensuring that they have the best possible learning experiences.

It was just brilliant to see and quite humbling!

Living History..

2011-05-15T21:35:00.005+01:00

In New York for a couple of days for a meeting last week I was fortunate to be able to visit 'Ground Zero' and the associated very moving exhibition again. Amongst the crowds several people referred to the exhibition being part of their 'living history' which will never be forgotten. As part of the redevelopment of the area, a new exhibition centre will permanently record the tragic event. It was a really moving reminder of that terrible day.

However it also got me thinking on a much smaller scale how poor many people and communities are still at recording events and change as it happens. Frequently people record significant events though a variety of media including digital technology but then, don't know what to do with it, except maybe posting it on YouTube, it just gets stored and forgotten.

Equally I have worked with so many schools and communities undergoing major redevelopment who always regret after the event that they did not record the change, be it construction, demolition or something else and find ways to keep it. Equally they do not keep key artefacts. I am certainly not diminishing the power of the 9/11 exhibition, but it did get me thinking of how often I have heard people say "if only....."

This recording can only be done as it happens, afterwards is too late!

Memories

Rebuilding in the Ground Zero site

Atmosphere in External Environments

2011-05-15T21:20:00.007+01:00

I'm working with a number of schools in designing all aspects of new buildings including the external areas at the moment. Budgets are tight and we all have to think creatively and imaginatively about appropriate design within the constraints we have.

Typically students have indicated that amongst the bigger ideas and MUGA's they want small intimate areas, that whilst being easily supervised allow them opportunities for small group social chat or working. They also frequently indicate that they want planting and trees to bring nature into their spaces. Careful design with planting and one-off features can add enormously to the environment and not take up too much space.

Too often schools consider what the front of their school look like to visitors and the local community and then economise in the student areas. If we asked the young people more, they could help schools do things an awful lot better!!

cefpi - working together

2011-05-07T12:10:00.010+01:00

This weekend I am in New York meeting with representatives of the senior leadership in the cepfi organisation (Council of Education Facility Planners International). This is on behalf of a group of people in the UK. I know some of the cefpi team quite well having attended their World Conferences over the past three years, but haven't really had time to meet, work, socialise and just laugh with them before - normally they are all too busy doing conference 'stuff'.

It is truly fab to meet up with people in the US who are determined to improve learning opportunities and environments for students, bring people together whilst sharing their work and research. This group work relentlessly through the year round and have activities happening all round the US. Their work and findings has relevance to other countries and organisations. Equally, we have learnt loads in the UK (and continue to learn) over recent years about approaches to pedagogy, future thinking, impact of environment on attainment and so much more. In some schools, the now stopped BSF programme, encouraged the most professional conversations about the future of learning that teachers and other staff have had for years.

One question is; how often do we share our education research, ideas, good practice and 'lessons learnt' with other countries? Claiming that education systems are different, many plod on working in silos doing what they know or replicating what they did. There is increasing amounts of research - if people have the time to look. There are a range of voices (often individuals) working extremely hard spreading a variety of messages about the future of education. Interesting photographs are shared at conferences, (often the same photos!), but with reducing budgets in the UK, fewer people will be able to attend them, and when they do, even fewer effectively share any key points. It frequently becomes personal knowledge rather than shared. It would be just brilliant if there was much more of a global 'joined up' approach and centralised network of information. Doesn't it make sense?

Our conversations this weekend have been wide ranging, covering environments, sharing good practice, lessons learnt, the use of technology, team working, networking but also ways of engaging with more people.

I think this is really important, as I know do many others. Learning will never stop, approaches to teaching will continue to develop, and education facilities will always be needed around the world. People and communities have different expertise and experiences - but when they want to find out more on a specific aspect why don't we work and learn from each other, no matter where they are. A global rather than parochial approach. I am NOT advocating a single approach to learning or facilities, every community and culture is different. However different aspects of research, pedagogy, 'lessons learnt' and thinking would be of interest to different people. It seems quite obvious.

There will be more news arising from this meeting with a followup meeting planned soon. As they say: 'Watch this space!"

(Gareth will be speaking during this years cefpi Annual World Conference in Nashville in September 2011 in a joint presentation with Alison Watson of 'Class of your Own').

Patriotic feelings..

2011-05-03T21:12:00.007+01:00

John Loughrey being interviewed by 3 crews

(Written before the Royal Wedding)

Walking though London two days before the Royal Wedding I was really surprised about just how much excitement and patriotic feeling there was about the Royal Wedding. By Westminster and Trafalgar Square there were film crews everywhere interviewing, NBC were doing their live Breakfast Show broadcast from Trafalgar Square, other countries had crews filming interviews and chatting to almost everyone who seems to walk past - you couldn't look anywhere without seeing media crews.

