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Space for Personalised Learning was not developed theoretically, but as an action research project in partnership with ten pilot institutions, differing in the scale of intervention the project was considering.
In a typical small-scale pilot, we looked at the interventions a school could make at a "setting" level within its building to support the implementation of personalised learning, with a relatively small amount of money, from £60,000 to £120,000. The concept was to find ways of allowing schools to use 'Devolved Formula Capital' or other sources of funding to help transform learning space. This may be a one off intervention that aims to unblock existing spatial constraints within the building, or a 'R&D' intervention to test new approaches to teaching and learning prior to a rebuild or remodel.
Medium-scale pilots usually focussed on a larger series of "scenes", and the settings within them. Finally, the large-scale pilots aimed to be broad, whole school interventions across suites, scenes and settings. These projects were mostly carried out within the context of existing funding programmes.
Individual output from the pilot projects, together with summaries and photos where available, is available.
LARGE-SCALE PROJECTS
Two schools were engaged in the large-scale remodelling of an entire
large school, and had to consider groups of scenes called suites,
organised around the demands of the curriculum, or people, or time.
Phoenix
The S4PL project is to develop a school organisation strategy and
concept design for the new Phoenix school within BB98 guidelines.
Kingsley
The S4PL project is to create a masterplan (within BB99
guidelines) that will support personalised learning and the school's values
and ethos.
MEDIUM-SCALE PROJECTS
Four schools were considered in terms of redesigning an entire small school or an entire area within a larger school, made up of scenes as well as settings. Scenes contain a number of settings and can be designated a specific purpose.
Lodge Park
The focus of the S4PL project was the Learning Cube, a large warehouse space annexed to the college, to be used to develop a model for offcampus student-centred learning environments.
Freebrough
S4PL involvement complemented the process of transformation to an academy, with the
opportunity to make light interventions across the existing building to support
proposed changes. The project will demonstrate to a large number of PFI
schools the potential for educational transformation using devolved formula
capital and other minor capital funding streams outside BSF.
Wychall
The pilot project's aim was to provide a design that would directly support the school's current aspirations for its pupils and also act as pilot space for further involvement when funding becomes available.
MRUS
The MRUS project was to identify learning "vehicles" that would support the school's stated vision of personalised learning - a "focused theme" aimed
at developing independent, confident and socially responsible young people
through the use of flexible learning opportunities.
SMALL-SCALE PROJECTS
Four schools were engaged in the design and fit out of elements and
spaces at the smallest level: groupings of furniture into settings that
supported a particular activity, such as researching, designing, making,
briefing. These settings were also, but to a lesser extent, considered as
scenes, the next grouping up the spatial hierarchy.
West Hill
The S4PL project was designed to support the school's
2007 "enquiry-based creative curriculum" revision by raising levels of
understanding about the role played by space and design in developing
and achieving a personalised learning strategy and change management
programme. Key aims were to transform an under-utilised hall into a
central hub for personalised learning.
Chantry
One of the key aims of the S4PL pilot scheme was to create an
environment to allow the school to test ideas of personalised learning
support from the point of view of both learner and teacher, before the
detailed design and build in Suffolk's Wave 6 BSF programme.
St Mary's
The main focus of the pilot project was to provide an
environment for a Key Stage 3 curriculum model, and specifically a Key
Stage 3 integrated pathway, Key Stage 2 to Key Stage 3 transition and
BSF change management.
OLSC
The S4PL project was aimed at building on an existing successful
consultation regime to influence the Year 7 curriculum, and a whole-school
approach to provide support for a scheduled BSF programme.
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