Designs on education

The UK’s schools and local authorities are discovering that the recent baby boom is leading to a requirement for additional classroom space and resources. One joinery manufacturer is offering a quick and hassle-free way to meet this demand with its new range of carefully designed structures.

Scotts of Thrapston Education Building Weldon School Exterior

With more than 90 years of experience Scotts of Thrapston has launched a core range of single and double classrooms. But these are a far cry from the bland, inadequate demountable buildings crudely erected throughout the last few decades.

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      string(5618) "”Learning with allsenses” with no learning environments outdoorsAn open plan school with teachers begging”Please, give me a classroom!”A school with ”Entrepreneurship” as theme withno real influence for pupils”Digital competence is important! Every childhas a computer but internet is turned off duringclass and computers should only be used undersupervision””21st Century skills” in school where kids sit inrows, listening to teachersWhen we work with our clients we often approachdissonance as a matter of translation –  we needto translate ideas and concepts from one learningenvironment to another. Why is this so hard?We tend to do these translations within our ownfields of expertise. Educators speak the languageof pedagogy, architects the language of building,accountants the language of numbers and yes…we often forget that pupils can speak the languageof children and learners.Creating ResonanceWe once worked with a school that had ”Importantand for real” as its motto. Not very original butwhat made this school extraordinary was theirability to translate this into everything.  The mottowas a guideline for almost any decision. You cantake a very important lesson from this, if youwant to create Learning Narrative Resonance youneed to know which key you want to play in. Ifthe curriculum says that school should develop”innovative skills” or ”empathy” you need to makethe translations (clockwise round the model) toconsider how this is going to be manifested in thelearning environments. What kind of solutions inthe physical learning environment would you liketo see in a school that has empathy on the agenda?Successful schools are expert translators, theycreate a coherent system where values andideas lay the ground for attitudes, methods,organisation, digital tools and the use of physicalspace. What we need to do is to practice translationand collaboration. Different fields of expertiseneed to get together and and create one resonantnarrative.Campfires in real spaceWhen we analyse and develop physical and digitallearning environments we use another ”tweaked”model: Based on David Thornburg’s ”Campfiresin cyberspace” we have devised a tool consistingof five different learning environments, each onebased on distinctive cognitive processes as well asa physical and digital learning environment.21 Volume 2:2  Learning SpacesInternational Learning – Swedenwww.teachingtimes.comsocietal and experimental context. Communication in Labs canbe in any form but there is always hands on experience.  Thisenvironment isn’t part of Thornburg’s original model.These five learning environments gives us a simple toolbox, we canuse them to describe what a desired mix of spaces looks like.Finally…We need to rise to this challenge! Never before in history have weunderstood so much of what we need to learn and it is becomingmore and more evident that the classic blueprint of ’The School’needs to be augmented to fit the requirements of our times. Whenwe manage to create resonant learning environments we not onlyget brilliant and sustainable physical environments, we change andimprove learning outcomes at the same time.Ante Runnquist is Change Manager at RAU, Rektorsakademienutveckling in Stockholm. Previously he was a Student,Teacher, Principal and Head of Research & Development atVittraschools. He is a lecturer and consultant working bothinternationally and in Sweden. His current obsession is learningenvironments and how we can create a coherent narrativefor learning.  For more information see:  http://rautveckling.se/startsida/rau-in-english/projects-and-contact/”Campfire” situations are characterised bycommunication flowing from one or few tomany, requiring a space that can accommodatea certain number of people in a group situation,where everybody can focus on the persontalking or presenting.”The watering hole” is a place where peoplecome and go, and a learning environment whereyou can gather in groups of different sizes. Thecommunication is informal, many to many andbased on sharing.”Show-off” situations are where one personcommunicates towards the rest of the world,showing what he or she can do or has done,requiring a physical or digital space for display,exhibition and feedback. The communicationis one to many and feedback is essential forlearning.”The cave” is where no extra input is needed,requiring a physical frame that furthers seclusionand contemplation.”Laboratories” are places where the studentscan acquire hands-on experiences, workingphysically and practically with projects in a■■■■■the-learning-crowd offers a synergeticteam approach to defining and solving educationissues in the UK and internationally. We deliverexcellence, dedication and knowledge throughresponding to specific briefs; our team of leadingand trusted education consultants will deliver:• Education led designs of learning spaces• ICT national strategies through to classroomimplementation• School leadership training, support andevaluation• Governance and inspection programmes• Evaluation of spaces, strategies and projects• Curriculum and ICT development• Stakeholder engagementTo find out more about the-learning-crowdvisit our website www.the-learning-crowd.comFor a personal one to one conversation aboutyour requirements, contact Gareth Long, Director:E gareth@the-learning-crowd.com T 07873 692971Gareth Long DIRECTOR Dr. Zenna Atkins Ollie BrayHannah JonesProf. Antony Eddison Michelle NewellKati PuseyKaty Owen-Reece Dianne SmithAlison WatsonDr."
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Learning Spaces

