Some of the students at the Thamesview Vocational Centre in Gravesend, Kent, studying the Advanced Diploma in Construction and the Built Environment had never noticed one particular aspect of their own surroundings. It took the form of the local library. They walked past it every day on the way to the shops at lunchtime without even registering. One of them even said he had thought it was a public convenience until it was pointed out to him.
Steve Baxter from Thamesview discusses plans with Riverview Junior School students © Thamesview Vocational Centre
Even then, when the library was placed on the students’ radar as the focus of an Engaging Places project, they weren’t impressed. They didn’t see its relevance to them, and so were unenthusiastic when they were asked to simulate a design project to replace the existing facility.
Working with the junior school
It was only when they visited their partner in this project, nearby Riverview Junior School, that attitudes began to change. Anne Schuster, course tutor at Thamesview, was taken aback by the transformation.
The junior school students were working on a related project, and Anne says her own students were ‘amazed at the ideas and concepts that the students had produced already in their initial design sessions. They really enjoyed the visit, and realised that actually the project could be quite exciting! Once they got going as a result of this visit, there was no stopping them.’
The Engaging Places workshops
Anne and her colleagues at Thamesview had no such initial doubts about the project. The Engaging Places workshops had made them think about the process, what they would like to achieve, how they would deliver it and how success could be measured.
‘While as teachers we self-evaluate individual lessons, strategies or review a whole course,’ Anne says, ‘this was an opportunity to exchange ideas with our peers and analyse the strategies and resources we intended to adopt for a particular purpose.’
‘The three-step process gave a structure to our method of planning, implementation and reflection for a whole project, which has resulted in us making time to look at what we were able to achieve, or not, and the possible causes for this.’
Engaging Places workshop, February 2009. Jill Harris (Planning Aid), Anne Schuster (Thamesview) and Rosemary Dymond (Riverview Junior School) © Alys Tomlinson
‘It was particularly interesting to meet others who had shared our journey and who had drawn similar conclusions about their experience. We all agreed that our “hot tips” should include the implementation of student-centred learning; of achievable but rigorous targets; and planning so that resources can be made available when needed.’
‘The clear message from many of the participating schools was that we should value the next generation’s views and ideas on what the built environment should offer. We all agreed that those who plan the future need to talk to young people.’
Change in student learning
The early enthusiasm of Anne’s students snowballed. Even those who had lacked confidence to participate in developing design ideas were drawn in, and soon the entire group was involved.
The area’s history as the site of a former RAF airfield became the inspiration for aeronautic design themes, and sustainable elements encompassing the innovative use of light, heating and space were also drawn into their thinking.
It’s clear the Engaging Places project took the Thamesview students not only out of the classroom, but out of themselves. It gave them a perspective they wouldn’t otherwise have had.
Danny from Thamesview explains their library model to students from Riverview Junior School © Thamesview Vocational Centre
Anne says, ‘By releasing them from the constraints of more traditional classroom-based activities they were stimulated to apply what they had already learnt and to take it beyond the limits set. This was the only occasion so far that they demonstrated their ability to construct their own learning spontaneously. They have more confidence to attempt tasks without my support, and their self-esteem and confidence in their own capabilities is stronger.’
She adds, ‘Behaviour during the project was some of the best we have seen as they were engaged, exercising their imagination and independent thinking and enjoying the activities despite the amount of work and pressure they were put under.’
‘Most significantly, the project proved that interest and value can be found on your doorstep – it does not have to involve a huge cost, but does rely on the willingness of partners such as (in our case) Riverview Primary School, South East Planning Aid, the Library Service and the planners to be involved and supportive. We are very lucky to have enjoyed that luxury.’
At the Time to engage event, preparing to present their work - Bernice Waghorn and Steve Baxter from Thamesview and two students from Riverview Junior School © Alys Tomlinson
Connection with the local community
Overall, then, what benefits does Anne think have accrued? Her reply is a pretty impressive list. ‘It increased their focus and motivation,’ she says. ‘It’s made them more connected with their local community and its needs. It’s cultivated their skills as independent learners and thinkers. It’s improved their ability to work in teams.
It’s also improved their confidence to design and express their ideas verbally and visually through presenting to “critical friends”. And finally, it’s reinforced the theory of urban planning and the planning process, and of the form and function of design, by putting the learning into a context.’
They haven’t just presented to critical friends either: two of the more reserved team members participated in the Time to engage event at the Victoria & Albert Museum in March 2009, and presented their work in front of 180 people, including the Secretary of State for Culture, Media and Sport, Andy Burnham. ‘They performed their parts perfectly!’ said Anne proudly.
Engaging Places network
If you are interested in taking part in the next Engaging Places network, please contact the Engaging Places team on engagingplaces@cabe.org.uk.
