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Tilezone persentation

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Title: Tilezone persentation Author: Dursun Last modified by: Laura Cherry Created Date: 3/11/2011 2:58:55 PM Document presentation format: On-screen Show – PowerPoint PPT presentation

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Title: Tilezone persentation


1
Working with cultural heritage organisations
Robin Clutterbuck White Rook Projects
2
Research project 2007-8
  • Managed by Caerphilly County Borough Council
  • Funded by CyMAL
  • Partners
  • Coleg Gwent (FE)
  • National Museum Wales
  • Glamorgan Archives
  • Welsh Federation of Museums
  • WJEC / WBQ

3
Research project
  • The brief
  • Research and develop the means by which Museums,
    Libraries and Archive services can support the
    Welsh Baccalaureate
  • - Map sector relevance
  • - Evaluate opportunities to contribute
  • - Pilot projects
  • - Report, guidelines, training
  • - Recommendations for marketing

4
Research project
  • Outputs
  • Research into 14-19 audiences (publications
    consultation with MLAs and education sector)
  • 9 case studies (mainly WEW)
  • Email discussion group
  • Training day
  • Report and recommendations

5
Research project
  • Findings

I think visits like these are imperative to the
success of the Welsh Bac. Its all very well
discussing topics and looking at websites, but
the real learning takes place through the
experiential learning cycle, and interaction with
the places and the people that work there and who
have in depth knowledge. Welsh Baccalaureate
Coordinator
6
Research project
  • Findings
  • MLAs are good at reaching challenging
    audiences, as they are used to catering for
    different learning styles
  • MLAs which use creative and experiential
    approaches appeal to youth audiences
  • Learning outcomes are enhanced through MLA visits
  • Good potential to reach WBQ vocational groups
  • Can adapt existing services the main
    requirements are interactivity, staff contact and
    a dedicated learning space
  • Cost a major factor, especially for FE groups

7
Research project
8
Research project
  • Recommendations
  • Strategic planning and advocacy required to raise
    awareness, increase regional capacity and develop
    partnerships
  • MLAs encouraged to develop targeted services,
    aimed at small groups and individuals
  • Networking and regional training required
  • Marketing of MLA services to WBQ teachers, via
    web, personal lobbying and INSET events

9
Research project update 2010
  • Increase from 22,000 to 30,000 WBQ students
  • Principal Learning and Project Qualifications
  • Creative apprenticeships
  • Sector working with WBQ audiences
  • Some outreach projects and partnerships
  • WEW content-based visits rising
  • Poor evaluation
  • No training, limited networking
  • No coordinated marketing individual MLAs working
    with WBQ centres some running INSET

10
Dissemination 2011-12
  • Increase to 70,000 students
  • Principal Learning Qualifications being phased
    out
  • Level 1 / 14-16 WBQs increasing
  • Smaller MLAs missing out
  • Dissemination
  • Good practice guide for WBQ teachers and students
  • Good practice guide for MLAs (including small
    organisations)
  • 2 training seminars
  • Support on WBQ website

11
Case study 1
  • NVQ Childcare students at Llancaiach Fawr Manor
  • Main WBQ link Wales, Europe and the World
  • Option link compare childcare approaches
  • Other agendas improve group cohesion
  • Site preparation Actors briefed, researched
    childcare issues handling collection and handout
  • Programme 1 hour tour 45 minute workshop with
    quiz, handling collection, lavender bag making,
    swaddling a doll

12
Teacher Very valuable brought the whole
experience to life. Made history realistic and
believable. Need for practical workshops to
meet the needs of visual and kinaesthetic
learners.
Students Show us, dont just tell us this
visit was very relevant to our childcare course
mothers didnt really bond with their children
13
Case study 2
  • AS level students at the National Museum Wales
    temporary exhibition Industry to Impressionism
  • Main WBQ link Wales Europe and the World
  • Option link None General WBQ Core
  • Other agendas -
  • Site preparation No special resources
  • Programme None teacher used own worksheet

14
Teacher It was great, the students raved about
the art they had seen (after originally
dismissing the idea as Bo-oring). they really
appreciated the wealth of art on display. It
was just refreshing to get out of the classroom.
They discussed it with enthusiasm afterwards it
also helped the group to gell. They could
inform the colleges when they have appropriate
new exhibitions in place.
15
Case study 3
  • BTEC Health and Social Care students at the
    Centre for Alternative Technology
  • Main WBQ link Personal Social Education
  • Option link BTEC Introductory Diploma, Health
    and Social Care, Social Responsibility Unit
    Level 1
  • Other agendas To improve students confidence
    and self-esteem
  • Site preparation None used off the shelf
    services
  • Programme Introductory talk guided tour
    on-site interactive installations plenary
    session

