creative thinking and learning · 2017-11-29 · 7. ict • design a school zine 8. maths • csi:...

I am most proud of boosting up my confidence and speaking more and getting more involved in the activities because I did not join in anything until I went on this project. This project has helped me a lot with my confidence levels!Year 8 student, North Liverpool Academy, Liverpool

Creative Thinking and LearningCurriculum Enrichment Programmes: Creative Development for Children and Young People

0151 708 3587 www.as-creatives.com

We couldn’t believe how much the students enjoyed the programme – you modelled learning in fun and practical ways. The Year 7 Group can be quite challenging but there were no behavioural issues at all – and they performed really well when it came to unpicking the skills they had used.Maths teacher, New Heys Business and Enterprise College, Liverpool

Our extensive experience in working directly with young people, teachers and parents is built upon the understanding that people are at their best when their creativity is allowed to flourish.

We work to support senior leadership teams, teaching staff and young people in primary and secondary schools in developing innovative approaches to teaching and learning.

Our programmes range from one day INSETs to larger scale, year long curriculum development programmes involving the whole school. All of our experiential learning programmes are highly motivational and engaging and will have positive impacts on your working practices.

Collectively, our expertise is built on over forty years of experience of working directly in education and draws on the successful creative practices of our five directors:

Simon McKeown: Visual Arts

Jackson Kavanagh: Writing/Directing

Kate Pankhurst: Illustration

Jo Stokes: Acting

Claire Walker: Publishing/Film Making

As consultants, facilitators and trainers we are engaged with a range of schools and local authorities in programmes enabling creative curriculum design and development.

as creatives is an independent creativity consultancy. We enable individuals and organisations to realise their full potential by promoting the concept of “thinking differently” – our unique pedagogical approach to developing creativity in education.

ABOUT US:

‘ as creatives’ programmes model the positive impacts of creativity on children’s development and will leave you with tools and techniques to continue to inspire your students in exciting and innovative ways.’

Please get in touch to discuss how we can work with you.

Contents

1. Art and design• Clay Portraits • Experimental Drawing• Public Art

2. Design and technology

• Vinyl Graphics • Laser Etching

3. Drama • Bertholt Brecht • Facilitator in Role

4. English • Shakespeare • 3D Concrete Poetry • Creative Writing

5. Geography • Physical Maps • Population 6. History • Pirates and Piracy • The Home front

7. ICT • Design a School Zine

8. Maths

• CSI: Maths• Practical Probability

9. MFL • Food For Thought

10. Music • Junk Instruments

11. PE • School Olympics Programme • Innovative Sports

12. PSHE • Growing Aspirations

13. Religious education • Festivals • Moral Mazes

14. Science • Habitats • Keeping Warm

as creatives’ offer an extensive range of tried and tested programmes that target specific curriculum areas and utilise creative approaches, techniques and methodologies to engage students in highly effective learning processes.

This document contains outlines for all of our Curriculum Enrichment Programmes – we can adapt programmes to meet the needs of different year groups and group sizes.

CURRICULUM ENRICHMENT PROGRAMMES: CREATIVE DEVELOPMENT FOR CHILDREN AND YOUNG PEOPLE

Please contact:

Simon McKeown 0151 708 3587 07764 208993 [email protected]

Jackson Kavanagh 0151 708 3587 07837855397 [email protected]

as creatives2nd Floor The Contemporary Urban Centre41-51 Greenland StreetLiverpoolL1 0BS

For further information about the range of programmes we have delivered and to read recent case studies please visit www.as-creatives.com

Clay PortraitsA programme exploring the creative process behind sculpting a portrait in clay and generating highly personalised art works.

Target Audience:

• Primary and secondary school students (KS2, KS3, KS4)

Numbers:

• Up to 30 students per group

Course Duration:

• 1 day

Overview:

• We will bring a highly skilled artist to work with you and your students to model full size 3d portrait busts in air-drying clay

• We will take the students through the entire process in easy to follow steps

• We’ll provide high quality visual aids, diagrams, exemplars and instructions

• We’ll facilitate a range of engaging activites throughout the day engaging multiple learning styles and ensuring that each student has the opportunity to create an entirely personalised artwork

• One to one support

• Whole group demonstrations/explanations

• Individual, Paired and Small group work

Learning Objectives:

• To explore sculptural portraiture

Outcomes:

• To create a full size 3dimensional portrait in clay

• To present this artwork to peers, staff,parents/carers

1. ART AND DESIGN

As a result of this the students have all improved their grades by one level.Head of Art, Holly lodge Girls School

I’m so proud of the artwork I’ve produced – when I saw what we were going to make – I didn’t believe I’d be able to – now I can’t wait to make another one!AS Level Art Student, Holly Lodge Girls College

The opportunity to work with professional artists has opened the children’s eyes to alternative career paths. Having such a high quality finished product has given them a real sense of achievement and satisfaction – they look at other books now and think, I can do that!Year 2 Teacher, Mosscroft Primary School, Knowsley

Experimental DrawingExperimentation with a range of unusual, innovative and inventive drawing and mark marking techniques.

