CPD, Languages, Literacy, Primary, Secondary

Authors Live (Scottish Book Trust)

September 21, 2010 User deactivated Leave a comment

ABOUT

The Authors Live programme exploits cutting-edge technology to bring the best children’s authors to children, young people and their parents across the UK. The project broadcasts children’s author events live over the internet, in conjunction with the BBC. The events are also recorded and available to watch and download from the Scottish Book Trust website.

The project successfully engages parents in sharing the same high-quality arts activity their children take part in at school. Video recordings of the events are available to watch and download from the Scottish Book Trust website.

The Scottish Book Trust provides teachers resources for each event suitable for the age group and stage of that particular event before-hand. The resource features activities for preparation for the event, links to the actual event and suggestions for activities to follow the event up. Each resource also clearly signposts links with Curriculum for Excellence and covers experiences and outcomes across all appropriate levels and in a wide range of curriculum areas. You can visit the Scottish Book Trust Events Glow group to watch our events through Glow Meet.

There are links to the live events and more at the foot of this page.

PURPOSE

Scottish Book Trust’s main objectives for the Meet Our Authors programme are:

– to meet soaring demand for the best children’s author events
– to allow as many children as possible to participate, no matter where they live or what their economic circumstances are
– allow teachers to access transformational events from the comfort of their UK classroom, at no cost to the child or school

The aim is to introduce pupils to the great quality literature that is available and for them to understand the connection between the books they enjoy and the person who wrote them. A further aim is to support pupils to understand the benefits and pleasures of discussing books with their peers, parents and teachers, and build up a relationship with their favourite authors.

To date the programme has featured a wide range of top authors, including Julia Donaldson, Michael Rosen, David Walliams, David Almond and many more. Two further events are planned with Polly Dunbar and Tony Robinson: schools who register to watch will be entered into a prize draw to win one of five class sets of the author’s books for each event.

Accessing the author events were:

– 32 local authorities
– c. 105,000 children and young people (Michael Rosen)
– c. 82,000 children (Julia Donaldson)

IMPACTS

Feedback from events:

– “Great to involve children directly. My children felt very special to be spoken to by Julia herself!” (Teacher, Niddrie Mill Primary School)
– “We really enjoyed the event and all the children loved the song and the visit from the Gruffalo. We had used the ideas from the teacher resources and had been focussing on Julia’s books for a few weeks before the event so it made a great climax to our work.” (Teacher, Burravoe Primary School)
– “It was wonderful to be able to provide an event for World Book Day without breaking the budget.” (Teacher, Coleraine High School)

The events have provided a stimulus for some fabulous teaching practice. Whether you just want to dip in and do one activity, or you want to do an extended project, Scottish Book Trust have resources and case studies to help you. Visit the ‘Get the Most Out of Our Programmes’ section of Scottish Book Trust’s site for more information.

OTHER

Partners:

– Scottish Book Trust
– BBC
– Schools, nurseries and parents across the UK

Levels and stages:

– First, second, third and fourth levels (Michael Rosen)
– Early and first levels (Julia Donaldson)
– P1 – S3

Funding:

– National Lottery Inspiring Communities Fund
– Scottish Friendly Assurance

For more information contact:

Jasmine Fassl, Children’s Programme Manager (Scottish Book Trust) on 0131 524 0160 or email jasmine.fassl@scottishbooktrust.com

Links:

Authors Live page on Scottish Book Trust website: http://www.scottishbooktrust.com/meet-our-authors/childrens-authors-live

Below are three previous events which should give you a flavour of the programme:

Authors Live Poetry Slam (S1 to S6)

Full-length event: http://www.scottishbooktrust.com/podcasts/video/authors-live-poetry-slam

Highlights from the BBC website: http://www.bbc.co.uk/programmes/p011pfsx

Resources: http://www.scottishbooktrust.com/poetry-slam-resources

A great blog by Peter Kelly from Holy Cross High School about his use of the event: http://www.scottishbooktrust.com/blog/2013/01/authors-live-preparing-for-a-word-war

A teaching resource designed by Helen McKenzie from Lanark Grammar School: www.scottishbooktrust.com/discursive-writing-activities-to-prepare-for-a-rap-battle

Authors Live with Oliver Jeffers (Nursery to P3)

Full length event: www.scottishbooktrust.com/podcasts/video/authors-live-oliver-jeffers-full-broadcast

Highlights from the BBC website: http://www.bbc.co.uk/programmes/p00tjp0r

Resources: www.scottishbooktrust.com/learning/teaching-resources/author-resources/oliver-jeffers

Authors Live with David Walliams (P4 to S2)

Full length event: www.scottishbooktrust.com/podcasts/video/authors-live-david-walliams-full-broadcast

Highlights from the BBC website: http://www.bbc.co.uk/programmes/p00t1pj2

Resources: www.scottishbooktrust.com/learning/teaching-resources/upper-primary/author-resources/david-walliams

A blog from Mairi Livingstone at Easdale Primary about using the event to inspire her pupils in writing: http://www.scottishbooktrust.com/blog/learning/2012/08/dear-mr-walliams

Meet Our Authors Online Hub links:

http://www.facebook.com/meetourauthors

http://twitter.com/meetourauthors

http://www.youtube.com/meetourauthors

Languages, Literacy, Secondary

The Book I will Never Forget (Scottish Book Trust)

September 21, 2010 User deactivated Leave a comment

ABOUT

The Scottish Book Trust worked with Bishopbriggs Academy to adapt the ‘Book That Changed my Life’ campaign for use in a schools context. The pupils at Bishopbriggs adapted the project to The Book I Will Never Forget and spent a week collecting stories, interviews and writing their own personal response to the project. Collectively, they developed a series of podcasts sharing a range of stories around the topic.

