A small space with big ideas

Joining two classrooms together was an interesting challenge for Cambridge based architects Chadwick Dryer Clarke as Murray Hudson found out.

The Stephen Perse Foundation Junior School in the centre of Cambridge, UK is an urban school with a strongly creative approach to learning. Built right in the centre of the historic city every millimetre of space has value and none can be wasted.

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      string(2962) "bags and carpet”  – Year 1 Pupil“It gives me time to think and I just enjoy being in there” – Year 3 Pupil                  “I like it because it`s different” – Year 6 Pupil        The school’s Assistant Head and Literacy Leader, Lidia Rea, added:“It means we can give a genuine environment to reading and creative writing and really celebrate children’s work – the children love going in, and they think it`s special.  It is truly a great addition to the school”.Joe Moore, Director of Northpoint Architects summed up the project: “This project was a pleasure to be involved with from start to finish. We enjoyed the challenge of leading the class brainstorming session and were pleasantly surprised with the children’s enthusiasm and ideas. TCL were the ideal contractor, buying into the design ethos and delivering a superb product on time and on budget with the benefits of off-site construction and their shop-fitting expertise.We are involved in projects ranging in size from this single room up to multi-million pound offices and workshops. No matter the size it is great to see creative design ideas come to life and be enjoyed, we look forward to hopefully working with the school again in the near future.”The FutureThe recent budget in March 2016 outlinedthe Government’s plans for all schools to become academies within the next decade. This will open up opportunities for schools to have more control over their budgets and construction project procurement. Joe Moore hopes this will increase project opportunities and allow more flexibility for schools and academy trusts when it comes to refurbishment and new build projects:“We are currently assisting the Areté Learning Trust (Stokesley School) in North Yorkshire with a £1.5 million recladding and refurbishment project which will rejuvenate and improve the look and performance of two of their poorest quality buildings. We are delighted that funding for the project has just been secured following an application to the Education Funding Agency’s ‘Condition Improvement Fund’. Works are due to start on site in June 2016 and we are already starting talks with the school regarding the next project.”As existing school building stock begins to age and fail to meet performance standards, there are opportunities to enhance learning experiences and uplift the school’s built environment. Careful design, engagement with staff and pupils, and considered procurement options can enable architects to fulfil, or exceed, project aspirations, regardless of the project scale or budget.Project DetailsClient: Tyneview Primary SchoolArchitect: Northpoint ArchitectsContractor:Thompson Contracts LtdCompletion Date: October 2015Cost of Works: £13,000 +VATNorthpoint Architects is an RIBA Chartered Practice which forms part of the Robertson Simpson Group."
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Learning Spaces

Small space, small budget, big ideas

8 Aug 2016

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      string(311) "... in the city of Chicago and discuss why healthyfood access constitutes a civil right. The unit was part of a year-long inquiry intohow urban space is utilised to foster healthy communities.The lesson was guided by these big ideas:Why is access to healthy food a civil right?How ..."
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      string(5614) "chefs,Jason Hammel and Ryan Poli, this hour-long lesson had students analyse thedistribution of fresh, healthy foods in the city of Chicago and discuss why healthyfood access constitutes a civil right. The unit was part of a year-long inquiry intohow urban space is utilised to foster healthy communities.The lesson was guided by these big ideas:Why is access to healthy food a civil right?How can we understand ways to make the world better today?What is a food desert?What solutions are there to fixing the problems of food access for all?The following vocabulary words were introduced, defined and used throughoutdiscussion:nnnnFoodforthoughtCreativeApproaches46Volume4.4nCreativeTeaching&Learningfood deserts (urban areas where fresh, nutritious foods are largelyunavailable)disparityhealthy foodfood insecurity (a situation of uncertainty surrounding one’s access to food)obesity.nnnnnGeneral lesson structure1. 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(Common Core Standards,Literacy)Explain how specific aspects of a text’s illustrations contribute to what isconveyed by the words in a story. (Common Core Standard, Reading)Ask and answer questions to demonstrate understanding of a text. (CommonCore Standard,"
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Creative Teaching & Learning