Target Audience:

• Primary and secondary school students (KS1, KS2, KS3, KS4)

Numbers:


Course Duration:

• 1 – 4 days

Overview:

• With options for children to work with practicing artists the experimental drawing process is brought to life through experiential and inspirational activities and real life industry expertise.

• Learners will explore a variety of different approaches to drawing and mark making including: Drawing with unusual objects, drawing with light, doodle artworks, large scale drawings, continuous line drawings, observational drawing trips, miniature artworks and many more.

• Learners will be experience and reflect on the process of creative image making including initial experimentation, drafting, editing and refining.

• Sessions can be themed around cross curricular areas to further consolidate learners understanding and empathy for a particular topic.

• Learners will be encouraged to exercise their connection making abilities using drawing and observation as a tool for idea generation, experimentation and reflection throughout the programme.

• The programme includes the option for students to organise a celebratory exhibition of their most successful artworks for the wider school community and parents.

• We recommend accompanying this programme with a professional development training opportunity for staff across the school looking at drawing as a cross curricular learning tool

Learning Objectives

• To experiment with drawing techniques and understand the process of image making

Outcomes

• Learner’s creative abilities affirmed and developed

• Understanding of how to develop, edit and refine images

1. ART AND DESIGN

Public ArtExplore the key principles behind making engaging and relevant pieces of public art and allow students to participate in generating a high quality artwork for your school.

Target Audience:


Numbers


Course Duration:

• 2 - 6 half day sessions

Overview:

• Our highly experienced practicing artists will guide your students through the process of creating a unique piece of public art for your school from start to finish

• The creative process will be brought to life through experiential and inspirational activities and real life industry expertise

• Learners will explore a variety of different approaches to making art including: initial experimentation, drafting, editing and refining.

• Sessions can be themed around cross curricular areas to further consolidate learners understanding and empathy for a particular topic.

• Artistic outcomes could include: temporary artworks, new media works, sculpture, drawing, printmaking, painting – but are only limited to the imagination (and budget!)


• We’ll present a range of work from other artists, engaging students in critical and contextual analysis, and signpost students to further sources of information for research purposes

• The programme includes the option for students to organise a celebratory exhibition of the artwork for the wider school community and parents.

• We recommend accompanying this programme with a professional development training opportunity for staff across the school looking at drawing as a cross curricular learning tool.

Learning Objectives

• To explore public art

Outcomes

• To create a piece of artwork for the school environment

• To develop a range of transferrable skills

• To present work in a celebration event for peers, staff and families

1. ART AND DESIGN

This was the first time all year that a Key Stage 3 group had felt able to do this – and now they want to do more! This is all down to the levels of self-confidence that as creatives has instilled in the groupSLT, Newton Le Willows High School, St Helens

2. DESIGN AND TECHNOLOGY

Vinyl GraphicsEmbrace new technologies to turn your ideas into reality and create striking vinyl graphics using CAD/CAM

Target Audience:

• Secondary school students (KS3, KS4)

Numbers


Course Duration:


Overview:

• Our highly experienced practicing artists will guide your students through the in designing and making vinyl graphics for your school from start to finish



• We’ll facilitate a range of engaging activities throughout the day engaging multiple learning styles and ensuring that each student has the opportunity to create an entirely personalised product

• Our experienced facilitators will provide your students with a variety of whole group demonstrations/explanations, individual, paired, small group work and one to one support

• We’ll present a range of work from other designers and artists, engage students in critical and contextual analysis, and signpost students to further sources of information for research purposes


• We’ll bring all the specialist resources required and provide you with photographic record of the programme at the end

Learning Objectives

• To explore computer aided design and manufacture

Outcomes

• To design and make a vinyl graphic



It was so interesting to see how you can use computers to design any idea you want. I see my artwork every time I go to science – my mates think it’s ace. Year 8 student, St Cuthbert’s High School, St

Helens

2. DESIGN AND TECHNOLOGY

Laser Etching Using CAD /CAM to design and make interlocking laser etched display panels – harness new technologies that turn ideas into inventive contemporary artworks.

Target Audience:

• Secondary school students (KS3, KS4)

Numbers


Course Duration:

• 2 – 6 half day sessions

Overview:

• Our highly experienced practicing artists will guide your students through the in designing and making interlocking laser etched display panels



• We’ll facilitate a range of engaging activities throughout the day engaging multiple learning styles and ensuring that each student has the opportunity to create an entirely personalised product





Learning Objectives

• To explore computer aided design and manufacture

Outcomes

• To design and make interlocking laser etched display panels


• o present work in a celebration event for peers, staff and families

Testing out different ideas and getting to grips with how a laser can be programmed to draw your ideas was well cool! The lessons were great, really different to what I expected!

Year 8 student , The Alsop High School, Liverpool

3. DRAMA

Bertholt Brecht A one day programme exploring how Brecht’s techniques affect audiences – and how they have impacted upon both theatre and film.

