1. Project Faraday Joseph Rowntree School December 2009

2. Joseph Rowntree School What is Project Faraday? Curriculum Structure Science Learning Spaces & Design Our new Department Our new School

3. The White Design Team One of three Project Faraday teams Led by White Design Architects Broad range of skills across the team

4. Our foci To create Science learning spaces for the 21 st Century To develop ‘interactive experiences’ to create whole school learning experiences to illustrate scientific principles. To act as a demonstration school for the north of England.

5. Initial Progress We looked at curriculum models to decide our Science teaching ethos. We broke these down into ‘core beliefs’ –Students –Teachers –Curriculum Structure –Supporting learning

6. Students We believe that for all students to be successful they need: –High Self Esteem –Self Belief in Success –Core Skills and Competencies –To be allowed to take responsibility

7. Teachers We believe that learning is most effective when: It is guided by informed professionals There is a culture of continuous improvement All staff share their learning experiences Teacher expectations and aspirations are high and consistent

8. Organising the Learning We believe that students engage in learning opportunities when: The tasks and subject matter are interesting The learning experiences are rich and varied Experiences are cognitively matched Progression and continuity are at the heart of assessment for learning Students have individualised learning programmes Prior knowledge is recognised

9. Supporting the Learning We believe that young people learn best when: They have access to a quality learning environment They have ubiquitous access to ICT

10. The Vision Less focus on content – a creative curriculum Greater focus on skills for learning & scientific literacy An emphasis on how science works Greater student responsibility for learning – more research based learning More collaborative work – peer learning works!

11. Our vision We see our role as one of facilitating and leading learning. We work alongside our students to empower them to own their own learning We wish to extend science education beyond the labs and embrace a range of spaces to encourage curiosity and exploration and enable a range of learning approaches.

12. Curriculum Structure Research Question Research Question Research Question Curriculum content Specialist Study Research Questions Fertile Question Communal concluding performance Collaborative Group work QCA levelled assessment Demonstration of Understanding Area of personal interest Core tasksInquiry Initiation Feedback From Harpaz

13. Design Rationale A range of practical spaces Collaboration spaces Performance space Theoretical space

14. Traditional Labs These are large labs (90m 2 ) BB98 suggests 90-120m 2 Fully serviced fixed benching Suitable for the full range of practical investigations We designed the layouts. As a department we felt this was the best design in our experience. Many schools have gone for isolated hexagons (or similar), we felt this would be too cliquey.

15. Sixth Form Labs Smaller, fully serviced labs dedicated for Sixth form use. Enables long term practical work. White boards on all walls for recording results and notes as experiments proceed. We envisage these for being used mainly by sixth form students, hence the given name, however small groups (up to 15) could quite easily use them.

16. Flexible Studio Spaces Lightly serviced practical areas, but with moveable furniture to enable a range of group work. Two studios adjacent to one another with moveable partition walls to enable creation of one large practical area to accommodate 60 students with a number of supporting staff.

17. British Thornton

18. Standard Classrooms We wish to make our science teaching as vibrant and accessible as possible but we are not naïve enough to think there is no need for lessons where students have to access theoretical material in a ‘traditional’ way. If we are to do this, better we do this in the best environment.

19. Science Hub In the form of a large ‘red blood cell’ floating in the air as you enter the department. Full wi-fi connectivity Space for ~15 students in small groups.

20. Demonstration Theatre 125 seat lecture theatre space Fully equipped demonstration bench. Envisaged for use with classes for ‘lead lectures’ and introductory talks. We also cater for a variety of learning styles, so we wish to use this as a genuine performance space. Also for guest speakers. 3D cinema

21. Work with your designers Carillion and British Thornton have been fantastic partners We have worked together on the whole project and we feel we have been completely involved with the whole process.

22. Interactive Experiments Many schools have chosen what we feel to be ‘ephemeral’ experiments that will date quickly. Our choices… A Solar and Celestial Telescope A re-vamped environmental area 3D Cinema system Live air quality readings Current electricity usage within the school

23. Option testing

24. Moving On

29. Whole School Rationale

30. The Transformation Process We do need to deal with staff readiness to change. We will have a phenomenal building, but one which we feel will change to adapt to our needs as teachers and those of our learners To get through this we need to stay true to our vision and continually articulate clearly our vision and expectations.

31. Year 1 Represents spaces that most science teachers and students would recognise with one ‘forced’ element of transformation. The studios may largely be operated separately while the classes may on occasions be opened up to allow a degree of shared teaching in science theory supported by the central seminar space;

32. Year 3 (stage 2) Represents an expanding level of transformation with perhaps studios opened up to allow shared teaching and partitions between the classrooms and atria removed to create a flexible science theory teaching area.

33. Potential Year 7 Represents one possibility of future provision indicating an open plan ‘learning common’. Investigation activities are focused at serviced points and separated from a central demo area by flexible furniture solutions allowing for ICT docking and ‘writing up’. Seminar and breakout spaces are provided flexibly throughout the space.

34. Final Designs We feel the final designs for the new school represent the work we put in. Also, they are the cheapest of the Faraday designs. We feel this is in the spirit of Faraday to create replicable designs for other schools.

35. Cost Commentary DCSF “The main additional costs are due to folding acoustic partitions between labs, enhanced services and services equipment. There are many non-standard fittings and furniture throughout, but there is very efficient use of circulation areas.” “The extra cost of the conceptual design, compared to a traditional science facility of 12 labs is £193/m 2 of the gross internal floor area. This is at the lower end of the cost range that has been identified for the Project Faraday Schools.” £££

36. Commentary CLEAPPS “Mains services to the labs run around the outside walls of the building for greater flexibility if internal walls need to be re-arranged later. This may mean some constraints on the distribution of mains services within the room for practical work, but it’s not difficult to provide a perfectly acceptable room layout’” At 70m2 the science studios are not large enough for the full range of practical work. The practical work possible will depend on the furniture and it’s layout.”

37. Lessons Learned? Involve ALL members of the Science team and students Include Lab techs and give them ownership of their areas Speak a common language Have the courage of your convictions. Use space creatively to aid the way you want to teach Be clear about what you want

38. Awards Winner of the DCSF ‘Most Versatile Learning Environment’ Award Finalist DCSF ‘ Best Student Involvement’ Award.