The project developed support materials for the project, following planning meetings with the Principle teacher of English, which clearly linked the project with Curriculum for Excellence – particularly the Literacy and English outcomes and Experiences. Because the project was implemented in Bishopbriggs as part of Determind to Succeed, the approach also focussed on skills for life, and included interviewing techniques, collaborative planning and working, team work and problem solving.

PURPOSE

The project was developed as part of the school’s enterprise approach with the aim of building a sustainable relationship with an organisation (Scottish Book Trust.) SBT was interested in developing methodologies for schools to engage with The Book That Changed My Life. Supporting pupils at Bishopbriggs to develop their own version of the project offered an excellent opportunity to understand the impact of this campaign within the context of Curriculum for Excellence.

Scottish Book Trust wanted pupils to understand the impact and meaning that books can have upon individuals’ lives and to apply that understanding to their own reading. It was the intention that pupils would develop knowledge of how to design and conduct an interview to gather desired information, and use that information to make podcasts to share the findings of the project. By the end of the project pupils were able to share the story of the book they would never forget, make podcasts of interviews they had collected from the school population and its community.

IMPACTS

Evaluation with the participating pupils at the end of the project demonstrated that a majority of pupils agreed that this project had helped them to develop their talking and listening skills, and that the activity had made a positive impact on their attitude to reading. Further to this, a large majority of pupils agreed that they had enjoyed this approach to learning and would like to do more activities like this in English.

Some feedback from pupils:

– the main aims of the project were made clear at the start of the project and they were set clear achievable targets
– felt they had successfully overcame a particular problem
– agreed that they were set a challenging task
– agreed the project helped them develop their talking and listening skills and that they enjoyed this approach to learning
– felt that the project had made a positive impact on their approach to reading

Bishopbriggs has been shortlisted for a Determind to Succeed award and this project formed a key part of their presentation to the prize committee.

OTHER

Partners:

– Scottish Book trust
– Bishopbriggs Academy
– Members of the community

Levels and stages:

– Third and fourth levels
– All S1 pupils

Funding:

– Scottish Book Trust staff time

For more information contact:

Philippa Cochrane, Learning Manager (Scottish Book Trust) on 0131 524 0160 or email philippa.cochrane@scottishbooktrust.com

Or visit:

http://www.scottishbooktrust.com/learning

Sciences

This View of Life – National Library of Scotland with TAG Theatre

September 21, 2010 User deactivated Leave a comment

ABOUT

‘This View of Life’ was an innovative partnership project between a theatre and a national collection, designed to create a learning experience for pupils and demonstrate the powerful potential of inter-disciplinary learning. Over a two year period Learning staff at TAG and National Library of Scotland (NLS) worked with the Scottish Arts Council funded writer-in-residence. Together they developed a full day learning experience for schools, exploring the work and impact of Charles Darwin, evolution and our responsibilities to the planet, inspired by research in the collections at NLS. The play and workshop series toured for five weeks around Scotland.

This View of Life involved:

– 1,292 pupils
– 4 actors
– 1 playwright
– 1 director/producer

Experts from different fields worked collaboratively to create a model for communicating complex scientific ideas using drama. During the development phase academics at Glasgow University and the Hunterian Museum and Art Gallery kindly gave of their time and expertise to support the project. In addition, because the project focused on evolution, TAG liaised with a number of teachers at both Catholic and non denominational schools. TAG’s local primary school was invited to act in a consultative manner in the development of the play.

Through actively encouraging teachers to participate and offering CPD sessions the partners effectively demonstrated the potential for inter-disciplinary approaches to the teaching of science.

PURPOSE

The John Murray Archive learning programme at NLS develops innovative learning projects. Its Writer-in-Residence works with the Learning Officer to bring a unique perspective to archive learning. Together, they identified that working in partnership with a theatre and using drama, held great potential to develop a project to explore Darwin and his impact on society and modern thinking. The project that evolved, ‘This View of Life’, meets the aims of A Curriculum for Excellence.

Using participatory and active learning NLS and TAG aimed to harness the energy and excitement of theatre to help children understand the excitement of science and:

– Develop a basic understanding of natural selection/inherited variation
– Develop skills to discuss and consider complex ideas
– Think about ‘big’ issues
– Be confident to ask questions
– Build confidence and skills to participate in drama
– Consider the future of the planet
– Foster connections between young people, the theatre and research institutions

Outcomes from Sciences and People, Place and Environment which complemented the theme of Darwin were used in the development of draft learning activities/scripts by NLS and TAG, which used TAG’s experience of Drama/The Expressive Arts to develop a truly inter-disciplinary approach.

Outcomes for Literacy across learning and Health and Wellbeing across learning were reviewed to ensure activity supported these areas. Draft activities were developed over periods of rehearsal with a school local to TAG.

Partners engaged in dialogue with P7 teachers at several Catholic and non denominational schools to discuss where the project would complement the curriculum and to ensure Catholic schools were not discouraged from taking part.

IMPACTS

One follow up evaluation questions asked about pupil and teacher perceptions to using drama to learn about science.

