Pedagogy of Primary School Design Primary Capital Programme

Introduction

Agenda What Why How Building ICT into the pedagogy of primary school design

Building Programmes Academies BSF Single School Pathfinders BSF Colleges for the Future Primary Capital Programme PFI and conventional funding

The Opportunity Curriculum changes (Rose report & recommendations) Workforce reform Technology advances Integrating building services

Rose Report – Independent review of the primary curriculum

decisions Knowledge Complexity

“You can not teach a child you do not know” “A schools’ purpose is to provide a moral, cultural and economic (skills) learning opportunity” Prof. Sir Tim Brighouse

Agenda What Why How Building ICT into the pedagogy of primary school design

How are we in supporting 21 st century learners? Consider how designing 21 st century schools can support new ways of learning How to plan for learning not buildings What is available to help?

52% 29% 25% 22% 17% 16% 10% 9% 8% 7% 4% 3% Copy from the board or a book Listen to a teacher talking for a long time Have a class discussion Take notes while my teacher talks Work in small groups to solve a problem Have a drink of water when I need it Work on a computer Listen to background music Have some activities that allow me to move around Create pictures or maps to help me remember Have a change of activity to help focus Which three of the following do you do most often in class? Spend time thinking quietly on my own Talk about my work with a teacher Learn things that relate to the real world Teach my classmates about Base:All pupils (2,417)Source: Ipsos MORI Have people from outside to help me learn Learn outside in my school’s grounds 33% Classroom experience

52% 29% 25% 22% 17% 16% 10% 9% 8% 7% 4% 3% Copy from the board or a book Listen to a teacher talking for a long time Have a class discussion Take notes while my teacher talks Work in small groups to solve a problem Have a drink of water when I need it Work on a computer Listen to background music Have some activities that allow me to move around Create pictures or maps to help me remember Have a change of activity to help focus Which three of the following do you do most often in class? Spend time thinking quietly on my own Talk about my work with a teacher Learn things that relate to the real world Teach my classmates about Base:All pupils (2,417)Source: Ipsos MORI Have people from outside to help me learn Learn outside in my school’s grounds 33% Classroom experience 2007

Most preferred ways to learn (2007) 55% 39% 35% 31% 21% 19% 16% 14% 12% 9% 8% 5% 6% 3% 1% Base:All pupils (2,417)Source: Ipsos MORI In Groups By doing practical things With friends By using computers Alone From teachers From friends By seeing things done With your parents By practicing In silence By copying At a museum or library By thinking for yourself From others Other In which three of the following ways do you prefer to learn?

Towards a Pedagogy of School Design Emotional well-being Physical well-being Educational well-being social well- being Spiritual well-being Personalised Learning National Curriculum National Strategies Extended Schools Home/School Community Accountability Frameworks Inter-agency co-operation Literacy Numeracy Problem- solving Creativity Physical coordination Resilience Working with others Individual Small group Whole class Project- based Collaborative Authentic Teacher led Learner led Sensory spaces Outdoor learning Out-of- school School security Online Technician spaces Creative space Community space Nursery Child care Flexible classrooms DaVinci spaces Back office VLE LP WCT tools Laptops Desktops PDAs Content Wireless Text messaging Cabling Systems integration Managed services Technician support services CPD Embedding ICT

Towards a Pedagogy of School Design 1 The Children's Plan / ECM 2 A Child’s Needs 3 Successful Learning 4 Successful Learning Experiences 5 Learning Spaces & Environments 6 Integrated ICT 7 ICT Sustainability

1 The Children's Plan / ECM 2 A Child’s Needs 3 Successful Learning 4 Successful Learning Experiences 5 Learning Spaces & Environments 6 Integrated ICT 7 ICT Sustainability Towards a Pedagogy of School Design

Pedagogical Change Pedagogic approach swinging towards active, collaborative and personal learning..... Need to establish: What successful learning looks like How you can provide a successful learning experience What changes in pedagogic approach are desirable What will be required from the learning spaces

Towards a Pedagogy of School Design

Kenn Fisher 2007

Source Kenn Fisher

‘The classroom is the most visible symbol of an educational philosophy.’ Nair and Fielding 2005

Source: Schools for the Future Exemplar Designs, DfES

Towards a Pedagogy of School Design

Learning and teaching - evidence of change? Gathering information (%) Analysing information (%) Being creative (%) Problem solving (%) Working with others (%) All or most lessons2*-1* More than half of lessons62242 Around half of lessons Less than half of lessons Rarely/Never Base: all primary teachers answering Primary Teachers’ use of ICT in lessons for helping pupils learn in different ways

The Process Procurement timeline months VisionConstructionUse Pre- Construction ConceptDesign Project Management Change Management and Training

Strategic Brief Design Brief General Arrangements Production Information ICT Solution Mobilisation & Construction RIBA A-B Preparation RIBA C Concept RIBA D-F Design & Pre Construction RIBA G-K Construction ICT Design

Integrating ICT in Design Process Strategic Brief Design Brief General Arrangements Production Information Mobilisation & Construction Stage A-B Preparation Stage C Concept Stage D-F Design & Pre Construction Stage G-K Construction ICT Design

Integrating ICT in Design Process Strategic Brief Design Brief ICT Brief General Arrangements ICT Interface Production Information ICT Solution Mobilisation & Construction RIBA A-B Preparation RIBA C Concept RIBA D-F Design & Pre Construction RIBA G-K Construction ICT Design

Summary Anything is possible, be brave and plan for your learners needs Consider appropriate locations for different activities Consider acoustics carefully and plan for noisy and quiet activities Create strong connections to the outdoor learning environment Furniture should be exciting and used to separate areas Learning spaces can be changed using movable furniture ICT should support the learner needs and go beyond PCs Justify your choices in terms of learner needs and outcomes

Prakash Nair February 2008 ‘BSF is building the best of the old.....not the first of the new’