Food for thought

21 May 2014

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      string(371) "... flourish in a technological world and to contribute to economic development.Key Findings: ■ In the best schools visited, teachers ensured that pupils understood the ‘big ideas’ of science.2They made sure that pupils mastered the investigative and practical skills that underpin thedevelopment of scientific knowledge and could discover for ..."
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      string(5644) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.MAINTAINING CURIOSITY: A SURVEY INTOSCIENCE EDUCATION IN SCHOOLSKeywordsNationalCurriculum,science,education,schools,teachers, pupils,achievement,progress,subjectsSummaryThis Ofsted report sets out the findings of a new survey of science in 91 primary and 89secondary schools, which was carried out between 2010 and 2013. The report is intended tosupport schools in implementing the new National Curriculum.This report highlights the importance of teaching science for understanding. For pupils to achieve wellin science, they must not only acquire the necessary knowledge, but also understand its value, enjoythe experience of working scientifically, and sustain their interest in learning it.The report reflects and explores the concerns often voiced by employers, higher education, andthe scientific community’s professional bodies, that too many school leavers are not well-enoughequipped scientifically with practical, investigative and analytical skills. These are vital if young peopleare to flourish in a technological world and to contribute to economic development.Key Findings: ■ In the best schools visited, teachers ensured that pupils understood the ‘big ideas’ of science.2They made sure that pupils mastered the investigative and practical skills that underpin thedevelopment of scientific knowledge and could discover for themselves the relevance andusefulness of those ideas. ■ Attainment in science up to 2012 has risen year by year at all key stages, and girls attained betterthan boys at all key stages. Despite this, too many girls do not continue to study physics or relatedsubjects at 16. ■ Leaders in the schools visited were not monitoring and evaluating the reasons why their pupils,both boys and girls, pursued routes other than science at 16. ■ Science achievement in the schools visited was highest when individual pupils were involved infully planning, carrying out and evaluating investigations that they had, in some part, suggestedthemselves. ■ Although the quality of teaching was at least good in the majority of the schools visited, lessonsin both primary and secondary schools often lacked sufficient differentiation to allow pupils,especially the more able, to build on their prior learning and make good progress. ■ The quality of feedback to pupils on how they might improve their science understanding was acommon area for improvement in the primary and secondary schools visited, regardless of theschool’s overall effectiveness in science. ■ Teachers who coupled good literacy teaching with interesting and imaginative science contextshelped pupils make good progress in both subjects.Week Commencing 16th December 2013http://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/m/Maintaining%20curiosity%20a%20survey%20into%20science%20education%20in%20schools.pdfhttp://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/m/Maintaining%20curiosity%20a%20survey%20into%20science%20education%20in%20schools.pdfhttp://www.nfer.ac.uk/nfer/publications/PMSZ01/PMSZ01.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ A significant minority of leaders in the primary schools visited were failing to ensure full coverageof the science National Curriculum. They did not track pupils’ progress in science effectively andwere not setting challenging targets for improvement in science. For these leaders, science wasno longer a priority. ■ The effectiveness of science in both the primary and secondary schools visited was much morelikely to be outstanding when teachers and subject leaders had received science-specific training.However, most of the primary teachers had not received such training, and most of the scienceleaders in both phases had not received leadership training that was specific to science. ■ Timetables in a significant minority of the primary and secondary schools visited did not allowenough time for teaching science through regular, enquiry-based learning. This limited pupils’opportunities to develop the practical skills necessary for future work in science, technology orengineering. This included restricting science to irregular ‘science days’ in primary schools, andlimiting the teaching time for the three separate science GCSEs to the same amount as for adouble science award in secondary schools. ■ In most of the schools visited, pupils from Key Stage 1 to Key Stage 4 had limited opportunitiesto work independently, particularly to develop their individual manipulative skills in practical work,because teachers only required them to work in pairs or small groups.Recommendations:The Department for Education (DfE) and The Office of Qualifications and Examinations Regulation(Ofqual) should: ■ ensure that qualifications include assessment of the skills needed for scientific enquiry.School leaders, including governing bodies, should: ■ provide sufficient weekly curriculum time and, in secondary schools, laboratory space so thatindividual pupils develop good scientific enquiry skills as well as the knowledge they need to passexaminations ■ provide subject-specific continuing professional development for"
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Leadership

