THROUGH THE PORTAL:A CASE STUDY OF CURRICULUM INNOVATION

INTRODUCTIONIn recent years Bedlington Station Primary School has undergone curriculum innovation that has fundamentally changed the way in which teaching and learning happens at the school. The school has been widely praised for its bold and imaginative approach that has captured the enthusiasm of its pupils and staff alike. This case study seeks to document the good practice that has taken place at Bedlington Station, as well as discuss some of the affordances and constraints that have made change possible.

Pupils develop self-confidence, work industriously and enjoy lessons. Pupils take part enthusiastically in lessons and assemblies. They are attentive and quickly become thoroughly engaged in activities. Pupils take pride in their work and write neatly. They happily contribute to discussions with partner-pupils and the class and avidly take an active part in assemblies.(Ofsted, September 2010)

Figure 1: Bedlington Station Primary School pupils in role

BEDLINGTON STATION AND CREATIVE PARTNERSHIPSIn 2008 the school was successful in becoming a Change School in the Creative Partnerships scheme. “Creative Partnerships (CP) was the UK’s flagship creative learning programme, designed to develop the skills of young people across England, raising their aspirations and equipping them for their futures … It fostered innovative, long-term partnerships between schools and creative professionals.” (http://www.creative-partnerships.com)

At the same time as being chosen as a CP Change School, Bedlington Station was in the process of developing teaching and learning approaches throughout the school; this evolution of teaching and learning has been very much supported and influenced by the work that has happened with CP. The Head Teacher’s principles of creative, cross-curricular and purposeful learning have driven change across the school and fundamentally changed the way in which the curriculum is taught.

Creative Partnerships funded three discrete projects between 2008 and 2011, one per academic year, in which for six weeks the school’s usual timetable was collapsed and the curriculum taught through projects inspired by Mantle of the Expert, a dramatic-inquiry based approach (http://www.mantleoftheexpert.com/). The details of each project are provided below, but in each case pupils and school staff stepped into role whereby pupils become employees and as such wore their own clothes and managed breaks independently. Independent and enquiry based learning was supported by staff so that pupils took ownership and were encouraged to develop skills as well as knowledge.

CREATIVE PARTNERSHIPS PROJECTSSTATION STUDIOS (2008-2009)For 6 weeks in the Spring term of 2009 Bedlington Station Primary School became ‘Station Studios’. Using Mantle of the Expert, pupils came to ‘work’ at a TV studio; their challenge was to create a TV show that could go anywhere, find out about anything, and include everyone. Drama, sci-fi, documentary, music, cartoons, soap operas, travel and many more genres were open to the children, with the intention that they should direct the end product. This was in many ways a leap of faith for the school; senior leadership was convinced that fundamental change to the school curriculum and approach to teaching and learning was necessary and this transformation provided the opportunity to explore a whole range of different approaches.

Figure 2: On set at Station Studios

The children, working in their studio and supported by teachers and creative practitioners, including writers, set designers, musicians, puppeteers and film makers, moved through the process of film development: story writing, script writing, story boarding, model making, planning, design and performance. Pupils worked collaboratively, presented ideas, budgeted, marketed their product, made decisions and were responsible for their own actions.

As the children chose the content of each TV show, teachers and practitioners responded to the learning that was taking place day by day, with planning being very much an on-going process. This inevitably had an effect on what needed to be covered once the project was over, ensuring that each child had covered their curriculum entitlement. The Head Teacher acknowledged:

By the end of the six weeks staff and parents were overwhelmed by the response from pupils; the children had more than exceeded expectations, responding particularly well to the purposeful learning that was embedded throughout the project:

It is important to recognise that the project did present its challenges, most notably for staff that were new to such approaches to learning and teaching. Staff had concerns about how they would respond in such a flexible learning environment, but they were also whole heartedly committed to their pupils and learning and so were determined to give the project their all.

Reflecting upon the project, staff were overwhelmingly positive and convinced that a creative, cross-curricular and purposeful curriculum was the right approach for their pupils. However, it was also the case that they were still at the beginning of real and sustained curriculum change and much was still to be learnt.

In the following months staff continued to develop their practice, experimenting with techniques introduced by CP practitioners and continuing to use Mantle of the Expert practices within the classroom. Whole staff planning focused upon supporting staff to make genuine and purposeful cross-curricular links in their planning and delivery.

