Telford students have re-designed an outdoor space at their school so it can be used for learning, recreation and wildlife, or in their word “for work, rest and play”. Originally set aside as a wildlife garden, the space is under-used and isolated – indeed, few students or teachers knew it was there.
© The Lord Silkin School, Gloria Partridge
Through seven practical sessions and site visits, students have explored aspects of space and design, stretching their imaginations and aspirations to optimise the space. Nathan, a year 7 student commented, ‘I’ve learned that small ideas can turn into the biggest things’.
Working with an architect and creative professionals, Ercall Wood College students developed a design brief over the spring and summer terms (2009). They identified constraints and opportunities, used maps and aerial photos and built a topographic model of the site.
The students walked around their school grounds to assess the constraints and opportunities of the wildlife garden, explored the art at the outdoor facilities at Penn Hall School in Wolverhampton, and investigated the principles of design at Telford’s Town Park.
Students also worked with artists to create bird sculptures outside, spent a day on a wildlife photo shoot with a professional photographer and put together an exhibition for an open evening. They are now planning a presentation to governors to turn the sketch plan into reality.
The students see potential to “do German outside and learn the words for outdoors things”, have a telescope to look at the stars, and conduct science experiments outdoors. They have suggested cameras to watch wildlife at night and want to create places “to talk to someone when you are upset or lonely”. Science students have already used the space to analyse water samples and the neighbouring primary school has used it for an outdoor adventure activity.
© Jackie Sneade, Ercall Wood College
Co-ordinated by MADE (the Midlands architecture centre) and funded through Find Your Talent, students will now lead on funding bids, budgeting and project management for capital works to transform the space.
Meanwhile, this project has inspired activities for the new school year in maths, design and technology, science, art and religious education. There are plans for cross-curriculum and extended services activities linked to careers, work placements and the Duke of Edinburgh’s Award.
MADE are also working alongside The Lord Silkin School with the Telford and Shropshire Education Business Partnership and ConstructionSkills. In this project students have been working with an architect and interior designer as a preliminary to designing their new school as part of the Building Schools for the Future programme.
The students started with a tour of unusual and thought-provoking buildings in the region’s capital, Birmingham. They had the strongest and most positive reactions to Fort Dunlop, a renovated industrial building, and Summerfield Eco Neighbourhood, where a housing association has converted 100-year old houses into low-energy homes. Here they were absorbed by the energy efficiency centre, wanting to know more about coconut-fibre carpets, sheep’s wool insulation and light wells.
© Teckie Kev, Flickr.com
Back at the school, the group – two from each year - have been working on design principles with interior designer Sue Hope and architect Ian Tipton. They used “mood boards” to explore emotional reactions to design and Design Quality Indicators to assess their current school buildings.
They researched sustainable building techniques, and the architect organised a site visit to a proposed new housing development in Telford to investigate ground conditions and topography. And for an end-of-term celebration in the summer term (2009), they worked with a designer in her studio to create a glass artwork for their new building.
This project was also used as an introduction to the Construction and the Built Environment Diploma. But it goes beyond working alongside professionals to design the new school. It is also about students receiving positive feedback and enjoying school, working in small groups to build confidence and communication skills.
The diploma is about being exposed to new ideas to raise aspirations and providing ‘more challenging work and interesting activities in lessons that involve [students] in discussions [to] make faster progress in learning’ (OFSTED recommendation, 2007).
How is your school responding to BSF or the C&BE diploma?
Why not share what’s happening in your school. What activities are your students really responding well to? Email the Engaging Places team at engagingplaces@cabe.org.uk.