– 264 (of 274) pupils said drama was a good way to learn about science:
“Science is boring but drama makes it fun.” (pupil)

– Pupils demonstrated learning about Darwin and evolution:

“Being big and strong isn’t always good and being small is sometimes better.” (pupil)
“Even though we are all different we are all related.” (pupil)

– We encouraged pupils to be open to new ideas and ask questions. These traits were demonstrated:

“Helped the children explore the importance of asking questions and then questioning the answer – so what about us? Why are we here? What’s the point of us?” (teacher)

It also benefited and developed learning practice at both partner organisations and demonstrated innovative arts learning techniques for interdisciplinary learning.

– The project included the development of Teachers Notes on learning activities focused on key themes from the play written by the learning staff at NLS and TAG. This will continue to be available via the NLS website and other routes (e.g. GLOW).
– TAG and NLS are continuing to use the skills and knowledge developed on this project to develop future work based around NLS collections which will be made available to schools across Scotland.
– TAG explored the potential to build links with partners to develop future performances of the play which were not successful.

Teachers’ comments:

– Made them reflect and question the theory of evolution. Instigated a thirst for knowledge
– We had several children who have severe emotional/behavioural difficulties but every pupil interacted so well with the play and took something important from the experience
– Helped the children explore the importance of asking questions and then answering the question
– When we left the library the children were chatting to each other about how much they had enjoyed it and how they hadn’t expected it to be so amazing
– Very important messages were given and discussed
– Captured the mood an interest of all the pupils. Spoke the pupils’ language and explained theories/discoveries at the pupils’ level

Pupils’ comments:

– the day opened up your mind to different ideas
– there are more discoveries yet to be made
– not to give up because Darwin didn’t give up
– drama is more fun and we are more likely to learn because we might not listen when we get told lots of facts

OTHER

Partners:

– National Library of Scotland
– TAG Theatre Company
– City of Edinburgh
– North Lanarkshire
– City of Glasgow
– Fife
– Hunterian Art Gallery (host partner)
– Summerlees Heritage Centre (host partner)

Levels and stages:

– Second Stage
– P6 and 7

Funding:

– National Library of Scotland as part of John Murray Archive project
– Scottish Government Science Engagement Grant
– A number of smaller donations

For more information contact:

Jackie Cromarty, Programme manager. Learning and Public Engagement on 0131 623 3843 or email j.cromarty@nls.uk

or go to:

http://www.ltscotland.org.uk/scotlandsculture/hef/nls.asp

Links:

Photographs taken by a professional photographer at a rehearsal with a school present for feedback are available on TAG’s flickr photostream and NLS and TAG are happy for them to be used:

http://www.flickr.com/photos/tagtheatre/sets/72157622494053806/

There is also a time lapse video of the set build on YouTube:

http://citz.co.uk/tag (you will need to scroll down to the bottom of the page)

Primary, Secondary, Social Studies

What’s the War Got To Do With Us? – WWII and Heritage in Banff

September 21, 2010 User deactivated Leave a comment

ABOUT

Previous arts education work for schools developed by Aberdeenshire Council’s Cultural Co-ordinators on the Theme of World War II provided the perfect starting point to link Museums Galleries Scotland’s national project, ‘Remembering Scotland at War’.

‘What’s the War Got To Do With Us?’ engaged schools in Aberdeenshire in a multi-layered partnership brokered by the Arts Education Team. Emerging from work on the theme of WW2 around unique artefacts in the Banff area and Duff House Museum, artists and researchers were engaged to work with local schools and the community to create an exciting and informative exhibition.

The project involved:

– 626 pupils in P6 – S2
– 38 teachers
– 1 academy and 3 primary schools
– 7 artists
– 1 researcher

PURPOSE

The project was build upon previous arts education work and it’s purpose was:

– To engage pupils with the topic of World War 2 through learning in partnership with the local community, heritage groups and professional artists
– To deepen understanding about World War 2, the local context and the impact on modern society as well as the local community
– To reveal to teachers, pupils and the community, aspects of Duff House Country Museum that are important resources but essentially unknown
– To create a virtual and touring and exhibition with the potential to education more widely and for use as a future teaching and interpretive resource

To develop opportunities where children and young people would benefit from working with creative professionals to simultaneously develop skills and understanding about World War 2 and in the expressive arts

CHALLENGES

– Short time scale between the receiving of the grant and the activating of the project was awkward
– Imminent loss of Cultural Co-ordinators, who were pivotal in the project and who retain a role in the project development
– Some of the best material in Duff House is extremely difficult to photograph.

The Arts Education Team was instrumental in working through the challenges.

“….. Arts Education team gave me sufficient information in advance to carry out the project to the best of my ability; the staff were well prepared, welcoming and supportive; the class teacher continued to work with the children between my visits. The pupils enjoyed bringing the past to life through movement and acting.” (Charles Barron, actor and playwright)

IMPACTS

The effects of the project were widely felt, it:

– Significantly raised the profile and relevance of Duff House, especially for educational purposes
– Raised the public awareness of the focus geographic area
– Gave pupils and school staff a valuable series of cultural experiences that significantly supported Curriculum for Excellence in an area that is remote from cultural hubs
– Raised the standard, quality and expectation of heritage and arts projects in the Banff area

“This was a great project; it fully engaged our upper stage pupils in the history of their town and gave them a useful sense of what it was like to live during those testing times. The project addressed many of the Experiences and Outcomes of the Social Studies, Expressive Arts and Technologies subject areas and helped us to ensure that our children were able to ‘learn in, about and through the unique natural, cultural and economic environment of Aberdeenshire and the North-east’- as recommended in the Aberdeenshire 3-18 Curriculum Guidelines. It was a wonderful opportunity for our pupils to meet and work with professional artists and craftspeople and especially the researcher, Allan Burnett, who came with a knowledge and freshness that enthralled the children.”’ (Jenny Stone, Head Teacher Banff primary School)