It’s really good, it gives you more responsibility. You learn to be responsible about your time, like when you are working to a deadline. It’s a better way of learning, you still learn the same sort of stuff but it’s more fun and more active. (Pupil)

Give them a reason for doing it beyond ‘because we have to’ and they will rise to the challenge. Being able to see clearly how the skills and knowledge they are learning fit into the bigger picture is like a light bulb bursting to life. (Deputy Head Teacher)

Daisy is enjoying work at Station Studios. When she comes home she is very enthusiastic about her day at work. It all seems very interesting and is making her more confident and independent. (Parent)

Reflecting upon ‘Station Studios’ staff were in agreement that pupils had shown particular advancement in some of the ‘harder to measure’ outcomes such as inquisitiveness, confidence and independence. Convinced that it was these very skills that would enable their pupils to achieve, staff developed a set of ‘Core Attributes’ that they set out to achieve for each of their pupils, these included:

Figure 3: Station Studios workers filming the an episode of Portal titled; ‘Tiny Teach French’.

1. Inquisitive learner2. Emotionally literate3. Competent communicator4. Independent individual5. Confident child6. Motivated achiever

THE TIME INSTITUTE (2009-2010)The second CP project was planned for the Autumn term of 2009, building upon the work that was continuing to happen in classrooms throughout the school. For this project pupils became ‘Time Agents’ and came to work at ‘The Time Institute’, a government faculty which investigates and records events from the past. Vortex, the arch enemy of The Time Institute, had escaped prison and was trying to alter history. It was now in the hands of the Time Agents to research and investigate events using a variety of skills, media and methods to find out the truth. The Agents then presented their evidence each week to the ‘Time Council’ for inclusion on a new website called ‘The Timeline’.

Pupils, working in their teams and supported by school staff and creative practitioners, including an animator, web designer, digital artist and drama practitioner, moved through the process of investigating their event and preparing their presentation including: report writing, writing stories, interviewing experts and witnesses, recording podcasts, creating digital images of the past, animations, drama, model making and web design.

Once again children worked collaboratively, made decisions and were responsible for their own learning. Reflecting upon their experience of the project pupils were enthusiastic about the benefits of cooperative learning. They discussed the importance of choosing a team leader, of everyone participating, helping one another, overcoming conflicts and gaining new perspectives

Figure 4: A visitor from the past comes through the EPOCH Machine to be interviewed by the Agents in the E:Zone.

For this project teachers decided to retain a fuller control over the specific curriculum areas covered and so whilst specific challenges were set by staff, pupils were given the scope to research and present their findings in their chosen way.

Teaching staff reported feeling much more comfortable with this second project, having had the time in the preceding months to experiment with the new approaches, there was generally much less anxiety. Once again staff worked closely with CP practitioners to ensure that learning was creative, cross-curricular and purposeful.

You can help each other and you don’t have to ask the teacher all the time. (Pupil)

Sometimes it’s hard because some people don’t get on but if you listen to each another then you can get some good ideas that you hadn’t thought of. (Pupil)

It was important to staff that learning was child-centred and that each pupil was aware of the learning that was taking place; close attention was given to reinforcing the six core attributes and pupils used self assessment to record the learning that was taking place. (Head Teacher)

By the end of the project staff reflected that they were even more convinced of the importance of developing the core attributes within their pupils. The school continues to embed these attributes throughout:

The core attributes are fundamental to what we do now, they underpin everything. (Deputy Head Teacher)

Figure 5: A composite recreation of a Greek pot.

THE INVESTIGATION BUREAU (2010-2011) In the Spring term of 2011 Bedlington Station Primary School was once again put on hold, stepping aside to make room for ‘The Investigation Bureau’. Pupils came to work at ‘The Bureau’ as detectives; working together with other detectives in their ‘Division’ to solve mysteries, investigate oddities and help their clients. The curriculum was taught ‘in role’ through the cases investigated by the detectives. Each Division investigated their own mysteries devised and carefully planned for by the class teacher. Cases included reception class investigating the disappearance of the Easter bunny, with messages, clues and challenges sent by the Tooth Fairy, Cupid, Santa and Jack Frost, to mysteries around stolen manuscripts and museum items, discovered tunnels and burial sites. Pupils, in role as detectives, visited local museums and developed skills in fingerprint, handwriting, footprint and soil analysis, chromatography skills for ink testing and investigated a range of different types of fossils, bones and artefacts. These new skills and knowledge were used by the detectives back in the classroom and provided further inspiration for writing tasks.

Figure 6: Detectives working in pairs to solve challenges

When interviewed pupils were once again enthusiastic about their experiences of the project, particularly enjoying opportunities to research topics themselves, solve mysteries and ‘learn new things in a fun way’, although it was also recognised that it had been ‘hard work’. A number of older pupils also recognised the opportunities for more integrated and cross-curricular learning:

At the time of this third project, the creative, cross-curricular and purposeful curriculum was very much embedded in teaching and learning throughout the school. ‘The Investigation Bureau’ therefore offered an opportunity for a whole school project and focus, but the teaching and learning was not qualitatively different from what has now become ‘the norm’ at Bedlington Station Primary School. Nevertheless, it was important to the school that project be used to address the specific learning needs of their pupils and so throughout staff used opportunities to develop pupils’ perceptions of basic skills across the curriculum. Staff once again worked with CP practitioners, such as a thinking skills consultant and actor.

