A quick reflection.
A majority of learners
undergo a positive educational experience, taught by a team of supportive staff
who foster good relationships with schools and the wider community. However,
many learners from the South West did not have not a breadth of different
cultural experiences, therefore, were genuinely excited by new and purposeful
experiences.
Curriculum planning
offers little opportunity for Holocaust education, for taking risks, or cross
phase/subject collaboration, and ICT facilities are difficult. There is a need
for more ICT skills in animation and filmmaking. Most Heads of Art wanted to
explore more original
Ideas and feelings
connected to sensitive and emotive starting points, whilst working
towards a professional
brief with a team of artists. The department also wished to develop issue-based
projects.
The priorities therefore
were to empower and personalise learning, exploit new
technologies, and develop
a sustainable project that would cascade new skills in filming and editing to
learners. It was decided to provide different group mixes, engender cross phase
collaboration and the space to work outside the timetable.
Students were to be
encouraged to take risks and learn from history, and develop
a wider cultural
understanding, with a sense of purpose through cross-curriculum
links.
How was learning
organised to achieve these aims?
A core group of learners,
staff and senior management was established to engage on the project, set aims
and objectives, explore timetabling alternatives, contact artist visits, and
set groups were organized for The Holocaust Memorial Project. I proposed exploring the testimony of a Polish
survivor, my father Waclaw Ryszka, who at the age of fifteen escaped from a
concentration camp, having coordinated his escape with a fellow inmate of
Auschwitz.
Gifted and talented
learners were involved and responded well visually.
How well did we achieve
our aims?
The impact and
achievement of this project was in the spiritual and emotional response of the
learners; students were fully engaged with the subject matter and connected to the
Waclaw Ryszka story.
The students shared a
common pride in the success of the work, and risks taken with mixing different
groups. Collaboration between artist
stages allowed a cascading of skills from 100 percent of learners in year 11–13
involved, in that the project achieved had helped art students to exceed their
target grades in art and design when revisited at a later date.
Professional development
for staff has opened a new approach towards high impact curriculum planning and
personalised learning. This was a project that changed and empowered everyone
and switched students onto learning.
‘I think visiting
Auschwitz museum it a good insight for everyone to understand more about the
Holocaust.
By listening to
survivors stories it makes Students realise the seriousness and scale of what
happened’
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