“The knowledge that they were taking part in a joint project and that their work was going on display gave the pupils a boost and gave them more incentive.” (Violet Milne, craftmaker)

OTHER

Partners:

– Aberdeenshire Arts Education Team
– Museums Galleries Scotland
– Banff Heritage Group
– Boyndie Airfield Preservation Society
– Duff house Gallery
– Local citizens

Levels and stages:

– Second and Third levels
– P6 – S2

Funding:

– Aberdeenshire Council
– Scottish Arts Council
– Heritage Lottery Fund
– Friends of Duff House

For More information contact:

David Atherton, Arts Education Co-ordinator (Creative Links) on 01224 665363 or email david.atherton@aberdeenshire.gov.uk

Links:

Expressive Arts, Languages, Secondary

Everyone’s A Critic – Scottish Chamber Orchestra

September 21, 2010 User deactivated Leave a comment

ABOUT

SCO Connect worked with staff and S5 and S6 pupils in Firrhill High School and Forrester High School in Edinburgh. Everyone’s a Critic takes a look at what it means to write about music and examines the ideas underpinning critical writing about the arts.

Over 3 months, students worked with a professional music critic and were given opportunities to attend concerts and write their own reviews with professional advice and feedback.

The project looked at the following ideas:

– critical analysis of the experience of attending a concert, not the music
– developing critical skills – listening and writing
– experience of live concerts
– engaging with the expressive arts and literacy experiences and outcomes

Everyone’s a Critic was not seeking to work through a deep and detailed musical analysis, rather, the project was about exploring the skills of writing about the experience of attending a live music concert.

Students attended an SCO concerts and wrote practice reviews. These reviews were read by a journalist who then provided each student with suggestions for improvement before they wrote a final review of a different concert.

The project introduced students to a specialist type of journalism, stressing the importance of working to tight deadlines. This gave students an opportunity to access the expertise of professional journalists and learn from the experience.

Click here to read Firrhill High School Students’ reviews

Click here to read Forrester High School students’ reviews

PURPOSE

The project was developed to encourage Higher Music and English students to listen critically to music, and develop the skills to write about a specialised subject. The design of the project was intended that the critical writing skills developed in response to listening to music and attending live concerts should be transferrable to other artforms and situations. The project also brought students to a series of concerts around Edinburgh featuring different repertoire and in different venues.

The project involved:

– 20 Higher Music and English students
– 3 teachers (2 x music and 1 x English)
– 1 workshop leader and full orchestra
– 1 professional journalist

Everyone’s A Critic was designed to link to the following Experiences and Outcomes:

– EXA 3-91a, EXA 4-19a
– LIT 3-02a, LIT 4-02a, LIT 3-05a/LIT 4-05a
– ENG 3-27a/ENG 4-27a
– LIT 3-28a, LIT 4-28a

NEXT STEPS

Scottish Chamber Orchestra plans to develop a resource for teachers on how to write critically about music. This resource will be available from the SCO Connect website. The resource should enable a wider audience to benefit from the aims of Everyone’s A Critic, not just those in the Edinburgh area.

SCO Connect is also investigating the possibility of any school in Scotland entering reviews of concerts to be submitted on the SCO website with possible feedback from a journalist giving suggestions for improvement.

SCO Connect is also exploring the possibility of offering Everyone’s A Critic through Glow.

OTHER

Partners:

– SCO Connect
– City of Edinburgh Council

Levels and stages:

– Senior Phase
– S5 and S6

Funding:

– SCO Connect Core budget
– City of Edinburgh Council

For more information contact:

Lucy Lowe, SCO Connect Director on 0131 478 8355 or email lucy.lowe@sco.org.uk

Links:

http://www.sco.org.uk/education-home

CPD

Northfield Reads

September 20, 2010 User deactivated Leave a comment

ABOUT

There were three inter-related elements to Northfield Reads, which aimed to develop a reading culture amongst young people in the Northfield area. The project was a collaboration between one of the Arts Edcuation Team’s Cultural Co-ordinators and the School Library Resource Centre Co-ordinator.

The project involved Northfield Academy in Aberdeen and five primary schools within the Associated School Group (ASG). and focussed on Literacy and Literature.

1. Creation of the right environment

Young people worked with an interior designer to design ‘The Comfort Zone’ within the Northfield school library which they christened ‘Frankie’s Reading Room’. The ‘comfort factor’ is not just about the physical comfort of readers but also ensures there are sufficient alternative reading resources to draw pupils in.

Pupils were consulted on the selection of non-academic reading material for the area and a broad range of reading material was purchased using an ‘Awards for All’ grant, covering different interests outside academic subjects.

The space was also equipped with suitable technologies designed to support pupils’ book reviews, author interviews etc. This IT equipment can stream book trailers, book interviews and book TV sites. As the project develops pupils’ book reviews will be displayed on screen. The purchase of IT equipment was to promote interaction with books within the reading zone.

2. Encouraging reading for pleasure

A series of author visits across the ASG were arranged to encourage pupils to read the work of the visiting author/s (previous author visits have shown a profound impact on the uptake of an author’s work for a prolonged period of time).