In previous projects senior management had been central in providing an overall vision for projects; this was felt to be important when the school was at the beginning of developing in this way. However, as the pupils and teachers have taken ownership of this

It’s a fun way of learning all sorts of stuff. It’s all built together, it’s like a soup and it makes it fun and more interesting. (Year 4 pupil)

way of teaching and learning, less of a central vision has been necessary. As discussed, in this final CP project classroom teachers each devised their own cases and challenges; as a result of this there was less of a whole school focus but pupils continued to report enjoying the ‘coming to work’ aspect and a sense of ‘all being detectives together’. This together with providing a further opportunity for purposeful learning convinced staff that even though teaching and learning at the school has fundamentally changed, there is still value in continuing whole school projects for their pupils.

Figure 7: Detective examining bones

A CREATIVE, CROSS-CURRICULAR AND PURPOSEFUL CURRICULUMCreativity lies at the centre of what Bedlington Station Primary School set out to achieve. It is their belief that by inspiring and capturing the imagination of their pupils that real change becomes possible. One teacher recalls a recent project:

Mantle of the Expert has provided a vehicle for such creativity.

I had to ring out and the silence in the room when they actually thought that I was speaking to the commissioner who was in charge of the Investigation Bureau … it was like ‘we can’t believe she’s doing that’. It’s all those extra little things that you know are going to get them and capture their imagination ... and I think even if some of them were a bit doubtful, they want to believe it so they do. (Teacher)

Figure 8: Gad Rein visits Bedlington Station Primary Figure 9: Professor Crankpot asks for helpFigure 10: Behind the scenes at Station Studios

Indeed, Mantle’s focus on dramatic-inquiry based practice paved the way for teachers to experiment with cross-curricular and purposeful learning. This approach has engaged pupils throughout the school, with children as young as 4 years old describing how ‘we had to find out what happened’. Teachers comment on the impact it has on their own practice:

When he came it was very strange and unusual, it was quite exciting. (Pupil)

It made you want to read more and find stuff out so that you could help him. (Pupil)

She gives you something you have to do and you’re interested in it more, you do it straight away because it’s fun. (Pupil)

It’s shown me how independent the children can be and how if you give them a problem or a challenge, let them go off and be inquisitive and find things out for themselves, you don’t always have to tell them. (Teacher)

I think that it’s helped me to change how I teach and how I plan; it has helped me to teach in a more positive curricular way and to teach with a more specific focus with the children, all under one umbrella. (Teacher)

CP practitioners have had an important role in inspiring teachers to try a whole range of different practices within their classrooms. Inspired by the response from pupils, teachers have commented that they have increased in confidence to try new things and take risks.

The result is pupils who are engaged, confident learners, who are able to reflect upon their own learning and that of their peers.

I thought to get them to believe it I’d have to have the props ... but it’s shown me that you should just try things because what’s the worst that can happen ... It’s made me take more risks and use the ideas ... adapt them and make them my own. (Teacher)

One of the things that I can see is the children are much more confident, more supportive of each other, they work really well in teams a lot of the time now and that’s something I’ve seen really develop over the last few years. And a lot of self-awareness ... being able to discuss their own learning and I think that has been very empowering. (CP Agent)

The children are much more independent in school, they’re more confident and willing to try things that are new or difficult ... now when we have a problem to solve I don’t tell them how to do it, I ask them. (Teacher)

Staff throughout the school ensure that pupils are equipped with the skills they need to be independent, cooperative and confident learners.

For Bedlington Station Primary School today, learning in a creative, cross-curricular and enquiry based way is the norm, but what the CP projects still provide, which is different, is the whole school single focus. Pupils are enthused by feeling part of something big; teachers describe a ‘buzz’, ‘an excitement’ and a ‘hype’ that is felt throughout the school during projects.

ACHIEVING CHANGECurriculum change on this scale has not been easy and was not achievable overnight, but the senior leadership team believe that the successes we see today are attributable to the full engagement and participation of the whole school. (Head Teacher)

PUPIL ENGAGEMENT AND PARTICIPATION Bedlington Station Primary School is committed to genuine pupil engagement and participation. Pupils are actively encouraged to reflect upon their learning and co-construct future developments within the school, with pupils commenting: ‘we can tell Mrs Mulholland what we want to learn’ and ‘if we don’t learn about something then we tell the teacher and if there’s time we do it at the end of the day or another day’. Children’s opinions are valued within the school and staff form close relationships with pupils that encourage engagement in their own learning and that of their fellow pupils.

CP’s Creative Agent has also worked with children across the school and in particular with a sub-group who have been active over the 3 years of CP’s involvement and named themselves ‘The Smarties’

Figure 11: Close up of mural showing the portal

This commitment to the involvement of pupils in both development and evaluation has played an important part in shaping the learning that happens within school.