Alienation and power – demolishing the “fourth wall”

Target Audience:

• Secondary school students (KS4, A Level)

Numbers:


Course Duration:

• 1 day (or 2 half days)

Overview:

• Working with “The Resistible Rise of Arturo Ui”, “Mother Courage” or “The Threepenny Opera”, students will participate in experiential explorations of Brechtian theatre

• They will discuss the roots of Brecht’s work and ways in which his ideas were influenced by his political beliefs and his opposition to fascism

• They will look in detail at “alienation” and ways in which Brecht attempted to achieve this, including …

Music – and collaborations with such as Kurt Weill and Lotte Lenya

Captions and graphics

Costume and caricature

Choral work (comparing and contrasting this to classical Greek theatre)

• They will work independently, in pairs and in small groups to explore Brecht’s influences on “formal” theatre (looking, for example, at Pinter), community theatre (Boal) and film (Godard)

• Students will work in small groups to create “new” alienation techniques and apply them to specified passages. They will perform their work to each other for constructive evaluation

This programme has opened students eyes to the possibilities of theatre – it’s completely transformed their approach. Deputy Headteacher, Our Lady’s High School, Liverpool

3. DRAMA

Facilitator in RoleThis programme allows students to explore a real or fictional world by living in it – and analysing its effects on people and events.

Target Audience:


Numbers:


Course Duration:

• 1 half day session (with opportunities for follow up work)

Overview:

• This short but intensive programme is suitable at all age and ability levels and demonstrates one of the central planks of Theatre in Education (TIE): Facilitator in Role

• Facilitator in Role allows you to direct the action from within an unfolding piece of improvised drama and respond to suggestions from pupils (also in role)

• The model can be situated within any landscape from children’s fair stories (eg Little Red Riding Hood) to historical events (eg the storming of the Bastille) to fictions that you create yourself (eg exploring a subterranean city)

• Having offered the minimum of exposition one of our skilled facilitators will immerse pupils in one facet of the world that has been chosen and lead them in exploring a developing narrative and ways in which characters within the narrative respond.

• The technique allows the facilitator to alter the characters under exploration and the location in response to what is happening. As the activity continues the pupils become more confident and they begin to lead elements for themselves.

• Facilitator in Role allows for deep exploration of the hidden meanings of stories, of characters motivations and of notions of cause and effect. It also promotes self confidence, and learning in both independent and team settings.


• To learn through questioning, and probing what is underneath the surface.

Outcomes:

• Pupils will have explored the agreed theme in depth and in unusual ways.

• Teachers will have experienced at first hand this valuable TIE tool

I couldn’t believe how quickly the time went because I got really wrapped up in it. This is so different to anything we’ve done before!Year 8 student, The Academy of St Francis of Assisi

4. ENGLISH

Shakespeare

Lifting the words from the page through speculation and engagement

Target Audience:

• Primary school students (KS2)

Numbers:


Course Duration:


Overview:

• One of our skilled drama practitioners will work with a group of up to thirty pupils for a whole day, taking a wholly experiential approach to a Shakespeare play of your choice

• Pupils will work individually, in pairs, in small groups and as a whole group to immerse themselves in a fictional world through a range of highly interactive drama methodologies

• The day will be structured as a series of ‘episodes”, each with a cliffhanger ending. Pupils will be encouraged throughout to speculate as to what might happen next

• After looking at the “backstory”, pupils will explore the major characters and be gradually introduced to Shakespearean language as they move from highly structured improvisations to more freeform ways of working of their own devising

• Pupils will learn something of Shakespeare’s life and times – and will be given training in a particular aspect of stagecraft relevant to the play under study

• Where desired, the day can end with a celebration for other pupils and/or families

• Staff will be given the time to develop innovative approaches in their teaching practice


• To explore and understand the overarching narrative of a given Shakespeare play

Outcomes:

• An understanding of Shakespeare’s use of “hidden stage directions”

• A series of structured and rehearsed presentations utilising a range of dramatic styles

This was pitched just right – the programme enabled the learners to get to grips with what is a very complex and multi layered story.(Headteacher, Ursuline Primary School, Sefton)

I really enjoyed working out the story in my group – we didn’t get told what we shoud do!Year 6 student, Ursuline Primary School, Sefton

4. ENGLISH

3D Concrete PoetryMake words jump from the page, quite literally, with concrete poetry.

Target Audience:


Numbers:


Course Duration:


Overview:

• Our highly skilled facilitators will work with you and your students to develop a piece of creative writing based and turn it into a sculptural version of concrete poetry



• We’ll facilitate a range of engaging activities throughout the programme engaging multiple learning styles and ensuring that each student has the opportunity to create an entirely personalised piece concrete poetry


• We’ll present a range of opportuntities for students to develop their communication skills, focussing on written and spoken presentation



• To explore concrete poetry

Outcomes:

• To create a piece of 3D concrete poetry

• To explore and develop skills in creative writing, speaking and listening

• To present this artwork to peers, staff, parents/carers

I was really pleased with my writing, it was great that it made everyone laugh so much!”