Authors delivered a range of activities in Northfield Academy and its associated primary schools during lunchtimes, curriculum time and after school. This approach recognised that many of the targeted young were unlikely to initially engage through choice outwith of lesson time.

The experience of working with authors demystified the work of writers, introduced young people to new reading material and encouraged a more sustained interest in the authors’ work.

3. CPD for teachers / librarians on encouraging reluctant readers.

To benefit the wider community, training sessions were organised targeting librarians, teachers, parents, community workers, senior pupils and volunteers. The CPD was designed to develop skills in paired reading and encouraging reluctant readers. Those who participated then employed the skills they had acquired across the Northfield area.

The project involved:

– 400 pupils accessing author visits
– 3 teachers from Northfield Academy
– 6 teachers from the primary schools
– 50 school librarians and teachers participated in the CPD

The new reading space in the school library that was created as a result of the project is accessible to all 700 pupils in Northfield Academy.

PURPOSE

There is a need in the Northfield area for more young people to develop reading as a habit and a pleasure – confidence and interest in reading serves young people in all areas of their lives. While this project had a focus that extended beyond the curriculum and school day, it was designed to have a direct impact on young people’s formal and informal learning.

Currently the reading abilities of young people in the area are low. Approximately 20% of the S1 intake has a reading age 4 or more years below their actual age. The lack of enthusiasm for reading is perpetuated by negative perceptions and a lack of positive role models at home and in the community, is evident through the school’s attainment.

There is significant poverty and deprivation within the Northfield Associated School Group, particularly in parts of Middlefield, Smithfield and the area zoned to Bramble Brae school. For a number of families, educational achievement is not a high priority and aspirations are low. Some of the areas which Northfield Academy serves are ranked in the top 5% of most deprived areas.

The need for some intervention was identified through:

– knowledge and observation by the school librarian and SEN staff
– speaking to staff and pupils
– considering the wider social issues in the area
– meeting with interested staff

OTHER

Partners:

– Arts Education Team
– Northfield School Library Resource Centre
– Northfield Academy

Levels and stages:

– second and third levels
– S1 – S3

Funding:

– Awards for All
– Live Literature Funding
– Aberdeen City Council

For more information contact:

Jacky Hardacre, Cultural Co-ordinator on 01224 814651 or email jhardacre@aberdeencity.gov.uk

Visit:

http://www.aberdeencity.gov.uk/SchoolsColleges/arts_ed/scc_Arts_Education.asp

CPD

Ditty and Gaer Boxes

September 20, 2010 User deactivated Leave a comment

ABOUT

The Ditty Box and Gaer Box are resources for nurseries and earlier years developed in partnership by the Creative Links Team, Schools, artists and the voluntary organisation Shetland ForWirds.

In CPD and workshops sessions, teachers, writers and artists worked together, learning from each other and developed the packs, specifically with reference to Curriculum for Excellence.

Each pack contains 30 poems/stories in dialect, with accompanying topic webs and activities. Parent councils and the community members were invited to the launch event ensuring the profile was raised and enthusiasm for the project was generated. When the packs were introduced into schools, workshops with the writers and artists were held in all schools to help encourage their use.

The following people were involved in the project:

1,203 nursery and primary pupils
11 teachers
10 artists
9 writers

PURPOSE

The project was developed in response to a need identified by the voluntary group Shetland ForWords. The previous dialect resource was over 10 years old and did not contain any contemporary materials or accompanying activities.

This need aligned with the guidance on minimum requirements for securing the place of Scots in mainstream Scottish Education. The Shetland perspective recognised that Constructive work with teachers to produce and develop classroom materials in Shetland dialect would be most effective, and that such materials should not be seen as ‘extras’ but should use Shetland dialect/Scots to help teachers fulfil the requirements of Curriculum for Excellence.

A graduate placement undertook work in Shetland, looking at how to develop and co-ordinate a new resource. The methodology for the project was designed to share learning and help professionals understand and appreciate the role of other disciplines. The intention was for this approach to encourage the development of further resources and create a feeling of ownership of the Ditty Box and Gaer Box.

The Ditty Box and Gaer Box were designed with the intention of:

– enabling pupils to learn more dialect in an engaging and relevant way
– providing dialect resources in line with Curriculum for Excellence
– encouraging teachers to create further resources
– help writers and teachers understand each others disciplines and the benefits of working in partnership
– create learning opportunities that ensure dialect is treated in a contemporary manner

IMPACTS

Noted impacts are:

– significant increase in dialect being taught at early years stage
– pupils receiving dialect projects developed out of Ditty Box recourses
– teachers and writers have acquired new knowledge in developing dialect resources for early years
– dialect resources are now available through Glow

‘Commendably, the Creative Links Officer and cultural support team had established more than 70 projects during the last three years and had impacted on substantial numbers of learners throughout Shetland. The projects covered all arts forms and successfully fostered creativity and understanding of the Shetland culture.’

INEA, 8^th July 2008

– In addition, teachers can and do, regularly and easily update the Ditty and Gaer Box resources
– Shetland ForWirds has posted these resources on their website and can deliver workshops
– The resources are being developed for more interactive use through Glow
– Activities are shared at good practice events
– The success of these resources played a vital parts in raising the funds required to appoint a Dialect Co-ordinator for 3 years in Shetland, whose role will involve creating dialect resources for older pupils

The Ditty Box was selected by Shetland Islands council to exhibit at the 2008 Scottish Learning Festival. The Ditty Box and Gaer Box are cited in reports lobbying to take dialect forward across Scotland.