Maintaining Curiosity: A Survey Into Science Education In Schools

11 Dec 2013

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      string(5635) "57www.teachingtimes.com n Vol 1.6School BusinessThe BuildingSchool Leadership TodayS t Peter’s C of E is a small village primary school – with big ideas. We believe we should take responsibilityfor our impact on the environment locally and globally, educating our children to embrace their individual ecological responsibility throughout their futures. Attempting to achieve carbon-neutral status with a Victorian- built school (from around 1836) is ambitious – and our ethos of corporate self-efficacy has been demonstratedTen waysWhat better time than a new decade to renew your commitment to combating climate change? Headteacher Simon Temple offers some tried and tested tipsto cut your carbon emissionsand practised through this project. Our school management team wants all the building’s technologies to work simply and in harmony – even down to labelled pipes and cables.St Peter’s has always been in need of green space, so the opportunity to lease some adjacent gardens was just what we needed. As with all major projects, the school council represented the children’s views in the decision process. A ‘house challenge’ was started – to get the children to58 Vol 1.6 n www.teachingtimes.comSchool Business The Buildingdraw their own garden designs. The challenge was so successful that we widened it into an ‘eco-schools’ project. Through discussions with children, staff and governors, the school management published the four pillars of our new carbon-neutral ethos:reduce what we use with ‘equipment husbandry’, ‘power rangers’ and insulation. reuse everything possible and use companies with the 2012 certificate. recycle all we can in school – with ‘eco-warriors’ sorting waste for collection. renewable power generation systems should heat, light and power the building.To involve the children in the audit, year 6 students conducted a scientific investigation to find the best insulation material. They tested a selection of products by encasing a Ribena bottle filled with hot water with five different insulation products. The students took temperatures and plotted a cooling curve for each material. The clear winner was Super 10 made by Actis, which uses foil technology so it can be fitted into awkward spaces.We are currently seeking funds and consulting eco-build companies. I hope that, once our goal becomes reality,nnnndamage caused by people getting to the building and a set of plans to decrease it. A good travel plan has three advantages: it improves health through exercise, it reduces traffic and it cuts carbon emissions. Most of our staff members have a long commute, which necessitates driving. But most of our students are very local and choose to walk. When we calculate our carbon emissions, these figures are included.4. Get a carbon emissions survey done so you know what you are using It’s really easy to find a company to survey the building cheaply. It’s useful to get the first one done before beginning your carbon cutting process – to establish a benchmark. We are waiting for our first survey to be published.5. Keep records of meter readings and ambient temperatures Fortunately, our caretaker kept weekly records of water, electricity and gas meter readings over many years. We are using a problem solving lesson in the upper juniors to relate these readings to the local ambient temperature data to establish a correlation and investigate the impact of the energy-saving initiatives. This is another reason for installing equipment and implementing strategies sequentially – so the impact of each can be more accurately gauged.6. Fit thermometers in all main rooms to monitor temperature Thermometers are situated in all main rooms, even where the heating systems are thermostatically controlled. This gives an easily monitored check that rooms are neither too cold nor too hot. All staff members appreciate the importance of maintaining a comfortable working temperature of about 18 degrees Celsius.7. 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Leadership