Year 8 student, Formby High School, Sefton

4. ENGLISH

Creative Writing Experiential approaches to writing processes

Target Audience:

• Primary and secondary school students (KS2, 3 and 4)

Numbers:


Course Duration:


Overview:

• One of our skilled practitioners will work with a group of up to thirty pupils for a whole day (or two half days), exploring a variety of interactive approaches to creative writing

• Pupils will work individually, in pairs, in small groups and as a whole group to actively investigate a theme or themes of your choice and experiment with applying their findings through writing

• Pupils will be introduced to a range of techniques specifically designed to demystify writing styles and unlock their own creativity. This may include soundscaping, active poetry, hot seating, improvisation and devising

• Pupils will be introduced to engaging frameworks to support them in bringing their ideas to life through creative writing, working to a form of writing chosen by you. This could include scriptwriting, poetry, first /third person narratives and report writing

• Pupils and staff will be giv en structured opportunities to celebrate the writing that results


• To explore the needs and demands of identified forms of creative writing

Outcomes:

• An understanding of ways in which creative writing combines form and function

• Structured first drafts of pieces of creative writing

It was great to see the learners so inspired to write – you could really sense the enthusiasm in the room to put ideas to paper!Teacher, Formby High School, Sefton

I am really excited about the characters I thought of – I’m going to write loads more stories about them.Year 7 student, Formby High School, Sefton

5. GEOGRAPHY

Physical MapsA tactile programme enabling young people to explore maps in a physical and personal way

Target Audience:


Numbers:

• Up to 30 students per group, multiple groups preferable

Course Duration:

• 2 - 6 days

Overview / Summary:

• Two of our skilled practitioners will work with multiple groups of up to thirty pupils for 3 whole days or 6 half days, exploring a variety of interactive approaches to creative writing

• Learners will have the opportunity to explore and consolidate their learning around a particular place or country by creating large scale map art installations for display in school and the wider community.

• Map installations can take the form of timber structures, vinyl floor prints or painted floor pieces.

• This programme provides the perfect medium for connecting in with areas of the curriculum relevant to your needs.

• Students will explore current knowledge around a place or and area that will be transformed in to the final map installation, this will inform the final design of the map which can contain related images and words created by the students.

• Students will be required them to reflect on their problem solving and creative thinking abilities to ensure the final map is completed to timescale and to fit the original brief.

• The programme includes celebration sessions using the map installation as a learning tool for young people involved in the process, the wider school and families.


• To explore knowledge and understanding learners have for a country or geographical area

Outcomes:

• Developed understanding of issues and information linked to a place or country

• Visual art installation communicating learners thinking around a place or country

I feel like I know more about other countries in the world – I really enjoyed putting the map together and seeing the part that I did. It made me feel really proud!Year 4 Student, St. John’s Primary, Southport

5. GEOGRAPHY

PopulationCreate relief maps whilst learning about population distributionTarget Audience:


Numbers:


Course Duration:

• 4 half day sessions

Overview:

• Our highly skilled facilitators will work with you and your students to develop a sculptural relief map of UK, or any other country to explore and highlight population distribution



• We’ll facilitate a range of engaging activities throughout the programme engaging multiple learning styles and ensuring that each student has the opportunity to develop their understanding of the issues affecting population distribution


• We’ll present a range of opportuntities for students to develop their communication skills and geographical representational skills

• We’ll work with students to create relief displays that can be used as a backdrop for student and teacher presentations



• To explore population distribution

Outcomes:

• To create a relief map showing population distribution

• To explore and develop skills in speaking and listening and geographical representation

• To present this key learning to peers, staff, parents/carers

It was great for the children to meet other children from different parts of the city and to celebrate what their city means to them through the map project.” Year 6 teacher, Our Lady of Star of the Sea Primary School, Sefton

The levels of engagement and the development of self confidence in the students was visible during the whole process and particularly tangible in the final event. Fantastic!Teacher

6. HISTORY

Pirates and Piracy Navigate the world of pirates and piracy through drama, games and singing – explore the impacts pirates had on history and the lives of ordinary people.

Target Audience:

• Primary school students (KS1 and 2)

Numbers:

• Up to 3 classes

Course Duration:

•1 day

Overview:

• Pupils from up to three classes will be introduced to Pirates and Piracy through an interactive performance incorporating drama, games and choral singing

• They will learn some key vocabulary and explore the lives of well known pirates – male and female

• Our practitioners will then visit each class in turn for a one hour, participatory workshop that will connect the historical themes of Pirates and Piracy to identified areas of the curriculum. These might include:

• English – pirates in fact and fiction

• Maths – tax and taxation

• Science - flotation

• Geography – maps, geography and geology

• Within the workshops, pupils will work individually, in pairs, in small groups and as a whole group to investigate the lives of pirates, privateers, smugglers and wreckers – and their impacts on communities

• The day will end with all pupils being brought back together to celebrate their learning


• To understand why there was an “age” of pirates and piracy

• To gain an understanding of the lives of some well known pirates

• To link learning to a range of specified curriculum subjects

Outcomes:

• Celebrations of learning that highlight links to different curriculum subject – which might include posters, sculptures, creative writing, masks and/or drama presentations

I enjoyed all the games we played and I never realised all the things that pirates did apart from looking for treasure.