OTHER

Partners:

– Creative Links Team
– Shetland ForWirds
– Teachers (nursery and primary)

Levels and Stages:

– Early
– Pre-school and P2

Funding:

– Initially from schools Service and Shetland ForWirds
– Funding for 3 years from European Leader+ has been secured to continue the project

For more information contact:

Noelle Henderson, Creative Links Officer on 01595 744013 or email noelle.henderson@shetland.gov.uk

Links

Shetland Islands Council – Creative Links

http://www.shetland.gov.uk/education/CreativeLinkshome.asp

Shetland ForWirds

Home page: http://www.shetlanddialect.org.uk/

Learning site: http://www.shetlanddialect.org.uk/learning

Craigsaet CD: http://www.shetlanddialect.org.uk/Mair-aboot-Tirval

Curriculum for Excellence – Languages

http://www.ltscotland.org.uk/curriculumforexcellence/buildingthecurriculum/guidance/btc1/lan/intro.asp

Shetland Education HMIe INEA report

http://www.hmie.gov.uk/documents/inspection/ShetlandIsleINEA..html#4

Scots Education Resources

http://www.scotseducation.co.uk/

Scpts’ Richtfu Hame – The Clessruim: http://www.scotseducation.co.uk/resources/Local+Education+Authorities+and+Scots.pdf

CPD, Health and Wellbeing, Outdoor Learning

TRANSFORM, National Theatre of Scotland

September 20, 2010 User deactivated 1 Comment

ABOUT

Transform Fife — Photo by Eamonn McGoldrick

Transform was designed with backing from and through collaboration with Determined to Succeed, Scottish Power Learning, local authorities and schools, as a creative and immersive means of connecting with the new curriculum.

Bringing together schools and communities with theatre professionals, the partnerships produced high impact theatre events that used the local environment as a backdrop to tell compelling stories. The development process as well as the final theatre events, made links across the curriculum and developed skills in all participants.

The National Theatre of Scotland placed a creative team into each of the schools and their communities, and together they created the vision and programme for their own Transform project. Working through a collaborative process with a wide range of partners and stakeholders, high quality theatre events were developed and performed. Each Transform had a dedicated budget with support from the National Theatre in the form of production, marketing and management resources. Each project was managed by a Steering Group comprising representatives from the school (usually the Head Teacher), the local authority and voluntary arts organisations in the local area.

On average, each Transform delivered approximately 230 two-hour workshop sessions (there were 2,292 workshops in total). The total audience at Transform performances was 5,999. There were 39 performances across the ten local authority areas.

Transform Aberdeen — Photo by Rhuary Grant

Over the course of 2 years, TRANSFORM performances involved:

– 935 individual pupils
– 201 community members

Transform Inverclyde — Photo by Eamonn McGoldrick

This underestimates the extent of pupil, teacher and community involvement as many more were involved in the processes that lead to the performances.

Transform projects took place in Aberdeen, Caithness, Dumfries, East Ayrshire, East Renfrewshire, Fife, Glasgow, Inverclyde, Moray and Orkney.

PURPOSE

Transform had four main objectives:

– artistic: to create the best possible theatre experience for audience and participants
– learning: to introduce theatre and creative industry practice as enterprise learning tool in schools and communities
– partnership: to create effective partnerships across the public and private sectors
– legacy: to ensure longer term benefits for partners and participants

Transform Caithness — Photo by Fin Macrae

Transform Dumfries — Photo by Zvonko Kracun

Transform was developed to contribute to and inform the future implementation of Curriculum for Excellence, and to assist in developing a sense of community pride. The fact that the Transform projects were about theatre and not simply drama was significant. Performing on stage was not the only way in which pupils could get involved. The projects addressed every stage in the process of producing a work of theatre from writing, staging and production, costume and production design, marketing and promotion. Through these activities, Transform projects aimed to develop a range of skills in participants.

The process, (working with professional creative teams) sought to achieve the following for young people:

– the development of a range of skills for learning, life and work
– an awareness of and participation in a creative and artistic process
– improved relationships – with peers, school, community
– increased confidence in planning and presenting their thoughts, opinions and the results of their efforts

IMPACTS

Transform was evaluated by Ekos Ltd. and in seeking to provide an account of the impacts, Ekos focussed their research on the four main participant groups:

– pupils
– teachers
– schools
– communities

Impacts on Pupils:

The projects were universally reported to have had a positive impact on the pupils:

– self confidence
– belief in their own abilities
– self esteem
– learning in that they developed new skills
– interest in the arts and creative activity
– attitudes towards learning

The range of choices offered engaged pupils who might not otherwise take part in drama activities and broadened their understanding of theatre and the professional opportunities within the industry.

“By the time the performance came I was confident enough to operate a pretty scary sound desk. I’ve now thought about a whole new range of careers because of Transform.” (pupil)

All teachers questioned reported that the year groups that had participated had become more cohesive, many citing specific instances in which barriers between groups of pupils had been broken down by the shared experience of working together on the production. This translated into more productive work in the classroom thereafter.

“Before the project we all had little groups which we were always in but by the end we had become close friends. I worked with people I wouldn’t have before.” (pupil)

The attitudinal impacts are perhaps the most significant. Teachers reported that following the Transform experience pupils were more settled and more positive about school, and that they appeared more motivated to learn. Many teachers also reported that pupils had developed a greater sense of responsibility for their own learning and in many case the pupils were required to take on extra work to catch up on lost classroom time which they did willingly.