Ten ways to cut your carbon emissions

13 Feb 2010

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      string(5604) "� 21 Century Schools  Volume 4:2Sustainabilitywww.teachingtimes.com� Volume 4:2  21 Century SchoolsHeadmaster Simon Temple has set his primary school a challenge – tobecome the first carbon-neutral school in Britain. He challenges otherschools to do the same – with his top ten tips.To involve the children in the audit, year six studentsconducted a scientific investigation to find the bestinsulation material. A selection of products was testedby encasing a ribena bottle filled with hot water withfive different insulation products. Temperatures weretaken at intervals and a cooling curve was plotted foreach material. The clear winner was Super 10 madeby Actis, which uses foil technology so it can be fittedinto awkward spaces.Funds are currently being sought and eco-buildcompanies consulted. I hope that, once our goalbecomes reality, our school will become a bestpractice model for other head teachers anxious tomake a change.The top ten tips for becoming acarbon-neutral school1. Involve the whole school from thetop downThis should be easy if everyone realises they canhave an impact on the environment. For the moresceptical, I focused on cost-based arguments – tellingeveryone that the investment in my school should seesavings through energy reduction within ten years.2. Start with achieving the Eco-schools Green FlagThe Eco-Schools Green Flag award is a governmentinitiative to promote school’s collective responsibilityfor the environment. There are three levels – BronzeFlag, Silver Flag and Green Flag. These can beachieved by introducing recycling systems, reducingconsumption and planting vegetable gardens. Thiscertification is a good milestone to keep everyonemotivated.3. Start an effective Travel Plan toincrease walking and cycling toschoolThe department for transport recommends allschools and businesses have a ‘Travel Plan’ – whichis a measure of environmental damage caused bypeople getting to the building and a set of plans todecrease it.A good travel plan has three advantages: itimproves health through exercise, it reduces trafficand it cuts carbon emissions. Most of our staffmembers have a long commute, which necessitatesdriving. But most of our students are very localand choose to walk. When we calculate our carbonemissions, these figures are included.4. Get a carbon emissions surveydone so you know what you areusingIt’s really easy to find a company to survey thebuilding cheaply. It’s useful to get the first one donebefore beginning your carbon cutting process – toestablish a benchmark. We are waiting for our firstsurvey to be published.5. Keep records of meter readingsand ambient temperaturesFortunately, our caretaker kept weekly records ofwater, electricity and gas meter readings over manyyears. We are using a problem solving lesson in theupper juniors to relate these readings to the localambient temperature data to establish a correlationand investigate the impact of the energy savinginitiatives. This is another reason for installingequipment and implementing strategies sequentially– so the impact of each can be more accuratelyattributed.6. Fit thermometers in all mainrooms to monitor temperatureThermometers are situated in all main rooms evenwhere the heating systems are thermostaticallycontrolled. This gives an easily monitored checkthat rooms are neither too cold nor too hot. All staffmembers appreciate the importance of maintaining acomfortable working temperature of about 18oC.7. Train ‘power rangers’ to closedoors and windows and switch offlights and equipment‘Power rangers’ are children chosen each term to takeresponsibility for saving energy in their classroom.All our students love being assigned ‘special jobs’. Ifany of the power rangers are found not taking theirposition seriously, they are replaced.for becoming acarbon-neutral schoolSt Peter’s C of E is a small village primary school– with big ideas. We believe we should takeresponsibility for our impact on the environmentlocally and globally, educating our children to embracetheir individual ecological responsibility throughouttheir futures. Attempting to achieve carbon-neutralstatus with a Victorian-built school [circa 1836] isambitious – and our ethos of corporate self-efficacyhas been demonstrated and practised through thisproject. Our school management team wants all thebuilding’s technologies to work simply and in harmony– even down to labelled pipes and cables.How did it happen?St Peter’s has always been in need of green space, sothe opportunity to lease some adjacent gardens wasjust what we needed. As with all major projects, theschool council represented the children’s views in thedecision process. A ‘House Challenge’ was started – toget the children to draw their own garden designs.The challenge was so successful that we widenedit into an ‘eco-schools’ project. Through discussionswith children, staff and governors, the schoolmanagement published the four pillars of our newcarbon-neutral ethos:REDUCE what we use with ‘equipment husbandry’,‘power rangers’ and insulationREUSE everything possible and use companies withthe 2012 certificateRECYCLE all we can in school – with ‘eco-warriors’sorting waste for collectionRENEWABLE power generation systems should heat,light and power the buildingThetop tips1Aylesford, KentHard work at StPeter’s primaryschoolSustainabilitywww.teachingtimes.com10 21 Century Schools  Volume 4:2Sustainabilitywww.teachingtimes.com8.  Insulate the areas using the mostenergyReducing heat loss is"
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Learning Spaces

Top ten tips for becoming a carbon-neutral school

17 Jan 2010