The first man to start camping by Westminster Abbey, John Loughrey, had film crews and photographers queuing up to interview him, literally. he featured in media reports all round the world.

The sense of patriotism was amazing! It started to make me wonder though - how do we teach that in schools, or if we don't teach it, how do we cover it in all age ranges? Do we even cover it any more? One news report noted that there was far more interest in middle aged people or older, with less interest from younger members of the community. So should we do more?

I do a small amount of work in America, there patriotism is taught and reinforced in schools, people are generally proud to be American. Many are very jealous of the traditions and monarchy in the UK.

I just hope that we do not let this very special institution slip through the net because of endless reviews and other pressures on the curriculum, or just leave it to chance. We deserve better than that.

Above - Italian TV live broadcast, and below the NBC Breakfast Show live from Trafalgar Square

Welcoming Receptions

2011-05-03T20:54:00.003+01:00

The first impressions on entering any building or area are important - people make judgements immediately. I was bemused recently to enter a large office building with all the digital signage at Reception and around, not welcoming visitors, employees and other people, but issuing a series of negatively worded orders on an endless cycle. It just gives the wrong impression. If these orders have to be shown, does it have to be displayed at the Reception Desk where new visitors sign in?

The use of digital signage is an important and frequent way of communicating welcome and promotion to visitors in Reception areas. It is also frequently used for students in and around schools, to celebrate, give notices, and way finding. What gets shown on the screens does need care and thought. It also needs to be frequently updated to make it relevant and .... purposeful. It reminds me of the school I visited a couple of years ago where the digital display in the school dining room did nothing but show the schools promotional video endlessly for a term - absolutely bonkers and a real wasted opportunity.

Effective digital signage offers massive opportunities, used well it is fantastic, it just needs vision, thought and creativity.

The James Review is out!

2011-04-14T14:27:00.004+01:00

So the Government appointed James 'Review of Education Capital is out at long last. Reaction has been mixed but overall there are some good aspects to it.

This blog, along with many others has agreed that the BSF programme was increasingly over bureaucratic, expensive and time consuming, so the call for a reduction is absolutely right.

The call for aspects of standardisation has been long predicted - whether that is good or not is concerning a number of people however. The last thing that is really needed is 'off the shelf one size fits all'. The 'fit for purpose' tag is obvious and important, but who is setting the bar? Certainly they need to be fit for purpose, but they also must be flexible enough to cater for ever changing learning and teaching styles of the next few decades. We will not always be sat in the rows facing forward that some are trying to return to.

Equally these new standardised designs must cater appropriately for the changing face of ICT, fully integrated into learning space design.

There is a call for a robust and ambitious timetable - too many schools have been waiting for news regarding future capital investment for too long - hope they will get their chance soon.

Reaction from the Centre for School Design blog is included here.

Dining Furniture

2011-03-29T06:40:00.005+01:00

Non flexible dining furniture - certainly not my favourite!!

The dining experience in schools is an important aspect for students. It's the time to socialise, relax, gossip, meet with groups of differing sizes and generally catch up with friends. In some schools it's also the opportunity for staff to work with students in what is their only semi formal dining experience and where they sit at a table to eat. In one school I'm working with it is the only hot meal that some students have. Therefore dining is very important and the experience offers a range of informal opportunities for the school to work with them.

I've been doing a lot of 1:50 design work on a number of schools very recently and all have been keen to offer a range of dining furniture - small group tables, larger group arrangements, sandwich bar style, more cafe style and so on. All agree that a key part is supplying a range of furniture options, as long it can accommodate the numbers of students, is affordable and so on.

Another common point of agreement is that seating has to accommodate the varying sizes of students. A small 11 year old student needs a chair much closer than a very large 16 year old and hence everyone identifies the need for chairs / stools - not fixed furniture as in the photograph above.

These fixed units are not popular in schools I have been working in - they actually suit only a minority of students, they cannot be moved so the space in limited to just one use, something we are all against these days - all spaces in schools have to work hard to support a range of activities. Admittedly hey are strong, they are robust, they cannot be moved or thrown - but they also give the one place designed for students to relax and socialise a very institutional and not very friendly feel!

Signage

2011-03-28T22:20:00.006+01:00

Spotted very recently at a location designed for young people - helpful signage it most certainly is not! How can it still happen these days? Going the wrong way did add a lot of distance to those trying to find the right way (I know!!) ... there were no other clues!

It is amazing still that designed signage in schools is not considered important by many, as "students will find their way quickly enough". However schools should be for the wider community - excellent clear signage says so much about a school, the attention to detail, the standards it sets and the welcome feel to those that visit - it is important!!