The learning narrative

10 Jul 2014

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      string(358) "... an individual or a small number of highly vocal teachers,who have strong, sometimes valid, but frequently veryspecific views on the organisation and delivery of education.The designs for the future school lock this particular view ofeducational delivery into the infrastructure for the long-termfuture of the environment, imposing a ..."
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      string(5618) "35April/May 2006 Managing Schools TodayBuilding Schools for the FutureBuilding Schools for the FutureBuilding Schools for the FutureBuilding Schools for the FutureBuilding Schools for the FutureConsultation on building projects is a knotty problem, saysCaroline Morland, but co-operation between schools and localauthorities could be the answerCollaborate andregenerateIn the Building Schools for the Future scheme we havethe sort of opportunity to rebuild and invest inbuildings, furniture, equipment and technologies thathas not arisen since the philanthropic investment of theVictorian era. The intent is to rebuild, remodel or refurbishthe entire schools estate, surpassing the post-war and1970s investments.There is a general consensus that the investments innew schools of the 1950s and 1970s have not proved tobe of high quality, from the perspectives of aestheticism,build quality or functional design. So how do we ensurethat we don’t repeat the mistakes of the recent past? Andhow do we create facilities that inspire young people andcommunities, are comfortable and effective learning andteaching environments and are of sufficient quality androbustness to leave a lasting legacy to future generations?At the core of the current approach to investment anddesign is a collaboration between school staff andBuilding Schools for the FutureBuilding Schools for the FutureBuilding Schools for the FutureBuilding Schools for the FutureBuilding Schools for the Future36 Managing Schools Today April/May 2006How do we ensure that we don’t repeatthe mistakes of the recent past? And howdo we create facilities that inspire youngpeople and leave a lasting legacy tofuture generations?architects and designers. It is this creative partnershipbetween educational professionals and technically expertdesigners (both of buildings and ICT solutions) that will leadto high-quality learning environments in all senses of theword. This approach, as described generically, would behard to argue with. Having worked on a number of BuildingSchools for the Future (BSF) projects, however – as anadvisor both to schools and authorities and to the privatesector consortiums – my experience is that the practice ofthis approach on the ground seems to have some flaws.In some cases an undue amount of influence is affordedto an individual or a small number of highly vocal teachers,who have strong, sometimes valid, but frequently veryspecific views on the organisation and delivery of education.The designs for the future school lock this particular view ofeducational delivery into the infrastructure for the long-termfuture of the environment, imposing a tightly constrainedlegacy on the school managers, teachers and learners whoinherit this facility in the future.In other cases, where influence is dispersed to largenumbers of stakeholders, a prodigious level of resourcesmay be needed to participate in the envisaging of thedesign, specification of requirement and procurement ofa partner. The time involved in consultation, workshopsand meetings takes away time and attention from the day-to-day work of running a school and is therefore divertingtime from school leadership, management andimprovement. Schools involved in Building Schools for theFuture investment programmes are frequently inchallenging urban contexts. Where there is goodperformance it is hard won and often fragile, and manyschools are struggling against poor performance. Theseschools are least able to divert time to non-urgentactivities. Anecdotal evidence from one of the BSFschemes indicates that a single school has dedicated over3,000 person hours to the BSF envisaging, design andprocurement processes.This can materially affect the performance of the school.As with other kinds of major reorganisations, buildingprojects – while they involve significant investment inboth infrastructure and consultation – tend to impairoutcomes at the school during the process. This is partlybecause staff turnover tends to increase during a build.This turnover can strike at all staffing levels, includingleadership. While many heads survive the design andconstruction process, they frequently feel burned out andmove on soon afterwards. It can take a number of yearsfor a school’s performance to recover to the levels attainedbefore the project.So if broad, balanced consultation leads to a drain onresources, and if limited, targeted consultation representsonly skewed, narrow views, should the BSF programmepromote engagement at all? Would it not be better todevelop a team of professionals, who, through research,controlled innovation and targeted review and evaluation,develop deep expertise in the discipline of school design?We don’t expect drivers to participate in the design of theircars. We don’t ask shoppers to design their shoppingcentres, or pilots and passengers to design airports. So whydo we consult with teachers, student and communityaround the design of their schools?There are good reasons for engaging practitioners andlearners in the design of a new school. As yet there doesnot appear to be a sufficient body of design professionalswho are expert in the design of school environments.There are few, if any, exemplar schools that meet all thedesires and requirements of 21st-century learningenvironments.We do have examples of excellent sustainability aspectswithin schemes; we have examples of excellent specialistfacilities (sports, science, performance areas); we evenhave examples of schools with excellent community andextended school facilities. Internationally we haveexamples of environments"
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Leadership

