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Innovate My School sat down with Andy Carpenter, deputy head of pedagogy and performance at Plymouth School of Creative Arts (aka The Red House), to discuss where the school was going in 2017.

They talked about how they were approaching Project-Based Learning, and how Centric platform was a key factor to achieve the success they were looking for.

Here is a fragment of the interview:

And where does technology come into play here?

Our curriculum is primarily based on project-based learning (PBL), with more traditional areas looking at teaching skills and knowledge. For this we use a platform called the Centric platform, which supports the implementation of PBL at levels, being used by students, teachers, SLT and parents, across all subjects.

With Centric, we can flip a classroom around. It gives us all the information we need to combine different subject areas, different content areas and different standards that you need to work towards in a really collaborative way. It’s really accessible for all staff, so we can all work to see where each kid is, progress-wise – there’s a golden thread that holds things together. Often progress gets lost in between classrooms. With a sustained enquiry, you can put community qualities into learning.

Centric is amazing for this because it’s pedagogically intuitive. It’s designed by teachers as opposed to a software company. Now, we launched this platform with three teachers to begin with, and after a few weeks the results had the rest of the staff wanting to take part. This has got all the information that you need for PBL, it’s got all the standards that you need. Kids can access it, parents can access it. It’s incredibly flexible and intuitive. We don’t want our teachers to be talking to students for twenty minutes at the start of a lesson; with Centric, we’ve got kids coming into lessons and working on their projects immediately, and they’re learning at their own post.

How does this emphasis on PBL impact on lessons here at the school?

Our pupils get involved with great projects. Year 4 and 5 kids, for example, were making scaffold wrap to create replicas of local buildings. Local artists came into the school to discuss how kids could create models that illustrated the history of Plymouth. They talked about the history amongst themselves, and did lots of research. It was a project that brought about real immersion and helped introduce new skillsets. With PBL there’s a product, there’s content knowledge, but there’s also the skill of working as part of a team, how you’re going to research, how you’re going to create something to a brief. You can bring the whole community together, both within the school and beyond.

It’s often the case that a school will have project-oriented learning where they make kids architects or project managers. The difference there is the kids don’t really know what that is, so it’s not that authentic. But if you bring actual architects or project managers in, who actually show pupils how it all works, it leads to a real understanding.

What we’re trying to do is that you have that whole field of trying to work through a process where you start something and think about what that hook is. What’s that golden thread that’s holding it all together? What do I need? What’s that immersive, tangible element we can add? What do I need to KNOW? Then I can start to think about how can I make meaning of my learning. It’s not just immersive learning – by bringing in tangible elements, they’re also learning how to learn.

Once you’ve learnt something something through this method of project-based learning, especially something practical, then you own it. It’s different when you say to pupils “Here’s a hook, do this project now”.

How is pupil progress sustained through this method?

We want pupils to look at their work in progress and say “Well that’s okay, but how can I get to good?” So then they look at the different ways in which they can develop their own understanding of the project. “I can talk to this person, I can look at this other project.” After working on the project a while longer, they’ll think “That’s good now – how can I get to great?” And then it’s about understanding the purpose of the project. Maybe you hold an art exhibition, or have parents in, or invite people from the local council to the school. It’s about having that clear idea of audience and purpose. Kids who are just settling for their ‘okay’ all the time never get to their ‘great’. That’s what we’re getting to here – kids get that feeling, they’re getting really passionate about doing something great.

In a nutshell, it’s really about having conversations with the kids about their next steps, working alongside them and their parents, giving them the means to be the best they can be. If you think about Senninger’s Learning Zone Model – where there’s a comfort zone, a learning zone and a panic zone – what we’re we’re trying to do is out of their comfort zone and give them the confidence to be more independent learners. It’s about the ability to work with others and also ask for help when needed.

We encourage pupils to get things wrong a lot so that they can learn how to get things right. If you’re a scientist, or a designer, then you’re going to go through a lot of drafts to get to your goal. But you need help to get there, you need to talk with others to see how you can make your product better.

There was a lovely bit of work that we’ve done with the Year 1s and 2s where they were drawing flowers. They did their first version, and the work wasn’t too good. Then they went to some little masterclasses, and their reaction was “Oh wow, it got better!” You can see that progression. The other thing to get over is that assessment sometimes happens without parents and students. It’s teachers going away, marking 30 books, coming back and saying “Here you are”. There’s no ownership there. I think what we’re doing is ensuring that the whole process is a conversation so that kids really own their assessment. You mark things, but then you say “Well here’s where you need to go next.”

And that’s where the creativity helps.

Absolutely, we’re trying to get kids to create their own futures. We really believe in making, and that could be anything; a poem, a scientific formula, a model. It’s about being the mathematician, being the architect. We want our pupils to have a go, figure things out. Creativity should be a regular part of their learning. It’s all about that courage to fail. We tell pupils that life begins outside of your comfort zone, and we find that their comfort zones get bigger without even realising. It’s so great to say to a pupil, “A year ago this was your progress – look at you now!”

Read the full interview

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