Year 3 student, Liscard Primary School, Wirral

I enjoyed all the games we played and I never realised all the things that pirates did apart from looking for treasure.

Year 3 student, Liscard Primary School, Wirral

6. HISTORY

Home Front World War II and the Home Front – assessing the impacts of “total war” on the lives of everyday people through interactive media including, drama, art and ICT

Target Audience:


Numbers:


Course Duration:


Overview:

• Pupils will work in engaging and interactive ways to explore what is meant by “total war” – and how World War II affected civilians in the United Kingdom

• Staff and pupils will participate in such creative approaches to historical investigation as art, drama and IT

• Content will be differentiated for age and ability - but may include …

• The role of women in WWII

• The experiences of children and young people

• The Battle of Britain

• The causes and effects of rationing

• The use of propaganda

• Where desired, content can also be linked to appropriate literature (eg “Goodnight Mister Tom”, “Carrie’s War”, “The Snow Goose”)

• Pupils will work in small groups to explore particular elements in detail and will be supported in using a range of media to create presentations of their findings:

• “Newsreel” presentations

• Propaganda posters

• Drama improvisations

• Recipe books and cookery demonstrations


• To understand what “total war” means – and what it meant to children, young people and adults in WWII

• To explore in some details identified aspects of total war and the home front

Outcomes:

• Small groups will develop and present their findings in a variety of participatory ways

I really liked the wartime cookery lesson, I felt really sorry for people in the war they didn’t have all the exciting foods we have today.

Year 6 student, St. Ambrose Primary School, Liverpool

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7. ICT

Design a ZineCreate a contemporary school zine step by step including, researching, copywriting, editing and designing – celebrate the results with a launch event for the school community and families.

Target Audience:


Numbers:

• Up to 30 students per session

Course Duration:


Overview:

• Our highly experienced creative industry professionals will guide your students through the process of designing and making a zine for your school



• We’ll facilitate a range of engaging activities throughout the programme engaging multiple learning styles and ensuring that each student has the opportunity to create an entirely personalised product



• The programme includes the option for students to organise a celebratory launch of the zine for the wider school community and parents.


Learning Objectives

• To explore the media

Outcomes

• To design and make a zine

• To develop technical skills in creating zines


I have been making my own zines at home too – it’s really easy to collect all the things you need and make them look interesting on the computer.

(Young Facilitator, The Tell Us Bus, Liverpool)

CSI: Maths

Practising skills in engaging and innovative ways – a mathematical version of Cluedo!Target Audience:

• Primary and secondary school students (KS2, KS3)

Numbers:


Course Duration:

• 1 half day session

Overview:

• Micky Maths is dead – but not from natural causes. Playing a game with the police, his murderer has left a series of mathematical challenges – but they need your help

• After a short whole group energising activity outlining the nature of the overall challenge, pupils will be given a dossier containing such details of the case as:

- Timelines

- Geography of the area

- Suspects’ backgrounds

- Suspects’ statements and alibis

• Pupils will then work in small groups in tackling the challenges that the murderer has left. The content and nature of these challenges will be differentiated for both age and ability but may focus on such areas as:

- Mental maths

- Geometry

- Maps

- Graphs

- Problem solving

• Successful completion of each challenge is rewarded with a mathematical clue allowing one suspect to be eliminated from the inquiry – and with the next challenge. Challenges are designed to support all learning preferences – visual, auditory and kinaesthetic

• Extension activities are available for groups who complete the overall challenge before the end of the session

• Once all groups have correctly identified Micky’s murderer, pupils will work individually in an engaging reflective activity designed to support them in considering what skills they have used and how those skills can help them in life


• To practice a range of numerical and mathematical skills

Outcomes:

• Active and recorded reflections on the values of mathematical skills

8. MATHMATICS

It was great when I figured out the answer for myself – it made maths really fun!

Year 8 student, Academy of St Francis of Assisi, Liverpool

We couldn’t believe how much the students enjoyed the programme – you modelled learning in fun and practical ways. The Year 7 Group can be quite challenging but there were no behavioural issues at all – and they performed really well when it came to unpicking the skills they had used.Maths teacher, New Heys Business and Enterprise College, Liverpool

Practical Probability

Performing probability – scenes with statistics!Target Audience:

• Secondary Schools (KS3)

Numbers:


Course Duration:

• 4 half days

Overview:

• This short but intensive programme takes an experiential approach to introducing students to some of the keystones of probability

• After participating in a whole group energising activity founded on statistical concepts, students will unpick the skills they have used and how these can support further learning

• Students will then work in small groups to plan, prepare, present and constructively evaluate short pieces of drama based on storylines in which probability has actual impacts on everyday life. This will lead to an investigation of such key words and concepts as: Sample Space, Event / Complementary Event, Favourable / Possible Outcomes, Odds

• After regrouping, students will collaborate in designing landscapes for “computer games” in which different groups of characters will have specified statistical chances of encountering each other (NB the “computer game” will only ever exist as a concept!)