Going and seeing....

2011-03-26T07:11:00.005Z

Visiting a local farm recently with my family to see lambing 'in action' I was not surprised how fascinated all the children visiting there were. Lots of questions, lots of interest and, of course, lots of cute lambs and a range of other animals to see.

This particular farm opens its gates during lambing for two weekends each year and literally hundreds and hundreds of families / groups visit. For many it is the only opportunity for youngsters to get up close to a variety of animals and machinery that they see in so many books when they start reading or from a car window as they hurtle along a motorway. A few signs giving just enough information, without boring everyone, also prompted a range of discussions and questions...., including the calves destined to become M&S beef. It wasn't just all fluffy stuff!

With the ongoing curriculum reviews in mind, it really is very important that going and seeing places, events and 'things' remains a key part of learning for young people. It can't all be done through class based activities or through technology, no matter what people say. Despite red tape, risk assessments, health and safety et al, school trips and off-site workshops really must remain a key part of the formal learning process.

You just have to look at the faces of the youngsters on the farm last weekend to know that! (and don't ask how many times I heard Bah Bah Black Sheep being sung!)

Feeding the calves - as they grow ..... ultimately to become M&S beef

Class of Your Own

2011-03-19T07:57:00.005Z

I am delighted to have been asked to become Non Executive Director of 'Class of your Own'. To read their blog about this click here. I have already done some work with Director; Alison Watson, she is a real innovator in an area that really needs innovation.

COYO (as it is known) is an enormously energetic and ambitious company that specialises in the area of really engaging with, and fully involving, young people in the areas of sustainability in built environments and the full range of career opportunities in the construction industry. Students learn all the back ground work that needs to be undertaken, including the specialist roles of the team, and work with industry standard software to design their own buildings. Added to that they develop skills to model virtually the performance of their new designs and.... so much more.

I have written about COYO before, and the blog I wrote about the students from Accrington Academy speaking at cefpi in San Jose last year was reprinted in a variety of places including the 'Blue Skies' magazine.

I am convinced that there will be many exciting stories about the ambitions and achievements of COYO during the year - watch this space, it's going to be fun, exciting and unique!

A Suitcase of 'stuff'

2011-03-17T09:14:00.006Z

Visiting an education show recently, I was quite taken aback to find a stand selling luxury suitcases of stationary, including glue, sticky tape, sticky paper pads and more - no technology in sight! I'm not sure who the target market is really?

A few years ago on one project, we were trying to work out, if we gave teachers a personal kit of stuff to support them teach in any space that they were given at the drop of a hat, what it would include. We were talking about iTouches, mini projectors, flip cameras, voice recorders - it didn't even occur to us to include stationary.

I'm not saying either are right, and maybe it is a balance of things. However, I'm sure teachers would need more than glue and sticky pads these days.

The home of inventors...

2011-03-16T22:22:00.009Z

In Edinburgh a few days ago I was surprised to pass the house that Alexander Graham Bell was born in. The reason for my surprise was the fact that I had forgotten he had been born in Scotland. It got me thinking ... when he first invented and demonstrated the scratchy signal through his telephonic apparatus, if he could ever imagine the advance of technology and where we are now.... Surely not!

How often do we forget the people / brains behind some of the biggest inventions in our lives ?- we often use objects without considering how they got there and actually not really caring. Do our youngsters even know who invented the telephone - do they even need to know? If they do, they can always search on their 'smart' phones and get the answer.... Can we predict accurately how they will involve further in the future....?

I only realised Bell was born there due to the plaque outside the house - I have written posts before about notices, blue plaques etc on houses - but they really do add to a sense of history and an element of surprise when you pass them unexpectedly - the one outside this house certainly got me thinking.

Re-thinking Learning Forum

2011-03-16T21:43:00.007Z

I was pleased to be invited to attend a 'Re-thinking Learning' Forum last week, chaired by friend Frank Locker and sponsored by WSP Edunova. Frank was an interesting and clever choice of chair, coming from the States with a totally independent view.

It was a small group of people, passionate about education, getting together and having a really professional discussion about the priorities for education and how they fit into the current political agenda. The interest level from others who could not attend was high.

A number of people and groups are talking about the future, the important question is whether they have any real impact have on the current debate.

This was the first meeting with this particular group. It will not be the last - the plan is to ensure the group has a wide representation, follow it with other events and aim to contribute very constructively to the current debate.

There will be more to report from this group in this future and more detail will be posted on the blog.

ABOVE: Frank Locker on his knees listening to feedback

BELOW: Frank with Chris Gerry, Principal of the New Line Academy Federation