Tests of Change is a process that trials out new ways of working in existing learning environments or to inspire the creation of new spaces. It is a process where learners and teachers work collaboratively to highlight issues and opportunities that arise within a learning environment.
At Architecture and Design Scotland (A&DS) we believe that design has the power to bring people together and make better places for everyone. We want to inspire and support people to be involved in designing and shaping our places.
In this series of case studies, the Tests of Change process has been used in three schools across Scotland, guiding them to seek out the voices of their learners and staff.
What this page covers:
Craigbank Primary School
How do learning spaces support children’s wellbeing?
Adverse Childhood Experiences (ACEs) can create acute stress for children and young people. In response to this, Clackmannanshire Council developed the Readiness for Learning (R4L) programme to help learners better manage stress, and feel safe and ready to learn.
A key element of the R4L programme is a supportive learning environment, places where learners can shape, influence and feel comfortable.
Working together to identify priorities
When the school planned renovations, teachers and learners worked together to identify areas for improvement. The focus was on spaces for wellbeing, and these included:
- a mobile library and quiet corner
- presentation and exhibition spaces
- breaktime and social area
- group working and storytelling spaces
- creative storage solutions to centrally group specialist resources
Testing ideas
The learners tested several ideas and highlighted three areas of improvement:
- Diversity: the need for a range of small-scale social spaces
- Scale: cosy dens, nooks, and personal and quiet spaces
- Seating: various seating options, from formal seating to lying on mats
Testing different ideas helped the school make investment decisions on the types of furnishing needed for transforming the spaces.
Changes included new openings to classrooms to create flexible spaces and a learners’ café linked to the playground via a new openable window. Working collaboratively with designers, the learners also designed library furniture.
By re-imagining settings for wellbeing, the teachers agreed on how to use the R4L programme. The learners felt a sense of ownership of the space, and it supported their voice and choice.
Clydebank High School
How do learning spaces support learner voice and choice?
A key priority for West Dunbartonshire Council is to ensure that schools make the best use of the spaces available to them. Clydebank High School is a large school developed through a public-private partnership (PPP). It supports 1,500 learners and their families and has 150 staff.
The focus of this project was to support learners to re-imagine spaces that support health and wellbeing, and to test what is possible.
Testing ideas
A group of learners and teachers developed a strategy for change. They engaged with the PPP partners to test the priorities for the school including:
- break out spaces for individual or group work
- social spaces and use of circulation spaces for social learning
- flexible learning space, adaptable for subjects and learning styles
Working collaboratively with the council and PPP partners, the learners identified and agreed on spaces to prototype and test new models of learning. They gathered evidence around circulation, materials, health and safety and adaptability.
The spaces they tested include:
- quiet study booths and standing desks with charging points
- collaboration tables
- presentation space and drama stage
- break-time space
In each test, the priority that emerged was to extend the choice of spaces to support learner wellbeing. Prototyping spaces in the school using cardboard boxes and soft furnishings showed that this was possible. This process provided evidence to decision-makers and reflected the learners’ voice.