These impacts were often most visible evident amongst pupils typically regarded as either having behavioural issues of lacking in confidence. Many teachers described the impacts on these pupils in transformational terms, such as:

– pupils working on the project in their own time
– unexpectedly choosing to stay on at school
– making new or unexpected subject choices as a result of Transform

In terms of impact on attainment, at the time of the Ekos evaluation, it was considered by most schools to be too early to say. However, expectations were broadly positive.

In one school, the year group that participated in Transform had achieved the highest aggregate Year 4 results for some years, and none of the Transform participants had performed worse than expected, with many exceeding expectations. This was attributed to Transform.

Some teachers were concerned that the loss of class time may affect exam results. In one case a teacher reported a drop in attainment in prelim exams attributing this to time lost to Transform. Interestingly, the teachers expressing this concern talked very positively about personal, behavioural and learning benefits of the Transform process, suggesting the link between these and attainment in exams is not well established.

Impacts on teachers

Transform was met with a full spectrum of different attitudes ranging from complete commitment and enthusiasm to outright scepticism and even hostility. There was however consistent feedback that many of those that were initially sceptical about the value of Transform, were at least partly converted by the end of the process, particularly when they observed the quality of the end performances and the impacts on pupils.

Impacts on teachers can be summarised as follows:

– raised awareness of the ways that learning can take place in differenent contexts
– raised profile and status of arts activities as a valuable learning context
– some individual learning benefits and skills development through involvement
– more encouraged to take risks
– developed trust in other professionals, even when there were initial doubts
– level of input from staff exceeded initial expectations
– some teachers would like to have been more involved in the projects
– 2 head teachers reported that the school as a whole might have benefited with wider staff involvement
– significant demand on teaching staff with some head teachers having to devote time and energy keeping teaching staff on board

Transform Orkney — Photo by Alistair Peebles

“The experience was also transforming for the school staff. Watching the pupils develop throughout the rehearsal period was, personally and professionally, inspirational.” (Deputy Head Teacher)

CHALLENGES and LEARNING

Challenges:

Working within curriculum time:

– managing school timetables and space requirements
– accommodating a flexible, creative process within highly structured school environments
– ensuring effective communications between creative teams, school staff and other partners

The creative process at the heart of the Transform model is inherently risky – the creative teams do not arrive with an idea in place. While many schools recognised the need to take risks to advance teaching practice, risk is not always as readily accommodated in educational contexts as it is in the arts. Again, it is important that all sides recognise the risks and understand how they can be managed. The successful track record of Transform should help in this respect.

Transform was a well resourced programme, both in financial terms and in relation to the more hidden costs of staff time, school resources and the support provided by the National Theatre of Scotland. This was a significant factor in its success and in its ability to deliver large scale projects that engaged entire school years (a unique benefit of the model). It does, however, limit the potential for replication without significant input of resources.

Learning

The evaluation identified a number of characteristics or features of the Transform model that appear to have been particularly important in its success. These are:

– the importance of artistic ambition and leadership, placing artistic quality centre stage in the process
– the crucial role of head teachers in committing schools and teachers to the projects
– the role of local authority partners in facilitating access to the wider community
– the scale and ambition of the projects
– the fact that the projects were about theatre production and not just drama
– working with pupils in curriculum time, reinforcing the link with school and mainstream learning
– the participant centred process helped build participant engagement and sense of achievement
– schools applied to the National Theatre of Scotland ensuring schools’ commitment
– nature and quality of interpersonal relationships between the creative teams and participants
– the prestige associated with being involved in a National Theatre of Scotland production

OTHER

Partners:

– National Theatre of Scotland
– 10 local authorities and 16 schools
– Determined to Succeed
– Scottish Power Learning

Levels and Stages:

– Third and fourth levels
– Senior phase
– S1 – S6

Funding:

– Determined to Succeed
– Scottish Power Learning
– National Theatre of Scotland
– Local authority contribution

For more information contact:

Simon Sharkey, Associate Director (Education) on 0141 227 9006 or email simon.sharkey@nationaltheatrescotland.com

Or visit:

www.nationaltheatrescotland.com

Transform Caithness:

http://www.highland.gov.uk/yourcouncil/news/newsreleases/2009/July/2009-07-09-01.htm

Transform Aberdeen:

http://www.aberdeencity.gov.uk/CouncilNews/ci_cns/pr_theatreeducationproject_200110.asp

Transform Moray:

http://arts.caithness.org/article.php?id=573

http://www.hi-arts.co.uk/may09-feature-nts-transform-moray.htm

CPD

Storyboxes at Ratho with Scottish Storytelling Centre

September 20, 2010 User deactivated Leave a comment

ABOUT

The Scottish Storytelling Centre developed Storyboxes as a way of engaging pupils with literacy through the medium of live storytelling with a professional storyteller, and using objects found in the Storyboxes.

CPD introducing teachers to the Storyboxes was offered initially, with a follow up storytelling surgery. The CPD provided teachers with ideas and guidance on using Storyboxes effectively and the surgeries were designed to support staff after they had begun using the Storyboxes in class with pupils. A professional storyteller also visited the school to demonstrate the imaginative and creative ways in which staff could introduce the oral telling of stories making the links to literacy and books. This input gave both teachers and pupils a model to learn from.

The Storyboxes are filled with a range of colourful objects, toys, stories and activity cards to stimulate children’s imaginations and lead them into oral storytelling through activities and games.