• Students then work in smaller groups to design the characters. Using a “Top Trumps” style scaffold, they assign numerical values to a range of character attributes – in such a way, again, that all characters have overall statistically even chances of “beating” each other

• Developmental work is paused at regular intervals to allow the game to be checked against its aims and objectives (with students taking the parts of both “players” and “characters”)


• To practice a range of statistical skills and processes

Outcomes:

• The group will have devised and developed a kinaesthetic exploration of statistics and probability that could be taught to other students

8. MATHS

This was fun and exciting – and really made us all think!Year 7 student, New Heys Business and Enterprise College, Liverpool

Food for ThoughtBring language to life by experimenting with the cuisine of different countries.

Target Audience:

• Primary school students (KS3)

Numbers:


Course Duration:

• 1 half day session

Overview:

• We will work with a group up to 30 students to design mouth-watering three-course menus for a restaurant serving traditional food from your chosen country.

• Students will work in small teams to come up with the best dishes they can from a range of ingredients provided by us.

• We will provide bags containing these ingredients along with a list of kitchen cupboard and fridge ingredients and specific briefs, including dietary requirements or numbers of diners.

• We will support the students to come up with new twists on familiar dishes, and to use the foreign language imaginatively and creatively to both name and describe their choices.

• Students will design visually exciting menus using imagery associated with the chosen country

• here is the option to join with the food technology department and produce the dishes designed. Parents could then be invited to a tasting event, to celebrate the students’ work.


• o develop greater understanding of another culture

Outcomes:

• To use the foreign language in new and creative ways

• o produce menus that reflect the culture of the chosen country

9. MFL

It was great to see the group working in teams and taking on roles they wouldn't usually do, and to see them growing in confidence to have a go even if they weren't sure.

MFL teacher, New Heys Secondary School, Liverpool

Junk InstrumentsExperiment with sound, recycled materials and movement to create a unique orchestra out of junk materials

Target Audience:


Numbers


Course Duration:

• 1 day (with the option of follow-up sessions if required)

Overview:

• Our highly experienced facilitators will guide your students through the process of creating unique musical instruments using junk or recycled materials from start to finish

• The creative process will be brought to life through experiential and inspirational activities and real life industry expertise

• Learners will explore a variety of different approaches to making art including: initial experimentation, drafting, editing and refining.



• We’ll present a range of exemplars, engaging students in critical and contextual analysis, and signpost students to further sources of information fro research purposes

• The programme includes an opportunity to play the instruments in an ensemble performance for the wider school community and parents.

• We’ll bring all specialist resources required and provide photogr

Learning Objectives

• To explore musical instruments

Outcomes

• To create a unique musical instrument using junk and recycled materials



10. MUSIC

The children really enjoyed the opportunty to handle all the different junk materials and to build their own unique instruments. Even though it was noisy and messy it didn’t matter - that was all part of the process. I’ve learnt to let go a little bit for sessions like this one!Art teacher, Holly Lodge Girls’ College, Liverpool

My favourite bit was making up a song with my junk instrument, it makes a different noise to everyone else’s.

Y8 student, Holly Lodge Girls’ College, Liverpool

Design Your School Olympics A porgramme designed to kickstart the process of designing your very own School Olympics. A structured process for involving staff, students and parents in all aspects of planning.

Target Audience:


Numbers:

•Up to 30 students per group

Course Duration:

• 1 day (with the option of follow-up sessions if required)

Overview:

• Our experienced facilitators will guide students through a detailed planning process to allow them to identify what needs to be done to make the School Olympics happen.

• Taking into consideration the skills within the group, students will form committees to be responsible for the identified areas e.g. branding, publicity, scheduling.

• We will provide structures to allow students to work effectively in their teams, and run highly engaging idea-generating activities to encourage and support them to make the event exciting and original.

• Students will begin work in their committees, pinpointing actions to be completed, by when and by whom.

• By the end of the day you will have a clear School Olympics action plan, owned by the students and ready to be implemented

• In addition, if required we offer a separate session on ‘Putting ideas into Action’. This would involve our facilitators returning at agreed points in the run up to the Olympics to review progress and maintain impetus through a number of engaging activities.