I’ve spent a lot of time with the children ... there’s been a lot more sort of development with the children about how they understand the processes and how they develop their own learning and what influence they’ve got on the school. (CP Agent)

STAFF PARTICIPATIONIn tackling curriculum change it was essential that all teaching staff were actively involved in the process. Whole staff planning and evaluation meetings, where giant mind-maps and brainstorms were used to capture everyone’s input, played a key role.

It is also the case that whilst providing an overarching vision for the school, senior management recognised the importance of giving teachers the time and flexibility to experiment in their own ways. Structures were put in place to support staff and Creative Partnerships has played an important role within this:

Because I’d never, ever worked like that I found it really hard to get my head around, these children are doing this but now they’re going for their break. So you had to kind of change your planning so that… But on the other side, I didn’t want to give up on it because it was giving them so much independence. So by the second project I was a lot more relaxed and confident about what I was doing and I felt a lot happier not teaching subjects in little chunks ... Each time you just feel a bit more confident and you see the purpose and you think ‘right, this works with the children, it works for me and they get so much more out of it’. (Teacher)

The process of curriculum change has taken time, but has resulted in a staff who are fully committed to this approach to teaching and learning.

PARENTAL PARTICIPATION Parental participation is valued at Bedlington Station and staff are committed to developing this further. Parents and carers are kept up to date with developments in school through regular letters home and ‘Curriculum Coffee’, an informal opportunity each half term for parents and carers to discuss their child’s curriculum with staff. In addition, as part of each CP project, parents and carers have been invited into school to share some of the learning that has taken place; this has ranged from screenings and showcase events, to being invited to become a detective with their children for the afternoon, to a Murder Mystery Evening where staff dressed up and performed in role.

I feel that this is the way that you should teach and I can’t see how you would teach any other way now ... you see the benefits for yourself, but for the children it’s massive and when you see how much they’re getting out of it, and they come into school every day and they know what their role is in school. (Teacher)

It’s been really good; in terms of the development of the staff because I’ve seen the confidence of the staff massively change over the past few years, where

they’ve kind of taken ownership. (CP Agent)

THE BOLD AND RESILIENT SCHOOLFinally, it is recognised that in order to achieve profound change in teaching and learning the school did have to take a risk, be bold and challenge existing structures. This is the case in individual classrooms but also at a whole-school level. In doing so the senior management were confident that they would achieve sustained impact for their pupils but change takes time and some degree of resilience. The school is committed to responding to the needs of its pupils and has taken this as a guiding principle in its actions; where unexpected outcomes have emerged, close monitoring and tailored responses have ensured that learning is always prioritised.

REFLECTION THOUGHTS FOR THE FUTURE Reflecting on the school’s experiences of working with Creative Partnerships it was recognised that CP had provided the funding, time and focus for staff to develop in a way which the school had wanted to do for some time.

The school remains committed to continued development and whilst the loss of additional funding means that projects of this scale may not be replicable, the impact on teaching and learning continues.

I think it’s being bold. That’s made them different. (CP Agent)

The school was already engaged in curriculum innovation, but the CP projects provided the opportunities to speed that process up. Staff are now confident in working in this way, they have used the skills they have learnt through the CP projects to develop their own practice and thus transformed teaching, learning and the curriculum. (Head Teacher)

We will continue to develop using the techniques and tools we have learnt, you can’t sit still, and in fact what we have now realised is that we can do an awful lot with the minimum of resources. (Deputy Head Teacher)

Figure 12: Close ups of the mural in school grounds inspired by the school’s creative curriculum.

THROUGH THE PORTAL:

A CASE STUDY OF CURRICULUM INNOVATION

THIS CASE STUDY WAS WRITTEN BY LUCY TIPLADY, A MEMBER OF THE RESEARCH CENTRE FOR LEARNING AND TEACHING, NEWCASTLE UNIVERSITY.

Lucy Tiplady is an experienced researcher in education, who has developed expertise in research design, literature review, qualitative, quantitative and visual research methods, data analysis and reporting research findings.  Previous research projects include:•Learning to Learn in Schools Phase 4 Evaluation•An Evaluation of the DCSF Extended Schools Subsidy Pathfinder•Helen Hamlyn Trust Open Future Evaluation•Developing formative assessment using ICTs in education•Facilitating participation in the design process at Seaham College•Seaview Primary: Creative Partnerships Evaluation•An Evaluation of the DfES Full Service Extended Schools (FSES) Initiative•An evaluation of the Scottish Executive Activating Children’s Thinking Skills (ACTS) Project in East Ayrshire. 

More information about Lucy’s work can be found at: http://www.ncl.ac.uk/cflat/staff/profile/lucy.tiplady

www.station.northumberland.sch.uk