CREATIVE MEDIA PRODUCTION ENRICHMENT - JS

Creative question: What makes the North East Unique

The focus of the project is to use a creative enquiry approach based around an open question. This will generate an agreed outcome that is entirely student led which will use different forms of media to showcase their findings.

Teaching and Learning Role

As teaching and Learning Lead, my role will be to advise and support on the programme development, act as a critical friend to challenge thinking and practice, analyse pedagogy and effective practice. I will engage in initial ideas, and help pupils to develop and become confident in managing a social enterprise event. I will review the social enterprise work with staff, outside visitors, pupils and parents.

Date Activity Outcome Week 1 Key Question What makes the North Students take on the role of investigators and East Unique? brainstorm answers PPT mystery where is the Landmark? They solve clues to look at Landmarks in the What do we want to get out of a North East. project? They share their knowledge and come up What are our strengths? with a plan. Drama games/warm up activities What do we know about the North East? How Discussion of what an enquiry is, can we find out more? What is important to children to come up with the ideas people in the North East? How can we find after looking at information. They ask out? questions to extend their knowledge. They generate their own ideas and explore all the possibilities

Week 2 Investigate and sketch features of the Students (with input from the teacher) decide North East which landmarks are a priority to visit. On the Field Visit to agreed Landmarks of the field visit they record their thoughts and North East which may include: create their own artistic impressions of the Angel of the North, The Newcastle landmarks. Video Blog, They Bridge, The Baltic and The Sage

They work in groups and decide upon a group leader based on each other’s strengths They listen to each other and work as a team They are reflecting upon the bigger question They record their own ideas to use later Week 3 North East Myth and Legends Pupils decided which version of the legend is Investigate the story of the Lambton correct using the evidence worm hill in Worm, look at clues- field visit to Washington or monument in Worm Hill, Worm Hill Terrace in . They listen to the legend and sing Washington and . the song.

They look at first hand evidence to form their own opinions They challenge ideas and then present their own ideas Week 4 North East Food - What food do we Students experience food from the north east- associate with the North East? What is pease pudding, stotties they look at the the historical association to food? significance of this. They share their own experiences of what is considered local food They try new experiences and share their findings. Week 5 Reflect: What makes the North East The class work in small task groups and look Unique? at what they have learnt so far. What areas Look at the evidence gathered so far have really sparked their interest. What skills How do we present our information? can each group share? How can we use How do you take the project forward? these skills to share our knowledge in a What are our strengths as a group? creative way? Group discussion and ideas In groups they reflect and evaluate presented forward from the group and the what they have learnt so far. They use teacher. this thought process to shape the rest of the project They listen to feedback from their peers and teachers to inform future learning. Week 6- Start of creative project- The class will be expected to produce a 11 They make mistakes but learn from creative outcome to share their knowledge them as part of the process. They are and answer the question. This will be a group encouraged to try new challenges and decision with input from group facilitator. to be confident. They problem share (teacher) and find creative solutions. The class will be split into groups and allocate They work to a deadline to produce a leaders and will have to make their own real outcome. decisions. They will be guided by the group facilitator. Local visits may be arranged where needed. They will be encouraged to make use of Recording studio, video imaging to showcase some of their work Week 12 Celebration – JS and SW group to Creative project shared, group reflect and bring work together and perform to the evaluate the whole experience. school.

Dimensions of the curriculum explored:

Literacy: Acrostic Poems, Reading Poetry, Drama role play: The Lambton Worm, Devising questionnaires to interviews different sections on the public. Writing their own lyrics, Possible North East Dialect Dictionary, Research local dialect how it differs to standard English.

Art: Creating a bridge structure using Lolli sticks and match sticks. Art sketches of Angel of the North

History: Research skills, examining different sources of evidence, The Lambton Worm Myth

Food Technology: Local food, creating pease -pudding, trying stotties, Greggs, Pan Haggerty

Music: Creating a folk song, exploring folk music from the North East

Drama: Role Play, Hot Seating, Possible Script writing

Creative Skills

Written in blue in overview

● Students will identify information needed ● They build on what they know ● They find, evaluate and use information ● They communicate learning to others ● They work as a team. ● They evaluate each other’s strengths and weaknesses and decide how to share the information and in what format.

Field Visits

Visit to local Landmarks: Newcastle Bridge, Gateshead Bridge, The Angel, Worm Hill, , Penshaw Monument, River Tyne Walk and Metro

Outcome

● Class led decision with input from teacher (facilitator) possible ideas ● To create a video journey with interviews and images of what makes the North East Unique ● Create a class folk song ● Retell the Lambton Worm with it rewritten creatively ● Art work inspired by North East Landmarks ● A celebration of the North East- creative outcome shared with some parents, along with sample of North East food.

Appendix 1

Creative thinker generate ideas and explore possibilities – link to developing a successful idea to use for social enterprise Young people think creatively by generating and exploring ideas, making • ask questions to extend their thinking original connections. They try different ways to tackle a problem, working with • connect their own and others’ ideas and others to find imaginative solutions and experiences in inventive ways outcomes that are of value • question their own and others’ assumptions

• try out alternatives or new solutions and follow ideas through

• adapt ideas as circumstances change

Team worker • collaborate with others to work towards common goals of a successful social enterprise Young people work confidently with others, adapting to different contexts • reach agreements, managing discussions to achieve and taking responsibility for their own results part. They listen to and take account of different views. They form collaborative • adapt behaviour to suit different roles and situations, relationships, resolving issues to reach including leadership roles agreed outcomes. • show fairness and consideration to others

• take responsibility, showing confidence in themselves and their contribution • provide constructive support and feedback to others.

Self manager • seek out challenges or new responsibilities and show flexibility when priorities change Young people organise themselves, showing personal responsibility, • work towards goals, showing initiative, commitment initiative, creativity and enterprise with a and perseverance commitment to learning and self- improvement. They actively embrace • organise time and resources, prioritising actions change, responding positively to new priorities, coping with challenges and • anticipate, take and manage risks looking for opportunities. • deal with competing pressures, including personal and work-related demands

• respond positively to change, seeking advice and support when needed

• manage their emotions,

Effective participator • discuss issues of concern, seeking resolution where needed Young people actively engage with issues that affect them and those • present a persuasive case for action around them. They play a full part in the life of their school, college, workplace or • propose practical ways forward, breaking these down wider community by taking responsible into manageable steps action to bring improvements for others as well as themselves. • identify improvements that would benefit others as well as themselves

• try to influence others, negotiating and balancing diverse views to reach workable solutions

• act as an advocate for views

Reflective learner • assess themselves and others, identifying opportunities and achievements Young people evaluate their strengths and limitations, setting themselves • set goals with success criteria for their development realistic goals with criteria for success. and work They monitor their own performance and progress, inviting feedback from others • review progress, acting on the outcomes and making changes to further their learning. • invite feedback and deal positively with praise, setbacks and criticism

• evaluate experiences and learning to inform future progress • communicate their learning in relevant ways for different audiences

Independent enquirer • identify questions to answer and problems to resolve

Young people process and evaluate • plan and carry out research, appreciating the information in their investigations, consequences of decisions planning what to do and how to go about it. They take informed and well- • explore issues, events or problems from different reasoned decisions, recognising that perspectives others have different beliefs and attitudes. • analyse and evaluate information, judging its relevance and value

• consider the influence of circumstances, beliefs and feelings on decisions and events

• support conclusions, using reasoned arguments and evidence.