Collaborate & Regenerate

1 Jan 2005

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      string(357) "... teachers can also access free models on Thingiverse, a website for sharing user-created digital design files. There are also many YouTube tutorials that talk through the different designs.Simon Biggs is the Education Outreach Officer for Renishaw. For additional support with with 3D printing, visit www.renishaw.com/educationoutreach."
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      string(1897) "going brittle. Other, alternative materials may release fumes and, if this is the case, the school must have ventilation in order for this to be safe.You will also want to conduct a full risk assessment and think about safety measures, such as signs around the printer. Younger children should be supervised around the printer at all times, and the machine should not be left running overnight in case it becomes jammed. Blockages can usually be fixed by running a test print to push the blockage out, but you may require outside assistance if the blockage is major. Another challenge a teacher might face is that the product is not sticking to the printer bed. This can often be resolved with a simple recalibration.When you first introduce the children to the technology, you can include a safety briefing, to explain that it can be hot and has moving parts, so pupils should not touch it when it is running.  An explanation of how 3D printers work, as well as a demonstration where the teacher prints something in front of the class, is a good place to get started. Once a child is underway with their project, it can be beneficial for them to work on them at home, too, to take charge of their own learning. Tinkercad can be accessed from an app or from a laptop, meaning many children will be able to use it remotely.Once they have been trained, most teachers are confident operating their 3D printer. However, there are some frequently asked questions to address. Resources can be found for free on the CREATE Education blog and teachers can also access free models on Thingiverse, a website for sharing user-created digital design files. There are also many YouTube tutorials that talk through the different designs.Simon Biggs is the Education Outreach Officer for Renishaw. For additional support with with 3D printing, visit www.renishaw.com/educationoutreach."
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Digital Learning