Learning Objectives

• To investigate the world of events organisation

Outcomes

• To create a unique Olympics for your school


12. PHYSICAL EDUCATION

Innovative Sports

Developing new activities – and recording dataTarget Audience:


Numbers:


Course Duration:


Overview:

• Although this programme has been developed to take advantage of potential outdoor learning spaces, it can be modified to take place in a suitable indoor space (eg a school hall or gym)

• Students are introduced to the programme as a whole group through participating in and unpicking a number and range of games, both competitive and non-competitive. They are asked to consider what makes those games enjoyable, what skills they use and how they can improve fitness levels

• Students then work in small groups to devise innovative sports/activities (which should use the space to best effect). Each group is given a collection of PE equipment (which they can trade with each other) and a brief. The brief will tell them …

• Whether the activity is for individuals or groups

• Whether the activity is competitive or non-competitive

• How success is to be measured (eg in terms of time, distance or targets)

• Briefs for older students may also ask them to design activities designed to exercise specified muscle groups

• In addition to devising their innovative sports, students also agree on a methodology or methodologies for recording data

• Students continue to refine their innovative sports before teaching them to each other. They record appropriate data and find ways of presenting their data


• To develop innovative sports designed to meet specific criteria

Outcomes:

• Students will model their innovative sports to their peers, collecting and recording appropriate data


12. PHYSICAL EDUCATION

I really enjoyed seeing the work within and between groups – they were really helpful to each other. It was a very busy session – and I couldn’t believe how much the students achieved.Head of PE, New Heys Business and Enterprise College

12. PERSONAL, SOCIAL AND HEALTH EDUCATION

I think we worked well in a team – we couldn’t have done the scripts as well as we did without communication. Year 9 student

Promoting Aspirations:

A programme engaging young people in exploring their aspirations and developing their skills and confidence in achieving themTarget Audience:


Numbers:


Course Duration:

• 2 days and 4 half day sessions

Overview:

• We will work with a group of up to 30 students over four half days and two whole days in exploring and broadening aspirations – and investigating the skills required to achieve them. This will culminate in students producing short films that investigate a range of ‘career families’.

• Students will work individually, in pairs, in small groups and as a whole group on a variety of engaging activities to explore career opportunities in a number of sectors – eg science and technology, healthcare and travel and tourism.

• Students will then work in production teams, each become expert in one career family, carrying out research to discover the range of jobs available, payscales, and what experience or qualifications may be required.

• As a whole group the students will identify a target audience for their films before beginning work on storyboarding and script writing.

• Each session will end with dedicated reflection time where the students will unpick the variety of skills they have used to complete the tasks. They will be encouraged to make links between these skills and the careers they are researching.

• Students will be responsible for finding locations and sourcing props and costumes required before the filming, which will take place over a whole day. They will also learn to use editing software in order to complete their films.

• We will support students in preparing to present their films to their chosen audiences before a showcase celebrating all the learning.


• To investigate the wide range of opportunities offered by a number of ‘’career families’’ – and the skills and experiences needed to join those families

• To research, storyboard, script, shoot and edit short films

Outcomes:

• A greater understanding of the link between the skills the students develop at school and their own futures.

• Films made by students for students promoting career opportunities.

Quite apart from the obvious impacts in terms of gaining a greater understanding of ‘career families’, many of the students have visibly grown in terms of self confidence.SLT, secondary school, St Helens

Moral Mazes

Ethics and values – and understanding points of viewTarget Audience:


Numbers:


Course Duration:

• 2 half days

Overview:

• This highly interactive programme introduces students to the complexities behind moral debates, exploring these through case studies

• After exploring different approaches to structuring and framing mutually respectful discussion and debates, students will work in smaller groups on the case studies

• The content of these will be differentiated by age – and will also take into account the particular needs of individual schools. However it is likely that they may be based around …

- Social issues (eg homelessness, drug abuse, abortion)

- Political issues (eg capital punishment, immigration, the environment)

- International issues (eg climate change, aid, the arms trade)

• Case study groups will then be supported in preparing presentations that outline opposing arguments. These presentations can take a variety of forms, including spoken presentations, backed by images, storyboards and posters

• Before presentations take place, all members of the group will be asked to indicate where they stand on the issue, using a continuum.

• Following each presentation, students from other groups will have opportunities to ask questions – and form the basis for further investigations

• At the end of the process, students are again asked where they stand on the issue, again using a continuum

• Once all case studies have been treated in this way, students will reflect, both in pairs and individually, on the relationships structured debate and ethics and values


• To explore a range of ethical standpoints on issues relevant to the 21st century world

Outcomes:

• The group will researched, shared and discussed presentations that actively promote respectful debate of contentious issues

13. RELIGIOUS EDUCATION

The pupils were highly engaged – and they actually listened to each other before making up their minds! Everyone had their say – but there was a really good atmosphere inn the classroom!RE teacher, The Alsop High School, Liverpool

This has made me think differently about RE, now it really means something to me!Year 10 student, Christ the King Centre for Learning, Knowsley

Moral Mazes

Ethics and values – and understanding points of viewTarget Audience:


Numbers:


Course Duration:

• 2 half days

Overview:

• This highly interactive programme introduces students to the complexities behind moral debates, exploring these through case studies

• After exploring different approaches to structuring and framing mutually respectful discussion and debates, students will work in smaller groups on the case studies

• The content of these will be differentiated by age – and will also take into account the particular needs of individual schools. However it is likely that they may be based around …

- Social issues (eg homelessness, drug abuse, abortion)

- Political issues (eg capital punishment, immigration, the environment)

- International issues (eg climate change, aid, the arms trade)

• Case study groups will then be supported in preparing presentations that outline opposing arguments. These presentations can take a variety of forms, including spoken presentations, backed by images, storyboards and posters

• Before presentations take place, all members of the group will be asked to indicate where they stand on the issue, using a continuum.