Ongoing support was provided by Storybox designer and storyteller and six themed boxes were used over a term. The teachers acted as role models sharing simple traditional stories and leading children through a sequence of activities. The children became confident in their storytelling skills and told the stories themselves. This led on to storymaking activities and culminated in a school parent open day.

The project in Ratho primary school involved:

– 200 pupils (P1 – P7)
– 8 teachers
– 1 professional storyteller

PURPOSE

Following the success of the Scottish Storytelling Centre’s Storymakers project which ran between 2002 and 2004, the Scottish Storytelling Centre sought new ways to encourage children to get involved in storytelling. Storyboxes were the next logical step, enabling teachers to use storytelling in a proactive, engaging and fun way which appealed to children but which also linked to the experiences and outcomes of Curriculum for Excellence. Storytelling and storymaking have active learning at their core. They provide opportunities for sharing thoughts and ideas. They are motivational tools which encourage learning, confidence, good communication skills and engagement with literacy across learning and help develop an interest in reading and writing.

The purpose was for pupils to:

– Appreciate and enjoy the vibrant and valuable oral traditions within their own and other cultures
– Gain confidence and self esteem through acquiring new skills telling and playing with stories together
– Develop the skills associated with good storytelling and story-creating

The purpose was for teachers to:

– Appreciate the value of storytelling as a multi-purpose tool that can be used with children and young people at all levels, and developing the skills and confidence to use storytelling in class
– Develop good storytelling skills and use the facility for effective and enjoyable teaching and learning
– Build their own confidence in telling oral stories and initiating storymaking activities linked to literacy across learning

IMPACTS

Teachers agreed that Storyboxes led to increased confidence in the pupils, the development of good communication skills, a positive storytelling culture across the school, and the use of storytelling as an effective learning tool.

The project was so successful that the school raised funds to buy equipment and they ran the project the following year.

The Head Teacher of Ratho school at the time of the project has moved to another school and is introducing Storyboxes there, in a whole school approach linked to Curriculum for Excellence.

“It was excellent to see how the creative the children could be in such a short time – lot of co-operation and support in their small groups. Lots of magical creatures! Great expressions.” (parent)

“The detail was amazing and the humour, and the comedy timing. Seeing the other children listening and responding while the others told stories was very impressive. They were all very supportive of one another.” (parent)

“….if Storyboxes were in use from P1 as a matter of course tehn real and significant results would be seen by middle primary.” (teacher)

“…..found it inspirational and could see the potential for further development of the concept.” (teacher)

“My best bit was the story cards. I never took my ears or eyes off them. I wished we had it a little longer.” (pupil)

“I thought it was ousom!” (pupil)

OTHER

Partners:

– The Scottish Storytelling Centre
– Ratho School, Edinburgh

Levels and Stages

– First level
– Second level
– P1 – P 7

Funding:

– The Scottish Storytelling Centre

For more information contact:

Joanna Bremner Smith, Education and Training Officer on 0131 652 3272 or email joanna@scottishstorytellingcentre.com

Or visit:

www.scottishstorytellingcentre.co.uk

http://www.activelearningresources.co.uk/Content/18-Storyboxes-and-the-Curriculum.aspx

http://www.scottishbooktrust.com/files/STORYBOXES%20report.doc

CPD, Health and Wellbeing, Moving Image Education

Digital Literacies

September 17, 2010 User deactivated Leave a comment

ABOUT

From 2008 – 2010, the Digital Literacy programme in East Dunbartonshire schools enabled the formation of young digital creator clubs in primary schools, secondary schools and the wider community. Pupils, teachers and parents participated in practical digital media training and film making workshops using equipment and specialised training packages, and under the guidance of industry professionals employed through the programme.

The package which included the purchase of specialist equipment was offered at a subsidised rate of £180 per school (actual cost £750), and 24 schools in the authority took up this opportunity.

Through the programme, teachers, parents and arts professionals became the bearers of an inter-disciplinary approach to learning and skills development, using media technology combined with creative practices. The out of school workshops were designed in a way that enabled teachers could transfer the skills into the school and curriculum time. The project design also facilitated a process whereby parents and young people could learn together at home exchanging skills and knowledge.

Schools and the wider community were offered a platform to showcase their skills in the form of the Children and Young Person’s Film Festival. This took place in 2009 and 2010 with 50 film submissions from groups and individuals. The Film festival also provided an opportunity to recognise and celebrate young people’s achievements in creativity.

PURPOSE

This was a new incentive for East Dunbartonshire and the purpose was to look at raising attainment and recognising achievement through moving image education.

The project aimed to establish the use of Moving Image in Education throughout East Dunbartonshire Council. This would increase participation in the arts, which in turn could impact on the broader curriculum.

Throughout different levels within the Curriculum for Excellence, young people had the opportunity to plan, participate and present their creativity in the expressive arts.

IMPACTS

As a result of this initiative:

Some schools have now begun film clubs
others are creating social documents on their school using moving image
some schools and communities have created animation films looking at recent and historical events
a number of schools are now using the moving image to develop film as a form of evaluation

HMIe recognised the Digital Literacy success at most of the schools in East Dunbartonshire but in particular Douglas Academy

OTHER

Partners:

East Dunbartonshire Council
Primary and Secondary Schools

Levels and Stages:

First
Second
Third and Fourth
Senior Phase

Funding:

Awards for All (Lottery)
Scottish Arts Council
East Dunbartonshire Council

For more information contact::

David Young, Cultural Co-ordinator on 0141 777 3092 or email david.young@eastdunbarton.gov.uk

Or view:

Links: