Architecture and Design Scotland has commissioned education and design experts to create a short learning note for our web series;
“Better briefing for education benefit”
to support and expand on the learning points captured from the world café session at the Scottish Government Schools Estate conference, November 2013.
Each piece responds to a particular Issue raised from the world café session, capturing knowledge, opinion and experiences and highlighting how these lessons can be transferable for future scenarios.
1. VISUALISING CHANGE – Maggie Barlow and Kirstine Robinson of SPACE Strategies.
The learning note sets out what change could mean to our local authority school estates and wider portfolios and starts to look at some key issues, such as;
- reconsidering the definition of a “school”
- how to implement and support new ways of learning
- reconsidering what a school estate can offer for both a school learner and the wider community.
2. WHOLE PLACE LEARNING AND INTEGRATED LEARNING – Steven Quinn, Head of Service Education and Skills North Ayrshire Council.
The note looks into the current physical environments of our school estate and questions if they really support a move towards producing creative, adaptable, independent and resilient learners, ready to face the challenges of an ever changing workforce.
Steven also highlights the potential capacity schools have to become integrated centres for learning, to facilitate continual learning throughout life, not just for pupils, but for a whole community.
3. BRIEFING FOR BETTER SCHOOLS BUILDINGS – Dr Edward Edgerton – University of the West of Scotland.
Dr. Edgerton discusses how the shift towards a more “Education led” focus for building new schools has led to a greater focus on the Briefing process. He contends that this shift also demands a rigorous, empirical evaluation of new school environments, to understand if they are actually benefitting the education process; the challenge being to translate the aspirations of the Curriculum for Excellence in to measurable outcomes, which can then be evaluated and the findings utilised to facilitate the briefing process.
4. INVEST MORE, NOT LESS – OUTDOOR LEARNING – Liane Bauer and Marion Preez, Urban Pioneers.
The Learning note addresses the question,
“why and for what do we provide outdoor learning and play spaces?”
and stresses that it is time for commitment and appreciation for the value of play and courage to take some risks and to break with the current quick fixes, highlighting some examples of simple and successful playground installations.
5. TRANSFORMING SPACES TO INSPIRE – Antonia Cairns REALM isd and Sandra McCleary, Head Teacher, Blackfriars Primary, Glasgow.
The short “Talking Head” piece, focusses on the refurbishment project at Blackfriars Primary in Glasgow. Sandra McCleary, Head Teacher, discusses the newly created, multi-functional space at the heart of the school. Sandra commends the re-vitalised “uplifting, bright and airy” space for inspiring the pupils and helping them to be creative and further develop skills.
6 – TEMPORARY SPACES FOR LEARNING – Emma Creighton, National College of Art and Design, Dublin, Ireland.
This publication describes the ongoing research by the National College of Art and Design (NCAD) Dublin, Ireland, who are actively exploring the potential of working outside the complexity of the formal school setting as a way of developing educational practice in line with current educational reform.
This short guide takes you through what participation is, why we do it, when we do it and who does it.