• Following each presentation, students from other groups will have opportunities to ask questions – and form the basis for further investigations

• At the end of the process, students are again asked where they stand on the issue, again using a continuum

• Once all case studies have been treated in this way, students will reflect, both in pairs and individually, on the relationships structured debate and ethics and values


• To explore a range of ethical standpoints on issues relevant to the 21st century world

Outcomes:

• The group will researched, shared and discussed presentations that actively promote respectful debate of contentious issues

13. RELIGIOUS EDUCATION

The children thoroughly enjoyed learning about festivals in these ways – singing, dancing and acting. They planned their own plays and choreographed their own dancing - and they all wanted to join inYear 5 teacher, Lander Rd Primary School, Sefton

It was amazing finding out different cultures. It was great and fun – and I learnt loads!Year 8 student, The Oldershaw School, Wirral

Habitats How do animals and plants survive in extreme conditions – and what can we learn from them?

Target Audience:


Numbers:


Course Duration:

• 1 day (2 half days)

Overview:

• Using art, drama, maskwork and music, our skilled practitioners will support your pupils as you explore one or more habitats

• How are animals adapted to survive in different conditions? Why are polar bears so big? And what about plants? How does the acacia tree protect itself from predators?

• Pupils will work individually, in pairs, in small groups and as a whole group to investigate the themes of habitats and adaptions through active exploration, being introduced to a range of techniques specifically designed to promote speculative and analytical skills

• Pupils will be encouraged to consider what lessons we can learn from animal and plant adaptions. How well are we suited to life in learning landscapes – and what can we do to make things easier for ourselves?


• To understand some ways in which animals and plants are adapted to different habitats and climates

Outcomes:

• Celebrations of learning that highlight particular adaptions in relation to habitat – which might include posters, sculptures, masks and/or drama presentations

11. SCIENCE

The children enjoyed the variety of activities and the opportunity to share their learning with other year groups.”

Teacher, English Martyrs Primarys School, Liverpool)

Keeping Warm

How homeostasis keeps us aliveTarget Audience:


Numbers:


Course Duration:

• 4 half day sessions

Overview:

• How do animals and plants survive at low temperatures? How do humans manage? This unique and interactive programme explores the roles of both homeostasis and human ingenuity in life at the North Pole

• Working as a whole group, pupils will participate in an energising and climate setting activity that turns the programme on its head by exploring how animals and humans keep cool in hot weather. They will then be offered an activity that asks them to use this prior knowledge to begin thinking about how we can all keep warm

• Working individually, in pairs, in small groups and as a whole group, pupils will continue the process themselves by asking questions about “keeping warm” – questions that can’t even be second guessed!

• Mixing art, drama and active poetry, pupils will then explore a range of ways of keeping warm – from the life cycle of plants at the tundra to the importance of mass/surface area ratios of animals to the use of naturally occurring resources by humans

• Pupils will be guided through a process that allows them to record their learning in both words and images – these words and images then forming the basis of a larger-than-life igloo built within the school itself

• If desired, the programme can culminate in a celebration of the learning for families and/or other pupils – and we are able to support the children as they prepare to make their presentations


• To explore ways in which plants, animals and humans keep warm at the polar extremes

Outcomes:

• The school will be left with a legacy in the form of a larger-than-life igloo – an igloo that presents and celebrates the learning in relevant yet innovative ways

11. SCIENCE

Many thanks for all your planning and hard work. The sessions went really well – with some fantastic ideas generated! The activities were focused, based on different learning styles and allowed all children to have a go at everything!Year 4 teacher, English Martyrs Primary School, Sefton

We’ve never done science like this before. It was brilliant making the igloo – and the animals with our bodies!Year 4, English Martyrs Primary School, Sefton

GET IN TOUCH

All of the programmes listed above can be tailored to suit your individual needs and budget. If you are interested in working with us we would love to hear from you.

Please contact:

Simon McKeown 0151 708 3587 07764 208993 [email protected]

Jackson Kavanagh 0151 708 3587 07837855397 [email protected]

as creatives2nd Floor The Contemporary Urban Centre41-51 Greenland StreetLiverpoolL1 0BS

For further information about the range of programmes we have delivered and to read recent case studies please visit www.as-creatives.com We look forward to hearing from you soon

0151 708 3587 www.as-creatives.com


The opportunity to work with professional artists has opened the children’s eyes to alternative career paths. Having such a high quality finished product has given them a real sense of achievement and satisfaction – they look at other books now and think, I can do that!Year 2 Teacher, Mosscroft Primary School, Knowsley

creative thinking and learning · 2017-11-29 · 7. ict • design a school zine 8. maths • csi:...

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