16
Advice from teachers Make sure the
presentations are appropriate for the academic
level Make sites as interactive as
possible Students I found out that you dont
really need power stations to create
electricity Would have liked A workshop to
make things Food students can afford
17
Case study 4
  • 33 Yr. 12 students at Artes Mundi exhibition,
    National Museum Wales, Cardiff
  • Main WBQ link Personal Social Education
    Global Citizenship
  • Option link Core WBQ course, some Art AS
    students
  • Other agendas Wider issues on views of conflict
  • Site preparation No specific resources apart
    from those prepared for general educational
    visits, including CD
  • Programme Gallery education session led by
    museum education officer, then independent study

18
Teacher Excellent, as it added the type of
depth of experience I would look for at Welsh
Bacc. I could not match the input of the museum
staff. They brought invaluable expertise to the
experience.
19
Case study 5
  • Business Studies at the Waterfront Museum,
    Swansea
  • Main WBQ link Wales Europe and the World,
    Cultural heritage and Technological changes
  • Option link BTEC Business Studies
  • Other agendas Taking Cardiff students to a
    different place
  • Site preparation Learning Officer discussed
    teachers needs and prepared new resources
  • Programme Introductory talk and PowerPoint
    presentation from Learning Officer, followed by
    self-led time spent in relevant galleries.

20
Teacher The interactive exhibits were novel and
showed students a different way of displaying
information. It puts what we have been
discussing in the class room into context and
allows them to develop their knowledge and
understanding of the key issues from first hand
experience. Dont just give a talk students
need to be stimulated with activities that are
relevant to their studies and that have an
outcome. Also resources are better if they are
fun quizzes, competitions, hands-on
activities and experiences. Resources that we
can take away with us are always well received,
e.g. PowerPoints, hand outs, activity sheets.
They can then be used in the classroom in recap
sessions and will save us time in having to
prepare our own resources!
21
Case study 6
  • ICT students with RCAHMW
  • Main WBQ link Wales Europe and the World
    Essential Skills Wales (communication, working
    with others)
  • Option link BTEC ICT
  • Programme An on-going partnership between RCAHMW
    and Coleg Gwent to produce GIS e-trails of
    students local areas. Intention to roll out
    more widely as an outreach activity.

22
Case study 7
  • 90 AS students at National Slate Museum,
    Llanberis
  • Main WBQ link Wales Europe and the World
  • Option link None WBQ offered as a separate
    subject
  • Other agendas Enrichment activity
  • Site preparation None a very late request so
    no time to prepare anything for such a large
    group
  • Programme Lecture, guided tours, existing
    displays

23
Teacher Essential experience for students to
visualise their industrial and historical
legacy. Provide as much interactive and visual
elements as possible without trivialising the
exhibit / theme. Students Would have liked the
opportunity to climb the shafts and break rock
and slate themselves heard the opinion of
someone that worked there gave us information
on the working conditions one man showed us
some cloggs that they built themselves
24
For individual students
  • Individual Investigation
  • Case study comparison between St. Fagans and
    Jardin des Tuileries, Paris
  • Suited to libraries and archives, set up to
    assist research
  • Toolkit
  • Work Related Education
  • Work placements
  • Team enterprise

25
What next?
  • 1. Get the message to teachers / WBQ coordinators
  • Regional Development Officers
  • Direct contact with schools and colleges
  • Attendance at regional meetings
  • Material on WBQ website (useful organisations
    page), using template
  • Individual Investigation toolkit
  • Publicise Good Practice Guidelines

26
  • In touch with our cultural heritage

How museums, historic sites, libraries and
archives can support the Welsh Baccalaureate
27
What services can we expect?
  • Museums and historic sites
  • Guided tours
  • Workshop sessions
  • Outreach (e.g. travelling exhibitions, loan
    collections)
  • Libraries and archives
  • Assistance with research
  • Tours to find out what the organisations do
  • Online collections

28
Making the most of a visit
  • Be aware that smaller organisations may not have
    staff responsible for education
  • Visits are brief, so ask for experiences, not
    just knowledge and information
  • Tell the organisation about your learning
    objectives (but also be open to unexpected gems!)
  • Fit the visit into a scheme of work e.g. as a
    stimulus at the start, or to lead to more
    informed discussion at the end of a project
  • Give plenty of warning so the organisation can
    dig out relevant material

29
What next?
  • 2. Update research
  • New developments since 2008
  • New case studies
  • Update web links
  • Include galleries

30
What next?
  • 3. Cultural heritage sector development
  • Training especially regional
  • Networking again regional, and through email
    lists
  • Include arts organisations
  • and your ideas

31
Robin Clutterbuck White Rook Projects 01626
333144 robin_at_whiterook.co.uk www.whiterook.co.uk
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