Getting Started with 3D Printing

10 Mar 2020

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      string(375) "... ideas andthoughts. The views of young people with specialeducational needs and disabilities are important andwill provide crucial messages about the potentialsuccess or possible pitfalls of designs for fullyNew school designinclusive education.Over the last few years PSI has been involvedin work with a number of young people in specialschools that ..."
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      string(5527) "31 Volume 3:3  21 Century SchoolsThe involvement of young people in decisionmaking has gained increasing momentum overthe last few years, with many organisationsand local authorities now ensuring that their viewsare captured during any consultation or evaluationabout services that affect them. This is true also of themore forward thinking local authorities and schoolswho are in the midst of rebuilding schools.Inclusion is a key government driver for change inschools. Local authorities are using the opportunitythat arises from rebuilding educational establishmentsto look again at the extent to which all young people,irrespective of needs, can and should be learningwithin the community of one campus. Discussionsabout co- location, inclusive campuses and gradientsof specialist provisions are common in any ofthe current Building Schools for the Future (BSF)projects.Learning fromthe learnersYoung people in specialeducational facilities“I am happy with my school but itcould be a little bigger”Student Voicewww.teachingtimes.co.uk32 21 Century Schools  Volume 3:3Student Voicewww.teachingtimes.co.ukDespite this, consultation involving young peoplecurrently in special schools is still relatively rare.Often we inadvertently have low expectations ofthe young people who are in special education, butwith the right approaches and support the majorityof youngsters are able to contribute their ideas andthoughts. The views of young people with specialeducational needs and disabilities are important andwill provide crucial messages about the potentialsuccess or possible pitfalls of designs for fullyNew school designinclusive education.Over the last few years PSI has been involvedin work with a number of young people in specialschools that are part of the BSF programme. Thispaper provides a snapshot of the wealth of theircreative ideas on design detail for their new schools.It is a starting point; further and more focusedengagement will enable greater understanding of theissues affecting their successful learning and providea chance to strategically link their involvement in adesign development process to the curriculum.Outdoor spaces:“I would like a table in the garden and abig shed”“We could have tables outside”“There should be bigwindows and the sizeshould be like patio doors”Outdoor spacesWe would like:-Trees and flowersA beautiful garden to relax inA fountain to help us relaxGarden furnitureBetter games and a football pitchA tuck shop where you could buy snacksand a vending machineAn ice cream shop■■■■■■■Japan chill out garden“I would like lots offlowers in ournew school”“We want to look afterour new school andmake compost to growthings in.”33 Volume 3:3  21 Century SchoolsIndoor spaces:“I would like a big librarywith comfortable chairs– green and shiny”“We would like a gymat school so we cankeep fit”“We would like a reception with lots ofspace and looking modern”School entrances should:“have pictures on doors to make peoplefeel comfortable”“have colour coded doors – one going outand one in”“ have a good path made of bricks orstone”“feel warm and colourful”“We should have our own keys to get in”“…somewhereexciting to play”“We would like things totouch”“ I would like individualwork stations”“ I would like to have aconservatory becauseyou can do your work inthere, have your lunch inthere and be close to theoutside.”Indoor spacesNew equipmentQuiet chill out roomsModern receptionLibraryConservatories attached to classroomsSigns to direct us where to go■■■■■■….doors……Student Voicewww.teachingtimes.co.uk34 21 Century Schools  Volume 3:3Student Voicewww.teachingtimes.co.ukIn summary key messages from the young peopleinvolved are:SpaceSpace available to them for moving in and out ofrooms in modern wheelchairs or around work anddesk space is too small.The sophistication of the technology enablesgreater independence for wheelchair usershowever their ability to develop these skills is, inpart, being restricted by a lack of useable space.Corridors are too narrow and often all availableopen space is used for storage.Classrooms should be larger and have dedicatedsubject areas.Furniture should look modernDoors should be automatic and so not too heavyto open.Chill out spaces and areas to use during break timesare important.ComfortToilet and hygiene areas need improving – ideasincluded the use of toilets that wash and dry, moremirrors and the playing of music.Use of bright colour and patterns should be allround the school.Soft furnishings are favouredOutside space should be a place to relax, growplants and enjoy.Fountains are popular.■■■■■■■■■■■■Sensory experiencesA range of interesting and stimulating features, forexample, a ball pool; signage that is tactile; thingsto touch; music; alternative lighting; coloured light;glass and mirrors should be provided.Physical activityHigh quality sport and activeplay equipment is a high priority–  for some young peopleswimming is the only timewhen they can move freely.Listening and valuing the viewsof young people increasesconfidence, and increases thechances of success in managingc h a n g e s  a n d  p r o m o t e sequality. The collaborativelearning promoted by takingc o n s i d e r a t i o n  o f  y o u n gpeople’s perspectives canenrich the discussion andproduce new school designsthat are both creative andworkable.Liz MalcolmDirector PSI(UK)■■"
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Learning Spaces

Learning from the learners

6 May 2009